Thesis (Ph.D.)--Indiana University, Dept. of Counseling and Educational Psychology, 2007. / Source: Dissertation Abstracts International, Volume: 68-10, Section: B, page: 7010. Adviser: Jeff Daniels. Title from dissertation home page (viewed May 20, 2008).

Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2007. / Source: Dissertation Abstracts International, Volume: 68-07, Section: B, page: 4874. Adviser: Deborah E. Rupp. Includes bibliographical references (leaves 123-136) Available on microfilm from Pro Quest Information and Learning.

Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2008. / Source: Dissertation Abstracts International, Volume: 69-11, Section: B, page: 7174. Adviser: Fritz Drasgow. Includes bibliographical references (leaves 140-149) Available on microfilm from Pro Quest Information and Learning.

Thesis--Stockholm. / Added t.p. with thesis statement inserted. Summary in English. Includes bibliographical references (p. 343-347).

Thesis (Educat.D.)--Fairleigh Dickinson University, 1983. / Source: Dissertation Abstracts International, Volume: 44-10, Section: B, page: 3230.

Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2006. / Source: Dissertation Abstracts International, Volume: 67-11, Section: B, page: 6762. Adviser: Fritz Drasgow. Includes bibliographical references (leaves 92-99) Available on microfilm from Pro Quest Information and Learning.

Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2006. / Source: Dissertation Abstracts International, Volume: 67-11, Section: B, page: 6761. Adviser: Charles L. Hulin. Includes bibliographical references (leaves 103-112) Available on microfilm from Pro Quest Information and Learning.

Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2006. / Source: Dissertation Abstracts International, Volume: 67-11, Section: B, page: 6761. Adviser: Fritz Drasgow. Includes bibliographical references (leaves 69-76) Available on microfilm from Pro Quest Information and Learning.

M.A. (Industrial Psychology) / The behavioural sciences lack unity and a classifying, theoretical framework into which existing knowledge and research can be integrated. Over the last few decades overspecialization ln research has jeopardized the scientific theorybuilding process in the behavioural sciences. Part of this overspecialization comes from the prevailing positivistic approach in behavioural research. This state of affairs can be ascribed to the fact that in recent years very little classification and theoretical integration has been done and therefore minimal true theory building occurred. Raubenheimer (1978) postulated his 4-dimensional theory of human behaviour which was broad enough to satisfy the need for such an integrating and classifying structure which would accommodate most other theories and integrate components of knowledge in the human behavioural sciences. This theory also offered the neccessary solution to the mind-body problem which, as postulated in this and other research, is still causing a cultural split in the behavioural sciences at the philosophical level. Stoker (1969) and Strauss (1969) consider a lack of philosophical basis as the reason for the deterioration of the behavioral sciences into overspecialized and overprocessed pieces of hard experimental knowledge and facts. Raubenheimer's theory also furnished this much needed and sound philosophical basis and he also believes in a much more diversified approach in creating knowledge and in theorybuilding, which in turn enhances integration. The aim of the present study is to exam1ne the causes of the over specialisation phenomena in behavioural research and to describe personality in terms of the 4-dimensional theory of human behaviour. In the experimental part of this study the aim is to determine personality correlates of the depth dimension. The possible relationship between the two constructs was therefore predicted and examined. The results confirmed the findings of De Jager (1978), who defined and outlined the depth dimension. This study was also directed at changing the status of the dimension from a theoretical, to a practically usable construct. In the process knowledge was gained about the depth-dimension as well as the relationship between depth-orientation and personality.

The purpose of this study was to explore the mental skills used by professional ice hockey players and determine if Orlick's (1992) "Model of Human Excellence" could be applied to these athletes. In-depth interviews were conducted with 10 National Hockey League players who had collectively played over 4500 NHL games, and scored 1025 goals. The results indicated that Orlick's elements of commitment, belief, full focus, positive images, mental readiness, distraction control and, constructive evaluation were common to all subjects. The element of fun and enjoyment was also found to be significant for NHL players. The preservation of rich quotes and experiences offer valuable insights and strategies for aspiring hockey players. A survey of the mental aspects of professional hockey was also completed by 27 NHLers to corroborate the relative importance of each of the mental skills identified in Orlick's model. Overall the results were consistent with other research into the mental aspects of elite athletes.