Thesis (Ph. D.)--University of Texas at Austin, 2006. / Vita. Includes bibliographical references.

One criticism of previous work in the field of adolescent development has been the paucity of research examining the unique and combined contributions of different developmental contexts on adolescents' functioning. In an attempt to address this issue, the current study examined adolescents' perceptions of autonomy and relatedness within parent, peer, and school contexts in relation to school functioning and psychological adjustment. Adolescents (N = 478) in Grades 8, 9, and 11 completed self-report questionnaires assessing feelings about their relationships with parents and peers, and perceptions of school. Teachers completed ratings of adolescents' strengths and competencies. Academic achievement was assessed using end of year school grades. Results revealed several significant gender and grade differences. Whereas girls reported greater deidealization of their parents and peers, and higher quality of attachment to peers than did boys, boys- reported being less dependent on their peers than did girls. Overall, adolescents in grade nine were more dependent on their peers and reported more trust and communication in their peer relationships than did adolescents in grade eight. Correlational results indicated that school functioning was positively associated with school autonomy, parental attachment, peer attachment and school belonging, and that problems in psychological adjustment were negatively associated with peer autonomy, school autonomy, parental attachment, peer attachment, school belonging, and positively associated with parental autonomy. Results of the multiple regression analyses indicated that autonomy and relatedness variables accounted for significant amounts of variance in GPA, teacher-rated school competencies, internalizing problems, and externalizing problems. Analyses also revealed variables which uniquely predicted areas of functioning across contexts and gender. This cross-sectional study provides new theoretical insights regarding relations of autonomy and relatedness to school functioning and psychological adjustment during adolescence across multiple contexts. The findings contribute to a more thorough understanding of the dimensions of autonomy and relatedness that may have important implications for educators and parents of adolescents for improving educational practice and for promoting school success and positive adjustment. / Education, Faculty of / Educational and Counselling Psychology, and Special Education (ECPS), Department of / Graduate

Adolescent pregnancy has been a global phenomenon of great concern for a considerable time. Adolescent pregnancy and parenting can lead to negative consequences for both adolescents and their infants in health, psychological, developmental and educational spheres. In South Africa recent media reporting has pointed out that adolescent pregnancy at times culminates in infant abandonment. Adolescence is a difficult transition period and the added stress of pregnancy and parenting creates specific challenges. Adolescent parents’ conflicting roles as adolescents, striving for independence, and as parents, who have to care for their children in a selfless manner, have been shown to complicate their lives significantly. Research has indicated that adolescent pregnancy mostly occurs in resource-poor, black, rural, or semi-rural communities. Support for pregnant and parenting adolescents in such communities seems to be minimal, and research on experiences of adolescent pregnancy and parenting in the South African context is scant. Therefore the aim of this study was to explore late adolescents’ (18-22) experiences of their pregnancy and parenting during early adolescence (12-18). The research context was a resource-poor community, namely Sir Lowry’s Pass Village in the Helderberg basin in the Western Cape. The researcher wanted to shed light on the particular challenges and strengths of participants, to inform practice and make suggestions so as to promote support for such parents. From the findings of this study it became clear that participants found adolescent pregnancy and parenting to be a challenging experience. They made mention of various factors complicating their experience of pregnancy and parenting, such as their socio-economic circumstances; stigma experienced from the community, family, peers, and educational and health-related systems; loss and sacrifices; lack of support; and feelings of powerlessness. They felt overwhelmed by their parenting experiences as a result of lack of parenting skills, and the fact that their parental rights were often not respected. However, pregnancy and parenting were also viewed as positive and inspiring in that adolescent parents viewed their children as a source of comfort. Furthermore, they indicated that parenting was more manageable with support, and that becoming parents rendered them more responsible individuals. These findings concur with prior research on adolescent pregnancy and parenting. This study adds value to the field of adolescent pregnancy and parenting in that prior findings were corroborated, and that an adolescent father’s perspective was included. Research on adolescent fathers in the South African context is limited. This study provides a clearer understanding of pregnant and parenting adolescents’ needs and what they find supportive, which could assist health care professionals, welfare organisations, schools, and significant others in supporting them more adequately. / MA (Psychology), North-West University, Potchefstroom Campus, 2015

Adolescent pregnancy has been a global phenomenon of great concern for a considerable time. Adolescent pregnancy and parenting can lead to negative consequences for both adolescents and their infants in health, psychological, developmental and educational spheres. In South Africa recent media reporting has pointed out that adolescent pregnancy at times culminates in infant abandonment. Adolescence is a difficult transition period and the added stress of pregnancy and parenting creates specific challenges. Adolescent parents’ conflicting roles as adolescents, striving for independence, and as parents, who have to care for their children in a selfless manner, have been shown to complicate their lives significantly. Research has indicated that adolescent pregnancy mostly occurs in resource-poor, black, rural, or semi-rural communities. Support for pregnant and parenting adolescents in such communities seems to be minimal, and research on experiences of adolescent pregnancy and parenting in the South African context is scant. Therefore the aim of this study was to explore late adolescents’ (18-22) experiences of their pregnancy and parenting during early adolescence (12-18). The research context was a resource-poor community, namely Sir Lowry’s Pass Village in the Helderberg basin in the Western Cape. The researcher wanted to shed light on the particular challenges and strengths of participants, to inform practice and make suggestions so as to promote support for such parents. From the findings of this study it became clear that participants found adolescent pregnancy and parenting to be a challenging experience. They made mention of various factors complicating their experience of pregnancy and parenting, such as their socio-economic circumstances; stigma experienced from the community, family, peers, and educational and health-related systems; loss and sacrifices; lack of support; and feelings of powerlessness. They felt overwhelmed by their parenting experiences as a result of lack of parenting skills, and the fact that their parental rights were often not respected. However, pregnancy and parenting were also viewed as positive and inspiring in that adolescent parents viewed their children as a source of comfort. Furthermore, they indicated that parenting was more manageable with support, and that becoming parents rendered them more responsible individuals. These findings concur with prior research on adolescent pregnancy and parenting. This study adds value to the field of adolescent pregnancy and parenting in that prior findings were corroborated, and that an adolescent father’s perspective was included. Research on adolescent fathers in the South African context is limited. This study provides a clearer understanding of pregnant and parenting adolescents’ needs and what they find supportive, which could assist health care professionals, welfare organisations, schools, and significant others in supporting them more adequately. / MA (Psychology), North-West University, Potchefstroom Campus, 2015

Text in Afrikaans / Gevorderde skoolsillabusse, die medta en 'n ekonomtes-politiessosiaal- georienteerde gemeenskap, lei daartoe dat dte adolessent op 'n vroee ouderdom sy potensiaal ten opsigte van sy verstandelike, emosionele, fisiese, morele en sosiale ontwikkeling optimaal kan realiseer. Daarvoor is die adolessent aangewese op die steun van die ouer. Dit bring mee dat hoer eise ook aan die ouer as opvoeder gestel word. Die sukses van opvoeding in die ouerhuis word bepaal deur die kwaliteit van die gesagsverhouding tussen die ouer en die adolessent.' Die ouer se hantering van gesag is bepalend vir die adolessent se belewing van gesag. Die stel van reels en regulastes en die wyse waarop dissipline en straf toegepas word, lei tot die adolessent se aanvaarding, verwerping of uitoefening van gesag. Ten einde 'n toereikende ouer-adolessent-relasie daar te stel, moet adolessensie as 'n tydperk van besfnnfng oor nuwe regte en verantwoordelikhede in plaas van 'n tydperk van konflik oor norme beskou word. / Advanced school syllabi, the media and communlties that are economically, politically and socially orientated result In adolescents' early realisation of optimal potential regarding intellectual, emotional, physical, moral and social development. Such accelerated development requires the support of parents which results ln higher expectations being made of parents as educators. The success of education In the home ls determined by the quality of the relationship of authority between the parent and the adolescent. The parent's style of authority determines the adolescent's experience of authority. The formulation of rules and regulations and the manner of disciplining and punishing leads to the adolescent's rejection or acceptance of a~thorlty and own exercising of authority.· In order to establish an adequate parent-adolescent relationship, adolescence should be regarded as a time to review rights and responsibilIities rather than a period of conflict over norms. / Psychology of Education / M.Ed. (Sielkundige Opvoeding)

published_or_final_version / Nursing Studies / Master / Master of Nursing

Cheung Sum Kwing. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2006. / Includes bibliographical references (leaves 76-91). / Abstracts in English and Chinese. / Acknowledgements --- p.ii / Table of contents --- p.iii / Abstract (English) --- p.v / Abstract (Chinese) --- p.vi / Chapter Chapter One: --- Introduction --- p.1 / Nature of friendship and its measurements / Features of adolescent friendships / Needs of same-sex and cross-sex friendship formation / "Relations among friendship needs, needs fulfillment and satisfaction" / Sex differences in same-sex and cross-sex friendships / "Relations among masculinity, femininity, same-sex and cross-sex friendships" / Interdependency between dating and friendship experiences / "Objectives, design and hypotheses of the present study" / Chapter Chapter Two: --- Method --- p.28 / Participants / Measures / Procedures / Chapter Chapter Three: --- Results --- p.37 / Exploratory factor analyses of friendship needs / T-tests of needs fulfillment and satisfaction in same-sex and cross-sex friendships / T-tests and correlation analyses of same-sex and cross-sex friendship satisfaction / Hierarchical regression analyses of same-sex and cross-sex friendship satisfaction / Chapter Chapter Four: --- Discussion --- p.54 / Functions of adolescents´ة same-sex and cross-sex friendships / Correlates of same-sex friendship satisfaction / Correlates of cross-sex friendship satisfaction / Implications of the results from the present study / Limitations and suggestions / Conclusion / References --- p.71 / Appendix --- p.87 / New items of the Friendship Needs Scale

文旺輝. / 論文(哲學碩士) -- 香港中文大學硏究院敎育學部, 1996. / 參考文献 : leaves 64-75. / Wen Wanghui [Man Wong Fai]. / 摘要 --- p.1 / 謝言 --- p.2 / 目錄 --- p.3 / 表索引 --- p.5 / 圖索引 --- p.6 / Chapter I. --- 引言 --- p.7 / Chapter A. --- 源起 --- p.7 / Chapter B. --- 研究意義 --- p.8 / Chapter C. --- 研究主題 --- p.9 / Chapter II. --- 文獻回顧 --- p.11 / Chapter A. --- 攻擊行為與攻擊性 --- p.11 / Chapter B. --- 測量攻擊性 --- p.12 / Chapter C. --- 歸因模式與青少年的攻擊性 --- p.16 / Chapter D. --- 父母的攻擊性與青少年的攻擊性 --- p.19 / Chapter E. --- 親子關係與青少年的攻擊性 --- p.21 / Chapter III. --- 研究設計 --- p.24 / Chapter A. --- 研究變項及工具 --- p.24 / Chapter B. --- 研究假設 --- p.31 / Chapter C. --- 樣本 --- p.34 / Chapter D. --- 資料收集 --- p.35 / Chapter IV. --- 資料分析結果及討論 --- p.36 / Chapter A. --- 各量表的内在一致性及單度向性檢驗 --- p.37 / Chapter B. --- 性別、年級與青少年的攻擊性 --- p.39 / Chapter C. --- 攻擊性及敵意歸因偏見與其他變項的關係 --- p.41 / Chapter D. --- 比較及測試不同的因徑模式 --- p.43 / Chapter V. --- 討論_ --- p.59 / Chapter A. --- 分析結果討論 --- p.59 / Chapter B. --- 研究限制 --- p.63 / Chapter VI. --- 參考文獻 --- p.64 / Chapter VII. --- 附錄 --- p.76 / Chapter A. --- 主測用量表 --- p.76 / Chapter B. --- 前測用量表 --- p.77 / Chapter C. --- 「高攻擊性」與「低攻擊性樣本」的比較 --- p.79 / Chapter D. --- 主要變項的相關矩陣 --- p.82 / Chapter E. --- 各量表的相關矩陣 --- p.83

Thesis (Ph. D.)--University of Oregon, 2001. / "Based on data collected from the Oregon Adolescent Depresssion Project (OADP)."--Abstract. Typescript. Includes vita and abstract. Includes bibliographical references (leaves 73-84). Also available for download via the World Wide Web; free to University of Oregon users.

Thesis (Ph. D.)--University of Texas at Austin, 2002. / Vita. Includes bibliographical references. Available also from UMI Company.