by Ng Hung Sum. / Chinese title: / Bibliography: leaves 115-121 / Thesis (M.A.)--Chinese University of Hong Kong, 1984

吳健雄 = Stressful life events, defensive styles and psychological well-being among Hong Kong secondary students / Ng Kin Hung. / 論文(碩士) -- 香港中文大學硏究院敎育學部, 1995. / 參考文獻: leaves 77-96. / Wu Jianxiong = Stressful life events, defensive styles and psychological well-being among Hong Kong secondary students / Ng Kin Hung. / 摘要 --- p.i / 誌謝 --- p.iii / 目錄 --- p.iv / 表內容 --- p.vi / 附錄內容 --- p.vii / Chapter 第一章 --- 前言 / 研究背景 --- p.1 / 研究目的 --- p.3 / 研究意義 --- p.3 / Chapter 第二章 --- 青少年的生活壓力 / 壓力與健康 --- p.5 / 青少年成長與壓力 --- p.6 / 家庭壓力與影饗 --- p.10 / 學校壓力與影饗 --- p.14 / 同儕壓力與影饗 --- p.15 / 性别差異與壓力生活事件 --- p.20 / Chapter 第三章 --- 心理防衛方式 / 心理防衛的概念 --- p.22 / 心理防衛的動機 --- p.25 / 心理防衛的運作 --- p.25 / 心理防衛的發展 --- p.26 / 心理防衛的效能 --- p.30 / 性别差異與心理防衛方式 --- p.33 / Chapter 第四章 --- 研究方法 / Chapter (一） --- 研究問題 --- p.36 / Chapter (二） --- 受試者 --- p.36 / Chapter (三） --- 硏究變項 --- p.36 / Chapter (四） --- 研究工具 --- p.36 / Chapter (五） --- 模擬測驗 --- p.41 / Chapter (六） --- 研究假設 --- p.42 / Chapter (七） --- 資料處理 --- p.43 / Chapter 第五章 --- 研究結果 / Chapter 1 --- 取樣特性 --- p.44 / Chapter 2 --- 測試工具的可靠性 --- p.44 / Chapter 3 --- 壓力生活事件，心理防衛方式 及心理健康匯報情況 --- p.45 / Chapter 4 --- 性别與班級對壓力生活事件累積 影響及成熟與不成熟心理防衛 --- p.65 / Chapter 5 --- 壓力生活事件，心理防衛方式 及性别對心理健康的影響 --- p.67 / Chapter 第六章 --- 總結及討論 / 總結及討論 --- p.71 / 研究限制 --- p.76 / 參考文獻 --- p.77 / 附錄 --- p.97

This dissertation research focuses on assessing student behavior, academic emotions, and knowledge within a middle school online learning environment, and analyzing potential effects on students’ interests and choices related to decisions about going to college. Using students’ longitudinal data ranging from their middle school, to high school, to postsecondary years, this dissertation uses quantitative methodologies to investigate antecedents to college attendance that occur as early as middle school. The dissertation asks whether student behavior, academic emotions, and learning as early as middle school can be predictive of college attendance years later. This is investigated by developing predictive and structural models of said outcomes, using assessments of learning, emotions and engagement from student interaction data from an online learning environment they used in their middle school curriculum. The same middle school factors are also assessed with self-report measures of course choices, interests in college majors and careers formed when they were in high school. The dissertation then evaluates how student choices and interests in high school can mediate between the educational experiences students have during middle school and their eventual college attendance, to give a fuller illustration of the cognitive and non-cognitive mechanisms that students may experience throughout varied periods in school. Such understanding may provide educators with actionable information about a students’ in-depth experiences and trajectories within the college pipeline.

Research demonstrates correlations between the sensing-intuitive dimension of psychological type as interpreted by the Myers-Briggs Type Indicator (MBTI) (Myers 1985) and science-related career choices. Alarming decreases in science-related career interests prompted this study which employed psychological type theory to investigate relationships between teaching strategies preferences of Indiana high school biology teachers and science-related attitudes of their academically-talented students. The purpose was to learn if good biology teachers instill positive attitudes within the context of the sensing-intuitive dimension by adapting teaching strategies to match the psychological type composition of their classes and therefore inspire students to pursue science-related careers. Teacher and student psychological type was determined by the MBTI. Teaching style preferences of 20 exemplary teachers and 16 randomly-selected teachers related to their 722 academically-talented students were explored by the Biology Teaching Strategies Inventory developed by the researcher. This instrument contained 40 forced-choice items with paired sensing and intuitive activities written to reflect sound biological conceptual themes from BSCS recommendations. An ANOVA determined that neither teacher group appeared to be adapting teaching strategies. Both teacher groups preferred teaching strategies corresponding to their own psychological type, sensing or intuitive, even when they were to select strategies to use with their specific classes.Science-related attitudes of 338 academically-talented students of 10 exemplary and 16 randomly-selected teachers were examined by seven scales of the Test of Science-related Attitudes (TOSRA) (Barry Fraser 1981). A covariant analysis of student science-related attitudes coupled with student variables of Psychological type (sensing and intuitive), career choice, gender, and socio-economic level indicated statistically significant differences in attitude scores of students of both teacher groups: females of exemplary teachers scored almost as high as males of both teacher groups on enjoyment of science learning and science leisure interests, sensing males of higher socio-economic levels had very low attitudes on adoption of scientific attitudes, females of both teacher groups had more positive attitudes than males on normality of scientists, students of exemplary teachers choosing biology-related careers had lower scores than students with similar career choices of randomly-selected teachers. Intuitive students had more positive attitudes than sensing students on all TOSRA scales. / Department of Biology

M.Ed. / Die algemene daling in nasionale slaagsyfer van matrikulante oor die laaste paar jaar was 'n bron van kommer vir die navorser. Die uitslae van sekondêre skole in die Newcastle-distrik van KwaZulu-Natal was besonder kommerwekkend. Daar is skole met gereelde goeie prestasies, maar ook skole wat swak presteer. Dit was dus nodig om die faktore wat die akademiese uitslae van die graad 12 leerders van hierdie distrik beinvloed, na te vors. `n Literatuurstudie het getoon dat daar (hie kategoriee faktore is wat akademiese prestasie in graad 12 beinvloed: • individuele eienskappe (kenmerkende eienskappe); • skoolverwante faktore; en • nie-skoolverwante faktore. Na aanleiding van hierdie opname is 'n gestruktureerde vraelys met 58 gerigte items opgestel. Die persepsies van prinsipale en senior-leerkragte is gepeil ten opsigte van die mate waartoe elke item die akademiese prestasies van graad 12 leerders in hul skole kan beivloed. Goeie terugvoering is ontvang naamtik 79,22% van die vraetyste was vir analises bruikbaar. Hierdie data is deur die Statistiese Konsultasiediens van die Randse Afrikaanse Universiteit verwerk. Die eerste faktor analitiese prosedure van die data het agt faktore geidentifiseer. 'n Tweede faktor analitiese prosedure het net twee faktore gelewer: die Versterkers (53 items) van akademiese prestasie en die Inhibeerders (stremmende invloed) (5 items) op akademiese prestasie.

The purpose of this study is to describe the effect of sociometric grouping on adolescents' concept of themselves in relation to society.

No description available.

This qualitative dissertation conducted a critical discourse analysis of youth and adult discourses about the transition to high school. Despite being a well-researched field, studies of the transition to high school and interventions in the transition to high school do not prioritize youth perspectives. To remedy this shortcoming and examine youth discourses, I collected data from youth giving advice about beginning high school on TikTok. By conducting a critical discourse analysis of these videos and comparing discourses from school website data and school counseling textbooks, I developed findings that showcase the complexities of the transition to high school and call into question views based solely on academic measures. Youth and adult discourses agree that timeliness, organization, and self-knowledge are important for a successful transition. Youth discourses uniquely focus on advice to avoid relational violence and present an ambivalent view of friendship. Discourses of school tours that showcase amenities and serve as advertising for the school are uniquely adult. I used these findings to theorize the transition to high school as a curriculum and call for a vision of youth and adults co-creating the transition-as-curriculum.

The purpose of this study was to determine personality characteristics of students who are successful on traditional campuses and students who are successful on alternative campuses. With this knowledge, more students may be served on the traditional campus without the necessity for alternative education.

by Wong Ding Pang. / Includes questionaire in Chinese. / Thesis (M.A.Ed.)--Chinese University of Hong Kong, 1993. / Includes bibliographical references (leaves 107-120). / LIST OF TABLES --- p.v / LIST OF FIGURES --- p.vii / Chapter CHAPTER ONE --- INTRODUCTION --- p.1 / Chapter I. --- Background of the Study --- p.1 / Chapter II. --- Purpose of the Study --- p.4 / Chapter III. --- Significance of the Study --- p.5 / Chapter CHAPTER TWO --- REVIEW OF THE LITERATURE --- p.8 / Chapter I. --- Attributional Theory --- p.8 / Chapter A. --- Weiner's Model --- p.8 / Chapter B. --- Specific Causal Ascriptions and Causal Dimensions --- p.10 / Chapter C. --- An Attributional Approach to Expectancy Change --- p.12 / Chapter D. --- Attributions and Academic Behavior --- p.13 / Chapter II. --- Causal Attributions and Affective Reactions --- p.17 / Chapter A. --- The Cognition-Emotion Process --- p.17 / Chapter B. --- Specific Causes and Affective Reactions --- p.19 / Chapter C. --- Causal Dimensions and Affective Reactions --- p.20 / Chapter D. --- Guilt versus Shame --- p.21 / Chapter E. --- Anger and Pity --- p.26 / Chapter F. --- Pride --- p.28 / Chapter G. --- Gender Differences in Emotional Responses --- p.30 / Chapter H. --- Specific Causes versus Causal Dimensions --- p.31 / Chapter III. --- Depression --- p.33 / Chapter A. --- Cognitive Theories of Depression --- p.33 / Chapter B. --- Depressogenic Style --- p.35 / Chapter C. --- Hopelessness Theory of Depression --- p.38 / Chapter D. --- Measurement of Depression --- p.42 / Chapter CHAPTER THREE --- RESEARCH METHODOLOGY --- p.43 / Chapter I. --- Definition of Variables --- p.43 / Chapter II. --- Theoretical Framework --- p.45 / Chapter III. --- Hypotheses --- p.46 / Chapter IV. --- Instrumentation --- p.48 / Chapter V. --- Sampling and Procedures --- p.52 / Chapter CHAPTER FOUR --- RESULTS --- p.54 / Chapter I. --- Psychometric Properties of Instruments --- p.54 / Chapter II. --- "Relations among Performance, Attributions, Expectancy and Affects" --- p.62 / Chapter III. --- Gender Differences --- p.69 / Chapter IV. --- Relations between Attributions and Affects --- p.74 / Chapter CHAPTER FIVE --- DISCUSSION AND CONCLUSION --- p.94 / Chapter I. --- Attribution and Affect --- p.95 / Chapter II. --- Causal Cognitions and Behavior --- p.97 / Chapter III. --- Cultural Differences --- p.99 / Chapter IV. --- Gender Differences --- p.103 / Chapter V. --- Limitations and Further Researches --- p.104 / REFERENCES --- p.107 / APPENDICES --- p.121 / Chapter I. --- Beck Depression Inventory (Chinese Version) --- p.121 / Chapter II. --- Actual Attainment and Perceptions of Performance and Success on Mathematics Final Examination --- p.124 / Chapter III. --- Examination Attribution Questionnaire --- p.125 / Chapter IV. --- Causal Dimension Scale --- p.126 / Chapter V. --- Affect Scales --- p.127 / Chapter VI. --- Expectancies and Approach Towards Mathematics --- p.128