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Thesis (Ed. D.)--Illinois State University at Normal, 1965. / Title from title page screen, viewed July 6, 2004. Dissertation committee: Stanley G. Wold (chair), Gordon Kensler, Perry Ragouzis. Includes bibliographical references (leaves 131-137). Also available in print.

Thesis (Ph. D.)--University of Oregon, 2002. / Typescript. Includes vita and abstract. Includes bibliographical references (leaves 133-144). Also available for download via the World Wide Web; free to University of Oregon users.

The purpose of this study was to develop, implement and evaluate a self-evaluation instrument that students would be able to use to assess their metacognitive awareness of volleyball skill and knowledge. The Self Evaluation in Volleyball Questionnaire (SEV) was designed to include a series of self-evaluation items within the five areas identified in a knowledge-based approach to skill acquisition; namely: procedural, declarative, affective, metacognitive knowledge and metacognitive skill. / The reliability, face and content validity of the SEV were found to be very acceptable. The scores on the SEV show that the questionnaire was easily understood by the students, but the students found certain sections were more difficult to answer. Students were categorized by their teacher into top, middle and bottom skill groups. Analysis of variance procedures showed that there were significant differences in SEV scores due to skill level, which demonstrated the value and the sensitivity of the SEV in differentiating such skill levels. Even though this was a descriptive study, it was also shown that the instructional programme did have a positive effect on the students' SEV scores.

The purpose of the study was to assess the effects that labeling a person has on his/her self-esteem, self description and behavior. Two conditions of labeling were studied: the valence of the label (positive vs. negative) and the focus of the label (personality vs. behaviorally focused label).Ten hypotheses were developed from three theoretical schools: labeling theory, social learning theory and the self-esteem protection process.A total of 95 undergraduate male and female college students volunteered to participate in a study they were led to believe was aimed at understanding the correlation between ESP and personality. Of these, 66 participated in the entire study. Subjects were given tasks to perform, supposedly related to the ESP study. Completion or non-completion of these tasks was the basis for assigningthem to the positive or negative label conditions. Subjects were randomly assigned to the two focus conditions. The labels "dependable" and "undependable" were used in this study.Subjects completed the Tennessee Self Concept Scale and an Adjective Checklist both before and after the labeling manipulation. These served as the dependent measures of self-esteem and self-description, respectively. The dependent measure of behavior consisted of another task that was requested of subjects, following the labeling manipulation. The data were analyzed using three different statistical techniques: multivariate analysis of variance, multivariate analysis of covariance, and chi square analysis.The results indicated that the valence of the label did have a significant effect on subject's self description. There was a significant difference at the .027 level on the posttest measure of self-description between subjects in the positive and negatively labeled conditions. Subjects labeled "dependable" described themselves as significantly more dependable than did those subjects labeled "undependable". Changes in self-description and self-esteem from pre to posttest proved non-significant. No significant effect on behavior was found. Additionally, the focus of the label did not prove to have any effect on the dependent measures.It is possible that self-description is the first area upon which labels have an impact. This study looked at only the immediate effects of labeling. It is possible that changes in self-esteem and behavior result from long-term effects of being publicly labeled time and again. Future research might use a case study, longitudinal approach to study these possibilities.

The current literature on audio and visual self-confrontation has suggested its usefulness as a therapeutic tool in promoting increased self-awareness, movement toward greater psychological health, with the obvious by-product of shorter length of psychological care - a matter of no little import in a time of decreased spending in the area of mental health.In the review of the literature no studies could be found which used a control group and compared audio with visual playback. It was decided to use Huff's (1966) study as a basic format to explore the issue, but to modify it by using video feedback as one of the treatments rather than having the client listen to a tape of a third party being counseled. This was done not only because of the advances in the field of video communications, but also because of perceived ethical problems in treating one client's sessions in a quasi-public manner with non-professionals which also appears to be involved with anonymity and confidentiality issues.This research was undertaken then, to determine whether there is a differential effect on psychological health due to three conditions (Treatment I - psychotherapy and audio self-confrontation, Treatment II - psychotherapy and video self-confrontation, Control - psychotherapy alone) as measured by two psychometric instruments. Thirty subjects from the Ball State Practicum Clinic participated and were assigned in a quasi-random fashion to one of the three groups. Subjects were pre-tested, treated for four sessions, and then post-tested.Statistical analysis on the pre-test of the-semantic differential developed by Huff in his earlier study were performed to determine reliability. Four concepts were retained due to indication of sufficient reliability. One score - the GSI (Global Severity Index) on the SCL-90 (Symptom Check List) was utilized, due to author indication of it being the best general indicator of the overall level of distress. Within-group correlations were calculated for any intercorrelations among variables. Two moderate correlations were found, the rest were independent. Finally, a multivariate analysis of variance was computed to determine treatment effectiveness. 0.09 significance was found which did not allow rejection of the null hypothesis that the means of the two psychometric instruments (five measures considered simultaneously) for the three groups will not differ significantly.

The purpose of this study was to describe the experience of critical self-reflection by life coaches. Life coaching is expanding within many disciplines including education, health care, business, social work, and wellness. Life coaching involves a coach working with an individual or groups aimed at effecting change for professional and personal development. This study addresses the gap in understanding the experience of critical self-reflection in the coaches’ practice. This was a qualitative study grounded in the phenomenology method. Data was collected from certified life coaches who were purposively sampled from referrals by certified life coaches within the United States. Data was collected from the participants through the use of critical incident questionnaires (CIQ), journal summaries, and a semi-structured final interview. The epoche phenomenological analysis was utilized to analyze the generated narratives (i.e., data). The results of the analysis emerged five themes (1) structure and discipline, (2) increased self awareness, (3) passionate purpose, (4) professional development, and (5) enhanced relationships with self and others. The findings revealed critical self-reflection provided an introspective self-analysis for the coaches to enhance and expand their coaching skills including presence, powerful questions, listening, strategic interventions, and self-management. The coaches identified increased energy for themselves between coaching sessions after completing the CIQ, which provided a mechanism to slow down, focus, and prepare for each coaching session. The focused attention on the coach’s behaviors, thoughts, and actions led to the coach’s increased awareness of how to redirect and course correct before and during a coaching session. This redirection and focus created a deeper connection with their clients. The coaches recommended critical self-reflection be taught in coach training schools and become a regular practice within the coach’s professional development. / Department of Educational Studies

There is no abstract available for this dissertation.

This interpretive study explores the phenomenon of performance feedback within nursing. Impetus for the research was the introduction of a signed declaration of self-competence required for continuing registration as a nurse within South Australia. The use of performance feedback is recommended by the Nurses Board to inform a nurse's self-assessment of competence; however, there is only limited research to support the utility of feedback in this context. / Thesis (PhDNursing)--University of South Australia, 2004.

Thesis (Ph. D.)--University of Washington. / Vita. "References": L. [61]-62.