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Coping strategies, family environment, and interpersonal fear a study of congruence between college students and their parents /Murphy, Caroline Elizabeth. January 2002 (has links)
Thesis (M.S.)--Ohio University, November, 2002. / Title from PDF t.p. Includes bibliographical references (leaves 76-81)
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Effects of cultural values and attribution of outcome feedback on reasoning in Canadian and Chinese college studentsYao, Min 05 1900 (has links)
The primary purpose of the present study was to investigate the joint effects of
culture and attribution of outcome feedback on reasoning performance. This study
attempted to address four major research questions: (a) Do Canadian and Chinese
students have different cultural values and causal attribution patterns? (b) Do pre-experimental
individual differences in causal attribution patterns lead to differences in
Canadian and Chinese students' inductive reasoning performance? (c) Does attribution
of outcome feedback affect Canadian and Chinese students' inductive reasoning
performance? (d) Do Canadian and Chinese students conduct deductive reasoning
differently as a function of outcome feedback and reasoning task contents?
A total of 120 college students (60 Canadian and 60 Chinese) performed three
phases of computerized experimental tasks. The research design involved 2 types of
culture groups (Canadian and Chinese) under 3 conditions of outcome feedback (success,
failure, and control) as two independent variables. The dependent variables observed
were the number of instances used or correct responses made and response time, when
possible.
In terms of culture differences, Canadian students appear to be distinct and
articulate about the matters of socio-cultural values, while Chinese students are relatively
less distinct and articulate. When making attribution for other people's success, both
Canadian and Chinese students held internal factors (i. e., good effort and high ability) as
responsible. When accounting for other people's failure, Canadian students picked
controllable factors (i.e., lack of effort), while Chinese students picked both controllable
and uncontrollable factors (i.e., largely lack of effort and occasionally difficult task) as
the reasons. However, following the success outcome feedback about their own
reasoning performance, Canadian students emphasized mostly high ability and,
occasionally, effort as the reasons, while Chinese students picked mostly good luck and,
occasionally, high ability. Given the failure outcome feedback about their own task
performance, Canadian students attributed to lack of effort and bad luck as causes, while
Chinese students exclusively picked lack of effort as the explanation.
Chinese subjects' inductive and deductive reasoning performances remained
relatively unswayed by success or failure outcome feedback, whereas Canadian subjects'
reasoning performance remained good only when success feedback was received. When
failure feedback was provided, Canadian subjects' reasoning performances deteriorated
and remained poor throughout the experiment.
While Chinese students' reasoning performance is not predictable from their low-ability
attribution of other people's failure outcome, Canadian students' reasoning
performance is highly predictable; that is, the more they attributed others' failure to low
ability, the faster they completed the culture-fair inductive reasoning task. On the other
hand, when making attribution based on their own experience, given success feedback,
Canadian students attributed their performance to their high ability. Given failure
feedback, Canadian students attributed their performance to their lack of effort, with
improved performance commensurable to their verbal causal attribution.
The present findings indicate that Canadian and Chinese college students showed
differences in causal attribution patterns, depending on when they explain others'
success/failure experiences or their own, and further that upon receipt of failure outcome
feedback, Canadian students' reasoning performance deteriorated, while Chinese
students' performance remained insensitive to success or failure outcome feedback.
Further fine-grained analyses of such causal attribution patterns interacting with outcome
feedbacks and cognitive performance needs some more careful studies.
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Effects of cultural values and attribution of outcome feedback on reasoning in Canadian and Chinese college studentsYao, Min 05 1900 (has links)
The primary purpose of the present study was to investigate the joint effects of
culture and attribution of outcome feedback on reasoning performance. This study
attempted to address four major research questions: (a) Do Canadian and Chinese
students have different cultural values and causal attribution patterns? (b) Do pre-experimental
individual differences in causal attribution patterns lead to differences in
Canadian and Chinese students' inductive reasoning performance? (c) Does attribution
of outcome feedback affect Canadian and Chinese students' inductive reasoning
performance? (d) Do Canadian and Chinese students conduct deductive reasoning
differently as a function of outcome feedback and reasoning task contents?
A total of 120 college students (60 Canadian and 60 Chinese) performed three
phases of computerized experimental tasks. The research design involved 2 types of
culture groups (Canadian and Chinese) under 3 conditions of outcome feedback (success,
failure, and control) as two independent variables. The dependent variables observed
were the number of instances used or correct responses made and response time, when
possible.
In terms of culture differences, Canadian students appear to be distinct and
articulate about the matters of socio-cultural values, while Chinese students are relatively
less distinct and articulate. When making attribution for other people's success, both
Canadian and Chinese students held internal factors (i. e., good effort and high ability) as
responsible. When accounting for other people's failure, Canadian students picked
controllable factors (i.e., lack of effort), while Chinese students picked both controllable
and uncontrollable factors (i.e., largely lack of effort and occasionally difficult task) as
the reasons. However, following the success outcome feedback about their own
reasoning performance, Canadian students emphasized mostly high ability and,
occasionally, effort as the reasons, while Chinese students picked mostly good luck and,
occasionally, high ability. Given the failure outcome feedback about their own task
performance, Canadian students attributed to lack of effort and bad luck as causes, while
Chinese students exclusively picked lack of effort as the explanation.
Chinese subjects' inductive and deductive reasoning performances remained
relatively unswayed by success or failure outcome feedback, whereas Canadian subjects'
reasoning performance remained good only when success feedback was received. When
failure feedback was provided, Canadian subjects' reasoning performances deteriorated
and remained poor throughout the experiment.
While Chinese students' reasoning performance is not predictable from their low-ability
attribution of other people's failure outcome, Canadian students' reasoning
performance is highly predictable; that is, the more they attributed others' failure to low
ability, the faster they completed the culture-fair inductive reasoning task. On the other
hand, when making attribution based on their own experience, given success feedback,
Canadian students attributed their performance to their high ability. Given failure
feedback, Canadian students attributed their performance to their lack of effort, with
improved performance commensurable to their verbal causal attribution.
The present findings indicate that Canadian and Chinese college students showed
differences in causal attribution patterns, depending on when they explain others'
success/failure experiences or their own, and further that upon receipt of failure outcome
feedback, Canadian students' reasoning performance deteriorated, while Chinese
students' performance remained insensitive to success or failure outcome feedback.
Further fine-grained analyses of such causal attribution patterns interacting with outcome
feedbacks and cognitive performance needs some more careful studies. / Education, Faculty of / Educational and Counselling Psychology, and Special Education (ECPS), Department of / Graduate
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A longitudinal study of subjective well-being among Chinese universitystudents: the roles of personality,attribution, and copingYe, Shengquan, 叶盛泉 January 2008 (has links)
published_or_final_version / Education / Doctoral / Doctor of Philosophy
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Developing and validating an adjustment assessment instrument for college students in the Sultanate of OmanSulaiman, Suad M. 08 July 1996 (has links)
The aim of this investigation was to develop an Adjustment Assessment
Instrument for Omani College Students. The adjustment instrument items were
constructed and grouped into academic, family, social and personal adjustment
areas common to Omani college students. The content validity of the adjustment
instrument was determined by utilizing two Delphi panels. The first panel
examined the instrument items which represented Omani students' adjustment
areas. The second panel determined the instrument items' content domains and
the appropriateness of their dimensions. The revised 190 item instrument was
administered to 30 Omani Students at Sultan Qaboos University (SQU) in order
to test the wording of the items and determine the actual time for the completion
of the instrument. One item was dropped from the instrument leaving 189 items,
including 70 positive and 119 negative items. The developed adjustment
instrument was administered to 400 Omani students at SQU.
Internal consistency reliability and test-retest reliability for the developed
instrument were investigated. The test-retest reliability was determined by
administering the instrument to 37 subjects using two week intervals between
the two tests. In addition to reliability consideration, construct validity was
determined by examining (a) instrument dimensionality, (b) factor analysis, (c)
item analysis, and (d) internal consistency.
The results revealed that the developed adjustment instrument possessed
high reliability estimation which was adequate for individual measurement.
In addition, the results supported the construct validity of the instrument as an
adjustment measure. The results of the correlation matrix of the developed four
dimensions and of the inter-factor correlation of the adjustment questionnaire
provided evidence for the multidimensionality of the instrument. Also, factor
analysis results confirmed that the developed instrument consisted of four
dimensions: academic, family, social and personal adjustment. Moreover, item-total
correlation finalized the instrument, which included 58 items, of which 25
were positive and 32 negative. These items were retained as adjustment item
statements for the final Adjustment Instrument for College Students. The results
of the internal consistency measurements provided additional support for the
construct validity of the final adjustment instrument. / Graduation date: 1997
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Racial identity development among college students : an examination of five students' perspectives /White, Jessica. January 1900 (has links)
Thesis (Ph. D.)--Oregon State University, 2001. / Typescript (photocopy). Includes bibliographical references (leaves 150-158). Also available online.
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A study on the impact of forgiveness intervention on mainland Chinese college studentsJi, Mingxia., 嵇明霞. January 2013 (has links)
With the increasing use of forgiveness interventions as therapy and educational programmes, a lot of studies have been conducted to investigate the effectiveness of the interventions. However, most of the existing intervention studies do not consider the cultural elements in forgiveness. The current study aimed to fill this gap by conducting research on forgiveness interventions in Chinese cultural context.
The researcher devised a forgiveness programme by integrating the programme based on Enright-Process-Model with another programme based on Chinese cultural values. To examine the effects of the forgiveness programme on the participants’ forgiveness attitudes and other psychological variables, a 3-phase study design combining quantitative and qualitative approaches was adopted. In Phase I, the reliabilities and validities of the instruments (i.e., Decisional Forgiveness Scale, Emotional Forgiveness Scale, and Batson’s Empathy Adjectives) were examined with the sample of 194 college students (114 males and 80 females) in Nanjing. The instruments were used in the intervention studies (Phase II and Phase III). In Phase II study, two 4-session forgiveness programmes which were based on the Enright psycho-social process model and the Chinese cultural values respectively were conducted for 24 college students in Zhuhai. Based on both the quantitative and qualitative findings of the two brief programmes, a 10-session forgiveness programme integrating Chinese cultural values and the Enright Process Model was devised and implemented among 28 college students in Zhuhai (16 in experimental group and 12 in control group; 2 males and 26 females) in Phase III, the main study.
The findings disclosed that gains in forgiveness attitudes in the experimental group were significantly higher than those in the control group. The improvement in the experimental group was maintained at the follow-up test after 3-month. Gains of state-anxiety in the experimental group, meanwhile, were marginally higher than those of the control group, while gains of empathy and self-esteem had no significant differences between groups. The qualitative findings further revealed the participants’ understandings of forgiveness and the strategies that influence forgiveness. The strategies facilitating forgiveness included engaging in perspective taking, taking self-responsibility, cultivating empathy, having positive thinking, and stopping rumination. In contrast, repeated offences, severe hurt experience from the offence, no apology from the offenders, and no continued relationship are perceived as factors that hinder the participants’ forgiveness. In addition, Chinese values of harmony and face were found to be pertinent factors influencing participants’ decision to forgive.
The implications of the findings are discussed. Theoretically, the integration of the Enright Forgiveness Process Model and Chinese cultural values was effective in promoting forgiveness attitudes and psychological well-being with Chinese participants in the collectivist cultural setting. Practically, elements such as reconciliation need to be included in the forgiveness interventions with Chinese participants. Chinese educators are suggested to use the experiential psycho-social approach rather than the indoctrinatory approach to cultivate the value and strategies of forgiveness. The limitations of the study and suggestions for future research are also presented. / published_or_final_version / Education / Doctoral / Doctor of Philosophy
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A study in prediction in the first year college English classes of the University of Arizona in 1929-1930Larkin, John Lawrence January 1931 (has links)
No description available.
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The Big Five personality traits as predictors of adjustment to collegePuher, Meredith Anne. January 2009 (has links)
Thesis (M.S.)--Villanova University, 2009. / Psychology Dept. Includes bibliographical references.
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Determinants of how undergraduate students attend to and perceive features of elective coursesWolf, Mark B. January 2009 (has links)
Thesis (Ph.D)--Psychology, Georgia Institute of Technology, 2010. / Committee Chair: Phillip L. Ackerman; Committee Chair: Ruth Kanfer; Committee Member: Gary J. Lautenschlager; Committee Member: Lawrence R. James; Committee Member: Richard Catrambone. Part of the SMARTech Electronic Thesis and Dissertation Collection.
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