Thesis (Ph.D.)--Mississippi State University. Department of Counseling, Educational Psychology, and Special Education [Department of Counseling and Educational Psychology] / Title from title screen. Includes bibliographical references.

Thesis (M.S. in psychology)--Washington State University, August 2009. / Title from PDF title page (viewed on July 15, 2009). "Department of Psychology." Includes bibliographical references (p. 27-31).

Thesis (Ph. D.)--University of Oregon, 2004. / Typescript. Includes vita and abstract. Includes bibliographical references (leaves 115-120). Also available for download via the World Wide Web; free to University of Oregon users.

Thesis (M.S.)--University of Michigan, 1964.

Thesis (MA(Psychology))-University of Pretoria, 2007. / Includes bibliographical references.

Thesis (M.A.)--Carleton University, 2001. / Includes bibliographical references (p. 79-87). Also available in electronic format on the Internet.

Thesis (Ph. D.)--University of Washington, 2005. / Vita. Includes bibliographical references (leaves 132-141).

The problem of this study was to determine the relationship between measures of intellectual functioning and adaptive behavior among learning disabled children. The purposes of this study were to analyze the factorial structure of intellectual functioning and adaptive behavior among learning disabled (LD) children and to determine whether or not these constructs were significantly interrelated for this population. Data for the study were obtained by the use of the Wechsler Intelligence Scale for Children - Revised (WISC-R) and Zeitlin's Coping Inventory (CI). To facilitate the investigation, four research guestions were posed. The population for the study consisted of 160 LD students from Cooke County, Texas. Scaled scores from the WISC-R and CI were analyzed on 48 girls and 112 boys, ranging in age from 6-3 to 16-2 years. Statistical treatment included separate factor analyses of WISC-R and CI scaled scores, the analysis by canonical correlation of data combined from both tests to investigate the possibility of significant interrelatedness, an analysis of combined test data for principal factors, and an exposition of central tendency measures from both tests.

No description available.

Thesis (M.A. (Clinical Psychology)) -- University of Limpopo, 2020 / The currents study investigated the relationship between attachment and behavioural problems in children in residential group homes (alternative care) in Polokwane, Limpopo. The sample consisted of children (n = 52) and their caregivers (n= 7) from the Samaritan Children’s Home. Both males (n = 30) and females (n = 22) were represented. All caregivers were female. A quantitative, cross-sectional design and simple random sampling were employed. Data was collected using the Relationship in Close Relationships Questionnaire (ECR-RC) and the Child Behaviour Checklist (CBCL). Methods of analysing were correlational (Pearson’s r) to establish relationships and t-test and ANOVA to establish between- and within-group differences. Results revealed that there was a statistically significant positive correlation between poor attachment and behavioural problems. Male children were found to exhibit more internalising behaviour than externalising behaviour when compared to females on the CBCL. Older children, both male and female (aged 12-14 years) were found to exhibit more behavioural problems than their younger counterparts aged 9-11.