The problem of this study was to search for relationships between selected learning styles as measured by the Grasha-Riechmann Learning Style Scales and personality variables as measured by the Eysenck Personality Inventory and Rotter's Internal-External Locus of Control Scale. An additional problem was to test for differences along the male-female dimension among the personality and attitude variables.

Alcohol consumption on college campuses is a major public health concern, particularly among emerging adults. Extant literature has identified trauma exposure and posttraumatic stress as robust risk factors for problematic alcohol use. However, the mechanisms underlying this association are less well-studied. Research indicates that bodily arousal is a fundamental feature of trauma exposure and posits that internal stimuli (e.g., heart pounding) at the time of trauma may manifest into conditioned cues that can trigger posttraumatic responding and related symptomatology, including alcohol use. However, past work supporting these assertions have used paradigms purposefully designed to evoke memories of the trauma, making it difficult to conclude whether the subsequent alcohol craving was due more to the explicit memory cue or the associated bodily arousal. The current study examined whether an implicit, trauma-relevant cue of bodily arousal (via hyperventilation) – independent of any explicit memory cue – would elicit increased desire to drink among 80 (Mage = 20.34; 63.8% female) trauma-exposed, emerging adult students. Results found no statistically significant difference in change in alcohol craving between the hyperventilation and control tasks. However, exploratory analyses indicated that trauma type (i.e., interpersonal/non-interpersonal) may moderate this relationship; more specifically, individuals reporting interpersonal trauma as their most traumatic event evidenced a significantly greater increase in desire to drink following hyperventilation compared to the non-interpersonal index trauma group. Generally, results suggest that bodily arousal, without an explicit trauma reminder, is not a specific and/or powerful enough trauma-relevant cue to reliably influence alcohol cravings across all trauma exposed emerging adult students. Suggestions for future directions to help in identifying at-risk subgroups, as well as methodological and procedural improvements, are discussed.

This study was designed to investigate the correlation of the variables of gender, Myers-Briggs Type Indicator (MBTI) personality preferences, and androgyny as measured by the Bem Sex Role Inventory (BSRI) in Counselor Education graduate students. Instruments were administered to Counselor Education graduate students at nine institutions in five national regions. A total of 172 participants (18 males and 154 females) who were enrolled in Master's level theories courses or practicum courses completed a student information sheet, informed consent, MBTI, and BSRI. Instruments were hand scored and chi-square test was used to determine significance of the hypotheses; the saturated model of log linear analysis was the statistic used for the research question. As predicted, of the sixteen MBTI types, the most common for Counselor Education graduate students emerged as ENFP: extraversion, intuition, feeling, and perception. Additionally, this MBTI type was found to be significantly more common among the population of Counselor Education graduate students than is found among the general population. The expectation that more male Counselor Education graduate students would score higher on the androgyny scale of the BSRI was unsupported; low sample size for male Counselor Education graduate students prevented use of chi-square; however, it was apparent through the use of the statistic of raw frequencies that males clustered around every other category except androgyny. The hypothesis that more female Counselor Education graduate students would score higher on the feminine scale was also unsupported, as equal distribution of the females occurred within all four categories of the BSRI. It was hypothesized that males with a sensing and thinking preference on the MBTI would tend toward the masculine dimension of the BSRI more than males with an intuitive and feeling preference. This was unsupported as well. Female Counselor Education graduate students with an intuitive and feeling preference did, however, demonstrate a greater tendency toward the feminine classification on the BSRI than did females with a sensing and thinking preference, so that this hypothesis was retained. No significant relationship was found between the variables of MBTI type, BSRI classification, and gender.

The present study set out to investigate the biopsychosocial model of illness using variables previously identified as directly impacting illness or as mediating the relationship between other variables and illness. Oral contraceptive use, stress, and negative affect were investigated as predictors of immunological competence, measured by the level of Immunoglobulin G antibodies to Epstein-Barr Virus Viral Capsid Antigen (EBV-VCA IgG).

Proprietary colleges are uniquely different from two or four year colleges due to the emphasis on the student establishing a definite career path prior to enrollment. Because of this career track emphasis, Bandura's (1977) postulation that self-efficacy is a significant variable influencing task completion may offer insight into the challenge of student retention at a proprietary college. The study's purpose was to determine if career self-efficacy, demographic factors, and academic preparedness measures in first quarter students could predict student persistence, class attendance, and academic performance. The statistical technique of multinomial logistic regression was applied to data files of 725 first quarter students who attended The Art Institute of Dallas from Summer 1996 through Winter 1997. The predictor variables included a measure of career self-efficacy, ASSET scores (American College Testing Program, 1994), ethnicity, age, gender, full-time/part-time attendance, high school grade point average, parents' educational level, socioeconomic status, and developmental course placement. Criterion variables were completion, class attendance, and cumulative grade point average.

Our purpose is to examine the possibilities of Bakhtinian dialogical analysis for understanding students' experiences of medical training. Twenty-three interviews were conducted with eleven British medical students intercalating in psychology. Forty emotionally resonant key moments were identified for analysis. Our analysis illustrates students' use of the professional genre to present their training as emotionally neutral. However, we show how medical training can be framed in more unofficial and affective-laden ways in which threshold moments of crisis are presented as space-time breaches characteristic of the genres of adventure-wonder and adventure-ordeal. This affect was often depotentiated in the narratives through brief allusion to the professional genre. This cycling between genres suggests that the students were searching for an appropriate way in which to frame their experiences, a central dilemma being the extent to which medical training makes sense within an immediate and affect-laden, or future-orientated and affect-neutral, pedagogy. Finally, we identify how consultants are an important aspect of the affective experience of medical training who, at their best, offer inspiring exemplars of flexible movement between official and unofficial ways of being a doctor. In conclusion, we demonstrate the potential of genres to make sense, and to organize the experience, of medical training spatially in terms of moving between personal and impersonal contact, temporally in terms of moving between the extraordinary and routine, and affectively in terms of moving between potent and neutral affect. Learning to use the professional genre is part of enculturation as a doctor and can be helpful in providing a framework restoring coherence and composure through engaging with, and reformulating, difficult experiences. However, it is important to take seriously the resistance many of the students demonstrated to the professional genre as a possible barometer of its acceptability to the general public.

This autoethnography traces the ten-year journey of one teacher’s interest in and exploration of the experiences in English classes of high-achieving quiet students. Named Quiet Intellects (QIs), these students rarely or do not speak during the many district- and curricula- mandated evaluative tasks in my district that demand their oral contributions. To understand the reasoning that may have led to the current emphasis on student voice in my district, I first investigated the historical place and purpose of student talk in English classrooms. I reviewed extensive conversations I had with English department colleagues that were meant to help us understand the impact of our district’s call for more student talk on our quiet students. From there, I conducted a critical observation of one common English department assessment driven by student talk. Finally, I compiled and analyzed the information obtained from a decade of discussions with QIs regarding their experiences of mandated oral tasks. QIs call into question the value of collaborative learning, articulate clearly their preference for writing over speaking, and bring to light the lack of preparation and coaching available for tasks that require speaking. Additionally, my study suggests the existence of two distinct groups of QIs. The silence of one group seemed to be driven by the pressure within the environment of the English classroom of high-stakes assessments requiring their oral contributions, which heightened their fear of peer and teacher judgment, error, and conflict with classmates when they spoke. These students proved to be quite talkative outside of the classroom. The second group, on the other hand, were quiet in all speaking situations, even with close friends and family members. Further investigation is needed, but this study emphatically demonstrates the need to interrogate classroom routines, practices, and curricular edicts for student evaluative tasks that favor sound over silence, demand student talk, and contribute to the silence and silencing of QIs. In the meantime, a balanced pedagogy that teaches skills of silence in tandem with skills of speaking is essential in a society that respects the sense and sounds of all voices.

成子娟. / 論文(博士)--香港中文大學, 1999. / 參考文獻 (p. 248-263) / 中英文摘要. / Available also through the Internet via Dissertations & theses @ Chinese University of Hong Kong. / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Mode of access: World Wide Web. / Cheng Zijuan. / Lun wen (bo shi)--Xianggang Zhong wen da xue, 1999. / Can kao wen xian (p. 248-263) / Zhong Ying wen zhai yao.

published_or_final_version / Education / Master / Master of Education

This study examined relationships among epistemic beliefs, achievement goals, self-regulated learning, cognitive strategy use, and academic performance for 131 sixth graders and 100 eighth graders.