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Correlating Personality Types and Educational AttainmentOrcutt, Nicole Marie 01 January 2019 (has links)
There was a gap in the current literature examining degree attainment, in that there was no research found on personality type and the highest degree level someone attains. The goal of this study was to understand if there was a correlation to an individual's personality classification as determined by their Myers Briggs Personality Inventory (MBTI) and the highest education level they achieve for the 225 people in the entire sample and 95 in the subsample (participants raised in poverty). The MBTI's theoretical foundation is based upon Dr. Carl Jung's personality typology and was later expounded upon by the tool's creators. Eight Mann-Whitney U tests were conducted to address each of the null hypotheses for each question. The 8 research questions asked if there were higher levels of degree attainment for those with a particular preference within the trait dichotomies as measured by the MBTI. The research questions asked if individuals classified as introverts (I), intuitive (N), judging (J) and thinking (T) within both groups would have higher levels of degree attainment than those classified as: extroverted (E), sensing (S), perceiving (P) and feeling (F). There was a statistically significant relationship between being extraverted (E) versus introverted (I) and the highest educational level achieved in the subsample. This result was opposite of the predicted relationship for this hypothesis. That is, individuals classified as extroverts (E) had higher degree attainment levels than those classified as introverts (I). None of the analysis for the other hypotheses were statistically significant. The social change implications may include strategies to develop marketing and recruitment programs that appeal to extraverts, to increase the likelihood that they will choose to attend their institutions.
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A Double-Loop Patient-Oriented Learning Cycle for Therapy Decision-MakingMénard-Grenier, Raphaël 29 April 2022 (has links)
Therapy decision-making for patients with chronic diseases can be difficult. Such patients usually live with their illness(es) all their life, and therapies can only help them improve their condition by managing symptoms, not curing them. Patient-oriented approaches are common to caring for people with chronic conditions because patients’ priorities become relevant means of prioritizing therapies in the absence of a cure. While such type of approach is shown to be effective, it does not leverage evidence on the success of given therapies to achieve specific similar patient goals in the past. Evidence-Based Medicine (EBM) is a concept that was introduced to the medical field in the early 90s to invalidate previously accepted tests and therapies and replace them with new, more powerful, more accurate, more efficacious, and safer ones. Unfortunately, despite the prevalence of patient-oriented approaches for patients with chronic diseases, data collected on patients is not systematically leveraged to support therapy decisions. Combining evidence-based decision-making and patient-oriented approaches could potentially further improve patient outcomes by leveraging the most up-to-date data to recommend and discuss therapy options for patients with chronic conditions.
The development and implementation of Learning Health Systems (LHS) is another solution to improving patient outcomes, one that the US Institute of Medicine strongly recommends. The development and implementation of a LHS to support therapy choice for patients with chronic conditions could improve related decisions by fostering continuous learning regarding which therapy may help better achieve which patient goals. However, a learning process that systematically leverages a relevant basis of evidence to support patient-oriented approaches has yet to be defined. As such, this study aims at articulating a learning process for therapy decision-making in the context of chronic conditions. The result is framework and a demonstration of its application using the Goal Attainment Scale (GAS) and synthetic data.
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The Relationship Between Goal Attainment and Self Concept for Assertive Training GroupsPeterson, Lori 01 May 1978 (has links)
The objective of this research was to investigate the relationship between self-concept and goal attainment for assertive training groups. To determine if self-concept is related to the extent to which one's goals are attained was of major interest. Another purpose was to determine if self-concept measures increase as a result of participation in group assertive training.
Subjects were 67 volunteers, students from Utah State University, and Cache Valley, Utah, community members.
Subjects were administered as pretests and posttests the Tennessee Self Concept Scale and the Goal Attainment Scaling procedures including the Behavioral Monitoring Progress Record.
Three groups were formed: 1) AT I, a self-directed assertive training group, 2) AT II, a directed, goal-oriented assertive training group, and 3) a no-treatment control group. Four assertive training sessions were conducted and posttesting was completed.
Two correlations were computed: 1) the pretest TSCS scores were correlated with the GAS scores, and 2) the posttest TSCS scores were correlated with the GAS scores. A test of significance between correlation coefficients was applied to the two correlation coefficients obtained. The two correlations were not significantly different at the .05 significance level suggesting that the extent to which goals are attained is not related to self-concept for the two assertive training groups.
Increases from the TSCS pretest to posttest for each assertive training group were significant as indicated by the analysis of variance for repeated measures. The experience of participating in both assertive training groups was suggested as effecting positive changes in self-concept.
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Outcome evaluation of medical care utilizing Goal attainment scalingLittle, Bonnie G. 01 January 1978 (has links)
The purpose for this study was to develop guidelines for the implementation of Goal Attainment Sealing (a mental health measurement technique) in the medical care setting. As a graduate student of social work, I have become involved in the delivery of medical care and am interested in the dynamics of psycho-social variables as they affect the structure, delivery, and outcome of medical services.
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Status Attainment in the 21st Century: The Importance and Incorporation of Race within the Transition from School to WorkDaniels, Kalasia 18 October 2019 (has links)
No description available.
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Essays on Development in NigeriaAJOGBEJE, KOREDE ODUNAYO 01 May 2022 (has links) (PDF)
This dissertation consists of three chapters which as a whole address development issues in Nigeria. These chapters relate to issues on conflicts, rural labor, education, weather shocks, health, and aid. Chapter 1 studied the effects of conflicts on the labor adjustment patterns of rural households in Northern part of Nigeria. I relied on variation in the conflict incidence and employed the use of instrumental variable technique in order to identify the effect of conflict on several household labor variables. The result reveals that conflict within 20km radius of household has led to adjustment of labor away from agriculture to nonagricultural sectors. Also, it has led to substitution of household agricultural labor with hired labor. The demand pressure on hired labor was also found to have increased the wage rates of agricultural hired labor. Chapter 2 investigates the effects of conflicts, depending on the nature, on educational attainment of individuals in Nigeria. Specifically, I looked at how two forms of conflicts with different nature and perpetrators - Boko Haram insurgence and Farmers and Herders conflict – affects educational attainments in Nigeria. I employed the Difference-in-Difference (DiD) technique and found that both forms of conflict hurts completed years of education of individuals that are exposed to them. However, the magnitude of the effects of farmers and herders conflict tends to be larger than that of boko haram insurgence. Chapter 3 studies the effectiveness of World Bank aid projects in reducing the adverse effects of weather shocks on children’s health in Nigeria. The study revealed that children’s’ exposure to weather shocks in their month of birth and in utero have adverse effects on their Weight-to-age- z-score (WAZ) and height-to-age z-score (HAZ). However, the availability of aid projects within 20km radius of these children helps to reduce such negative effects of such weather shocks.
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The Effect of Paternal Job Loss on Intergenerational Mobility in Educational and Occupational ChoiceTuominen, Oona January 2023 (has links)
This thesis analyses the effect of father’s job displacement on his children’s occupational and educational choices. I use Finnish administrative data covering years 1989-2020 and identify downsizing as well as closing workplaces to find exogenous job losses. Despite identifying negative and persistent effects on displaced fathers, the found impact on their children’s career choices are limited and sensitive. I estimate that a paternal displacement decreases the probability of following father’s educational path by 0.5 percentage points. No effects on occupational mobility or educational applications are found. I establish pro-cyclical displacement costs for fathers that, however, are not found to translate into differences in the effects on the next generation.
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Predictors of educational attainment among Naskapi adolescentsRoot, Rhoda. January 2006 (has links)
No description available.
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Postsecondary Academic Attainment of Asian Americans: Analyses of NELS 1988-2000Smitananda, Phanompatt 17 December 2008 (has links)
No description available.
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From Aspiration to Attainment: African American Community College Transfer Student Experiences Through Baccalaureate Degree AttainmentWilson, Dawna 12 1900 (has links)
The purpose of this dissertation was to explore African American community college transfer student experiences through baccalaureate degree completion. The current study used qualitative methods to examine the experiences and perceptions of eighteen African American community college transfer students who recently graduated or were within 30 credit hours of graduating from a four-year university in Texas. Ten female and eight male students, ranging in age from 21 to 56 years old, with an average age of 28, composed the sample. Data were collected through semi-structured interviews which were transcribed and analyzed based on an integrated conceptual model of Padilla’s (1999) Model of Minority Student Success and Yosso’s (2005) Community Cultural Wealth Model. Findings suggest that African American community college transfer student experiences are very similar to transfer student experiences revealed in current literature. However, findings indicate students perceive their experiences differ from student of other races/ethnicities when dealing with negative stereotypes, lack of role models, and racial bias. Findings also suggest African American community college transfer student persist by employing transfer student capital, familial, aspirational, and resistant capital to learn how the traverse transfer, transition, and persistence through baccalaureate degree attainment.
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