Thesis (M.A.)--University of San Carlos, October 1979. / Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 98-101).

Thesis (Ph. D.)--University of Wisconsin--Madison, 1982. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 93-96).

Texte remanié de: Diss.--Department of social relations--Harvard University. / Bibliogr. p. 123-125.

No description available.

No description available.

published_or_final_version / Urban Planning / Master / Master of Science in Urban Planning

手稿本. / Thesis (M.A.)--香港中文大學. / Shou gao ben. / Includes bibliographical references (leaves 338-342). / Thesis (M.A.)--Xianggang Zhong wen da xue. / Chapter 第一章 --- 導論 / Chapter 第二章 --- 初期的菲化運動（一九三四´ؤ´ؤ四四） / Chapter 第一節 --- 天然富源、土地與公共企業菲化條文 / Chapter 第二節 --- 零售業、勞工、米黍與簿記菲化之建議 / Chapter 第三節 --- 反對外僑子女菲化案 / Chapter 第四節 --- 奎松總統言論之分析 / Chapter 第三章 --- 第二階段的菲化運動（一九四六´ؤ´ؤ一九五三） / Chapter 第一節 --- 菲化運動的提案 / Chapter 第二節 --- 公共菜市菲化案 / Chapter 第三節 --- 銀行與專門職業之菲化 / Chapter 第四節 --- 入口統制與外匯統制 / Chapter 第四章 --- 菲化運動的高潮（一九五四´ؤ´ؤ一九六一） / Chapter 第一節 --- 風起雲湧的菲化提案 / Chapter 第二節 --- 零售商業菲化律及其影響 / Chapter 第三節 --- 米黍業菲化律 / Chapter 第四節 --- 反傀儡律與龔馬加溜案 / Chapter 第五節 --- 教育菲化案 / Chapter 第六節 --- 入境限制與歸化條件 / Chapter 第五章 --- 菲化運動之原因分析 / Chapter 第一節 --- 偏激民族主義之作祟 / Chapter 第二節 --- 對共產主義滲透之恐懼 / Chapter 第三節 --- 中國文化之不可同化性 / Chapter 第六章 --- 最近菲化運動的趨勢（一九六二´ؤ´ؤ六八） / Chapter 第一節 --- 國民黨失敗之原因 / Chapter 第二節 --- 馬加巴牙對華僑之政策 / Chapter 第三節 --- 馬可仕對華僑的態度 / Chapter 第七章 --- 結論 / Chapter 附錄一 --- 零售商業菲化律 / Chapter 附錄二 --- 米黍業菲化律 / Chapter 附錄三 --- 反傀儡律 / 參考書目

Bibliography: leaves 174-191.

Students pursue different goals in school, which have been shown to influence a variety of educational outcomes. The achievement goal framework which focuses on mastery and performance goals is currently the most dominant paradigm for the examination of students‘ goals in the school setting. Numerous studies have shown the different consequences associated with the pursuit of mastery and performance goals. However, a limitation of achievement goal theory is its neglect of social goals which pertain to social reasons for studying. This is surprising given the importance of interpersonal relationships for adolescent students. Moreover, from a cross-cultural perspective, social goals seem to be even more salient for students from collectivist cultures due to the greater importance of the relational fabric in such societies. Therefore, the general aim of this study was to investigate the types, the structure, and the consequences of social goals in a collectivist cultural context. Five inter-related studies were conducted with Filipino secondary school students. Study 1 was a qualitative study which aimed to assess the different types of goals that students pursued. Results indicated that most of the goals pertained to social goals, and only a minority of these referred to the more commonly-researched achievement goals. Studies 2 and 3 aimed to examine the cross-cultural applicability of the 2 x 2 achievement goal model and the hierarchical and multidimensional model of social goals respectively in the Philippine setting. The 2 x 2 achievement goal model posits a distinction between four types of achievement goals: mastery-approach, mastery-avoidance, performance-approach, and performance avoidance, while the hierarchical and multidimensional model of social goals construes social goals as a higher-order construct underpinned by five specific types of social goals: social affiliation, social approval, social concern, social responsibility, and social status. Results of these two studies indicated that these models were both applicable to Filipino students. As such, they were used in the subsequent studies. The aim of Study 4 was to test the relationships among achievement goals, social goals, academic engagement, and achievement. A longitudinal design was adopted and results indicated that social goals were the most salient positive predictors of academic engagement. They were also negative predictors of academic disengagement. Engagement and disengagement, in turn, mediated the impact of goals on subsequent academic achievement. Study 5 examined the relationships among achievement goals, social goals, and well-being. A longitudinal design was adopted, and results showed that mastery-approach and social goals were the most beneficial for well-being. Taken together, these studies showed the importance of investigating social goals alongside the oft-examined achievement goals given their greater salience and their causal dominance over achievement goals in predicting both achievement-related and broader well-being outcomes. Theoretical and practical implications, as well as directions for future research are discussed. / published_or_final_version / Education / Doctoral / Doctor of Philosophy

published_or_final_version / Urban Design / Master / Master of Urban Design