Thesis (M.A.)--York University, 2003. Graduate Programme in Psychology. / Typescript. Includes bibliographical references (leaves 56-63). Also available on the Internet. MODE OF ACCESS via web browser by entering the following URL:http://gateway.proquest.com/openurl?url%5Fver=Z39.88-2004&res%5Fdat=xri:pqdiss&rft%5Fval%5Ffmt=info:ofi/fmt:kev:mtx:dissertation&rft%5Fdat=xri:pqdiss:MQ99384

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The purpose of this study was to determine the relationship between dependency and reading achievement.Dependency was defined as a form of social behavior which is exhibited when a student often seeks help, recognition, attention, proximity, physical contact, approval, and reassurance. Reading achievement was defined as a measure of a child's ability to decode and to comprehend written material and to use the knowledge of these two reading components in new situations with new reading material.Subjects were 145 fifth graders from the Muncie Community Schools, Muncie, Indiana. Their level of dependency was measured by the oral administration of two student questionnaires: the "Dependence Proneness Scale" and the "Children's Dependency Scale" and by ratings from their teachers. Dependency scores were correlated with their reading achievement scores on the Iowa Tests of Basic Skills. The statistical technique employed to test the six null hypotheses was the Pearson Product Moment Correlation.The hypotheses not only provided for the testing of the relationship between dependency and reading achievement but also the validity of the three scales. Moreover, since sex was determined as an intervening variable, the hypotheses were analyzed separately for girls and boys.Several conclusions were formulated based on thestudy:1. The "Children's Dependency Scale" is a more valid scale to measure dependency than the "Dependence Proneness Scale."2. Girls show a slight tendency to rate themselves as more dependent than boys; however, teachers tend to rate boys and girls equally regarding their dependency levels.3. Girls who are dependent show a tendency to be poorer readers.4. Child-rearing practices for girls need to be examined since the independent girl tended to be more successful in reading.5. Boys who are dependent do not show a tendency to be poorer readers.6. Assessment of the personality construct of dependency is very difficult, since rejection of several null hypotheses raised questions concerning the validity of some of the scales utilized.7. Teachers should become more aware of the concept of dependency since the dependent child has a different style of learning than the independent one.

Thesis (M.S.)--University of Wisconsin--Madison, 1964. / eContent provider-neutral record in process. Description based on print version record. Bibliography: l. 34.

Thesis (M.A.)--Cleveland State University, 2009. / Abstract. Title from PDF t.p. (viewed on April 15, 2010). Includes bibliographical references (p. 38-49). Available online via the OhioLINK ETD Center and also available in print.

Thesis (M.S.)--Villanova University, 2006. / Psychology Dept. Includes bibliographical references.

This study was undertaken to answer the following question: Is excessive dependence related to suicidal behavior? In addition, as depression may be an integral part of suicidal behavior, the following question was explored: Is depth of depression related to suicidal behavior? These questions were explored by the administration of three questionnaires - the Navran Dy, the Frequency of Dependency Expression Questionnaire, and the Beck Depression Inventory. The questionnaires were administered to two groups: Group 1 comprised those who had attempted suicide and Group 2, those who had not attempted suicide. In addition, the Navran Dy was administered to the mater of each client in both groups. There were ten clients and ten mates in each group. A t-test was done to determine whether the means of each group differed significantly on four measures: (1) the Navran Dy (administered to clients); (2) the Navran Dy (administered to mates); (3) the Frequency of Dependency Expression Questionnaire; and (4) the Beck Depression Inventory. The findings partially supported the notion that those who attempted suicide are excessively more dependent than those who did not. That is, their mean scores on the Navran Dy were significantly different; however, the mean scores on the Frequency of Dependency Expression Questionnaire did not differ. Dependency of mates in both groups was identical. Finally, there was a borderline significance between both groups in depth of depression with the suicidal group being more depressed than the non-suicidal group. / Applied Science, Faculty of / Nursing, School of / Graduate

The present paper explores vicarious emotional conditioning and some variables of dependency that may influence the rate of conditioning. Volunteer introductory psychology students were administered the Edwards Personality Preference Schedule using the deference and autonomy scales as criteria for classifying subjects as dependent or independent. Ten females and four males were randomly chosen for each group. All subjects underwent adaptation to a tone which served as a conditioned stimulus. Ten acquisition trials followed where each subject was exposed to witnessing an experimental stooge emiting pain cues to a fake shock. Six test trials were presented where the conditioned stimulus was presented alone. The measure of emotional reaction was the subject’s GSR. Mann-Whitney-U-Test was performed on the percent of GSRs elicited and a t-test on the GSR and BSR magnitude. The results indicated that dependent individuals elicited significantly more GSRs during the acquisition and test trials. No significant difference was found on GSR or BSR magnitudes. Possible relationships between introversion/extroversion and dependency/independency are presented and confounding variables are discussed.

The present study investigated the interpersonal schemata of self-criticism and interpersonal dependency as cognitive vulnerability factors to depression. The study's primary hypothesis was that dependency and self-criticism schemata remain stable at remission and that they are independent of mood. Stability in these two factors was related both to their self-report at remission and to their endurance as components influencing the information processing of patients during remission. Twenty clinically depressed individuals, 20 remitted depressives, and 20 normal controls were compared on memory tasks, a modified Stroop task, the Depressive Experience Questionnaire (DEQ) and the Interpersonal Dependency Inventory (IDI). The above instruments converged to measure dependency and self-criticism. Current and remitted depressives reported significantly higher levels of self-criticism and interpersonal dependency than the normal control group, when measured by the DEQ and the IDI. Performance on the three memory tasks was more ambiguous. For the free recall task, remitted depressives recalled more self-critical traits than other traits; however, the control group also recalled more self-critical traits than dependent ones, and the current depressives did not show the predicted bias. Performance on the recognition and impression formation tasks did not support' the study's main hypothesis. For the Stroop interference scores, currently depressed individuals demonstrated a trend to have more interference on the mood-congruent cards than the normal control group. Overall, the three components of the study -- questionnaires, memory tasks and Stroop task -- elicited three different patterns of results. The DEQ and the IDI indicated the presence of self-criticism and dependency in both current and remitted depressives, and thus supported the schemata's stability and independence from mood. Performance on the memory tasks offered weak support to the proposition that remitted depressives process information according to a self-critical schema, although no evidence was obtained for the dependent schema. Results of performance on the Stroop task suggested the presence of a mood congruent attentional bias in currently depressed individuals; however, no evidence was found for a self-critical or dependent attentional bias in either groups of depressives. Two explanations are offered to interpret the conflicting findings. First, a negative mood induction may be necessary to prime the interpersonal schemata. Second, tasks that are more self-focused, such as the questionnaires, than other-focused, such as the memory and Stroop tasks, may be needed to activate the schemata. / Arts, Faculty of / Psychology, Department of / Graduate

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