This thesis has examined the effects of forced choice, peer relations and teacher-pupil relations on the self-concepts of forty-eight pupils in a Speech I class at Muncie Central High School, Muncie, Indiana. The pupils were divided equally into two groups: control group and experimental group. The control group was taught in a traditional, rigid manner. The experimental group was taught in a pupil-oriented, relaxed manner.To analyze how the two groups were affected six instruments were utilized: Anecdotal, Record, Classroom Questionnaire, Weekly Report Sheet, Observation Guide, Interview Guide and Self-Response Questionnaire. All data obtained from the preceding instruments were treated descriptively except for the latter instrument. Data from it were analyzed by comparing t-test scores of differences between pre-test and post-test responses of the two groups and by analysis of covariance.Data obtained indicated that pupils in the experimental group: (1) identified themselves in more positive ways, (2) identified others in more positive ways and (3) worked more cooperatively with others than did pupils treated in the control group.

M.A. / The quest for a healthy mind and body has received increasing attention in recent years and the focus it seems, is not only on attaining optimal physical and psychological health, but also the maintenance and enhancement thereof. In light of this, the aim of this study was to understand the contributing factors in reaching optimal physical and psychological health or what is referred to in this study as an Optimal State of Being. To this end, the Investment in Self construct was developed to explain the aspirations towards optimal physical and psychological health. In view of this, the criteria thought to be a part of an Optimal State of Being are outlined in this study and one of the main tenants of this study is that Investment in Self will play a role in reaching an Optimal State of Being. Since there is no comprehensive construct that conceptualises the essence of Investment in Self, there is consequently no objective method of measuring it. This study, in addition to developing the Investment in Self construct, developed an instrument to measure Investment in Self called the Investment in Self Questionnaire. The Investment in Self construct was correlated with Sense of Coherence, Satisfaction with Life and Optimism using the self-constructed Investment in Self Questionnaire, Sense of Coherence – Short Form, Satisfaction with Life Scale and Life Orientation Test respectively, in order to establish its relationship to optimal well-being. The questionnaires were administered to 256 volunteer participants from the general population and the results of the study showed that Investment in Self is significantly related to psychological well-being.

The problem was to ascertain the relationship of a measure of self-actualization to a measure of mental health.

A research report submitted to the 'Faculty of Education, University of the Witwatersrand, in partial fulfilment of the requirements for the degree of Master of Education (Educational Psychology) / The primary aim of the study was to investigate the effect upon growth toward self-actualization; and to explore changes in cross-cultural attitudes for Guidance pre service teachers who were participants in a Youth Counselling program. It was hypothesised that participants would grow significantly toward self-actualization. The data were collected through pre- and posttest administration of Shostrom's Personal Orientation Inventory (POI) and through a researcher-designed questionnaire, the Attitude Inventory. The control group consisted of English Methodology students, The results indicated that participation in the Youth Counselling program was not effective in increasing self-actualizing attitudes. Significant change in the Youth Counsellor's perceptions of her/his ability to form interpersonal relationships with individuals from racial groups different from her/his own was also not confirmed. Nevertheless, as, a by-product of the study. certain Interesting findings were noted, namely South African preservice teachers (of Guidance and English Methodology) centre excessively on the past or the future relative to the present and tend to misuse time. Further, they are bound by social pressures and social expectations, and are unclear as to whether to conform or to act autonomously, Empirical observation demonstrated the Youth Counselling program was the first time that many of the Youth Counsellors had entered into a relationship with an individual of another race, Recommendations for further research include a Youth Counselling program which is voluntary and not mandatory, of a greater length than five months, more closely monitored and less ambiguous. It was suggested that a more reliable method of measuring self-actualisation, which is more appropriate to South African conditions should be developed. It was also suggested that further use of the Attitude Inventory is postponed until validity and control studies have occurred. / Andrew Chakane 2018

No description available.

Bibliography: leaves 476-502.

The purpose of this study was to investigate the effects of sensory awareness training on self-actualization in a personal growth group. The null hypothesis pertained to the differences in self-actualization between treatment and control groups as measured by the Inner Directedness Scale of the Personal Orientation Inventory.The subjects were undergraduate students from a Midwest university who volunteered to participate in a Personal Growth Group. Based on their time availability, a.m. or p.m., the sample of 116 subjects was randomly assigned to four treatment, four control, or two reserve groups, so as to maintain proportional samples of females and males. Because of attrition prior to the group experience, some reserve subjects were randomly assigned to some treatment and control groups so that the final sample was composed of 88 subjects (57 females and 31 males). Forty-four of these subjects experienced one of four treatment groups (10 or 12 subjects per group) and the other 44 subjects experienced one of four control groups (10 or 12 subjects per group).Both experimental and control groups were one and one-half hour long personal growth groups designed to develop human potential, increase awareness of self and others, and to increase skills in interpersonal relationships. The difference between the groups was that the treatment groups received instructions which stressed, emphasized, and sought to stimulate aspects of sensory awareness, while the control group instructions minimized sensory awareness experiences.Immediately following the group session, all subjects were administered the Personal Orientation Inventory. The instruments were scored and the differences between the average raw scores of the Inner Directedness Scale of the POI were subjected to a univariate analysis of variance, with the differences considered significant at the .05 level. Preliminary to testing the null hypothesis, all other main effects had been controlled and computed F value for effect due to interaction between groups and sex (F = .329, p< .568) was not significant.control groups as measured by the I Scale of the POI. Therefore, it is concluded that, using this one and one-half hour scripted personal growth group approach, the sensory awareness. training did riot produce a significant positive change in self-actualization as measured by the aforementionedThe computed F value for the group effect (F = 1.273, p < .263) was not significant. Therefore, the null hypothesis—There will be no significant difference between the experimental and control group subjects’ average raw scores on the Inner Directedness Scale of the Personal Orientation Inventory, controlling for any effects due to fascilitator, time, and sex—was not rejected.Analysis of the data indicated that there was no significant difference in self-actualization between the experimental and control groups as measured by the I Scale of the POI. Therefore, it is concluded that, using this one and one-half hour scripted personal growth group approach, the sensory awareness training did not produce a significant positive change in self-actualization as measured by the aforementioned instrument scale. Use of the pre-structured script disallowed flexibility of sensory awareness training activities. The group members had to "flow" with the script, rather than the script "flow" to meet the needs of the group.Data was also collected through subjects completing a questionnaire concerning their reactions to the group experience. These secondary data were descriptive in nature and were not treated statistically. An analysis of these data indicated that both experimental and control group subjects valued the growth group experience and expanded their human potentials, especially in the areas of self and other awareness. Finally, these data indicated there may have been a lack of process difference between the experimental and control groups. Specifically, some aspects of sensory awareness training might have been reduced further in the control groups.

Thesis (Ph. D.)--University of Missouri-Columbia, 2003. / Typescript. Vita. Includes bibliographical references (leaves 105-113). Also available on the Internet.

Thesis (Ph. D.)--University of Missouri-Columbia, 2003. / Typescript. Vita. Includes bibliographical references (leaves 105-113). Also available on the Internet.

Thesis (Ph. D.)--University of Hong Kong, 2001. / Includes bibliographical references (p. 451-462).