Thesis (Ed. D.)--Illinois State University, 1990. / Title from title page screen, viewed November 16, 2005. Dissertation Committee: Clayton F. Thomas (chair), Edward R. Hines, Vivian R. Jackson, Douglas H. Lamb, Kenneth H. Strand. Includes bibliographical references (leaves 114-124) and abstract. Also available in print.

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A self-handicapping conceptualization of the function of the self-applied codependent label is presented. It was proposed that the self-appellation of the codependent label would function as a self-handicap when used by women who were not children of an alcoholic (COAs). It was also proposed that such a use of this label constituted a tendency to self-handicap and that these women would be more likely to employ self-handicapping strategies in situations involving interpersonal evaluations than: (1) controls who are not COAs or codependent; (2) COAs who describe themselves as codependent; or (3) COAs who do not endorse codependency. Additionally, in situations which involved interpersonal evaluations by males portrayed as either exploitive or nurturant, it was predicted that women who were COAs (with or without the codependent label) would likely to rate the exploitive male positively. The results did not support the self-handicapping hypothesis for women who labeled themselves codependent. The evidence suggests that COAs may self-handicap more than non-COAs. In addition, those women who endorsed the codependent label regardless of COA status did not distinguish between exploitive and nurturant males in liking, and non-codependent COAs liked the exploitive male least.

Thesis (M. Med. Sc.)--University of Hong Kong, 2001. / Includes bibliographical references (leaves 79-82).

Thesis (M.Med.Sc.)--University of Hong Kong, 2001. / Includes bibliographical references (leaves 79-82). Also available in print.

The primary purpose of this study was to determine the degree to which two psychological variables, locus of control and metacognition, are correlated in high school students. In addition, the study considered the effects of such secondary variables as grade level, ethnic status and sex on locus of control and metacognition during the high school years. Data were gathered from 102 subjects enrolled in four high school English classes. The subjects completed a package containing two instruments. The Rotter Internal-External scale was used to assess locus of control. Low score values on this instrument are indicative of an internal locus of control, while high values typify persons having an external locus. An index of metacognition was provided by a researcher-prepared instrument composed of a cloze task in which each response was accompanied by a prediction of correctness. The correctness of responses, paired with the prediction values, provided for calculation of an index of metacognition which could subsequently be correlated with scores on the locus of control measure. The subjects completed a short questionnaire which identified such personal characteristics as their year in school, ethnic status and sex. Identification of these variables provided for an investigation of the effects of these factors on locus of control and metacognition. Results of hypothesis testing indicated a significant (alpha = .05) negative correlation between locus of control and metacognition. Subjects with an internal locus of control tended to have higher levels of metacognition. No significant differences were found between either mean locus of control scores or mean metacognition scores when these values were compared across the secondary variables of grade level, ethnicity and sex. The values of the correlation coefficient between locus of control and metacognition were not found to differ significantly when compared across grade level, ethnicity and sex. Based on the results of hypothesis testing it was concluded that locus of control and metacognition are correlates. The lack of significant differences when each variable was compared across grade levels, minority/non-minority status and sex led to the conclusion that the correlation between the primary variables is a general one, not dependent on linkage to one of the secondary variables investigated.

It was the purpose of this study to determine and compare the locus of control of selected seventh and tenth grade students attending the comprehensive high school (Gesamtschule) with those attending two of the traditional high schools (Hauptschule and Gymnasium) in West Berlin, Germany. Eight hundred twenty-nine students from three Hauptschulen, two Gymnasium and two Gesamtschulen participated in the study (males = 486, females = 343). A translated version of Rotter's Internal-External Scale of Locus of Control and a demographic questionnaire were administered to the students in the spring of 1981. The data were analyzed in reference to seven variables: school affiliation; grade level; sex; ordinal position; family size; socioeconomic status; and religious affiliation. Data analysis was performed by comparisons of means using one and two factor analyses of variance with the .05 level of significance held critical. Results revealed significant differences among secondary school students. Students at the Hauptschule, on the whole, were significantly more internal than students at the Gesamtschule or the Gymnasium. Taking grade level into consideration, seventh grade students were more internal than tenth grade students. Analyses of the results on the influence of sex, ordinal position and family size on locus of control did not produce significant differences. Although high socioeconomic status students in all schools had lower, more internal, locus of control scores, the difference was not significant. Analysis of variance of locus of control as a function of school attendance and religious affiliation produced significant differences across school types and significant interaction, but failed to produce significant differences between Protestan and Roman Catholic students as a whole. This study succeeded in providing a prototype for cross-cultural research of locus of control. It demonstrated the usefulness of a translated American assessment scale and established locus of control norms for a specific German population.

Thesis (Psy.D.)--Rutgers University, 2009. / "Graduate Program in Clinical Psychology." Includes bibliographical references (p.152-157).

SUMMARY Interplay compatibility and trust of players is very important in a team game. Self-confidence of basketball players is analyzed in this work. It is very important for a player and for a coach. The main aim is to display peculiarities of teams’ self-confidence using survey. Tasks are to determine the level of basketball players’ self-confidence, to evaluate components of their self-confidence and to explore self-confidence in contest. For investigation these basketball clubs were surveyed: “Žalgiris” from Kaunas, “Žalgiris – Sabonio mokykla (Dubleriai)”, “LKKA – Atletas I” and “LKKA – Atletas II”. Three survey methods were used: evaluation scale of self-confidence level according J.J. Kiseliov, evaluation of self-confidence in contest according R.Martens, evaluation of components of sportive self-confidence according P.Kelly. Exploratory part consisted of 50 basketball players. We can’t exclude teams in which prevail more or less self-confidence, but team “LKKA –Atletas I” is more self-confident than other surveyed teams. So, hypothesis based on made statistical calculations wasn’t prove out that basketball players self-confidence depend on their mastery.

Mode of access: World Wide Web. / Thesis (Ph. D.)--University of Hawaii at Manoa, 2005. / Spreadsheet programs are widely used in business and government. Unfortunately, there is strong evidence that many spreadsheets contain errors. In spite of the importance of spreadsheets in decision-making, studies have shown consistently that end-user spreadsheet developers rarely test their models thoroughly after development in the manner that professional programmers test software. One contributing factor to both error rates and the lack of post development testing may be that spreadsheet developers are overconfident in the correctness of their spreadsheets. Overconfidence is a widespread human tendency, and it has been demonstrated among spreadsheet developers. When people are overconfident, their "stopping rules" for error detection during and after development may be premature, causing them to stop checking before they should. This may contribute to the number of errors. At the same time, a research construct that appears to be closely related is self-efficacy, which has been shown that high self-efficacy is positively related to computer task performance, including spreadsheet performance (although not specifically to error reduction performance). The findings from this research concluded that people with high self-efficacy and high confidence make fewer errors than those with low self-efficacy and high confidence. Also, a "think-aloud" protocol analysis of a subset of subjects observed a lack of system design and analysis effort and a minimal amount of testing during the development of spreadsheet tasks. / Includes bibliographical references (leaves 96-103). / Electronic reproduction. / Also available by subscription via World Wide Web / ix, 135 leaves, bound .ill 29 cm