published_or_final_version / abstract / Linguistics / Master / Master of Arts in Applied Linguistics

published_or_final_version / Linguistics / Master / Master of Arts in Applied Linguistics

by Wong Chi Kin, Max. / Includes questionaire in Chinese. / Thesis (M.Phil.)--Chinese University of Hong Kong, 1995. / Includes bibliographical references (leaves 80-89). / ABSTRACT --- p.ii / ACKNOWLEDGEMENTS --- p.iii / TABLE OF CONTENTS --- p.iv / LIST OF TABLES --- p.vi / LIST OF FIGURES --- p.vii / LIST OF APPENDICES --- p.ix / Chapter CHAPTER I - --- INTRODUCTION --- p.1 / The concept of stress --- p.1 / Daily hassles and Depression --- p.3 / Beck's cognitive theory --- p.7 / Alternative Etiologies model --- p.13 / Symptom model --- p.14 / Interactional Alternative Etiologies model and Symptom models --- p.17 / Chinese Studies --- p.19 / Purpose of the present study --- p.20 / Improvement over past studies --- p.20 / Chapter CHAPTER II - --- METHOD --- p.22 / Subjects --- p.22 / Instruments --- p.22 / Procedure --- p.24 / Chapter CHAPTER III - --- RESULTS --- p.26 / Attrition analysis --- p.26 / Analysis of demographic and time effects --- p.26 / Reliabilities of measures --- p.32 / Interrelations of measured variables --- p.32 / Multiple regression analysis --- p.34 / Two-wave longitudinal path analysis --- p.38 / Chapter CHAPTER IV - --- DISCUSSION --- p.68 / Time effect --- p.68 / Stability of measured variables --- p.68 / Beck's cognitive theory of depression --- p.69 / Alternative etiological model --- p.71 / Revised symptom model --- p.72 / Interaction between daily hassles and depression --- p.75 / Limitations --- p.76 / Research implication --- p.77 / Clinical implication --- p.78 / Conclusion --- p.79 / REFERENCES --- p.80 / APPENDICES --- p.89

The purpose of this study was to investigate the effect of experiential learning on thinking styles among first-generation university students from low income families. 93 students were administered Thinking Style Inventory-Revised II (TSI-R2, Sternberg, Wagner & Zhang, 2007) (TSI) and Coopersmith Self-Esteem Inventory-Adult Form (SEI-A). To examine the effect of experiential learning experience on thinking styles, participants responded to the TSI and SEI-A twice and reported the number of extra-curricular activities they joined over a 5-month period. It was found that experiential learning experience was positively correlated with more complex and creativity-generating thinking styles and higher levels of self-esteem for female students and in fact the aforementioned thinking styles were desirable and preferred for students. Findings of this study indicated that different kinds of extra-curricular activities were statistically significant for contributing to the development of certain thinking styles. Such as Volunteering contributed to the Judicial style, Exchange programme facilitated the development of the Hierarchical style and Internship discouraged the Conservative style development. Implications of these findings for teachers were discussed. / published_or_final_version / Education / Master / Master of Education

published_or_final_version / abstract / Psychology / Master / Master of Philosophy

published_or_final_version / Education / Master / Master of Education

published_or_final_version / Education / Master / Master of Education

published_or_final_version / Education / Master / Master of Education

published_or_final_version / abstract / toc / Linguistics / Master / Master of Arts

published_or_final_version / abstract / toc / Education / Master / Master of Education