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Engaging in physical activity is an important aspect of living a healthy lifestyle. Approximately 60% of adults do not participate in regular physical activity (U.S. Department of Health and Human Services [U.S. DHHS],1996), and rates of physical activity are declining (Brownson, Boehmer, & Luke, 2005). An understanding of motivation toward physical activity may aid in improving participation rates of physical activity. The purpose of the present study was to determine if there were differences in motivation toward physical activity among Physical Education majors and Non-Physical Education majors. Participants were 150 undergraduate students enrolled in a Physical Education: Fitness/Wellness (PEFWL) course and/or Physical Education: Professional (PEP) 161 — Foundations and Principles of Physical Education (PEP 161). Participants completed the Motivation for Physical Activities Measure-Revised (MPAM-R) and a series of Fitness Profile Tests. Results revealed there were no significant differences for motivation on any factor of the MPAM-R between Physical Education majors and Non-Physical Education majors. In addition, no significant differences were determined for Gender. / School of Physical Education, Sport, and Exercise Science

Access to abstract permanently restricted to Ball State community only. / Access to thesis permanently restricted to Ball State community only. / School of Physical Education, Sport, and Exercise Science

This study aimed to fill a gap in the literature regarding how veterans adjust to college and veterans’ experiences differ from the average nonveteran college student. One hundred seventy-seven nonveteran and 24 veteran undergraduate students completed the Student Adaptation to College Questionnaire (SACQ), which was used to compare military status (veteran, nonveteran) and sex (male, female), and military capacity (Active Duty, National Guard/Reserve, nonveteran) in relation to the SACQ subscales (academic, social, personal-emotional, and institutional attachment adjustment). The results of the current study were not significant. However, the results might indicate a trend in college adjustment among both nonveterans and student veterans. Future research is necessary to further assess the areas of difficulty among student veterans. / Department of Counseling Psychology and Guidance Services

The purpose of this study was to compare the multiple intelligence (MI) profiles of college undergraduate singers and non-singers in an effort to define patterns attributed to singing involvement, age, gender, and ethnicity, and to determine if these patterns old significance for teachers of singing. This study consisted of 233 subjects from three mid-west colleges. The MIDAS® (Multiple Intelligence Development Assessment Scales) instrument was used to determine the profiles of the eight specific areas of intelligence: verbal-linguistic, logical-mathematical, spatial, musical, bodily-kinesthetic, intrapersonal, interpersonal, and naturalist. Evaluation of the hypotheses resulted in the following conclusions:1. Differences exist in the multiple intelligence mean profiles of singers and non-singers with significant findings in the areas of musical intelligence (p =.000) and linguistic intelligence (p = .012). In both cases, singers scored significantly higher than non- singers. Further analysis indicates that the difference in linguistic intelligence is attributable to the male subjects only.2. No significant differences exist in the means of singers' MI profiles with respect to age.3. Significant differences exist between the means of singers' gender with respect to multiple intelligences as measured by the MIDAS in the areas of mathematical/logical intelligence (p = .021) and intrapersonal (p =.004) intelligence. Males scored significantly higher in both areas.4. Significant interactions exist between singers' and non-singers' gender and age (p =. 028) in spatial intelligence. The mean scores indicate that female spatial mean scores are higher with age and male spatial mean scores are lower with age.5. Significant interactions exist between singing involvement and age in intrapersonal intelligence (p =.033). Mean scores reveal that non-singers' intrapersonal mean scores are higher with age while singers' scores are lower with age.These findings suggest that MI profiles can be used by teachers of singing to create increasingly effective and individualized curriculum models. Singers' MI profiles are determined, ranking highest to lowest, as: musical, interpersonal, linguistic, intrapersonal, spatial, logical-mathematical, kinesthetic, and naturalist. Practical and specific suggestions for MI method implementation are offered. Further research is suggested for the ongoing development of MI-based voice curriculum and materials. / School of Music

A posttest only experimental design was used to determine the effect of specific training in human relations skills on empathic understanding, self-concept, and the clinical performance of sophomore student nurses in a baccalaureate program.Forty-six students were randomly assigned to one of two treatment groups, or a control group. The Microcounseling System of Ivey and Gluckstern was used to provide two levels of human relations training in ten one-hour sessions. Experimental group 1 (El) received training through group exercises, manual and videotaped models, practice including videotaping, and evaluation and feedback. Experimental group 2 (E2) was only provided with a manual and videotaped materials. The control group (Cl) met for the same number of sessions, but did not receive any training.Carkhuff's Index of Discrimination (SEU) was used to measure empathic understanding. Four subscales of the Tennessee Self-Concept Scale (TSCS), total positive, self-criticism, net conflict, and total conflict were used to assess self-concept. The Clinical Evaluation Tool (CET) used to measure clinical performance was developed from Myrick and Kelly's Counselor Evaluation Rating Scale and the current sophomore clinical evaluation form.Six hypotheses were tested with significance for all tests set at the .05 level. A single classification analysis of variance was used on all data to determine whether groups differed on any test variable. The results of the statistical analyses failed to reach significance.Post hoc comparisons were then carried out to determine if El>C1 on any test variable. These tests revealed significance (p<.05) in empathic understanding, in TSCS self-criticism, and in clinical performance.The following conclusions were drawn:1. Sophomore student nurses exposed to specific training in human relations skills demonstrated a higher level of empathic understanding.2. Sophomore student nurses exposed to specific training in human relations skills were more aware of self-critical perceptions.3. Sophomore student nurses exposed to specific training in human relations skills received higher ratings on clinical performance.As a result of this study a decision was made to include human relations training for student nurses at the sophomore and junior levels.

The purposes of this study were: 1) to better understand the doctoral experience as participants described the meanings they gave to their experiences, and 2) to increase understanding about the ways in which the meanings attributed to their doctoral experiences enhance our understanding of doctoral persistence and attrition. The descriptions of the behavior of the selected doctoral students interviewed may help current and future doctoral students, university administrators, and faculty in the common goal of having more scholars complete their dissertations. This study contains rich descriptions of the experiences of nine purposively selected doctoral students in Adult, Higher, and Community Education at a Midwestern university who have completed their doctoral coursework and their comprehensive examinations. All participants were in the all but dissertation (ABD) status at the start of the study. Four participants graduated with the doctorate after the evidence was gathered for this study. One participant remains as an ABD in two doctoral programs. The two interviews with each of the nine participants were semi-structured. They generated evidence that answered the research questions, but also generated additional descriptions of behavior over the entire time period of the participants' doctoral programs. These additional descriptions provided a greater richness to this study.This research study was guided by several research questions. The primary question was:What behaviors filled the three years following the completion of the course requirements and comprehensive examinations for the doctoral degree other than completion of a dissertation? The secondary questions were:What decisions accompanied these behaviors? What rewards were gained by completing the course requirements? A systematic phenomenological analysis identified three major themes: 1) "The value of the doctorate program and degree", 2) "The doctoral experience", and 3) "Facilitators, barriers, and distracters". The three themes each had sub-themes.Six recommendations were provided for facilitating the completion of the doctoral degree. Each study participant is a highly successful individual. Each agreed that this doctoral program has been a tremendous help professionally and personally. None are to be considered failures even if they remain an ABD. / Department of Educational Studies

This study attempted to determine the nature and degree of the relationship between assertive behavior and the situational context in which the behavior occurs.Specifically, the independent variables were sex-of subject, sex of antagonist and familiarity of the subject with the antagonist. An attempt was also made to determine if assertiveness was related in some way to attitudes toward equality of the sexes.Results revealed that subjects were more assertive toward unfamiliar antagonists, the only significant interaction. There were also correlations between the degree of assertiveness and duration of response and between assertiveness and affect.

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Thesis (Ph. D.)--Lehigh University, 1997. / Includes vita. Bibliography: leaves 96-103.