by Wong Ho Yan Fanny. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2002. / Includes bibliographical references (leaves 47-57). / Abstracts in English and Chinese. / TITLE PAGE --- p.i / ACKNOWLEDGEMENT --- p.ii / TABLE OF CONENTS --- p.iii / LIST OF TABLE AND FIGURES --- p.iv / ABSTRACT --- p.v / 論文摘要 --- p.vi / Chapter CHAPTER 1 - --- Introduction --- p.1 / Chapter CHAPTER 2 - --- Method --- p.25 / Chapter CHAPTER 3 - --- Results --- p.29 / Chapter CHAPTER 4 - --- Discussion --- p.37 / RERERENCES --- p.46

A positive psychosocial intervention comprised of high autonomy support, task-involvement, and caring was implemented in physical activity classes to examine its effects on college women’s basic psychological needs (i.e. autonomy, competence, relatedness), exercise regulations (i.e. external, introjected, identified, integrated, intrinsic) and social physique anxiety (SPA). We hypothesized that at the end of the semester, participants in the intervention group (N = 73) would report greater need satisfaction, more self-determined regulations and less SPA than participants in the non-intervention group (N = 60). At T1 and T2, both the intervention and non-intervention participants reported “agreeing” with experiencing an autonomy supportive, task-involving, and caring environment. Furthermore, both groups at T1 and T2 reported moderate SPA. No significant group differences were found at T1. At T2, significant group differences were observed in the intervention and non-intervention groups’ report of external regulation and intrinsic regulation. The results suggests that group exercise instructors are capable of creating a positive psychosocial environment to enhance students’ intrinsic motivation.

Man Ka Yin. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2001. / Includes bibliographical references (leaves 44-54). / Abstracts in English and Chinese ; questionnaires in Chinese. / Chapter I --- Abstract / English version --- p.i / Chinese version --- p.iii / Chapter II --- Acknowledgement --- p.iv / Chapter III --- Table of Contents --- p.v / Chapter IV --- Introduction / Types of Emotions --- p.2 / Characteristics of Emotional Communication --- p.4 / Psychological Aspect: Personality --- p.7 / Social Aspect: Interaction Pattern --- p.10 / Cognitive Aspect: Communication Concerns --- p.12 / Objectives of the Present Study --- p.14 / Chapter V --- Method / Participants --- p.15 / Instruments --- p.15 / Procedure --- p.17 / Chapter VI --- Results / Reliability Analyses --- p.18 / Emotional Sharing --- p.18 / Predicting Emotional Sharing --- p.21 / Chapter VII --- Discussion / Sharing across the Eight Types of Emotions --- p.28 / Factors Underlying Different Types of Emotional Sharing --- p.29 / Limitation and Further Studies --- p.40 / Implications --- p.41 / Chapter VIII --- References --- p.44 / Chapter IX --- Footnotes --- p.55 / Chapter X --- Tables --- p.56 / Chapter XI --- Figure --- p.65 / Chapter XII --- Appendices / Questionnaire (Chinese version) --- p.Appendix 1 / Zero-order Correlation Results --- p.Appendix 2

The problem of this study was to determine the differences on selected variables between who prefer a lecture-test learning approach and those who prefer a lecture-contingency management learning approach after experience with both learning systems in an introductory psychology course. The purposes were 1) to compare personality characteristics of self-concept and reward expectancies between students who select a lecture-contingency management and those who select a lecture-test learning approach; 2) to determine the effect on academic achievement of preference for a lecture-contingency management versus a lecture-test learning approach; and 3) to compare age, grade point average, and previous instructional experience between students who choose a lecture-contingency management and those who choose a lecture-test learning approach after experience with both approaches of students in an introductory psychology course in a metropolitan community college.

Presented here is a case study of the problem-solving behaviors of upper-division undergraduate physics majors. This study explores the role of visual representations in students' problem solving and provides a foundation for investigating how students' use of visualization changes in the upper-division physics major. Three independent studies were conducted on similar samples of students. At the time of these studies, all of the subjects were junior physics majors participating in the Paradigms in Physics curriculum at Oregon State University. In the first study, we found that while all students had high scores on the Purdue Spatial Visualization Test, the correlation between test scores and their grades in physics was not statistically significant. In the second study (N=5) and the third study (N=15), we conducted think-aloud interviews in which students solved electrostatics problems. Based on the interviews in the third study, we develop a model that describes the process by which students construct knowledge while solving the interview problems. We then use this model as a framework to propose hypotheses about students' problem-solving behavior. In addition, we identify several difficulties students have with the concepts of electric field and flux. In particular, we describe student difficulties that arise from confusing the vector and field line representations of electric field. Finally, we suggest some teaching strategies that may help to assuage the student difficulties we observed. / Graduation date: 2002

The present study examined the relationship between Pepper's (1942) worldview theory and health promoting behavior. Three hundred and twenty three college students at a medium-sized Midwestern state university were asked to complete a battery of inventories measuring worldview, health promoting behavior, socioeconomic status, alcohol consumption, demographic variables, and willingness to seek treatment from a variety of health service practitioners. It was hypothesized that there would be a positive relationship between worldview and health promoting behavior. Specifically, individuals endorsing an organismic worldview would engage in more health promoting behaviors than those endorsing a mechanistic worldview. It was also hypothesized that socioeconomic status and gender would be related to worldview and indirectly to health promoting behavior. Finally worldview was hypothesized to be related to subjects' willingness to seek treatment from a variety of "alternative" health providers. The data were analyzed by means of structural equation modeling using the SPSS and AMOS computer programs. The results of the study support the idea that a modest relationship exists between worldview and health promoting behavior. There was also a slight indirect effect of sex on health promoting behavior, with women more likely to endorse an organismic worldview and therefore more likely to engage in health promoting behavior than men. No relationship was found between socioeconomic status and health promoting behavior. In addition, significant correlations were found between certain health care providers over others. Specifically, an organismic worldview was significantly correlated with willingness to receive services from a reflexologist, a clinical or counseling psychologist, a herbalist, an aromatherapist, and a homeopath. / Department of Secondary, Higher, and Foundations of Education

The purpose of this study was to describe the resilience in adult at-risk college students who had overcome adverse circumstances and the role resilience played in the post secondary experience in formal education. This qualitative study examined the characteristics and behaviors of resilience within the framework of human development.The eight study participants were clients of the Educational Opportunity Center program in Fort Wayne, Indiana. The study participants were low-income, first generation college students. Several assessment tools were administered to evaluate levels of resilience in the eight participants. In addition, all participants were interviewed, which allowed the participants to share their post secondary experience.The analysis of the evidence gathered showed that the eight participants exhibited traits of resiliency. These traits included being goal-oriented and exhibiting a desire to excel, exhibiting positive responses to new opportunities, using a capacity to delay gratification, demonstrating a high level of personal discipline and responsibility, being self-understanding and independent, exhibiting a high self-esteem, being flexible and creative in responding to life events, displaying a strong internal locus of control, making wise use of the presence and support of a caring person, building positive relationships with others, selecting environments that provided positive and high expectations as well as an opportunity to participate and contribute, possessing an easy-going temperament, finding meaning in life and having a vision of the future, responding with a sense of humor, and possessing a strong faith.All of the eight participants believed that resilience is present in all people and that resilience can be learned. There was not sufficient evidence provided by the assessment tools in this study to support strongly that resilience is a developmental process in adulthood. However, the analysis of the data gathered from the interviews suggest that resilience may be learned and strengthened by observing and learning from others.Conclusions and recommendations of this study focused on the identification of resilient at-risk adult students, determination of the role environment plays in the development and use of resilience in at-risk adult students, and the evaluation of effective assessment tools in identifying resilient at-risk students. Implications of this study for low-income, first-generation post secondary students include providing and strengthening the support of at least one caring adult in students' lives, as well as determining methods to teach or foster resilient behavior in at-risk adult students. / Department of Educational Leadership

This study investigated personality differences among students who seek personal, career, and academic counseling and students who do not seek counseling. Students in the 1983 freshman class (N = 3,245) at Ball State University were administered various tests including the Myers-Briggs Type Indicator (MBTI). Counseling center files were examined to determine the number of students who subsequently sought counseling (n = 494) and which services they sought. Virtually no previous research existed using these variables. Therefore the study was considered exploratory in nature.In the statistical analyses, descriptive statistics were used to examine counseling groups. Loglinear analysis model fitting was performed on the four MBTI scales for the counseling seeker groups and the nonseekers.Results of the descriptive statistics showed that, in addition to the three counseling service groups, a fourth group emerged. Nearly one-fourth of the seekers did not return for services after intake (the "no services" group). Women represented about two-thirds of the total counseling seekers and of each counseling group. There was a significant relationship between year in school and counseling service sought. In the freshman and sophomore years, students sought more career and academic counseling. By the junior and senior years, students sought more personal counseling.Results of the loglinear analyses showed that the best-fitting model for the counseling groups contained the MBTI scales of sensing-intuiting (S-N) and judging-perceiving (J-P). The model further discriminated between the personal and academic counseling seekers and the nonseeking group. The personal counseling group was intuiting and perceiving (NP) and the academic group was sensing and judging (SJ). No differences were found for the no services and the career groups.The results of this study indicate there are definite personality differences among counseling seekers and nonseekers. By personality type, academic counseling seekers prefer the practical and concrete. Personal counseling seekers prefer the theoretical and abstract. Career counseling seekers and the no services group appear more like the general student population on the MBTI. Suggestions for counseling interventions and future research were given. / Department of Educational Psychology

The problem of this study was to determine the relationship of double sex standards to achievement and to selected personality variables of female college students. The following hypotheses were formulated: Hypothesis 1 Women with low acceptance of double sex standards will be found to have a higher grade-point average than will women with high acceptance of double sex standards. Hypothesis 2 Women with low acceptance of double sex standards will have greater internal locus of control than will women with high acceptance of double sex standards. Hypothesis 3 Women with high acceptance of double sex standards will be more influenced by powerful others than will women with low acceptance of double sex standards. Hypothesis 4 Women with high acceptance of double sex standards will show a greater tendency to believe that chance controls their lives than will women with low acceptance of double sex standards. Hypothesis 5 Women with high acceptance of double sex standards will have a greater fear of negative evaluation than will women with low acceptance of double sex standards. Hypothesis 6 Women with low acceptance of double sex standards will show more motivation to succeed than will women with high acceptance of double sex standards. The testing of hypotheses resulted in rejection of Hypothesis 1 and Hypothesis 6, and acceptance of the remaining four hypotheses. The conclusions, limited to the subjects included in the study, are that women who differ greatly on the subject of equality between the sexes do not differ in their scholastic achievement or in their motivation to succeed. In terms of the variable of locus of control, it is concluded that in the two groups studied women who show high support for equality between the sexes are more internal and women who show low support for equality are more external as a group. Lastly, the conclusion can be made that women in the group who reject equality between the sexes are more fearful of receiving negative evaluations of their behavior.

This study investigated the Adlerian concept of social interest m entering community college students to determine the predictive value of social interest for academic achievement and to determine the relationship between social interest and ethnicity and gender. Data for this study included age, gender, ethnic origin, high school class quarter, financial aid status, ACT Composite, grade point average, and scores on the Social Interest Scale. The results of stepwise multiple regression analyses revealed that the social interest scores did not contribute significantly to the prediction of academic achievement. The results of an analysis of variance indicated a significant difference in the social interest scores of Anglo-American, Black-American, and Mexican-American students but the Scheffe test for multiple comparisons did not indicate any significant differences among or between the three ethnic groups. The results of a two-tailed t-test for independent samples indicated no significant difference in the social interest scores of males and females.