This study assessed the differences between teachers'opinions and students' responses regarding the influence of clothing on adolescents' decisions to participate in social activities. Survey methodology was used with the final samples consisting of 336 students and 140 teachers who were drawn from six high schools located in economically depressed and non-depressed areas of the state of Oregon. All of the predominantly female students were enrolled in home economics classes. Their ages ranged from thirteen to twenty years with the mode being 16 years. The teachers taught a variety of subjects that spanned from science and math to liberal arts. The majority of the teachers had been working in their profession for eleven or more years. On the student and teacher questionnaires the question was asked why students did not participate in social events or school extracurricular activities. The following response choices were listed on both questionnaires: a) My parents will not let me go; b) I do not have the "right" clothes to wear; c) I don't have enough money; d) I really do not have any interest in going. On the teachers' questionnaire two additional reasons were listed: e) I do not have transportation; f) It conflicts with my work. A 7-point Likert type scale was used. The statistical treatment of data included descriptive statistics, t-test calculations and qualitative analysis. It was hypothesized that feelings of perceived clothing deprivation (not having "the right clothes to wear") would be the most important reason that students do not attend a social event. This hypothesis was based on previous literature that suggested clothing is very important during the adolescent stage of development. Contrary to this hypothesis, the students' mean scores revealed that not having the "right clothes" was the least important reason for not attending of the four reasons listed. As hypothesized, teachers rated not having "the right clothes to wear" as the least important factor for students deciding not to attend a social event. This hypothesis was exploratory in nature. One of the most important findings of this study was that teachers and students responded in the same pattern. This was not what was expected, but it was conceptually interesting to know they think alike rather than differently. / Graduation date: 1991

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The purpose of this research study was to determine the impact of a sustainable design learning cycle on students’ reported attitudes, behaviors, and knowledge regarding sustainability. This research used a quasi-experimental design, employing a pre and post test within group design. Students in a high school construction course at small rural school in New York State were the subjects of the study. Subjects were given a pre test to measure their attitudes and behaviors regarding sustainability, then a treatment, consisting of a learning cycle regarding sustainable design in residential construction. Following the treatment, subjects took a post test identical to the pre test in order to compare changes in reported attitudes and behaviors. Also, during the course of the treatment, subjects made entries in a logbook which then underwent a content analysis for connections to the domains of sustainability and learning objectives. Given that this study was only conducted with one group of students in one school district, it should be noted that the results of this study cannot be generalized to the population. The results of this study show that there were no measured impact on students’ attitudes and behaviors regarding sustainability. / Department of Technology

This study describes and analyzes within the cognitive-phenomenological theory of psychological stress developed by Lazarus and his colleagues the coping strategies used by 95 9th-grade adolescents in specific stressful events in their daily lives. / Four research instruments were administered three times at five- to six-week intervals: (1) the Semi-Structured Interview Schedule; (2) the Ways of Coping Checklist; (3) the Daily Hassles and Uplifts Scales; and, (4) the Hopkins Symptoms Checklist. / Results of the study indicate the most frequently reported hassles and uplifts are consistent with the age and developmental level of this sample. The concerns are primarily frequent, chronic minor events associated with activities of daily living. Hassles and uplifts were positively correlated with each other, as well as with symptomatology and coping strategies. Coping strategies were positively related to symptomatology. Female adolescents reported higher levels of uplifts intensity, more coping strategies, and higher levels of symptomatology than male adolescents. Although significantly fewer coping strategies were reported over time, both problem-solving and emotion-regulating strategies were used in the majority of stressful events. Significant differences in levels of symptomatology appeared as a function of the language-group to which subjects belonged. / While further investigation of adolescents' coping behaviors is warranted, the results of this study identified the need for stress management education for adolescents as well as for teachers, counsellors, and other professionals who work with them.

D.Ed.