Pun Kit Ling. / Thesis (M.A.Ed.)--Chinese University of Hong Kong, 1991. / Bibliography: leaves 89-98. / LIST OF TABLES --- p.iv / LIST OF FIGURES --- p.vi / ABSTRACT --- p.vii / Chapter CHAPTER I --- INTRODUCTION --- p.1 / Purpose of the study --- p.2 / Significance of the study --- p.3 / Chapter CHAPTER II --- LITERATURE REVIEW --- p.5 / Definition of self-concept --- p.6 / Significance of self-concept --- p.8 / Self-concept formation --- p.10 / Self-concept and significant others --- p.15 / Importance of parental evaluation and parent-parent agreement --- p.18 / Sex differences in the relationship of parental evaluations and their agreement to children's self-concept --- p.26 / Age differences in the relationship of parental evaluations and their agreement to children's self-concept --- p.30 / Measurement of self-concept --- p.32 / Chapter CHAPTER III --- METHOD --- p.35 / Subjects --- p.35 / Instruments --- p.38 / Procedure --- p.41 / Hypotheses --- p.41 / Data analyses --- p.42 / Chapter CHAPTER IV --- RESULT --- p.44 / Properties of instruments --- p.44 / Father's and mother's evaluations of children and children's self-concept --- p.47 / Parent-parent agreement and children's self- concept --- p.49 / Sex differences --- p.60 / Grade differences --- p.69 / Summary of findings --- p.73 / Chapter CHAPTER V --- DISCUSSION --- p.80 / Conclusion --- p.87 / REFERENCES --- p.89 / APPENDICES --- p.99

This study was designed to examine the effect teaching five and one-half to six-year-old children analytical and conceptual thinking strategies would have on their subsequent performance on the Bender-Gestalt Test. The sample was composed of 34 kindergarten children in this age range from the Providence Elementary School. They were randomly divided into two groups of equal size; one group was then given three 10-minute training sessions over three days which were designed to teach them analytical and conceptual thinking strategies. The other group was also given three 10-minute sessions with the investigator; however, they were only involved in looking at and identifying pictures./p> The hypothesis that the group receiving this training would have lower error scores on the Bender-Gestalt Test was not substantiated by this research. One possible explanation for these results is that the training given was not extensive enough to effectively teach the use of these concepts as measured by their test performance.

No description available.

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

Thesis (Ph. D.)--Clark university, 1899. / Cover title. "Reprinted from the Pedagogical seminary, vol. VI, September, 1899." Bibliography: p. 56-59. Also available in digital form on the Internet Archive Web site.

<p>Using the social constructionist theoretical framework as a point of departure, the primary aim of the study is to explore the extent to which the meanings that children assign to &lsquo / childhood&rsquo / are ideologically configured. More specifically, using the concept of well-being as a hermeneutic key, the study examines how children use specific discursive resources and repertoires to assign meaning to &lsquo / childhood&rsquo / . The outcome of this on children&rsquo / s meaning assignation and constructions of childhood is characterized by a consensus/contestation dichotomy as ichildren appear to both accept and resist the ideology. This emerges at the intrapersonal level (within the consciousness of children), the interpersonal level (between children) and societal level (between children and adult society). The study concludes by advancing the notion that childhood should be conceived of as an ideological configured construction, and not merely as a discursive construction, functioning within various social contexts. Thus, the meanings of childhood, whether constructed by, or present in discourses, cannot be independent from the ideologically configured social, historical and material structures. It is believed that this theoretical maneuver will bring theories of childhood into better alignment with practical actions resulting in opportunities for intervention, services, monitoring and research initiatives, as well as policy development and implementation, aimed at improving child and youth wellness.</p>

Thesis (Ph. D.)--University of Texas at Austin, 1999. / Vita. Includes bibliographical references (leaves 163-173). Available also in a digital version from Dissertation Abstracts.

Thesis (Ph. D.)--University of Pennsylvania, 1918. / "Reprinted from the Psychological clinic, vol. XII, no. 3, May 15, 1918." Bibliography: p. 24.

Thesis (Ph. D.)--University of Pennsylvania, 1918. / Bibliography: p. 54.

Thesis (Ph. D.)--Columbia University, 1929. / Vita. Published also as Teachers college, Columbia university, Contributions to education, no. 348. Bibliography: p. 52-53.