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Adolescent action-taking associations with identity style, possible selves, and parental support /Swart, Sarah, Kerpelman, Jennifer L., January 2006 (has links) (PDF)
Thesis(M.S.)--Auburn University, 2006. / Abstract. Vita. Includes bibliographic references (p.93-99).
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Shreddin' it up re-thinking "youth" through the logics of learning and literacy in a skateboarding community /Petrone, Robert Anthony. January 2008 (has links)
Thesis (Ph. D.)--Michigan State University. English, 2008. / Title from PDF t.p. (viewed on July 2, 2009) Includes bibliographical references (p. 247-253). Also issued in print.
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Romantic relationship attachment and identity style as predictors of adolescent interpersonal competence a mediation model /Paulk, Amber L., Pittman, Joe F., January 2008 (has links) (PDF)
Thesis (Ph. D.)--Auburn University, 2008. / Abstract. Vita. Includes bibliographical references (p. 102-118).
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La pictórica juvenil como lenguaje de identidad implicaciones para la consejería /Colón Pabón, Rhodiah D. January 1900 (has links)
Thesis (Ed.D.)--University of Puerto Rico, Rio Piedras (Puerto Rico), 2008. / Adviser: Dennis Paris Alicea. Includes bibliographical references.
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The relationship between hip hop music and videos and identity achievement status within adolescent youthWood, Claudius D. Mullis, Ann K. January 2004 (has links)
Thesis (M.S.)--Florida State University, 2004. / Advisor: Dr. Ann K. Mullis, Florida State University, College of Human Sciences, Dept. of Family and Child Sciences. Title and description from dissertation home page (viewed Oct. 06, 2004). Includes bibliographical references.
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An investigation of adolescents' choice of and identification with their heroes, and how their perceptions change over timeBerger, Amy White. January 1994 (has links)
Thesis (M. Ed.)--Kutztown University of Pennsylvania, 1994. / Source: Masters Abstracts International, Volume: 45-06, page: 2774. Typescript. Includes bibliographical references (leaves 68-72).
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Mexican-origin girls as researchers exploring identity and difference in a participatory action research project /Martinez, Leticia Raquel, January 1900 (has links) (PDF)
Thesis (Ph. D.)--University of Texas at Austin, 2006. / Vita. Includes bibliographical references.
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Creating new spaces investigating opportunities for identity exploration in a high school English classroom /Vetter, Amy Maurine, January 1900 (has links)
Thesis (Ph. D.)--University of Texas at Austin, 2007. / Vita. Includes bibliographical references.
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Die persoonlikheidsamestelling van die beskeie leerling in die senior sekondêre skoolfaseLessing, A. C. (Anna Christina), 1947- 03 1900 (has links)
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)
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'n Selfkonsepontwikkelingsprogram vir adolessenteCruywagen, Marinda 24 November 2011 (has links)
M.Ed. / During adolescence confusion in idendity can occur (Louw. 1990:463) as adolescents find themselves in a period of transition. During this phase of life a positive self -concept is extremely important. because it determines where the person will fit into society, choices he will make (louw. 1990:460) and whether he is successful in his relationship with his fellow men (Staples, 1991: I I I). It is therefore extremely important that adolescents accept themselves. Although information about self-concept development is available. the researcher found that some adolescents still suffer from low self-concept which might, if not addressed. become hindrances to optimal development and self-actualisation. The purpose of this study was to determine whether self-esteem in adolescents could be improved. A program based on Constructivistic principles was developed and ten adolescents actively participated therein for ten sessions of two hours each. Nine components of self-concept development was discussed, namely: what is self-concept; how is self-concept formed; the ideal self; proactive attitude; conflict resolution strategies; self-assertiveness and friends. The last session was reserved for the evaluation on the program and self-growth. The development of the respondents were assessed and video's were taken. Workbooks were also analyzed. Measures to ensure trustworthiness was kept in mind and the development of the respondents were discussed with their parents.
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