郁之虹. / Thesis (Ph.D.)--Chinese University of Hong Kong, 2011. / Includes bibliographical references (p. 335-354). / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Abstracts in Chinese and English. / Yu Zhihong.

by Wong Ding Pang. / Includes questionaire in Chinese. / Thesis (M.A.Ed.)--Chinese University of Hong Kong, 1993. / Includes bibliographical references (leaves 107-120). / LIST OF TABLES --- p.v / LIST OF FIGURES --- p.vii / Chapter CHAPTER ONE --- INTRODUCTION --- p.1 / Chapter I. --- Background of the Study --- p.1 / Chapter II. --- Purpose of the Study --- p.4 / Chapter III. --- Significance of the Study --- p.5 / Chapter CHAPTER TWO --- REVIEW OF THE LITERATURE --- p.8 / Chapter I. --- Attributional Theory --- p.8 / Chapter A. --- Weiner's Model --- p.8 / Chapter B. --- Specific Causal Ascriptions and Causal Dimensions --- p.10 / Chapter C. --- An Attributional Approach to Expectancy Change --- p.12 / Chapter D. --- Attributions and Academic Behavior --- p.13 / Chapter II. --- Causal Attributions and Affective Reactions --- p.17 / Chapter A. --- The Cognition-Emotion Process --- p.17 / Chapter B. --- Specific Causes and Affective Reactions --- p.19 / Chapter C. --- Causal Dimensions and Affective Reactions --- p.20 / Chapter D. --- Guilt versus Shame --- p.21 / Chapter E. --- Anger and Pity --- p.26 / Chapter F. --- Pride --- p.28 / Chapter G. --- Gender Differences in Emotional Responses --- p.30 / Chapter H. --- Specific Causes versus Causal Dimensions --- p.31 / Chapter III. --- Depression --- p.33 / Chapter A. --- Cognitive Theories of Depression --- p.33 / Chapter B. --- Depressogenic Style --- p.35 / Chapter C. --- Hopelessness Theory of Depression --- p.38 / Chapter D. --- Measurement of Depression --- p.42 / Chapter CHAPTER THREE --- RESEARCH METHODOLOGY --- p.43 / Chapter I. --- Definition of Variables --- p.43 / Chapter II. --- Theoretical Framework --- p.45 / Chapter III. --- Hypotheses --- p.46 / Chapter IV. --- Instrumentation --- p.48 / Chapter V. --- Sampling and Procedures --- p.52 / Chapter CHAPTER FOUR --- RESULTS --- p.54 / Chapter I. --- Psychometric Properties of Instruments --- p.54 / Chapter II. --- "Relations among Performance, Attributions, Expectancy and Affects" --- p.62 / Chapter III. --- Gender Differences --- p.69 / Chapter IV. --- Relations between Attributions and Affects --- p.74 / Chapter CHAPTER FIVE --- DISCUSSION AND CONCLUSION --- p.94 / Chapter I. --- Attribution and Affect --- p.95 / Chapter II. --- Causal Cognitions and Behavior --- p.97 / Chapter III. --- Cultural Differences --- p.99 / Chapter IV. --- Gender Differences --- p.103 / Chapter V. --- Limitations and Further Researches --- p.104 / REFERENCES --- p.107 / APPENDICES --- p.121 / Chapter I. --- Beck Depression Inventory (Chinese Version) --- p.121 / Chapter II. --- Actual Attainment and Perceptions of Performance and Success on Mathematics Final Examination --- p.124 / Chapter III. --- Examination Attribution Questionnaire --- p.125 / Chapter IV. --- Causal Dimension Scale --- p.126 / Chapter V. --- Affect Scales --- p.127 / Chapter VI. --- Expectancies and Approach Towards Mathematics --- p.128

by Wong Ho Yan Fanny. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2002. / Includes bibliographical references (leaves 47-57). / Abstracts in English and Chinese. / TITLE PAGE --- p.i / ACKNOWLEDGEMENT --- p.ii / TABLE OF CONENTS --- p.iii / LIST OF TABLE AND FIGURES --- p.iv / ABSTRACT --- p.v / 論文摘要 --- p.vi / Chapter CHAPTER 1 - --- Introduction --- p.1 / Chapter CHAPTER 2 - --- Method --- p.25 / Chapter CHAPTER 3 - --- Results --- p.29 / Chapter CHAPTER 4 - --- Discussion --- p.37 / RERERENCES --- p.46

A positive psychosocial intervention comprised of high autonomy support, task-involvement, and caring was implemented in physical activity classes to examine its effects on college women’s basic psychological needs (i.e. autonomy, competence, relatedness), exercise regulations (i.e. external, introjected, identified, integrated, intrinsic) and social physique anxiety (SPA). We hypothesized that at the end of the semester, participants in the intervention group (N = 73) would report greater need satisfaction, more self-determined regulations and less SPA than participants in the non-intervention group (N = 60). At T1 and T2, both the intervention and non-intervention participants reported “agreeing” with experiencing an autonomy supportive, task-involving, and caring environment. Furthermore, both groups at T1 and T2 reported moderate SPA. No significant group differences were found at T1. At T2, significant group differences were observed in the intervention and non-intervention groups’ report of external regulation and intrinsic regulation. The results suggests that group exercise instructors are capable of creating a positive psychosocial environment to enhance students’ intrinsic motivation.

Man Ka Yin. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2001. / Includes bibliographical references (leaves 44-54). / Abstracts in English and Chinese ; questionnaires in Chinese. / Chapter I --- Abstract / English version --- p.i / Chinese version --- p.iii / Chapter II --- Acknowledgement --- p.iv / Chapter III --- Table of Contents --- p.v / Chapter IV --- Introduction / Types of Emotions --- p.2 / Characteristics of Emotional Communication --- p.4 / Psychological Aspect: Personality --- p.7 / Social Aspect: Interaction Pattern --- p.10 / Cognitive Aspect: Communication Concerns --- p.12 / Objectives of the Present Study --- p.14 / Chapter V --- Method / Participants --- p.15 / Instruments --- p.15 / Procedure --- p.17 / Chapter VI --- Results / Reliability Analyses --- p.18 / Emotional Sharing --- p.18 / Predicting Emotional Sharing --- p.21 / Chapter VII --- Discussion / Sharing across the Eight Types of Emotions --- p.28 / Factors Underlying Different Types of Emotional Sharing --- p.29 / Limitation and Further Studies --- p.40 / Implications --- p.41 / Chapter VIII --- References --- p.44 / Chapter IX --- Footnotes --- p.55 / Chapter X --- Tables --- p.56 / Chapter XI --- Figure --- p.65 / Chapter XII --- Appendices / Questionnaire (Chinese version) --- p.Appendix 1 / Zero-order Correlation Results --- p.Appendix 2

The problem of this study was to determine the differences on selected variables between who prefer a lecture-test learning approach and those who prefer a lecture-contingency management learning approach after experience with both learning systems in an introductory psychology course. The purposes were 1) to compare personality characteristics of self-concept and reward expectancies between students who select a lecture-contingency management and those who select a lecture-test learning approach; 2) to determine the effect on academic achievement of preference for a lecture-contingency management versus a lecture-test learning approach; and 3) to compare age, grade point average, and previous instructional experience between students who choose a lecture-contingency management and those who choose a lecture-test learning approach after experience with both approaches of students in an introductory psychology course in a metropolitan community college.

Abstract not available

In this inquiry, I used a qualitative-portraiture approach to examine the social, cultural, and psychological influences on piano students' decisions to continue taking piano lessons. I collected data between 1997 and 2002. Data types included field notes, interpretive memos, audiotaped and videotaped piano lessons, audiotaped one-on-one interviews and retrospective interviews, email messages, and written documents. The main sources of data used for analysis were transcribed videotapes of piano lessons in the music studio and interviews with the teacher and three of her promising students. I drew on Vygotsky Halliday, and Wenger's theoretical frameworks to conceptualize my understanding of the social, cultural, and psychological issues that influence promising music students' commitment to learning music. I used Vygotsky's social-psychological-developmental theory of learning and Halliday's social theory of language to portray the significance of piano students' experiences in a music studio, their relationships with their teacher, and the teachers' use of language in the decision. Vygotsky's perspective on volitional-affective tendencies provided a framework for understanding how students' abilities to cope with their emotions influenced them to continue their music studies. I drew on Halliday's concept of Register to analyze the transcribed videotaped lesson data sets. I used Wenger's notion of Community of Practice to portray the social, cultural, and historical characteristics that play a role in motivating students to learn music. I found that being socialized into the music community, developing musical competencies, becoming a self-regulated learner, and being able to cope with the emotional experiences of playing and performing shape students' decisions to continue piano lessons. The results of my findings support that teachers influence their students' decision to continue their music studies by socializing them into the practices

The purposes of this study were to describe perceived health problems and perceived stress and examine the relationship between perceived health problems and perceived stress in nursing students in five small religiously affiliated colleges with schools of nursing in Indiana.The Neuman Systems Model (Neuman, 1989) was the theoretical framework for the study. Health problems were examined using the Health Problems Inventory (Jones, L. H., 1988) and stress was measured by the Perceived Stress Scale (Cohen, Kamarck, & Mermelstein, 1983).Findings included a moderate level of perceived health problems and a moderate level of perceived stress for the 150 study participants. The relationship between perceived health problems and perceived stress was strongly positive at a significant level (r= .69, p< .001). These findings were consistent with other studies that showed a relationship between stress and health problems in college students. These findings support Neuman's model of the effect of stressors on the system (disrupting the stability).Conclusions were that there is a level of stress that is unmanaged and perceived health problems which may be interfering with the students' education. The study findings have implications for students, nursing faculty, and those who provide health care to college students. Implications are organized into Neuman's three modes of prevention: primary, secondary, and tertiary. Implications included assessment of students to determine the presence of stress, stress management education for students, alerting nursing faculty and health care providers to the health problems identified by students, and increasing faculty awareness concerning the stressful nature of nursing school. / School of Nursing

The present study examined the relationship between Pepper's (1942) worldview theory and health promoting behavior. Three hundred and twenty three college students at a medium-sized Midwestern state university were asked to complete a battery of inventories measuring worldview, health promoting behavior, socioeconomic status, alcohol consumption, demographic variables, and willingness to seek treatment from a variety of health service practitioners. It was hypothesized that there would be a positive relationship between worldview and health promoting behavior. Specifically, individuals endorsing an organismic worldview would engage in more health promoting behaviors than those endorsing a mechanistic worldview. It was also hypothesized that socioeconomic status and gender would be related to worldview and indirectly to health promoting behavior. Finally worldview was hypothesized to be related to subjects' willingness to seek treatment from a variety of "alternative" health providers. The data were analyzed by means of structural equation modeling using the SPSS and AMOS computer programs. The results of the study support the idea that a modest relationship exists between worldview and health promoting behavior. There was also a slight indirect effect of sex on health promoting behavior, with women more likely to endorse an organismic worldview and therefore more likely to engage in health promoting behavior than men. No relationship was found between socioeconomic status and health promoting behavior. In addition, significant correlations were found between certain health care providers over others. Specifically, an organismic worldview was significantly correlated with willingness to receive services from a reflexologist, a clinical or counseling psychologist, a herbalist, an aromatherapist, and a homeopath. / Department of Secondary, Higher, and Foundations of Education