Thesis (Ph.D.)--York University, 2004. Graduate Programme in Psychology. / Typescript. Includes bibliographical references (leaves 197-213). Also available on the Internet. MODE OF ACCESS via web browser by entering the following URL: http://wwwlib.umi.com/cr/yorku/fullcit?pNQ99250

The purpose of this research was to investigate the relationship between instructor self-concept and instructor written comments on student essays as a function of grading. Two parameters of this relationship were investigated. The first was to determine if instructors found to be low in self-concept made more negative than positive comments on student essays as a function of grading. The second was to determine if instructors found to be high in self-concept made more positive than negative comments on student essays as a function of grading.Three philosophical assumptions were implicit in the research. First, it was assumed that the self-concept could be operationally defined. Secondly, the assumption was made that the self-concept could be adequately assessed. Thirdly, it was assumed that the self-concept possessed construct validity. All three assumptions were supported with research in the review of the literature.Self-concept was defined as the way an individual perceived and evaluated himself. The difference between high self-concept and low self-concept was determined by the magnitude of discrepancy between perceived self and ideal self as measured by the Index of Adjustment and Values.In order to categorize written comments as either positive or negative, a categorizing system was developed by the researcher. This system was based on the findings for teacher verbal behavior reported by Amidon, Flanders and Paul (1963), Gordon (1974) and Ryans (1960). The system was tested for reliability on independent raters, who subsequently categorized the actual written comments.The sample population of volunteer subjects consisted of twenty graduate students who were instructors of freshman English classes at a Midwest university. The names of instructors were supplied to the researcher by the English Department. Thirty names were selected from the list and a letter was sent to each of the possible subjects asking for their cooperation. Seven males and thirteen females participated in the study. At a prearranged time, the researcher met with each of the subjects and administered the Index of Adjustment and Values.Student essays were collected by the English Department at the end of the spring quarter. Essays assigned to instructor participants on the basis of predesignated student to specific instructor assignments, were randomly sampled for each class. Ten essays per instructor were sampled.Two null hypotheses were tested. The first hypothesis stated that no significant relationship would exist between instructors found to be low in self-concept and the type of comments made on student essays as a function of grading. The second hypothesis stated that no significant relationship would exist between instructors found to be high in self-concept and the type of comments made. Both null hypotheses were rejected when analyzed by the Pearson Product Moment Coefficient of Correlation. Additional statistical analyses were performed on the data to investigate interaction effects.

The purpose of this study was to further investigate the relationship between the social interaction during indoor free play and the self-concept of four-year-old children of middle socioeconomic status who attended day care centers.From the three centers involved in the study, a total of fifty-nine children qualified as subjects, with reference to age, parental permission, and socioeconomic status. Subjects were eliminated from the study if they were absent during ten or more observations; this accounted for the loss of eleven subjects. Withdrawals from centers accounted for an additional loss of three subjects. Complete data were collected for a total of forty-five subjects. The mean age of the twenty-three males and twenty-two females was fifty-four months.Two instruments were used to collect data. The Parten Gradient of Social Participation was used to assess social interaction; each level was characterized by social interaction.The gradient consisted of six levels of observable play behaviors, and each level was assigned a score. Three research assistants were trained in the use of the gradient. Each subject was observed by one of the assistants for one interval of one-minute duration on consecutive school days until a total of twenty observations had been made. After all observations were completed, the total social interaction score was computed for each subject. Then all total scores were rank ordered and the middle three scores were removed to establish a median split. Subjects whose scores were above the median were classified as interactive, and subjects whose scores were below the median were classified as non-interactive.The Children's Self-Social Constructs Test was used to assess self-concept. This instrument yielded four sub-scores: (1) self-esteem; (2) social interest; (3) identification with significant others; and (4) realism for size.Two null hypotheses were tested at the .05 level of significance. The major hypothesis stated that there is no difference in the mean scores obtained on the self-concept test by the group of interactive children and the group of non-interactive children. The other hypothesis stated that there is no difference in the mean scores obtained on the self-concept test by males and females; this hypothesis was formed to allow for the removal of variance due to sex. Data were analyzed with a computer program of a two-way multivariate analysis of variance. Neither null hypothesis was rejected.The following conclusions were drawn from the study: (1) the mean self-concept scores of the interactive and non-interactive children did not differ significantly; (2) the mean self-concept scores of males and females did not differ significantly; and (3) theories stating that persons with poor self-concepts avoid social interaction are inapplicable to preschool children.

Thesis (M.A.(Psychology))--University of Pretoria, 2001. / Includes bibliographical references (leave. 175-185).

Thesis--University of Pittsburgh. / Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 52-56).

Thesis (Ph. D.)--University of Missouri-Columbia, 2003. / Typescript. Vita. Includes bibliographical references (leaves 64-73). Also available on the Internet.

Thesis (Ph. D.)--Lehigh University, 2003. / Includes vita. Includes bibliographical references (leaves 121-138).

Thesis (M.A.) in French--University of Maine, 2009. / Includes vita. Abstract, table of contents in French and English. Includes bibliographical references (leaves 96-99).

Thesis (Ed.S.)--Western Kentucky University, 2009. / Tables. Includes bibliographical references (leaves 31-40).

Thesis (M.A.)--University of Hong Kong, 2001. / Includes bibliographical references (leaves 79-86).