Thesis (Ph.D.)--University of Nebraska-Lincoln, 2007. / Title from title screen (site viewed June 17, 2008). PDF text: 147 p. : ill. (some col.) ; 1 Mb. UMI publication number: AAT 3293921. Includes bibliographical references. Also available in microfilm and microfiche formats.

Thesis (M.A.)--Bowling Green State University, 2007. / Document formatted into pages; contains viii, 88 p. Includes bibliographical references.

Thesis (Ph. D.)--University of North Texas, Aug., 2000. / Includes bibliographical references (p. 88-97). Also available via the World Wide Web; access restricted to SCU.

Thesis (M.App.Psych.) -- University of Adelaide, Department of Psychology, 1995.

Thesis (M.A.)--University of Missouri-Columbia, 2003. / Typescript. Includes bibliographical references (leaves 52-60). Also available on the Internet.

Thesis (M.A.)--University of Missouri-Columbia, 2003. / Typescript. Includes bibliographical references (leaves 52-60). Also available on the Internet.

Thesis (M.A.)--University of Notre Dame, 2003. / Thesis directed by E. Mark Cummings for the Department of Psychology. "November 2003." Includes bibliographical references (leaves 73-82).

Coping behaviour, perceived control, and the self concept of elementary school children with learning disabilities educated in regular and special education classrooms was examined using a comparative design. In addition, the influence of teachers' classroom management orientation on children's self-perceptions and coping behaviour was investigated. Children attending a special school for students with learning disabilities were found to be more adaptive copers than children in special education classes in regular schools, children receiving resource room assistance, and children mainstreamed in regular classes. Children with learning disabilities were found to have positive perceptions of their global self-worth regardless of the type of class they were in, although they indicated less confidence in their academic abilities compared to their self-perceptions of physical appearance and athletic competence. In general, most children believed that they were responsible for their academic successes and at the same time perceived academic failure as unavoidable. The students who coped most effectively demonstrated the most realistic appraisals of their academic situation. They recognized that they could not control academic failure, however, they believed that the best way to succeed in school was by continuing to exert effort. Additionally, successful copers held high expectations for future academic success and believed that they possessed the capacities needed to achieve this success. Children who coped most effectively strongly endorsed beliefs in their capacity to have a positive relationship with their teachers. Children who were rated as effective copers had teachers whose instructional orientation promoted autonomous functioning in their students.

Thesis, PlanB (M.S.)--University of Wisconsin--Stout, 1999. / Includes bibliographical references.

Thesis (M.A.)--University of Detroit, 1957. / "June 1957" Includes bibliographical references (p. 88-102).