Thesis (Ph. D.)--University of Texas at Austin, 1999. / Vita. Includes bibliographical references (leaves 131-143). Available also in a digital version from Dissertation Abstracts.

Thesis (M.A.)--Wheaton College, 2006. / Abstract. Includes bibliographical references. Includes bibliographical references (leaves 65-68).

Text in Afrikaans / Die studie handel oor die persoonlikheidsamestelling van die beskeie leerling in die senior sekondere skoolfase. Twee sienings van beskeidenheid blyk uit die literatuur, naamlik beskeidenheid as 'n deug en beskeidenheid as manifestasie van innerlike onsekerheid. Daar is in diepte gekyk na beskeidenheid as persoonlikheidseienskap en die invloed van beskeidenheid op die relasievorming en selfaktualisering van die kind. Beskeidenheid gaan gepaard met persoonlikheidseienskappe soos terughoudendheid, beskroomdheid, geinhibeerdheid, ontoereikende assertiwiteit en vry van aanmatiging en dit behels 'n onvermoe tot selfbevordering. Verder manifesteer sake soos sosiale angstigheid, openbare selfbewustheid, vrees vir sukses en swak selfevaluering ook in beskeidenheid. Die leerling se relasievorming en selfaktualisering word deur beskeidenheid gekortwiek. Die Hoerskool Persoonlikheidsvraelys is in 'n empiriese ondersoek op 'n aantal standerd 9-leerlinge afgeneem. Geen tipiese perrsoonlikheidsprofiel kon vir beskeidenheid saamgestel word nie. 'n Aantal persoonlikheidseienskappe wat met beskeidenheid verband kan hou, het egter in die ondersoek na vore gekom. / This study concerns the personality composition of the modest pupil in the senior secondary school. Two views of modesty are discussed in the literature, namely that it is a virtue and that it is a sign of inner uncertainty. An in-depth study is made of modesty as a personality characteristic and its influence on the pupil's relationship formation and self-actualisation. Modesty is associated with such personality characteristics as reserve, timidity, inhibition, unassertiveness and lack of arrogance. It implies an inability to promote oneself. Modesty is also a manifestation of social anxiety, self-conciousness, a fear of success and low self-evaluation. It handicaps the relationship formation and self-actualisation of pupils. The High School Personality Questionnaire was administered to a group of Standard 9 pupils in an empirical study. No typical personality profile could be compiled for modest pupils. Several personality 'characteristics emerged from the study which may be associated with modesty. / Educational Studies / M. Ed. (met spesialisering in Voorligting)

Thesis (Ph. D.)--University of Missouri-Columbia, 2001. / Typescript. Vita. Includes bibliographical references (leaves 82-87). Also available on the Internet.

Thesis (Ph. D.)--University of Missouri-Columbia, 2001. / Typescript. Vita. Includes bibliographical references (leaves 82-87). Also available on the Internet.

Blogging has been one of the most popular means of computer-mediated communication in recent years. It is generally agreed that blogging has replaced traditional diary writing and functioned as a useful tool for individuals to present themselves and construct their self-images. Its popularity has also drawn the attention of many scholars and much research has been conducted to investigate the different issues related to the presentation of identities by bloggers particularly adolescents. Despite the significant impact of blogging on adolescent identity development, few attempts have been made to explore the role of contextual elements in identity construction. Moreover, most previous studies on blogs were conducted in separation from the bloggers and their offline world. The blogging world was not well-connected to the bloggers’ other aspects of lives. The current study has adopted a constructionist approach to explore the identity construction of a group of Hong Kong adolescents. The notion of communities of practice is used to conceptualize the nonymous context of the blogging world. More importantly, more attention is paid to various contextual elements which constitute the online community of practice so as to gain a more comprehensive understanding of online identity work. The analysis examines the textual and non-textual elements of blogs to investigate how the adolescents construct different forms of identity which manifest their engagement in the online communities of practice. It shows that the nonymous context has resulted in adolescents presenting a wide range of desirable qualities which include interpersonal-related qualities, academic related qualities, personal related qualities and family-related qualities throughout their blogs. The construction which enables the adolescents to fulfill numerous developmental tasks is not done in isolation but in response to their interaction with the members of the blogging community. The importance of audience as a contextual element is seen in their role as identity co-constructors who help reinforce or supplement the blog owners’ identity presentation from time to time. Furthermore, a strong connectedness between the adolescents’ online and offline identity is observed. The offline world serves as another community of practice which interacts with the online world – the community of practice under investigation. The study suggests that the diverse forms of identity constructed online are strong evidence showing the adolescents’ competence in performing sophisticated identity work. It is also expected that there will be more interaction between various communities and their contextual elements in the future development of identity construction with the rapid penetration of social-networking tools in our everyday lives, especially adolescents. An overlap between different online communities is seen in the current study. More thorough examination of adolescent identity work through social-networking tools can provide valuable insights into the emotional health and well-being of adolescents over time. / published_or_final_version / English / Master / Master of Philosophy

A second generation South Asian can be faced with contrasting and conflicting cultures which can impact the formation of a healthy ethnic identity. The present study investigated what facilitated and hindered a South Asian's adolescent experience of becoming bicultural. Flanagan's (1954) Critical Incident Technique was used in interviewing 8 adult participants, including 5 females and 3 males, aged 20 to 26 years of age. The results identified 88 critical incidents, forming 10 helping categories and 4 hindering categories. The 10 Helping categories were: (1) Cross Cultural Friendships, (2) Speaking both Punjabi and English, (3) Personal Attributes, (4) Shared Experiences with Peers in the 'Same Boat', (5) Family Support and Influence, (6) Involvement in Recreational, Cultural and Religious Community Activities, (7) Visiting India, (8) High School Experience, (9) University Education and (10) Acceptance of Parent's and / or Grandparent's Views. The Hindering Categories were: (1) Parental and / or Familial Expectations, (2) Media Influence / Societal Expectations, (3) Personal Conflict of Cultural Values and (4) Experiencing Racism. The categories were found to be reliable and valid through procedures such as exhaustiveness, independent raters, co-researcher's cross checking, participation rate and theoretical agreement. The resulting categories provide a list of comprehensive factors that can facilitate and hinder an individual's process towards developing a bicultural identity. The findings are discussed in relation to implications for counselling theory and practice, and future research.

Thesis(M.S.)--Auburn University, 2005. / Abstract. Vita. Includes bibliographic references.

Thesis (Ph. D.)--University of Adelaide, Dept. of Anthropology, 1999. / Includes bibliographical references (leaves 256-293).

Thesis (Ph. D.)--University of Toronto, 2007. / Source: Dissertation Abstracts International, Volume: 68-06, Section: A, page: 2392. Includes bibliographical references (leaves 184-192).