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The Global ETD Search service is a free service for researchers
to find electronic theses and dissertations. This service is
provided by the
Networked Digital Library of Theses and Dissertations.
Our metadata is collected from universities around the world. If you manage a university/consortium/country archive and want to be added, details can be found on the NDLTD website.
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Showing 131 to 133 of 133 (0.035 seconds)Spelling suggestions: "subject:"gratitude"" "subject:"gratitudes""
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Nurturing Concern for Others in Adolescents: A Study of Empathy, Compassion, and Prosocial BehaviorAakash Arvind Chowkase (13163007) 27 July 2022 (has links)
<p>This dissertation investigated a psychoeducational intervention’s effectiveness in nurturing concern for others in adolescents with high intellectual abilities. The intervention was implemented at two research sites in a city in western India with 130 participants. Concern for others was conceptualized as an interplay of empathy, compassion, and prosocial behavior, and interrelationships among them were examined using correlational and regression analyses of self-reported survey data. Results indicated that prosocial behavior is positively associated with empathy (i.e., perspective taking and empathic concern) and other-compassion (i.e., compassion for others and compassion for other living beings) with correlations ranging from medium to strong (.46 ≤ <em>r</em> ≤ .79). Compassion for self, however, is not associated with prosocial behavior (<em>r</em> = .01) or any other key variables of having a concern for others (-.06 ≤ <em>r</em> ≤ .09). Compassion for others and perspective taking are the strongest predictors of prosocial behavior. Predicted self-reported prosocial behavior in girls is, on average, significantly greater than that in boys. Participants were then randomly assigned to treatment and control (delayed treatment) groups. The intervention’s effectiveness was evaluated using a convergent mixed-methods design by combining repeated-measures multivariate analysis of variance (RM-MANOVA) of self-reported survey data and thematic analysis of interview data. Classroom quality was perceived to be high. Moreover, on average, participants’ level of adherence to the intervention was high, especially for session attendance (93%), and self-reported home activity completion (89%). The RM-MANOVA results showed that the self-reported concern for others varied significantly over the time of participants’ participation in the intervention with a large effect (treatment group: ηp2 = .57; delayed treatment group: ηp2 = .47); however, the effects did not seem to sustain over the next three months. Univariate <em>post-hoc</em> analyses indicated significant differences with moderate effect size in prosocial behavior and compassion for others. Overall, the intervention was perceived to be a largely positive experience—appealing, meaningful, and supportive of belongingness—yet there is a scope for improvement, especially regarding active participation. Emotional regulation, mindful engagement, responsible communication, relationship building, kindness, and gratitude were described as key intervention affordances. The mixed-methods integration of results provided preliminary evidence for the effectiveness of the intervention. (IRB #1812021447)</p>
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| 132 |
A Pedagogy of Holistic Media Literacy: Reflections on Culture Jamming as Transformative Learning and HealingStasko, Carly 14 December 2009 (has links)
This qualitative study uses narrative inquiry (Connelly & Clandinin, 1988, 1990, 2001) and self-study to investigate ways to further understand and facilitate the integration of holistic philosophies of education with media literacy pedagogies. As founder and director of the Youth Media Literacy Project and a self-titled Imagitator (one who agitates imagination), I have spent over 10 years teaching media literacy in various high schools, universities, and community centres across North America. This study will focus on my own personal practical knowledge (Connelly & Clandinin, 1982) as a culture jammer, educator and cancer survivor to illustrate my original vision of a ‘holistic media literacy pedagogy’. This research reflects on the emergence and impact of holistic media literacy in my personal and professional life and also draws from relevant interdisciplinary literature to challenge and synthesize current insights and theories of media literacy, holistic education and culture jamming.
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| 133 |
A Pedagogy of Holistic Media Literacy: Reflections on Culture Jamming as Transformative Learning and HealingStasko, Carly 14 December 2009 (has links)
This qualitative study uses narrative inquiry (Connelly & Clandinin, 1988, 1990, 2001) and self-study to investigate ways to further understand and facilitate the integration of holistic philosophies of education with media literacy pedagogies. As founder and director of the Youth Media Literacy Project and a self-titled Imagitator (one who agitates imagination), I have spent over 10 years teaching media literacy in various high schools, universities, and community centres across North America. This study will focus on my own personal practical knowledge (Connelly & Clandinin, 1982) as a culture jammer, educator and cancer survivor to illustrate my original vision of a ‘holistic media literacy pedagogy’. This research reflects on the emergence and impact of holistic media literacy in my personal and professional life and also draws from relevant interdisciplinary literature to challenge and synthesize current insights and theories of media literacy, holistic education and culture jamming.
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