This study described and analyzed the experiences of college students that participated in a volunteer community service program and those that participated in a service learning program using a case study method. The evidence suggests that students describe their service experience in much the same way regardless of the type and circumstances of the service performed. While the subjects that participated in service learning described the activity of providing service as positive, many of the components of service learning did not seem to be present, including formal reflection. While there was recognition of different social classes served by the sites or agencies and within the community, the subjects had not explored core social issues that may arise from class differences. Participants in both service learning courses and volunteer community service activities found the experience valuable in either selection or continuance of academic major, as well as general career development skills. / Department of Educational Studies

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M.Tech. (Education) / Students of human anatomy at the University of Johannesburg (UJ), seem unable to appreciate the relevance of human anatomy as a basic science and the role it will play in their future clinical practice. They complain about the 'massive volume' of learning material, the need to memorise copious amounts of factual information, the insufficient time allocation for the learning content, and the difficulty of the subject. These complaints led the teachers to take corrective measures, however with limited success. It was therefore decided to undertake this study to investigate the learning approaches students adopt and the possible influence that learner motivation and teaching approaches may have on them, as it seemed that the learners' lack of appreciation may be related to the way they approach their studying of anatomy. The main research question that directed the study was "What is/are the possible relationship(s) between student motivation, teaching approaches and learning approaches of the second-year Anatomy Chiropractic and Homoeopathy students and teachers?" In answering the research question my objectives were to explore the students' and teachers' perceptions about their learning and teaching respectively. In order to reach the objectives, a qualitative research approach was adopted for the study as I wanted to explore the lived experiences of participants and gain information rich data of the naturally occurring situation. I purposively chose seven learners and three teachers as the sample to be interviewed. Data was collected by individual interviews about the views students and teachers had about their learning approaches and teaching approaches, respectively. In addition, I asked students about their motivation towards their studies. The data was analysed using qualitative content analysis and was coded and categorised to develop themes from the transcribed interviews. Some of the findings revealed that student learning approaches were informed by memorisation, searching for meaning of learning material, assessment, time, task requirement and workload in Anatomy. A further finding of the study was that students were motivated by ambition, application of knowledge, passing assessments and workload in the Anatomy course. Students were found to be lacking motivation towards their studies. It was further established that the leaching approaches for Anatomy were focused on assisting students and encouraging meaningful learning. Finally, I found that intrinsic motivation led students 10 adopt a deep learning approach while extrinsic motivation led them to surface learning approach when studying Anatomy.

The relationships between gender, gender role attitudes, and participants' anticipation of future life roles (career, marriage, family, and homecare) were examined. Participants consisted of 297 single college students between the ages of 17-29 years (M = 20). Females reported significantly (p< .01) more egalitarian gender role attitudes than males. Significant results were found for the relationship between gender and anticipated life roles (p< .01) as well as between gender role attitudes and anticipated life roles (career role value, r = .14 and marital role value, r = - .18). The study findings suggest a possible gender conflict for females with more egalitarian gender role attitudes and behavior intentions and their male counterparts.

The study examined how college students perceive older versus younger women based on their tattoo status (i.e., no tattoo, feminine tattoo, or masculine tattoo). A randomly assigned sample of 376 responded to a survey involving a 2 X 3 experiment designed to assess the impact of age (older versus younger) and tattoo status on four dependent measures: credibility, promiscuity, and attractiveness. Results indicate that older and younger women are perceived differently depending on their tattoo status. Not wearing a tattoo may lead to a more favorable perception of older women than wearing one, but wearing a feminine tattoo may engender a more favorable impression of older women than having a masculine tattoo. In contrast, avoiding to wear a tattoo may not be as helpful for the perception of younger women as it is for older women. Also, while younger women may be rewarded for gender role transgression with respect to tattoo status this is not so for older women.

Race is a potent discourse within the world of pop culture, particularly in television where viewers are witnessing more racial diversity in scripted shows. However, show creators must maintain standards that emphasize distinct social roles among characters in order to appeal to large heterogeneous audiences. These roles tend to be characterizations of racial stereotypes that often lead to biased opinions and inaccurate perceptions of minority groups. Previous studies detail that racial biases in media adversely shape public opinions about African Americans and depress the desire for racial integration. This seems somewhat confounding since the shift in programming towards racial diversity presumes increased affirmation, importance, and validity of African Americans and other minority groups. This study investigates the affective response of Black and White college students to cross-race relationships on TV and the perceived realism of these media depictions. Since these relationship forms are now becoming part of television's pop culture, and pop culture reflects co-existing attitudes and values in society, it is important that they be examined. Additionally, examining cross-racial relationships may help in understanding larger race relations in the United States.

This study examined the effectiveness of group rational-emotive counseling upon the test anxiety and irrational thinking of college students. Six one-hour counseling sessions were conducted for fifteen volunteer experimental subjects. Fifteen control subjects were obtained by direct request. Test anxiety was measured by the Suinn Test Anxiety Behavioral Scale and irrational thought by the Personal Beliefs Inventory. Experimental subjects exhibited a significantly greater reduction in test anxiety and irrational thinking than the control group. A significant positive relationship was found between the level of irrational thinking and the level of test anxiety. / M. S.

The primary purpose of this study was to assess the relevance of two forms of orientation courses for adult students (aged 25 and older) and to determine a means of predicting the relevance for future adult students. The two forms of orientation were information-giving/ skill-building courses which emphasized school related information and student related skills and personal growth courses which emphasized self-confidence and self-determination building and emotional/ psychological adjustment to the role of student. The experimental group included adults in five orientation courses. Three were information-giving/skill-building (Self-Instructional Orientation, College Survival, and Information and Planning Workshop for Interior Design Students) and two were personal growth (Women Returning to School and Second Career Adults). Students were able to select whichever orientation option they preferred. The control group included adults in four orientation courses taught at another campus of the same community college. Students in the control group did not have a choice of orientation content or structure. All students completed a questionnaire on the relevance of their orientation at the end of the course. Students in the experimental group also completed the Edwards Personal Preference Schedule (SPPS). A comparison of the mean relevance scores of the experimental and control groups indicated that those students who had an option in their orientation course found the course more relevant than those who had no option. A comparison of the retention rates (subsequent enrollment in the community college) for the high and low relevance reporters in the experimental group and within each of the two groups of the experimental group (information-giving/skill-building and personal growth) indicated that high relevance reporters did not have a higher retention rate than low relevance reporters within the subgroups or for the group as a whole. In a comparison between the subgroups, however, the personal growth subgroup had both a higher mean relevance score and a higher retention rate than the information-giving/skill-building subgroup. Using relevance as the dependent variable, regression equations for each of the subgroups were developed on the basis of selected ZPPS variables. Adult students who are high on deference and achievement and low on autonomy and succorance are more likely to find an information-giving/skill-building course relevant. Adult students who are high on deference and low on change, nurturance, order, and autonomy are more likely to find a personal growth course relevant. On the basis of the study, it was concluded that adults will be more apt to find their orientation course relevant if they have several options from which to choose, that personal growth elements should receive more emphasis in orientation courses for adult students, that the relevance of an orientation course will not affect the student's likelihood of re-enrolling, and that orientation relevance can be predicted given the appropriate EPPS scores. / Ed. D.

Tattooing is an ancient art. Tattoos have been used to worship gods, to show tribal membership, and to display wealth. However, in modern Western culture tattooing has been a devalued practice reserved for the those on the fringe of society. In the last twenty-five years, however, more mainstream people, including college students, have begun to get tattoos. Despite the increased acceptance of tattoos, a person aspiring to become a professional who gets a tattoo is putting her/his personal life and career at risk. This study examines the process by which college students become tattooed. Two models put forth by Sanders will be used to facilitate this examination. The findings reveal that college students come to be tattooed in a different manner than do others. College students are more risk averse. They choose small, easily concealed, non-violent tattoos. Their designs have themes such of nature, fraternity/sorority membership, and animal appreciation. These differences have led the author to term this form of tattoos, "College Tattoos." In future research, the first objective should be to gain an estimate of the population of tattooed college students. Next, research should examine the psychological profiles of tattooed college students to see how they might vary from those in the mainstream of college. This will allow researchers to see if College Tattoos are a form of psychopathology or if they are simply an alternate mode of self-expression. / Master of Science

The students were most willing to change the expectancies associated with such factors as the carrying over of the parental family patterns into their marital home, social situations, the spouse being good looking and having the habit of smoking. They were least willing to change their expectancies relative to the mate's honest, desire for children, and interest in sex factors. / Master of Science