Thesis (M.Ed.)--University of Hong Kong, 1993. / Also available in print.

Thesis (Ed. D.)--Illinois State University, 1993. / Title from title page screen, viewed February 15, 2006. Dissertation Committee: Lanny Morreau (chair), Ming-Gon John Lian, Paul Baker, Keith Stearns. Includes bibliographical references (leaves 134-152) and abstract. Also available in print.

Thesis (Ph. D.)--University of Wisconsin--Madison, 1969. / Typescript. Vita. Description based on print version record. Includes bibliographical references.

Thesis (M.S.)--University of Wisconsin, 1965. / Extension Repository Collection. Typescript (photocopy). Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 123-125).

Thesis (Ed. D.)--Illinois State University, 2000. / Title from title page screen, viewed July 31, 2006. Dissertation Committee: Kenneth F. Jerich (chair), Mark Shelley, Wayne Benenson, Joe Nwoye. Includes bibliographical references (leaves 85-86) and abstract. Also available in print.

Thesis (Ph. D.)--Georgia State University, 2006. / Title from title screen. Joel Meyers, committee chair; Barbara Meyers, Ramona W. Matthews, Christine Siegel, committee members. Electronic text (146 p.) : digital, PDF file. Description based on contents viewed Aug. 15, 2007. Includes bibliographical references (p. 127-135).

Thesis (MA)--University of Stellenbosch, 2006. / Bibliography. Also available via the Internet.

No description available.

M.A. (Psychology) / Please refer to full text to view abstract

M.Ed. (Orthopedagogics) / The purpose of this study is to determine whether milieu-deprived school beginners reveal fear of failure and achievement motivation tendencies. Fear of failure is a phenomenon which normally occurs among all people, although it can vary in degrees of intensity. It would appear, from the literature, that fear of failure can be viewed as a specific form of anxiety which has a detrimental effect on achievement. Owing to the human functioning as a totality, the concepts of fear of failure and achievement motivation can not be examined in isolation, therefore the relationship between these concepts and those of anxiety and achievement has been investigated. Several researchers agree that pre-school children are quite capable of forming a clear notion concerning their personal capabilities and that motives are established in their pre-school years. Views expressed by researchers suggest that at school entry, motive preferences are already perceptible in school beginners; these children may be achievement motivated or reveal a fear of failure. The low achievement motivation and negative self-concept of milieu deprived school beginners are conspicuous at school entry. These children are neither able to measure up to the school's expectations nor actualize their potential properly because of limited experiences, deficient cognitive and language development, as well as inadequate concentration. This is a result of unfavourable educational circumstances and insufficient developmental opportunities during the pre-school period. The above-mentioned short-comings which milieu-deprived school beginners experience, cause anxiety. They perceive school as a threat and anticipate and fear failure...