published_or_final_version / Educational Psychology / Master / Master of Social Sciences

Thesis (M. Soc. Sc.)--University of Hong Kong, 2008. / Includes bibliographical references (p. 28-33).

No description available.

Thesis (M.S.)--Central Connecticut State University, 2003. / Thesis advisor: Jane Fried. " ... in partial fulfillment of the requirements for the degree of Master of Science in Student Development in Higher Education." Includes bibliographical references (leaves 82-83). Also available via the World Wide Web.

Thesis (M.Ed.)--University of Hong Kong, 1988. / Includes bibliographical references (leaf 161-167) Also available in print.

Thesis (Ph. D.)--University of Texas at Austin, 2002. / Vita. Includes bibliographical references. Available also from UMI Company.

Thesis (Ph. D.)--University of Texas at Austin, 2002. / Vita. Includes bibliographical references (leaves 151-166). Available also in a digital version from Dissertation Abstracts.

This investigation examined the effect of changes in ball properties and cognitive demands on the performance of adolescent male athletes of varying levels of soccer expertise. Participants moved through a course under two conditions: decision and no decision, and with two types of soccer balls, regular and futsal. The experts moved through the courses with both balls significantly faster than the novices and had a lower percentage of control errors with the regular ball but not with the futsal ball. Both groups performed significantly slower under the decision condition, but no differences were found between conditions in the percentage of control errors made. The novices made a significantly smaller percentage of control errors with the futsal ball than the regular ball, although the type of ball had no effect on their performance times. These results suggest that the experts display better soccer skills and cognition than the novices and that the properties of the futsal ball appear to reduce the technical demands for the novices.

Research suggests that the temporary rise in adolescent antisocial behaviour (ASS) is attributable to a very large number of young people each engaging in a relatively small number of ASS's while progressing through adolescence. One possible explanation for the temporary increase in ASS during adolescence is that during puberty, the cognitive processes responsible for monitoring and controlling behaviour are disrupted. In support of this, recent research has found that adolescents' participation in ASS is positively correlated with the stage of pubertal development rather than age. Additionally, there is evidence that a temporary 'dip' in executive functioning (planning, organizing, decision-making) occurs at an age range (Le. 11-14 years) typically associated with the onset of puberty. This thesis reports a first test of a model which proposes a causal relationship between puberty, decreased executive function and increased antisocial behaviour. Self-report data on pubertal development, antisocial attitudes and ASS participation were collected from 323 boys and girls (ages 9 -17 years) attending New South Wales public schools. Executive function, (Le. updating, response inhibition, set-shifting) was measured in a 3D-minute individual interview. Data were analysed to determine if participants reported greater participation in ASS during puberty onset and whether this period was also characterized by a decline in executive function. In addition, it was investigated whether adolescents who attain puberty earlier than their peers participate in ASS earlier, longer, and at higher rates than their 'on-time' or 'late-maturing' peers, and whether there was an association between 'early' puberty and a persistent reduction in executive function. Results revealed that ASS participation was significantly associated with puberty onset timing, and some significant associations were found between antisocial attitudes and pubertal timing. There was some indication of decreased executive function at puberty onset and a link between early pubertal timing and a persistent reduction in executive function. Thus, there is some partial evidence to support the proposed model of adolescent ASS. However, complications in performing mediation analysis prevent concluding that executive function mediates the relationship between pubertal development and ASB. The implications of these findings are discussed with reference to future research in this field.

M.Ed. / Please refer to full text to view abstract