Thesis (M.S.)--Marshall University, 2003. / Title from document title page. Document formatted into pages; contains viii, 59 p. Includes bibliographical references (p. 31-40).

Thesis (M. Ed.)--Kutztown University of Pennsylvania, 2000. / Source: Masters Abstracts International, Volume: 45-06, page: 2761. Copy 2 in Main Collection. Typescript. Abstract precedes thesis title page as [2] preliminary leaves. Includes bibliographical references (leaves 40-43).

Thesis (M.Ed.)--Kutztown University of Pennsylvania, 1980. / Source: Masters Abstracts International, Volume: 45-06, page: 2761.

Thesis--University of Wisconsin--Madison. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 109-121).

Typescript, etc. / Digitized by Kansas Correctional Industries

Thesis (Ph. D.)--University of Washington, 2003. / Vita. Includes bibliographical references (leaves 90-92).

No description available.

The purpose of the study was to determine if differences exist in scores on reading achievement subtests and ratings on social development subscales for children exposed to four reported patterns of child care practice.The sample consisted of 143 children that experienced different patterns of child care practices between ages of three to five and who were presently enrolled in grade two in four elementary schools in Muncie, Indiana.Three assessment instruments including a parent questionnaire, subtests from the, Iowa Test of Basic Skills, and social development subscales adapted from Preschool Attainment Record (PAR) were employed in this study.A two way (2x4) multivariate analysis of variance (MANOVA) was conducted for testing the equality of vectors for the mean scores on reading achievement subtests and mean ratings on social development subscales. The two independent factors considered were patterns of child care practice and sex of the child. For purposes of the analysis, a testing sequence of effects was conducted since unequal cell sizes obtained produced a nonorthogonal design. The interaction effect between the two factors was obtained following the tests of the two main effects within the sequence. Preliminary to testing the hypotheses it was necessary to first test for a significant interaction between the factors of patterns of child care practice and sex. Although no hypothesis was specified for sex factor, this factor was used to eliminate any possible unexplained variance from the within variability.No significant differences were found between vectors of mean scores on the basis of patterns of child care practice. Consequently, the first null hypothesis that there is no difference among vectors of mean scores on reading achievement subtests could not be rejected. The second null hypothesis that there is no difference among the vectors of mean ratings on social development subscales, too, could not be rejected. There seems to be little influence exerted by pattern of child care practice on reading achievement and social development of children in this sample.

The purpose of this study was to evaluate the effectiveness of group thermal biofeedback training and relaxation as a means of changing locus of control. Additionally, the stability of the locus of control change, over time, was examined. Lastly, the proportion of achievement motivation which can be explained by locus of control was determined.Forty-nine ninth grade students were randomly assigned to biofeedback training, relaxation, or control. The nine treatment sessions were of 20 minutes duration and the students in the biofeedback group used mercury thermometers. Autogenic phrases were read as they attempted to increase their skin surface temperature. The relaxation group received the identical autogenic phrases as the biofeedback group, while the control group observed films during the treatment session.After the completion of the treatment, subjects were administered the Nowicki-Strickland Locus of Control Scale for Children and the Junior Index of Motivation (JIM) Scale.Hypothesis #1, which stated that the biofeedback group would change its locus of control toward internality, was rejected (P .7736). Hypothesis #2, which stated that the mean locus of control score for the biofeedback group would be significantly more internal than either the relaxation or control group, was similarly rejected (p .6353 and p .7736, respectively). Since the biofeedback group did not become more internal. Hypothesis #3, which was concerned with the stability of a shift in locus of control, was not tested. The multiple regression analysis resulted in an R of .4296 (p .0037). This suggests that a significant proportion of achievement motivation can be explained by locus of control. Males tended to score more internal than females, regardless of treatment, but not to a significant degree (p .0520). The biofeedback group had significantly increased their skin temperature as a result of the biofeedback ( p .001). It was concluded that while group thermal biofeedback training was effective in teaching the subjects to voluntarily control their skin surface temperature, it was not effective in altering their locus of control. Recommendations were made regarding using smaller group size or individual training, and pre-testing for initial locus of control levels to identify those with more external locus of control.

Photocopy of typescript. / Thesis (Ph. D.)--University of Hawaii at Manoa, 1979. / Bibliography: leaves [164]-176. / Microfiche. / x, 176 leaves 29 cm