The purpose of this study was to examine the financial nexus between college choice and persistence for full-time, first-time, first-year freshman college students. The theoretical framework of this study was the financial nexus construct developed by St. John, Paulsen, and Starkey (1996) and Paulsen and St. John (1997). This is the first study to apply the financial nexus construct to full-time, first-time, first-year freshman population; the first to examine baccalaureate/comprehensive and doctoral/research institutions in both public and private sectors separately. The results of this study found that (1) overall, it is slightly evident that there is a financial nexus between college choice and persistence among full-time, first-time, first-year freshman students; (2) the nexus between college choice and persistence may be different by the Carnegie Classification, and (3) the pattern of the direct effects of financial variables (i.e., tuition and financial aid) on persistence was different from the previous results. Unlike in the previous studies, tuition increases appeared to have a positive effect on the enrollment of full-time, first-time, first-year freshman students attending institutions of all Carnegie Classifications. The result suggests that price may reveal a "quality effect" and that higher tuition institution may signal higher quality. In both public and private institution students, students of comprehensive/baccalaureate institutions were more sensitive to tuition than those of research/doctoral institution. This result may raise fundamental questions about the tuition price responsiveness of full-time, first-time, first-year freshman students. The results indicate that public students were more sensitive to grants than private students. Also, students attending comprehensive/ baccalaureate institutions were more sensitive to grants than those of research/doctoral institutions in both sectors.

The purpose of this study is determine whether increased knowledge of social conduct is accompanied by the personal and social adjustment of freshmen, sophomores, juniors, and seniors; then to compare the adjustment progress of the college groups.

The purpose of this study is two-fold: (1) to determine whether students of either sex, or of any particular college class or subject matter major, make greater adjustment progress than students of the opposite sex, or of another college class or major field; and (2) to study the influence of these factors on the adjustment of college students of social fundamentals.

M.A. (Counselling Psychology) / A correlation between academic achievement and academic self-concept has been well established during past studies. Academic self-concept may be influenced by the experience of academic stress, especially academic expectancy stress which is stress derived from the expectations of the self and significant others. With debilitating effects that academic expectancy stress may have on students, interventions need to be put in place to assist students in coping with the workload and also to protect their academic self-concept. The use of humour in an educational setting has been shown to be successful in assisting students in performing well academically. Different humour styles may, however, play a role in the relationship between academic expectancy stress and academic self-concept. This study focused on humour styles (self-enhancing, affiliative, self-defeating and aggressive humour styles) as moderators in the relationship between academic expectancy stress and academic self-concept. The sample of this study consisted of 976 undergraduate students from the University of Johannesburg. The Humour Styles Questionnaire, Academic Expectations Stress Inventory and the Academic Self-concept Scale were used to gather data. A correlational analysis was initially done to determine the relationships between the variables and to check for multicollinearity. Next, a moderated multiple regression analysis was done to determine if the four humour styles moderate the relationship between academic expectancy stress and academic self-concept ...

by Lung Tak Ping. / Bibliography: leaves 152-160 / Thesis (M.A.)--Chinese University of Hong Kong, 1982

by Cheung Ping Chung. / Bibliography: leaves 84-98 / Thesis (M.A.Ed.)--Chinese University of Hong Kong, 1982

蔡伯儀. / Thesis (M.A.)--香港中文大學敎育學院. / Manuscript. / Includes bibliographical references (leaves 91-96). / Cai Boyi. / Thesis (M.A.)--Xianggang Zhong wen da xue jiao yu xue yuan. / Chapter 第一章 --- 緒言 / 研究動機及意義 --- p.1 / 研究目的 --- p.4 / Chapter 第二章 --- 文獻回顧 / 價值理論 --- p.5 / 自我概念理論 --- p.19 / 價值取向與自我概念間關係 --- p.33 / Chapter 第三章 --- 研究方法 / 研究設計 --- p.44 / 研究對象 --- p.45 / 研究工具 --- p.46 / 研究步驟及預試分析 --- p.52 / 研究假設 --- p.56 / 統計分析方法 --- p.58 / 研究限制 --- p.59 / Chapter 第四章 --- 研究結果 / 背景資料 --- p.60 / 測量工具效度及信度 --- p.63 / 價值取向與自我概念 --- p.66 / Chapter 第五章 --- 討論及結論 / 文獻及參考書目 --- p.78 / 附錄：測量工具

by Li Sing-yuen. / Includes questionaire in Chinese. / Thesis (M.Phil.)--Chinese University of Hong Kong, 1994. / Includes bibliographical references (leaves 80-86). / List of Tables --- p.v / List of Appendices --- p.vi / Introduction --- p.1 / Method --- p.32 / Results --- p.40 / Discussion --- p.62 / References --- p.80 / Appendices --- p.87

No description available.

This qualitative and quantitative study examines the potential improvement in aggressive student behaviors when a block schedule is implemented in a rural, low socio-economic and multi-cultural middle school. The number of incidents of physical aggression and harassment were obtained from official school records for the years 1992-1996. Interviews were also conducted with staff members who had long term tenure in the school and who had a clear vision of student behaviors both pre and post-block schedule implementation. The face value of the school record data suggest a dramatic improvement in student behaviors. These data corroborate very closely with interview information. Teachers believe behaviors have substantially improved. In 1992-1993 there were 30 assaults in the school. In 1993-1994 there were 15, in 1994-1995 there were 0, in and in 1995-1996 there were 4. The substantive conclusion is the development and implementation of a block schedule in this particular middle school was highly successful in helping alter the aggressive behaviors of students. / Graduation date: 1997