The connection between intrinsic motives and positive psychological outcomes has been widely demonstrated, and has been extended to Self-Determination Theory concepts of the self-determination continuum and the three basic needs. However, only a small amount of literature has looked at this connection in relationships, especially with friends. Therefore, this study sought to investigate Self-Determination Theory in relationships with friends and partners. The main hypothesis was that selfdetermination and the three basic psychological needs' fulfillment in relationships, would be positively correlated with relationship satisfaction.

Thesis (M.Ed.)--University of Hong Kong, 1991. / Includes bibliographical references (leaf 92-113). Also available in print.

Thesis (Ph. D.)--University of Missouri-Columbia, 2001. / Typescript. Vita. Includes bibliographical references (leaves 215-223). Also available on the Internet.

Thesis (Ph. D.)--University of Missouri-Columbia, 2001. / Typescript. Vita. Includes bibliographical references (leaves 215-223). Also available on the Internet.

No description available.

Sufism is a living mystical tradition with tools and a theoretical framework geared to facilitate the realization of one’s full potential. This thesis examines the nature of such a realization, which culminates in an experience of nondual Self-realization. Transpersonal psychology provided the conceptual framework for this study, as it attempts to document the role that altered states of consciousness play in facilitating health and wellbeing. This research also drew heavily from the methodology of phenomenological hermeneutics and transpersonal phenomenology, which supported the investigation into the lived experience of five Sufi practitioners. The guiding research question of this exploratory inquiry asks, What has been the lived experience of Sufi practitioners on their journey towards nondual Self-realization? The research findings consist of eight themes that emerged during the analysis of the textual data. The implications of these findings impact the health and counseling fields, as well as the environmental crisis. / viii, 253 leaves ; 29 cm

This thesis examines the psycho-spirtual transormations of the journey towards Wholeness. Two questions presented themselves asking "What are the actual themes that emerge from the stories of those on a journey" and "What are the transformational experiences encountered along a journey towards Wholeness?" A phenomenological hermeneutic research format was used to investigate and understand the particular themes that emerged from the co-researchers stories. This methodology allowed the researcher to approach the phenomenon being investigated with respect and sensitivity in honouring the actual lived experiences of the co-researchers. Under this framework, research interviews were conducted with nine co-researchers; seven men and two women, which produced a set of narratives depciting the lived experiences of those on a journey towards Wholeness. Through a hermeneutical analysis of the deep meanings embedded within each narrative a collection of sub-themes were arranged and from them nine major themes emerged. They included: 1) vulnerable beginnings, 2) a journey into the unkown, 3) journeying through relationships, 4) a turbulent encounter with ourselves, 5) the guru-disciple relationship, 6) exposing the root of suffering, 7) the end of seeking, 8) radical understanding, and 9) luminous impersonal existence. A summary of the findings was provided along with a look at the limitations of this study and the implications this study has in the counselling relationship. It is clear that the powerful experience of letting go to separate self existence, conventional notions of space and time, and the journey altogether leads to the understanding of Wholeness right here, right now. / vii, 177 leaves ; 28 cm.

This study examines impediments to dynamic moral awareness. Following the understanding of knowledge developed by Michael Polanyi and Bernard Lonergan, ethics is presented not as a science of abstract norms and principles, but as a transformative science of reflection on moral activity. Drawing from the social sciences, negative structural patterns which corrupt transformative awareness are examined under the rubrics of self-deception, social ignorance, ideology, dependency and social conformity. These investigations identify and analyze sociological and psychological features of dynamic relationships preventing or corrupting processes of personal transformation and the building up of moral human community. At each stage of the study, the central role of economic and political structures and conditions influencing modern consciousness, and defining society, are taken into account. This research provides insights and analytical tools to increase our capacity to become aware of the subtle social psychological dynamics which stifle human creativity and block moral and social development within contemporary society.

The problem of the study was to investigate the relationship between college students' spirituality levels and their alcohol use. Using a 56-item questionnaire modified from three other instruments, a convenience sample of 438 undergraduate students enrolled in an introductory Health Science course at Ball State University voluntarily completed the questionnaire in Spring semester 2005. Bivariate correlations indicated a statistically significant relationship between lower levels of alcohol use and higher levels of spirituality. Additionally, a statistically significant difference was found in the level of spirituality between males and females, Christians and Non-Christians, as well as in the drinking levels between students younger than 21 years of age and students 21 years of age and older. Results of this study conclude that the more spiritual college students are, the less likely they are to participate in unhealthy drinking behaviors. Based upon the findings and within the limitations of they study, spirituality seems to serve as a protective factor against alcohol use. / Department of Physiology and Health Science

One purpose of this study was to investigate the relationship between the self-actualization of certain selected teachers and their concern for their students as perceived by the students. A second purpose was to examine the relationship of age and years of teaching experience of the teachers and their levels of self-actualization. A third purpose was to determine whether the teachers being studied differed significantly in their self-actualizing levels from other adult groups.The subjects in the study were fifty-six volunteer teachers of grades three through six from one school district in central Indiana. The intact classes of the participating teachers comprised the student sample of 1,234 grades three through six from one school district in central Indiana.For the purpose of measuring self-actualization of teachers the Personal Orientation Inventory (POI), consisting of two major scales, Time Competence and Inner Direction, and ten sub-scales, was selected. Only the major scales were used in this study.Student perception of teacher concern was measured by the Student Estimate of Teacher Concern (SETC), Form B. This instrument consists of twenty-eight items designed to measure three major components of concern: recognition of need, understanding of need, and help given to the student.Teachers completed the POI in the Spring, 1975, and their classes were administered the SETC in January, 1976. The SETC was administered orally by the investigator as students recorded their answers. Data about age and years of teaching experience of the teachers were obtained from the teachers themselves.Analyses of the data were carried out by three correlational statistical procedures: multiple regression, canonical correlation, and multivariate analysis of variance, using the Hotelling T2 statistic.According to the levels set for determining concerned teachers in the study, all the teachers were perceived as concerned by their students except one. Out of fifty-six teachers studied, twenty-one met the criteria set for self-actualized teachers, having Time Competence raw scores above 18 and Inner Direction raw scores above 87, and having standard scores above 50. Thirty-five teachers had scores below these criteria, yet all except one received scores on the SETC above 15 in raw scores and above 50 on the standard score. No significant relationship was found between levels of self-actualization of the teachers in this study and their students' perception of their concern. These results indicate that it is not appropriate to use teachers' levels of self-actualization to predict student perception of teacher concern in this study.Approximately 37 ½ % of the teachers were self-actualizing, according to the levels set in this study. Some of the youngest people in this study were the most highly actualized, as measured by the POI, and some of the oldest teachers in this study were the least actualized. No significant relationship was found between the age and years of teaching experience of the teachers in this study and their levels of self-actualization. These results indicate that age and years of teaching experience should not be used to predict the self-actualizing levels of the teachers in this study. An older teacher may not be assumed to be more highly actualized merely because of age. Neither may a younger teacher be presumed to be low in self-actualization. It appears to this writer that other factors not measured in this study are in operation.According to this study, the profession of teaching did not make any significant difference in the self-actualization levels of the teachers, as determined by the POI. There is no reason to suppose that these teachers are different from any other adults in their self-actualization, as measured by the POI. No significant difference was found between the teachers in this study and the adults in the norming population of the POI. These results show that the teachers in this study are typical adults, and that the altruistic nature of their profession does not notably affect their self-actualization, as measured in this study. Self-actualization, according to this study, does not exist more among teachers than in other adult groups.According to the findings of this study, the SETC measure failed to discriminate among teachers on the construct of teacher concern. Sex of teachers and age and sex of students may have been factors, since the SETC was previously used primarily by female junior and senior high school students to rate female home economics teachers. This study was the first to use the SETC with students in elementary school.Based on the findings of this study, it is recommended that self-actualization of teachers be further studied with relationship to the age of the teachers, using larger samples than in the present study. It is further recommended that the construct of self-actualization or psychological health be considered an important criterion of future selection of prospective teachers. A third recommendation is that evaluations of teachers be based on peer evaluation, student evaluation, self-evaluation, and administrative evaluation.