No description available.

No description available.

The purpose of this study was to evaluate the significance of some contextual factors suspected of having the capacity to influence the availability, content, and affective tone of recollections. One hundred and eight young adult volunteer subjects were each asked to recall six cued recent or early childhood memories. Recall latencies were noted as well as scores indicating the degree of pleasure Ss attributed to their recollections at the time of their recall and the degree of pleasure they recall having attributed to the incidents at the time they occurred. Recollections were also evaluated for the importance of others to the remembered incidents and the perceived instrumentality (activity) of the recaller in the recalled incidents.;The research design used in this study was the Pretest-Posttest Control Group Design. Statistical procedures included analyses of variance and a t test. Eight null hypotheses provided the basis for testing the significance of the impact of two different collection formats (questionnaire vs. interview), three different collection contexts (created by provision of manipulated positive, neutral of non-responsive feedback regarding performance on an anagram task, and a span of apprehension task), and type of memory requested (recent vs. early childhood recollections).;Analyses of the data revealed a significant difference between the degree of pleasure subjects in interview and questionnaire groups assigned to their memories when they were being assessed for their contemporary significance to the recaller (F/1,104/ = 5.40, p. .05).

The purpose of this study was to investigate the effectiveness of a multicomponent model for developing effective study skills in community college students. The motivational--study skills--self-regulatory skills model was presented through a proactive student development program. A review of the literature in study skills reveals a lack of consensus with regard to identifying common characteristics of successful treatment programs. Also, there is a serious lack of research involving community college students.;The subject population consisted of 390 students enrolled in a freshman orientation course during the Winter Quarter 1984 at Thomas Nelson Community College in Hampton, Virginia. The sample consisted of 93 Ss who volunteered to participate in one of five student development groups. A nonequivalent control group design was used which involved: a six-week treatment group in study skills, an eight-week treatment group in study skills plus self-regulatory skills, a ten-week treatment group in study skills plus self-regulatory skills plus motivational instruction, a ten-week placebo control group in career development, and a waiting-list control group. All Ss completed a brief demographic questionnaire and were pretested-posttested using the Survey of Study Habits and Attitudes and the Adult Nowicki-Strickland Internal-External Control Scale. Academic performance as measured by quarterly grade point average and credit-hour persistence rate was examined.;The results of the study revealed: (1) There was no difference in academic performance among students receiving different study skills components and students in control groups. (2) The hypothesis that there was no difference in study habits among students receiving different study skills components and students in control groups was rejected at the .01 level of significance. Post hoc comparisons of change scores from pretest to posttest revealed that although the three treatment groups differed significantly from the two control groups at the .05 level, the three treatment groups were not significantly different from one another. (3) There was no difference in study attitudes among students receiving different study skills components and students in control groups. (4) There was no difference in locus of control among students receiving different study skills components and students in control groups. (5) There was no difference in academic performance after one academic quarter among students who received different study skills components and students who were in control groups.

No description available.

The purpose of this study was to explore and describe certain psychosocial characteristics of family therapists according to different theoretical orientations within the family systems field. The characteristics examined were psychological type preference, personality factors, and the occurrence of loss/transition events in the family of origin.;A review of the literature revealed a lack of research on family therapists. Additionally, there has been very little research done on family of origin experiences of therapists in general, and of family therapists, specifically.;The sample for this study consisted of 77 family therapists from across the United States and Canada representing Satir's Process model, Minuchin's Structural model, and Bowen's Systems model. Ss were chosen by major advocates of the particular models based on their training in and reflection of the principles of that model. All Ss completed an instrument package containing a Myers-Briggs Type Indicator, an Adjective Check List, a Nodal Events Survey, and a Client Information Form. Analysis of variance (ANOVA) was conducted on the results of four scales of the MBTI (using continuous scores) and ten scales of the Adjective Check List. Data gathered from the Client Information Form and Nodal Events Survey were reported according to descriptive statistics.;Data from the MBTI indicated that 59.2% of the total Ss were Introverted types and 89.9% were Intuitive types. Results from the MBTI revealed that Systems model Ss were significantly different (p. {dollar}<{dollar}.05) from Ss from the Process and Structural models in their strong orientation toward Thinking on the Thinking-Feeling scale. Additionally, Systems model Ss were significantly different (p {dollar}<{dollar}.05) from Process model Ss in their orientation toward Judging on the Judging-Perceiving scale. Statistical significance was not reached on the ten scales from the Adjective Check List. There were few remarkable events or differences in the loss/transition events in family of origin experiences of Ss.;Demographic data indicated that Ss across the three models were primarily from families of 3-5 siblings. Process model Ss were most frequently youngest siblings, while Structural model and Systems model Ss were most frequently oldest siblings.

No description available.

No description available.

The purpose of this case study was to trace the development of the image of the College of William and Mary in order to test the hypothesis: The image of a selective liberal arts college is not exclusive to the private sector. In tracing the development of the image, the concept of saga, defined by Clark (1968) as an historically based understanding of organizational development was viewed as the theoretical basis for the study. Four factors were found to have a positive impact upon the development of the selective image of the College. (1) The restoration and growth of Colonial Williamsburg which attracts over one million visitors to the area each year. (2) The admission philosophy and policies which projected and fostered a selective image prior to the actual development of selectivity. (3) The administrative philosophy and development of the mission of the institution as espoused by the four presidents who served during the period. (4) The student bodies of the time period studied--their academic credentials, activities and foci during their college careers--both as a group and as individuals.;Statistics were compiled for the period 1946-1980 listing: the number of applicants; the percentage accepted; the percentage of admitted students enrolled; and the high school academic credentials including test scores and ranks-in-class. These were used to demonstrate the degree of selectivity which developed during the period.

The demand for increased cognitive and skilled abilities in the workplace has raised college students' expectations for career-education programs to supplement the liberal arts curriculum. A response to this challenge has been the design of career-education courses that stress the integration.