This study was a simple "before" and "after" attitude measurement experiment using an experimental group and a control group. The attitude measurements were made before and after the subjects in the experimental group were presented an informational briefing about the Air Force ROTC training program. Both the experimental group and the control group were subject to exposure to the Air Force mass communication advertising during the two-month study period. The results indicate that the increased knowledge gained by the experimental group through its exposure to the informational briefing caused a negative change of attitude within the group. However, the control group had no significant change of attitude during the study period even though more than 87 percent of those subjects were exposed to some form of Air Force advertising.

by Sr. Margaret Fung Sui-fun. / Bibliography: leaves 64-75 / Thesis (M.A.Ed.) -- Chinese University of Hong Kong, 1983

影印稿本. / Thesis (M.A.)--香港中文大學敎育學院. / Ying yin gao ben. / Includes bibliographical references (leaves 105-110). / Thesis (M.A.)--Xianggang Zhong wen da xue jiao yu xue yuan. / Chapter 第一章 --- 導言 --- p.1 / 問題說明 --- p.1 / 研究動機與目的 --- p.21 / 有關文獻 --- p.24 / 假設 --- p.36 / 定義 --- p.38 / Chapter 第二章 --- 研究方法 --- p.42 / 研究對象 --- p.42 / 研究工具 --- p.45 / 研究設計 --- p.48 / 研究程序 --- p.50 / 資料分析 --- p.51 / Chapter 第三章 --- 結果與討論 --- p.53 / Chapter 第四章 --- 摘要、結論及建議 --- p.92 / 參攷文獻 / 中文 --- p.105 / 英文 --- p.108 / 附錄 --- p.111

近年，西方社會對學生聲音的研究如雨後春筍。學者們努力研究如何在課程研究範疇中發掘這些長期被忽略，但又極具價值的部份──學生的聲音。本研究就是嘗試以中學課程中較少權力牽引的部份──課外活動作為切入點，探索學生以自己的聲音建構自己的課程，他們在態度上──對人(包括自己、老師和同學)、對活動及對學校的變化。 / 研究者在自身任教的中學，透過學生聲音得知學生最有興趣的課外活動是玩遊戲機，於是研究者向校方申請成立「電玩學會」，並召集了13位同學成立幹事會。本研究就是記錄了幹事會中8位活躍分子在這大半學年間，由他們的聲音組織多次的活動，然後由研究者透過半結構性訪談，利用內隱式的態度量度方法探討這些同學在各個向度的態度變化。此外，本研究也提出以學生聲音建構活動時所需要注意的重點。 / 研究發現以學生聲音建構的電玩學會活動，會令籌辦活動學生的投入程度增加，部份學生更在活動中進入了「暢態」。此外，籌辦活動亦令部份學生對自己的態度產生了變化，尤其對自己的能力感有所增加。不過，如果在他們自己建構的活動過程中受到挫折，卻會令學生產生更負面的影響，甚至會萌生放棄的念頭，而這正是作為導師需要介入並協助他們的時候。另一方面，當幹事會中每一位學生都有著自己的聲音，他們彼此互動造成的衝擊，會令學生對其他同學的態度產生兩極化的影響，可能變得更喜歡，也可能變得更不喜歡，這一點甚少在其他研究提及。研究亦發現學生在經歷自己籌辦的活動後，對導師及學校的態度也會有所改善，不過這些改變的幅度卻是因人而異。最後，本研究亦分析了以學生聲音建構活動時所需要注意的三個重要元素：老師、學生及課程。三者互相緊扣，而且缺一不可。如果老師自身不相信學生聲音的力量，不肯把既有的權力下放；又或是學生能力上或是心態還未準備在課程上分享/分擔設計者的角色；還是老師及學生所共同建構的課程背後有另外一些外力牽引，例如公開考試、學校期望等。這些都是令學生聲音窒息的主要原因。 / 教育是一項育人的工程。當我們經常投訴學生完成中學後就算有很好的學業成績，卻沒有創造力、怯於表達自己意見、只愛自己卻不理別人感受，我們可以試回想他們在學校多年經歷中又有沒有機會發出過自己的聲音，並且被聆聽及受尊重？所以本研究建議在規劃嚴謹的學校課程中引入學生聲音，讓老師和學生在彼此互相尊重下一起成長。不過在推行具學生聲音建構的課程時，我們還需注意以上提及的三個重要元素：老師、學生及課程，否則只會變成空有軀殼沒有神髓的行動。 / In recent years, the research on student voice has aroused many concerns in the western society. The researchers tried to dig the neglected yet valuable student voice in the curriculum inquiry aspect. This paper attempts to use extra-curricular activities as an intervention point, using student voice to construct their curriculum, and see if it would bring about changes in students’ attitude towards self, teachers, classmates, activities and school. / Through collecting student voices in school, the researcher reveals that the most popular extra-curricular activity is “Electronic games. Therefore, the researcher proposed to establish the “Electronic Games Club and recruited 13 students to form a committee. This paper has recorded how to use the student voices of the 8 active members in the committee, in organizing several functions. With semi-constructed interview, the changes in attitudes of the 8 members in different dimensions are measured through “Implicit Attitude Measurement. Besides, the key elements of using student voice in constructing activities are discussed. / This paper reveals that when students are using their voices to construct the activities, they will have a higher engagement in the activities. Some of the students even experienced “flow and some recalled an increase in self-efficacy. However, negative influence can also be resulted if the students experienced frustration in the process, and they may have thoughts of giving up. This is the point when teacher needs to intervene and provide assistance. What rarely mentioned in other researches is the bipolar influence on the attitude of the student towards teammates ─ either positive or negative when every student’s voice conflicts with each other. Different extent of positive attitude changes of students towards teachers and school are also recorded. Finally, the three indispensable key elements, namely, teacher, student, and curriculum, of constructing activities with the students’ voice are discussed. Students’ voice can be greatly undermined if teacher does not trust the power of student voice, or the students are not ready to share the role of designing the curriculum, or both the teacher and students are pulled by demands of public exams or expectation of school etc. / We are educating “people. We see students lacking creativity, too shy to express their opinions and too self-centered despite high education attainment. Let us recall if there was a chance for our students to express their voices in school? Were their voices being heard and respected? This paper proposed to introduce student voice within the tight school curriculum and promote the mutual respect and growth between teachers and students. Nevertheless, to implement the essence of student voice in the curriculum, we should always pay attention in the three key elements ─ teacher, student and curriculum. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / 龔萬聲. / Thesis (Ed.D.)--Chinese University of Hong Kong, 2012. / Includes bibliographical references (leaves 244-257). / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Abstracts in Chinese and English. / Gong Wansheng. / Chapter 1. --- 概覽 / 背景脈絡 --- p.1 / 研究目的 --- p.3 / 研究問題 --- p.4 / 研究方法 --- p.4 / 研究結果 --- p.5 / 研究意義 --- p.5 / Chapter 2. --- 文獻綜論 / Chapter 2.1 --- 學生聲音 --- p.7 / Chapter 2.1.1 --- 甚麽是學生聲音 --- p.7 / Chapter 2.1.2 --- 世界各地有關學生聲音的經驗 --- p.9 / Chapter 2.1.3 --- 發展學生聲音的關鍵議題 --- p.14 / Chapter 2.2 --- 態度及態度的量度 --- p.19 / Chapter 2.2.1 --- 甚麽是態度 --- p.19 / Chapter 2.2.2 --- 態度的量度範式的爭議 --- p.20 / Chapter 2.3 --- 學生聲音改變其態度─研究框架的建構 --- p.31 / Chapter 2.3.1 --- 學生對人在態度上的轉變 --- p.31 / Chapter 2.3.2 --- 學生對活動在態度上的轉變 --- p.34 / Chapter 2.3.3 --- 學生對學校在態度上的轉變 --- p.36 / Chapter 3. --- 研究設計 / Chapter 3.1 --- 研究問題 --- p.37 / Chapter 3.2 --- 研究方法 --- p.37 / Chapter 3.3 --- 研究框架 --- p.39 / Chapter 3.4 --- 數據收集及分析 --- p.40 / Chapter 3.4.1 --- 收集數據的方法 --- p.40 / Chapter 3.4.2 --- 訪談的結構 --- p.40 / Chapter 3.4.3 --- 訪談的策略 --- p.42 / Chapter 3.4.4 --- 分析數據 --- p.43 / Chapter 4. --- 開展的過程 / Chapter 4.1 --- 研究田野的基本資料 --- p.44 / Chapter 4.2 --- 參與研究者的基本資料 --- p.45 / Chapter 4.3 --- 研究者角色反省 --- p.47 / Chapter 4.4 --- 研究進程 --- p.49 / Chapter 5. --- 研究結果 / Chapter 5.1 --- 成立電玩學會之前 --- p.52 / Chapter 5.1.1 --- 從「學生興趣問卷調查」到成立電玩學會 --- p.52 / Chapter 5.1.2 --- 學會與幹事之間的「媒人」 --- p.54 / Chapter 5.2 --- 成立幹事會 --- p.57 / Chapter 5.2.1 --- 成立幹事會 --- p.57 / Chapter 5.2.2 --- 幹事會會議後二三事 --- p.59 / Chapter 5.2.3 --- 研究對象的形成 --- p.62 / Chapter 5.2.4 --- 校內學生的聲音 --- p.64 / Chapter 5.2.5 --- 學生產生的變化 --- p.72 / Chapter 5.3 --- 為電玩學會購買遊戲機 --- p.76 / Chapter 5.3.1 --- 由學會報名到幹事們自己開會及買遊戲機 --- p.76 / Chapter 5.3.2 --- 學生產生的變化 --- p.83 / Chapter 5.4 --- 學生籌辦的電玩週 --- p.85 / Chapter 5.4.1 --- 電玩週的籌備會議 --- p.85 / Chapter 5.4.2 --- 電玩週的第一天 --- p.87 / Chapter 5.4.3 --- 學生產生的變化 --- p.88 / Chapter 5.4.4 --- 電玩週的第二天 --- p.98 / Chapter 5.4.5 --- 學生產生的變化 --- p.99 / Chapter 5.4.6 --- 電玩週的第三天 --- p.105 / Chapter 5.4.7 --- 學生產生的變化 --- p.106 / Chapter 5.4.8 --- 電玩週的第四天 --- p.113 / Chapter 5.4.9 --- 學生產生的變化 --- p.114 / Chapter 5.4.10 --- 電玩週的第五天 --- p.120 / Chapter 5.5 --- 由為主席「補課」到下學期活動的籌備會議 --- p.123 / Chapter 5.5.1 --- 為主席「補課」 --- p.123 / Chapter 5.5.2 --- 下學期活動的籌備會議 --- p.124 / Chapter 5.5.3 --- 學生產生的變化 --- p.127 / Chapter 5.6 --- 下學期學生籌辦的電玩週 --- p.144 / Chapter 5.6.1 --- 電玩週的宣傳 --- p.144 / Chapter 5.6.2 --- 下學期電玩週活動 --- p.145 / Chapter 5.6.3 --- 學生產生的變化 --- p.147 / Chapter 6. --- 討論 / Chapter 6.1 --- 學生對自己態度的變化 --- p.162 / Chapter 6.1.1 --- 技術部鄒同學對自己態度有正向增加的例子 --- p.163 / Chapter 6.1.2 --- 副主席許同學對自己態度沒有太大變化的例子 --- p.164 / Chapter 6.1.3 --- 主席馮同學對自己產生負面態度的例子 --- p.165 / Chapter 6.2 --- 學生對同學態度的變化 --- p.170 / Chapter 6.2.1 --- 主席馮同學對同學的態度有正向增加的例子 --- p.171 / Chapter 6.2.2 --- 副主席許同學對同學產生負面態度的例子 --- p.172 / Chapter 6.3 --- 學生對老師態度的變化 --- p.176 / Chapter 6.3.1 --- 外校生卓同學的變化 --- p.176 / Chapter 6.3.2 --- 技術部幹事鄒同學及蘇同學的變化 --- p.177 / Chapter 6.3.3 --- 主席馮同學的變化 --- p.178 / Chapter 6.4 --- 學生對學校態度的變化 --- p.182 / Chapter 6.4.1 --- 副主席許同學的變化 --- p.183 / Chapter 6.4.2 --- 外校生楊同學和卓同學的變化 --- p.183 / Chapter 6.4.3 --- 主席馮同學的變化 --- p.184 / Chapter 6.5 --- 學生對活動態度的變化 --- p.188 / Chapter 6.5.1 --- 外校生楊同學和卓同學的變化 --- p.189 / Chapter 6.5.2 --- 副主席許同學的變化 --- p.192 / Chapter 6.5.3 --- 技術部的陳同學、鄒同學、蘇同學及黃同學在第一次電玩週活動的變化 --- p.194 / Chapter 6.5.4 --- 技術部的鄒同學及黃同學在第二次電玩週活動的變化 --- p.197 / Chapter 6.5.5 --- 主席馮同學在召開幹事會及購買遊戲機的變化 --- p.199 / Chapter 6.5.6 --- 主席馮同學在第一次電玩週活動的變化 --- p.201 / Chapter 6.5.7 --- 主席馮同學在第二次電玩週活動的變化 --- p.202 / Chapter 6.5.8 --- 小結 --- p.204 / Chapter 6.6 --- 學校課程嵌入學生聲音的可能性 --- p.207 / Chapter 6.6.1 --- 正式學科課程 --- p.207 / Chapter 6.6.2 --- 非正式課程 --- p.211 / Chapter 6.7 --- 老師的角色 --- p.214 / Chapter 6.7.1 --- 處理權力不平衡的問題 --- p.214 / Chapter 6.7.2 --- 處理學生聲音的包含性問題 --- p.216 / Chapter 6.7.3 --- 處理學生個別差異的問題 --- p.217 / Chapter 6.7.4 --- 老師的專業發展 --- p.219 / Chapter 6.7.5 --- 小結 --- p.220 / Chapter 7. --- 反思與建議 / Chapter 7.1 --- 研究意義 --- p.223 / Chapter 7.1.1 --- 學生聲音的探究 --- p.223 / Chapter 7.1.2 --- 量度態度的方法 --- p.224 / Chapter 7.1.3 --- 課外活動在香港的背景脈絡下的研究 --- p.225 / Chapter 7.1.4 --- 對研究者一次深層次的體驗 --- p.226 / Chapter 7.2 --- 研究局限 --- p.228 / Chapter 7.3 --- 研究的信度和效度 --- p.230 / Chapter 7.3.1 --- 研究的質素 --- p.230 / Chapter 7.3.2 --- 研究的可信性 --- p.233 / Chapter 7.4 --- 建議及結語 --- p.236 / Chapter 7.4.1 --- 課外活動的老師角色 --- p.236 / Chapter 7.4.2 --- 學生聲音在正式課程的探究 --- p.237 / Chapter 7.4.3 --- 本研究的一些改善建議 --- p.239 / Chapter 7.4.4 --- 對研究法的一些建議 --- p.241 / Chapter 7.4.5 --- 結語 --- p.242 / 參考書目 --- p.244

by Wai-Kei Yeung. / Questionnarie in Chinese. / Thesis (M.Phil.)--Chinese University of Hong Kong, 1997. / Includes bibliographical references (leaves 117-124). / Acknowledgments / Abstract / List of Tables / List of Figures / Chapter I --- INTRODUCTION / Background of Study --- p.1 / Purpose of Study --- p.8 / Chapter II --- LITERATURE REVIEW --- p.10 / Physical Self-Concept --- p.11 / Models and Measurement of Physical Self-Concept --- p.14 / Physical Self-Concept and its Relation to External Criteria --- p.20 / Goal Orientations in Sport and Physical Education --- p.26 / Achievement Goals --- p.27 / Achievement Goals and Outcomes --- p.29 / Motivational Climate in Physical Education --- p.34 / Motivational Orientations in sport participation --- p.39 / Summary --- p.44 / Chapter III --- RESEARCH METHODOLOGY --- p.46 / Definition of Variables and Instrumentation --- p.47 / Physical Self-Concept --- p.47 / Achievement Goal and Classroom Climate --- p.49 / Sport Participating Motivation in Secondary Physical Education Class --- p.51 / Conceptual Framework --- p.53 / Research Hypotheses --- p.60 / Subjects --- p.62 / Procedure --- p.63 / Statistical Analyses --- p.64 / Chapter IV --- RESULTS --- p.68 / Chapter V --- DISCUSSION AND CONCLUSION --- p.100 / Limitations and Suggestions --- p.112 / Conclusion --- p.113 / REFERENCES --- p.117 / APPENDICES / Chapter A. --- Physical Self Description Questionnaire --- p.125 / Chapter B. --- Goal Orientations Inventory --- p.128 / Chapter C. --- Sport Participating Motivation Inventory --- p.129

The objective of this research was to determine if students who are enrolled in intensive reading intervention classes due to limited reading and comprehension skill, experience greater alienation than students not enrolled in these classes. Ninth and tenth grade students from March Valley School, a small alternative high school in Moreno Valley, CA participated in this study.

Afrikaans text / Met hierdie studie is beoog om leerders se persepsies van skool vas te stel en om riglyne vir ouers daar te stel om leerders met negatiewe persepsies van skool te hanteer. Daar is beoog om hierdie riglyne deur middel van praktiese modelle en werksvelle te implementeer sodat ouers begrip vir kinders se persepsies kan verkry en dat konflik opgelos kan word deur middel van positiewe kommunikasie. In die literatuurstudie word ondersoek ingestel na persepsievorming en die oorsake vir die vorming van negatiewe persepsies van skool. ‘n Persepsie word gevorm deurdat betekenis aan ‘n ervaring, op grond van die persoon se verwysingsraamwerk gegee word. Interne- sowel as eksterne faktore speel ‘n rol wanneer persepsies gevorm word. Eksterne faktore behels die verhouding met rolspelers soos: die ouers, die skool en onderwysers, die portuurgroep en die leerder se verhouding met homself. Interne faktore wat in hierdie studie ondersoek is, behels: lokus van kontrole, motivering, emosionele probleme, kognitiewe probleme en gedragsprobleme.Die navorsingsprobleem is verken met behulp van ‘n loodsondersoek as ‘n voortoets en diagnostiese vraelys wat deur die navorsingsgroep van 50 leerders voltooi is. Onderhoude is met vyf leerders gevoer oor hulle ervaringe en behoeftes met betrekking tot hulle persepsies van skool. Bevindinge dui aan dat ongeveer ‘n vyfde van die skool se leerders oor ‘n negatiewe persepsie van skool beskik. In die vraelys is leerders se persepsies ten opsigte van verskeie rolspelers vasgestel. Daar bestaan behoefte by leerders dat ouers betrokke en ondersteunend sal wees en dat ouers begrip vir hulle persepsies sal toon. Deur middel van praktiese diagramme en werksvelle is begrip en positiewe kommunikasie tussen ouer en kind bewerkstellig. In Hoofstuk 6 word praktiese riglyne aan ouers gegee oor hoe om sy kind, met ‘n negatiewe persepsie van skool, te hanteer. Op hierdie wyse is gepoog dat leerders positiewe ervaringe sal geniet; ‘n positiewe verwysingsraamwerk sal vorm en sodoende positiewe persepsies van skool sal vorm. ‘n Bydrae is ten opsigte van ouerleiding gelewer. Ouers word toegerus om ‘n kind met negatiewe persepsies van skool met begrip te hanteer. / The aim of this study was to determine learners’ perceptions of school and to provide guidelines for parents to deal with negative perceptions of school. These guidelines were implemented using practical models as well as work sheets. These were specifically aimed at enhancing parents’ understanding of the negative perceptions and resolving conflict through positive communication. In the literary study, the constitution of perceptions as well as the causes of the constitution of negative perceptions was investigated. A perception is established when a person gives meaning to an experience based on that person’s frame of reference. Internal and external factors play a part when perceptions are constituted. External factors in this study entail the relationship with parents, school and teachers, peer group and the learner's relationship with himself. Internal factors referred to in this study are locus of control, motivation, emotional problems, cognitive problems and behavioural problems. vii The research problem was explored using a pilot investigation as pre-test. A diagnostic questionnaire was also completed by 50 learners. Five learners were interviewed about their experiences and needs specifically in relation to their perceptions of school. Findings show that approximately one fifth of the learners of the school have negative perceptions of school. In the questionnaire, the learners’ perceptions with respect to a variety of role players were determined. There is a definite need for parents to be involved and supportive. Learners also need them to show understanding for their perceptions. Positive communication and understanding between parents and learners were established through practical diagrams and work sheets. In Chapter 6 practical guidelines are given to equip parents to understand how to handle the child with negative perceptions. The aim of this was to encourage learners to enjoy positive experiences, to form a positive frame of reference and therefore develop positive perceptions of school. A contribution towards parental guidance was made. Parents are left equipped to deal with a child with negative perceptions of school. / Educational Studies / D. Ed. (Sielkundige Opvoedkunde)

杨洁. / Thesis (Ph.D.)--Chinese University of Hong Kong, 2011. / Includes bibliographical references (p. 236-265). / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Abstracts in Chinese and English. / Yang Jie.

Afrikaans text / In this study, the reasons for the phenomenon of continuous loyalty towards and hero worship of incapable parents are investigated. Case studies with a qualitative and quantitative research paradigm were completed on two adolescents. Media that was used to collect data include: interviews, Kinetic Family Drawing, Sacks Incomplete Sentence Test and the High School Personality Questionnaire. The findings of this study indicate that there are certain factors that are typical traits of incapable parenthood. Adolescents deal with this child-parent relationship through rationalisation and defence. The result is a feeling of inferiority, poor self-image and behavioural patterns that are aimed at satisfying the parents and receiving in turn, positive feedback. This study supplies answers to parents and individuals in the educational-psychological field in understanding the adolescent in such situations. Further research is however necessary to gain information about this phenomenon in order to be able to substantiate the findings. / In hierdie studie is die redes vir die verskynsel van lojaliteit teenoor, en heldeverering vir ontoereikende ouers ondersoek. `n Gevallestudie, met `n kwalitatiewe en kwantitatiewe navorsingsbenadering is op twee adolessente gedoen. Die media waarmee die data ingesamel is sluit in: onderhoudvoering, Kinetiese Gesinstekening, Sacks Onvoltooide Sinnetoets en die Hoërskoolpersoonlikheidsvraelys. Die bevindings van hierdie studie toon aan dat daar sekere faktore is wat kenmerkend van ontoereikende ouerskap is. Adolessente spreek hierdie ouer-kind-verhouding aan deur rasionalisasie en verdediging. Die gevolg is `n gevoel van minderwaardigheid en `n swak selfbeeld, asook gedrag wat daarop gerig word om die ouers tevrede te stel en positiewe terugvoer van hulle af te kry. Hierdie studie bied antwoorde aan ouers en persone in die opvoedkundige-sielkunde praktyk oor hoe om adolessente in sulke situasies te verstaan. Verdere navorsing is egter nodig om inligting oor dié verskynsel te bekom en sodoende bevindings te kan veralgemeen. / Further Teacher Education / M. Ed. (Voorligting)

Afrikaans text / In this study, the reasons for the phenomenon of continuous loyalty towards and hero worship of incapable parents are investigated. Case studies with a qualitative and quantitative research paradigm were completed on two adolescents. Media that was used to collect data include: interviews, Kinetic Family Drawing, Sacks Incomplete Sentence Test and the High School Personality Questionnaire. The findings of this study indicate that there are certain factors that are typical traits of incapable parenthood. Adolescents deal with this child-parent relationship through rationalisation and defence. The result is a feeling of inferiority, poor self-image and behavioural patterns that are aimed at satisfying the parents and receiving in turn, positive feedback. This study supplies answers to parents and individuals in the educational-psychological field in understanding the adolescent in such situations. Further research is however necessary to gain information about this phenomenon in order to be able to substantiate the findings. / In hierdie studie is die redes vir die verskynsel van lojaliteit teenoor, en heldeverering vir ontoereikende ouers ondersoek. `n Gevallestudie, met `n kwalitatiewe en kwantitatiewe navorsingsbenadering is op twee adolessente gedoen. Die media waarmee die data ingesamel is sluit in: onderhoudvoering, Kinetiese Gesinstekening, Sacks Onvoltooide Sinnetoets en die Hoërskoolpersoonlikheidsvraelys. Die bevindings van hierdie studie toon aan dat daar sekere faktore is wat kenmerkend van ontoereikende ouerskap is. Adolessente spreek hierdie ouer-kind-verhouding aan deur rasionalisasie en verdediging. Die gevolg is `n gevoel van minderwaardigheid en `n swak selfbeeld, asook gedrag wat daarop gerig word om die ouers tevrede te stel en positiewe terugvoer van hulle af te kry. Hierdie studie bied antwoorde aan ouers en persone in die opvoedkundige-sielkunde praktyk oor hoe om adolessente in sulke situasies te verstaan. Verdere navorsing is egter nodig om inligting oor dié verskynsel te bekom en sodoende bevindings te kan veralgemeen. / Further Teacher Education / M. Ed. (Voorligting)