by Wong Moon-Sing Benjamin. / Thesis (M.A.Ed.)--Chinese University of Hong Kong, 1990. / Bibliography: leaves 118-124. / ACKNOWLEDGEMENTS --- p.ii / TABLE OF CONTENTS --- p.iii / LIST OF TABLES --- p.vi / LIST OF FIGURES --- p.vii / ABSTRACT --- p.viii / Chapter CHAPTER 1 : --- INTRODUCTION / Importance of the Study --- p.1 / Nature of the Study --- p.4 / Quest ions of Interest --- p.7 / Chapter CHAPTER 2 : --- LITERATURE REVIEW / Review of Related Literature / Conflicting Theorectical Interpretations --- p.9 / Time Perspective --- p.14 / Positive or Negative Growth --- p.16 / Parental Death versus Divorce --- p.18 / Any Personality Impacts ？ --- p.19 / Any Mediating Variables ？ --- p.20 / Local Research Findings --- p.21 / Chapter CHAPTER 3 : --- EMERGENCE OF SELF-DISCREPANCIES -- A POSTULATION / Emergence of Self-discrepancies --- p.24 / Perceptual Discrepancies in Parental Images --- p.28 / Self-discrepancies in the Children's Conception of Future Sexual Relationship --- p.39 / Self-discrepancies in Self-development --- p.40 / Behavioral Manifestations --- p.43 / Developmental Considerations --- p.45 / Cultural Considerations --- p.48 / Uniqueness of the Study --- p.50 / Chapter CHAPTER 4 : --- EMPIRICAL EXPLORATION / Research Questions and Hypotheses --- p.53 / Research Design and Subjects --- p.56 / Instruments and Measurements --- p.60 / Procedure --- p.70 / Statistical Analysis --- p.72 / Chapter CHAPTER 5 ： --- RESULTS / General Information --- p.74 / Major Findings --- p.77 / Supplementary Findings --- p.81 / Chapter CHAPTER 6 : --- DISCUSSION / On Self-discrepancies --- p.85 / On Adjustment Difficulties --- p.92 / Difference between the Divorce Group and the Problem Group --- p.99 / A Kellyian Interpretation --- p.102 / Chapter CHAPTER 7 : --- CONCLUSION / Summary of Findings and Conclusion --- p.112 / Implications and Limitations --- p.115 / BIBLIOGRAPHY --- p.118 / APPENDIXES / Chapter APPENDIX A : --- The Chinese Version of the Survey Form on the Life of Secondary Students --- p.125 / Chapter APPENDIX B : --- Perceived Marital Adjustment Test --- p.135

Thesis (Ed.D.)--Boston University.

This study extended the knowledge of and examined the moderation and mediation effects of contextual interpersonal exogenous and endogenous variables on intervention response. The first analyses consisted of Repeated Measures Multivariate Analysis of Variance (RMANOVAs) and the second analyses consisted of estimating linear growth curves using within-subject regression analysis. The results of the outcome and moderation analyses identified ethnicity as a plausible moderator of intervention response. Specifically, African Americans demonstrated significant higher psychosocial development in intimacy compared to Hispanics. The mediation analyses, which estimated linear growth curves using within- subject regression analysis, identified a potentially influential mediator, that is, group impact, as a causal factor contributing to the positive psychosocial development of identity. In summary, the current study furthered examined the psychosocial development of identity and intimacy. Secondly, it demonstrated the influential moderation and mediation effects on intervention response. And thirdly, it expanded the methodological procedures in a university-community based intervention.

No description available.

No description available.

No description available.

Thesis (M.S.)--Eastern Illinois University. / Includes bibliographical references (leaves 37-38).

Noncompliant behavior in children may be due to the developmental stage the child is going through, but persistent noncompliance can have long-term effects on the child ranging from academic problems to relationship problems (Forehand & Wierson, 1993; Kalb & Loeber, 2003). Parents' response to noncompliant behavior may be influenced by their parenting style. Parental tolerance is one factor that may differ among parenting styles. Parental tolerance can be defined by how annoyed the parent becomes by disruptive behavior displayed by children and the affect it has on the parent-child interaction (Brestan, Eyberg, Algina, Johnson, & Boggs, 2003). One new measure of parental tolerance is the Child Rearing Inventory (Brestan, et al., 2003). The present study examined the validity of the Child Rearing Inventory (CRI) and investigated whether or not tolerance differs based on type of parenting style. The participants of this study are 109 parents with children aged 1 to 5 years old. Individuals completed a series of questionnaires. The results of the present study illustrate that the CRI is a measure of parental tolerance. Parents who were less tolerant of the child behaviors as described in the case vignettes endorsed higher scores on the CRI. The study also found that parents' tolerance levels do not significantly differ based on the parenting styles they endorse.

The No Child Left Behind (NCLB) Act of 2001 was enacted to protect the United States' most vulnerable students and was signed into law in January 2002 (U.S. Department of Education, 2002). For many years, black, Hispanic, special education, and limited English proficient students were not achieving at the same level as their white, middle-class counterparts because schools were not held accountable for their individual progress. The achievement gap is well documented in previous research at all levels of education. Scores on the National Assessment of Educational Progress (NAEP) from 1996 to 2000, obtained from a national sample of 8th- and 12th- grade students indicated that for each grade level, black and Hispanic students scored significantly lower than whites in reading, mathematics, and science (Braswell, Lutkus, Grigg, Santapau, Tay-Lim, & Johnson, 2001; Grigg, Daane, Jin, & Campbell, 2003; O'Sullivan, Lauko, Grigg, Qian, & Zhang, 2003). In Kentucky, the Minority Student Achievement Research Project (MAP) is an educational initiative formed to address the achievement gap and progress all students toward proficiency within the state. Seven school districts (partnership sites) were selected for participation in the program, and individual schools within the districts were selected for participation based on the criteria that at least 25% of their student population was minority (KDE, 2000). This study was designed to determine if the implementation of reading programs as a MAP strategy impacted 4th" and 7th" grade students' reading scores on the Kentucky Core Content Test (KCCT) of achievement, as well as the 6th" grade level of the Comprehensive Test of Basic Skills 5 (CTBS/5). The researcher was also interested in how the implementation of these programs may affect the achievement gap between black and white students in the sample. The sample was comprised of 338 4th" grade Kentucky students enrolled in a public elementary school within MAP participating districts during the 2002-03 school year. Archival data of 4th" grade students' scores on the KCCT reading section from 2000 through 2005 were requested and obtained from the Kentucky Department of Education (KDE). Analyses revealed that MAP students did not perform significantly better than Non-MAP students on the KCCT at any grade levels. Likewise, results showed that MAP students did not obtain significantly higher Percentiles on the reading test of the CTBS/5 at the 6th" grade level. The analyses also did not show a convergence of achievement scores between black students and white students regardless of MAP participation on either the state reading test or the norm-referenced test across administrations. The implications of the findings are discussed.

The purpose of this study was to examine the similarity between same-grade and different-grade friendship pairs compared to randomly paired children in the same grade and in different grades. Previous research has focused primarily on examining same-grade children's friendships and has not examined friendships of children differing in grade. This study examined similarities between same- and different-grade friends on teacher-rated behaviors and peer relations variables. Children in 78 ungraded primary classrooms (N = 908) participated in a socio-metric interview and were rated by their teachers using the Teacher-Child Rating Scale (T-CRS, Hightower, 1986). Friendship pairs were composed of children who mutually selected one another as friends. The ungraded classrooms made it possible for children to have friends who were either one grade higher or lower. Randomly paired children were matched on age and gender and compared to the friendship pairs using teacher-rated and peer relations variables. The results indicate that common ground is an important basis for friendship, regardless of whether the friends are matched in grade level.