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

The purpose of this qualitative study was to determine how high school students managed their learning while working within the guidelines of a student-centered approach to teaching and learning. Data collected included interviews, questionnaires, participant observations, and Kolbe Conative Index scores supplied by the school. Seven teachers and forty students were interviewed. Student interviews were based on Zimmerman's (1995) self-regulation questionnaire. Teachers were interviewed using the Survey on Teaching Roles (Woolfolk, 1995). Analysis of the questionnaire on self-regulation was clustered into four categories representing Zimmerman's (1995) learning strategies. The open-ended questions dealt with strengths and weaknesses of the program and were analyzed for recurring themes. Patterns drawn from these categorized data sets were then triangulated with the Kolbe Conative Index for confirmation. It was concluded that the more productive students used four specific learning strategies: (1) organizing and transforming information, (2) goal setting and planning, (3) seeking help from peers, and (4) seeking help from adults. Less productive students were weak in two or more of these learning strategies along with one of two action modes as identified on the Kolbe. Students weak in Fact Finding or Follow Thru as identified by the Kolbe and that used all four learning strategies covered themselves with having the skills to learn. These same students talked about a fatigue factor involved in a student-centered approach. All students shared the importance of knowing themselves as learners and how that was a process learned over time. They also talked about the importance of the teacher-student relationship. Graduates of this program shared the perception that a student-centered curriculum provided more opportunity to develop the skills necessary for self-regulation than a traditional high school program. / Graduation date: 1997