Thesis(M. A. (Research Psychology)) -- University of Limpopo, 2020 / Incidents associated with internet trolling and cyberbullying are a problem among adolescents. A quantitative research method was applied in this study to explore if attitudes towards cyberbullying can mediate the association between the Dark Tetrads of personality and internet trolling among undergraduate University students in South Africa.. A convenience sample (N = 249) of undergraduates was recruited, and data were collected using a structured, composite questionnaire, within a cross-sectional research design. The findings indicated that there was a small but statistically significant indirect effect, b = 0.4, BCa CI [0.015, 0.071]. A more nuanced analysis showed that only the mediation models involving psychopathy and everyday sadism as independent variables were statistically significant (p < .05). From the results, it can be concluded that internet trolling does mediate the relationship between the Dark Tetrads of personality and attitudes towards cyberbullying. However, the Dark Tetrad personality dimensions of Machiavellianism and narcissism are not significantly involved in the relationship.

Why do some master's level students feel confident in completing their programs and some do not? Why do some feel connected to their department and some do not? Why do some feel legitimate as graduate students and some do not? This research proposes that there may be differences in how master's students understand the graduate student role based on whether they went directly from high-school through their bachelor's to their master's, or if they took time off between their bachelor's and master's program. This thesis used in-depth interviews with twelve second-year master's students at Portland State University to explore these questions: six with students who had a linear trajectory through higher education and six with students who had a break after completing their bachelor's and before returning for their master's (broken trajectory students). Students from both groups began their programs with questions about their ability to perform at a master's level. Broken trajectory students were more likely to have thought through their chances of success and entered their programs 'knowing' that they would successfully co~plete the programs even when they questioned their academic abilities. Students from both groups overall felt a progressive increase in feelings of connection to their departments. The linear trajectory students entered their programs with some established feelings of connection with other graduate students. The broken trajectory students did not have these established connections, but desired connection with other serious students. Overall, students from both groups experienced increased feelings of legitimacy as graduate students, but the criteria by which they judged their legitimacy differed between groups. Linear trajectory students used academic ability as a primary measure of legitimacy, where broken trajectory students used having a clear understanding of why they were in graduate school as the standard to determine whether they "belonged in college." The two groups also differed in the source of their student role standard: broken trajectory students used professors as their role reference group, whereas the linear trajectory students used peers and undergraduate students. This thesis closes with a discussion of the implications of this research for theory, programs, and current models of persistence.

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The study examined the impostor phenomenon among undergraduate and graduate students at a Predominantly White Institution (PWI). Participants were recruited from various undergraduate and graduate programs at a PWI located in Northeastern U.S. There were 414 participants, all of whom completed an online Qualtrics survey, which included measures on demographics, sense of belonging, impostor phenomenon, mindset, perceived social support, and depression. Results indicated a significantly positive relationship between impostor phenomenon and depression. Perceived social support and sense of belonging significantly moderated this relationship. Female and Other (Transgender, Non-Binary, and Non-Gender-Specified) participants experienced a significantly higher level of impostor feelings than Male participants. Asian and Other (African American, Hispanic, Latinx, Middle Eastern, Biracial, and Multiracial) participants experienced significantly lower levels of perceived social support than White participants, but did not experience significantly different levels of impostor phenomenon or sense of belonging compared to White participants. Lastly, there was no significant relationship between fixed mindset and impostor phenomenon. In light of these results, there are several recommendations for universities, including increasing the amount of support groups.

There is a lack of research based data in the field of learning disabilities, especially at the secondary level. The purpose of this study was to evaluate personality configuration patterns and vocational interests through the administration of the Myers-Briggs Type Indicator, Abbreviated Version (AV) and the Self-Directed Search, Form E (EASY) for learning disabled (LD) and non-learning disabled (NLD) students. The sample included 90 LD students and 100 Non-LD students grades 9 through 12 in a large suburban school system. Research questions considered: (1) differences in personality and vocational interest between LD and NLD students; (2) age and gender of LD and NLD students in relationship to vocational interests; (3) relationship between personality patterns and vocational interests between LD and NLD students. Treatment of the data used both descriptive and inferential statistical analyses. Analyses relied on categorical data, and the chi-square test was the statistical test used. Demographics provided data on groups regarding ability level and reading achievement scores related to occupational preferences and gender characteristics. Results indicated that no significant personality differences existed between LD and NLD adolescents. It was found, after looking at all possible interactions between vocational preferences and personality, age, grade, and gender, that significant differences occurred with gender and vocational preferences for both LD/NLD groups. Additionally, EI and TF differences in vocational preferences existed for LD and NLD students. EI and TF differences between LD and NLD career preference showed LD I's and T's prefer mechanical careers, whereas NLD I's and T's prefer teaching and sales. This is correlated with gender preference of LD males for mechanical (non interactive careers), whereas NLD prefer interactive careers / Ed. D.

Thesis (M.A. (Clinical Psychology)) -- University of Limpopo, 2022 / The study sought to explore the sequel of bereavement on parentally bereaved students at the University of Limpopo. The study was qualitative in nature. Ten bereaved students (4 Males & 6 Females) were purposefully sampled and interviewed. Data were collected using semi-structured interviews and analysed using a reflexive thematic data analysis method. The major themes that emerged from the data were isolated and outlined. The results showed that post-parental bereavement, students experienced and expressed their loss distinctly. Notably, their grief was expressed both emotionally, cognitively, behaviourally, physically and spiritually. In spite of the grief having been experienced and expressed diversely, the findings revealed that factors such as - a) circumstances surrounding the death of a parent, b) religious beliefs and cultural practices, c) meanings attached to the death, and, d) lack of support post-bereavement, all influenced participating students’ grief trajectory. On the one hand, the results highlighted that students relied on diverse strategies (e.g., bereavement rituals, counselling services) which helped in their processing and coping with the death of a parent. In particular, psychological counselling was found to be beneficial, although it was associated with mental health stigma. The study findings therefore suggest that parental bereavement can result in the experience of grief, which is an emotionally painful experience that can be complicated secondary to a myriad of factors. A complicated grief experience could lead to academic underachievement in the student population. This therefore suggests that complicated bereavement needs to be treated as earliest as possible in order to avert its interference with the academic work of affected students. It is recommended further that higher institutions of learning need to invest more efforts to educate students on bereavement and its potential impact on their studies. Additionally, efforts should be directed at addressing the stigma of mental illness on-campus so as to help improve the user friendliness of on campus student psychological counselling services. The study is concluded by, amongst others, recommending that future research needs to look closely into university students’ meaning making process in bereavement.

The role of the state in land use control was examined in general, and in relation to the land use context of Alaska. The study provides a brief overview of the history of land ownership and land control in Alaska as well as the particular difficulties attendant to the control and management of lands in Alaska. The types of land use control mechanisms and strategies available to Alaska, and their applicability to the Alaska context are examined through case studies of land use programs in Hawaii, Florida, Vermont and Oregon. Finally, the elements of Alaska's land use framework are identified in order to provide insight into the types of land use controls which might form the basis for a state land use control program for Alaska. The study concludes by offering a number of specific recommendations on the actions required to create a viable, comprehensive state land use program for Alaska. / M.S.

Thesis (PhD (Industrial Psychology))--University of Stellenbosch, 2007. / Persistence is not a well researched phenomenon. In addition, no previous research has suggested a process depicting a combination of variables that are related to persistence. The current study explores the process of persistence from a fortigenic paradigm, which emphasises psychological strengths. The aim of the current study is to determine the relationship between various fortigenic variables and persistence. The fortigenic paradigm also suggests that psychological strengths can be developed. In order to understand the process of persistence, the current study includes both cognitive (locus of control, optimism, hope, self-efficacy) and emotional psychological strengths (self-esteem, performance self-esteem, resilience) that are related to persistence. Based on literature, the current study suggests a model depicting a sequential process of interrelationship amongst the fortigenic variables and their relationship with persistence. To test the validity of the proposed model, the current study uses a sample of individuals that must be persistent in order to achieve their career goals. A group of 295 aspiring Chartered Accountants who wrote Part 1 of the Qualifying Exam during 2005 participated in the study. From this group, 156 (53%) did not pass the Qualifying Exam during 2005. The study employs both survey and statistical modeling methodologies to guide the investigation. Standardised questionnaires are used for the eight different fortigenic variables. To determine the applicability of the factor structures of these instruments on the current sample, exploratory factor analysis is conducted. The suggested factor structures are confirmed through confirmatory factor analysis with acceptable levels of fit. The revalidated instruments provide better levels of fit than the original instruments. The current study first tested the model of persistence on the total group. The theoretical model depicting the process of persistence provides acceptable levels of fit with all the suggested paths in the model being statistically significant. The same model was tested on the group of individuals that failed previous attempts of the Qualifying Exam, but passed it during 2005. Better levels of fit are obtained with all the paths being statistically significant except between self-esteem and resilience. Again the model was tested using the group of individuals that failed previous attempts at the Qualifying Exam, which failed it during 2005, but still persisted in writing. Acceptable levels of fit are obtained with all the paths being statistically significant except between self-efficacy and resilience. However, the group that failed the Qualifying Exam during 2005 has significantly lower levels of both hope and performance self-esteem. In addition, discriminant analysis shows that hope, optimism, and resilience are factors that can classify individuals into either passing or failing. Of importance is the fact that as individuals write the Qualifying Exam on different attempts, there seems to be a lowering in the number of statistically significant relationships between the fortigenic variables and persistence. The current study ascribes this phenomenon to resource depletion. The latter makes it difficult for individuals to persist in using the same psychological strength if it is not replenished before usage. The study suggests an intervention programme that may enhance the levels of psychological strengths and persistence and counteracting the impact of resource depletion in aspiring chartered accountants.

published_or_final_version / Education / Master / Master of Education

published_or_final_version / Business Administration / Master / Master of Business Administration