This study was an attempt to determine whether there are factors related to student dating which can be associated with the level of students’ academic performance, and, if any exist, to establish the nature of these factors and to determine and explain this association or relationship. The sample was drawn from students in the final (third) year of their B.A. course. The sample included both men and women. It was drawn from the Potchefstroom University for C.H.E. and the University of Pretoria. The results indicated a definite relationship between certain aspects of students' dating and their academic success. The most important observation concerned the dating pattern: Students who classified themselves as having a steady date (going steady) almost without exception obtained higher marks than could have been expected from their academic aptitude. (Matriculation results were used as an indication of this sample's academic aptitude, having been statistically proved to bear the highest correlation with their actual academic performance.) The academic performance of students who did date but who did not have a steady date was, in almost every case, found to be poorer than could have been expected from their academic aptitude. Many indications were found that these two groups of students do not only differ regarding the level of their academic performance but also as regards a number of other characteristics, the development of which, of course, may very well have been further stimulated by the nature of their specific dating patterns. The academic performance of students who did not date at all was found to be, in some cases, slightly poorer, and, in other instances, slightly better than could have been expected; no definite pattern emerged. Some other aspects of student dating proved, in some cases, to have a significant relationship with students’ academic performance. These were: the length of the period (number of years) for which they had been going steady and the time (average in hours per week) spent on dating activities. Where students of the two universities were concerned, certain differences in the relationship between their dating behaviour and academic performance were observed. Only very slight differences were observed between the two sexes as far as the relationship between these two variables are concerned. The study shed more light on the problem of factors associated with students' academic success by presenting an analysis of the influence of certain aspects of dating behaviour on the level of students’ academic performance. Furthermore it served to elucidate the role of dating as a significant part of student life, and the influence of certain dating patterns and other variables associated with dating on many aspects of their university life, including their academic performance. / Thesis (MA)--PU vir CHO

MOTIVATION FOR THE STUDY: In a young growing country such as the Republic of south Africa there is a growing need for higher productivity. The gifted person does not always perform according to his abilities, because he is not identified at an early age and is therefore not completely understood. Previously, gifted persons were only identified by their mental abilities, whereas it is known that there are more factors involved, such as personality, interests, study methods and attitudes. etc. Psychological aspects that play an important role in the better understanding of the gifted person are the following :- - academic performance, - influence of the gifted person on the family, - the influence of inheritance and environment on giftedness, - education of the gifted, - sex differences with the gifted. AIM OF THE RESEARCH: The general aim of this study was to compare the gifted and average groups of students according to their abilities, scholastic achievement, interests, personalities and study-orientation. This was done through the following specific aims to determine if:- i) the gifted and average groups (both sexes included) differed in their profiles of the cognitive variables (SAT and standard ten results). ii) the mean profiles of the gifted and average groups (both sexes included) comparing non-cognitive variables (19FII, PHSF, SSHA), differed. iii) the mean profiles of the gifted male and average male groups comparing the cognitive variables differed. iv) the mean profiles of the gifted male and average male groups comparing the non-cognitive variables proved to be significantly different. v) the mean profiles of the gifted female and average female groups comparing cognitive variables were significantly different. vi) the mean profiles of the gifted female and average female groups comparing non-cognitive variables were different. The second aim of this study was to determine by t-tests whether there is a statistically meaningful difference between the different groups on the various fields or components of the psychometric instruments. METHOD OF INVESTIGATION: In the first place, a study of the relevant literature was undertaken, concerning the concepts of average, gifted, interest, aptitude, personality and study methods and attitudes. The psychometric instruments used in this research are discussed thoroughly according to their development, contents, reliability and validity. The sample used in this research consisted of one hundred and forty average students (seventy male and seventy female) and seventy gifted students (thirty five male and thirty five female) which were selected after the 1984 mass testing of first year students of the PU for CHE. Statistical operations were done for these groups with the aid of a computer. This work included the drawing-up of mean profiles on each variable (cognitive and non-cognitive) for each group (i.e. the gifted and average groups, the gifted and average male groups; and the gifted and average female groups) as well as the statistical comparison of these profiles with each other. In the second place t-tests were completed to detect differences between these groups on different fields of interest, personality, abilities, etc. CONCLUSIONS With regard to the first aim of this study, the following can be concluded: i) The gifted and average groups' mean cognitive profiles (both sexes included) were not parallel. ii) The gifted and average groups' mean non-cognitive profiles were not parallel. iii) The gifted and average male groups' mean cognitive profiles were not parallel. iv) The gifted and average male groups' mean non-cognitive profiles were parallel. v) The gifted and average female groups' mean cognitive profile were not parallel. vi) The gifted and average female groups' mean non-cognitive profile were not parallel. With regard to the t-tests, the following can be concluded:- The gifted group (both sexes included) showed statistically better performance on the following fields or components compared to the average group. a) Subjects: Afrikaans (1st language), English (2nd language), German higher grade, Latin higher grade, Mathematics higher grade, Science higher grade, Biology higher grade, History higher grade, Geography higher grade & standard grade, Accountancy higher grade & standard grade, Domestic Science higher grade and standard grade, Wood & Metal work standard grade, Technical Drawings higher grade and Typing standard grade. b) Interests (19FII):- Fine Arts, Performing Arts, Creative Thought and Numerical. c) Personality: (PHSF):- Desirability scale. d) Study Methods and attitudes (SSHA) - The average students (both sexes included) showed a statistically higher performance on clerical interest and sociability (Groups). The gifted male group performed statistically better on the following fields:- a) Subjects:- Afrikaans (1st language), English (2nd language), Latin higher grade, Mathematics higher grade, Science higher & standard grade, Accountancy higher grade, Technical Drawings higher grade and Wood & Metal work standard grade. b) Interests:- Creative thought. c) Personality:- Desirability Scale. - The average male students performed higher on the following:- a) Interests:- Clerical b) Personality:- Sociability (G) The gifted female group showed the following statistically higher performances:- a) Subjects:- Afrikaans (1st language), English (2nd language), German higher grade, Mathematics higher grade, Science higher grade, History higher grade, Geography higher grade. Accountancy higher and standard grade. Biology higher grade, Domestic Science standard grade and Typing standard grade. b) Interests:- Fine arts, Creative Thought, Practical - Male, and Numerical. c) Personality:- None. It was also found that the gifted group as a whole, as well as the gifted female group, tend to be more actively inclined towards interests. RECOMMENDATIONS The results of this study show that the gifted student does differ in many ways from the average student. There is thus a need for early identification of the gifted person so that he could be understood and so that there could be catered for this student at school level. The following recommendations can be made in connection with future research studies:- a) More meaningful findings may be gathered on the personality of the average student by including a second personality questionnaire such as the Jung Personality Questionnaire. The results of this questionnaire could lead to better understanding of the PHSF results of this study. b) More instruments can be used to evaluate study orientation, such as personal questionnaires and interviews. c) It is also recommended that the size of the groups be increased in order to increase the reliability of such findings. / Thesis (MA)--PU vir CHO, 1988

This study was an attempt to determine whether there are factors related to student dating which can be associated with the level of students’ academic performance, and, if any exist, to establish the nature of these factors and to determine and explain this association or relationship. The sample was drawn from students in the final (third) year of their B.A. course. The sample included both men and women. It was drawn from the Potchefstroom University for C.H.E. and the University of Pretoria. The results indicated a definite relationship between certain aspects of students' dating and their academic success. The most important observation concerned the dating pattern: Students who classified themselves as having a steady date (going steady) almost without exception obtained higher marks than could have been expected from their academic aptitude. (Matriculation results were used as an indication of this sample's academic aptitude, having been statistically proved to bear the highest correlation with their actual academic performance.) The academic performance of students who did date but who did not have a steady date was, in almost every case, found to be poorer than could have been expected from their academic aptitude. Many indications were found that these two groups of students do not only differ regarding the level of their academic performance but also as regards a number of other characteristics, the development of which, of course, may very well have been further stimulated by the nature of their specific dating patterns. The academic performance of students who did not date at all was found to be, in some cases, slightly poorer, and, in other instances, slightly better than could have been expected; no definite pattern emerged. Some other aspects of student dating proved, in some cases, to have a significant relationship with students’ academic performance. These were: the length of the period (number of years) for which they had been going steady and the time (average in hours per week) spent on dating activities. Where students of the two universities were concerned, certain differences in the relationship between their dating behaviour and academic performance were observed. Only very slight differences were observed between the two sexes as far as the relationship between these two variables are concerned. The study shed more light on the problem of factors associated with students' academic success by presenting an analysis of the influence of certain aspects of dating behaviour on the level of students’ academic performance. Furthermore it served to elucidate the role of dating as a significant part of student life, and the influence of certain dating patterns and other variables associated with dating on many aspects of their university life, including their academic performance. / Thesis (MA)--PU vir CHO

The purpose of this study was to test the predictive ability of the Personality Assessment System (PAS) with special emphasis placed on predicting the personality patterns of two groups of mathematics students. Two ancillary purposes were also identified. These included the possible contributions to academic/vocational counseling and the addition of the findings to a PAS validation data bank that has been established.The sample included 26 selected volunteers from Purdue University and 26 selected volunteers from Ball State University. These students were identified into two distinct groups. The Purdue group was composed of senior students who were majoring in pure mathematics, while the Ball State group was composed of students who were majoring in mathematics education. Each group contained an equal number of males and females.Each student was administered the Wechsler Adult Intelligence Scale (WAIS) from which a personality profile was derived. This profile was based on the theoretical constructs of the Personality Assessment System.The hypotheses in the study were in the form of predictions. The predictions attempted to identify the personality patterns of the two groups of mathematics students.The resultant data were analyzed using percentages, a t test for independent groups, and a chi square analysis. Trends in the data, rather than statistically significant outcomes, were the main focus of the analysis.The predictions generated by the researcher correctly identified eight of 26 or 30% of the specific expected PAS patterns of the Purdue group. When the original predictions for the Purdue group were expanded to include all possible mathematics patterns, 23 of 26 or 88% of the Purdue group was correctly identified. The predictions correctly identified eight of 26 or 30% of the specific expected PAS patterns of the Ball State group. When the original predictions for the Ball State group were expanded to include all possible mathematics patterns, 15 of 26 or 57% of the Ball State group was correctly identified.Trends were suggested by the data for other types of measurement. The most consistent trend indicated by the data was the preponderance of IRU Primitive personality patterns in the Purdue group as compared to the general population, and the preponderance of IRA Primitive personality patterns in the Ball State group as compared to the general population.Another trend indicated by the data was the effect of a low Digit Symbol score on academic achievement in the Purdue group. Members of the group with a low Digit Symbol score consistently obtained a Grade Point Average below the mean Grade Point Average of the group.A final trend in the data was found between the combined groups of mathematicians and the general population on the R-F dimension of the PAS. The general population tends to be F or flexible, while the mathematicians tend to be R or regulated.The findings indicated that the PAS could adequately identify the personality patterns of a group of mathematicians. Rather than one "mathematical personality" being identified, the trends in the data point to many mathematical personalities. Recommendations for further research were made.

The present thesis investigated correlates of psychosocial and academic adjustment to University life among students. Five cross-sectional and one longitudinal study were undertaken. During the first 3 studies the focus of interest was both on home and non-home students. During the latter three studies the focus shifted to first year home students only. Data was collected by means of a number of self-report questionnaires consisting mainly of a number of standardised and widely used personality, social support and wellbeing/ adjustment measures. Results indicated that: (a) prior to arrival at University, non-home students, in comparison to home students, appear to be quite well equipped for the transition, in terms of social and personality attributes; however, they appear to lack substantial information regarding life in Scotland and academic standards of the host University, which might adversely affect their ability to cope with eventual academic demands; (b) Cultural Distance appears to affect non-home students' psychosocial adjustment during the early stage of the transition; (c) Non-home students experience not only the problems that home students report but also a number of additional difficulties which are closely related to cultural differences; (d) Correlates of Homesickness appear to differ for home and non-home students; (e) Personality (Neuroticism, Extraversion, Self-esteem, Social Inhibition and perceived Social Competence) and Dysfunctional Attitudes strongly influence the development of new satisfactory social networks, and the eventual psychosocial adjustment to University life; (f) Perceived Social Support is a significant predictor of psychosocial adjustment; (g) Academic performance does not appear to be related to any personality, social support or psychosocial adjustment variables; (h) Personality (Neuroticism, Extraversion), perceived Social Support and Loneliness appear to change significantly (in absolute terms) over the first academic year, but at the same time they remain relatively stable. Results are discussed in relation to the relevant literature, practical implications for students Counselling, and suggestions for further fruitful research.

This exploratory research investigates the factors that might influence a specific group of users’ mental models of a Web search engine, Google, as measured in the dimension of completeness. A modified mental model completeness scale (MMCS) was developed based on Borgman’s, Dimitroff s, and Saxon’s models, encompassing the perception of (1) the nature of the Web search engine, (2) searching features of the Web search engine, and (3) the interaction between the searcher and the Web search engine. With this scale, a participant’s mental model completeness level was determined by how many components of the first two parts of the scale were described and which level of interaction between the participant and Google was revealed during the searches. The choice of the factors was based on the previous studies on individual differences among information seekers, including user’s search experience, cognitive style, learning style, technical aptitudes, training received, discipline, and gender. Sixteen Ph.D. students whose first language is English participated in the research. Individual semi-structured interviews were conducted to determine the students’ mental model completeness level (MMCL) as well as their search experience, training received, discipline and gender. Direct observation technique was employed to observe students’ actual interactions with Google. Standard tests were administered to determine the students’ cognitive styles, learning styles and technical aptitudes. / Cette recherche préliminaire examine les facteurs qui peuvent influencer les modèles mentaux d’un groupe spécifique d’utilisateurs d’un moteur de recherche sur le Web: Google, mesurés selon l’étendue de leur réussite.Une échelle de cette réussite en suivant un modèle mental a été constituée en adaptant les modèles présentés par Borgman, Dimitroff et Saxon, incluant la perception (1) de la nature du moteur de recherche sur le Web, (2) des caractéristiques de la recherche propres à ce moteur, (3) de l’interaction entre le chercheur et le moteur de recherche. A l’aide de cette échelle, le niveau de réussite par un sujet donné utilisant un modèle mental a été déterminé en fonction du nombre de composantes des deux premières parties de l’échelle décrites et du niveau d’interaction entre le sujet et le moteur Google, tel que révélé par ses recherches. Le choix des facteurs a été fondé sur des études précédentes portant sur les différences individuelles entre les chercheurs d’information, comprenant le degré d’expérience d’une telle recherche par l’utilisateur, son style cognitif, son style d’apprentissage, ses aptitudes techniques, la formation reçue, la discipline et le sexe. Seize étudiants en doctorat ayant l’anglais comme première langue ont participé à cette étude. Des entretiens individuels semi-dirigés ont permis de déterminer le niveau de réussite des étudiants suivant leur modèle mental, ainsi que leur expérience de la recherche, la formation reçue, la discipline et le sexe. Une observation technique directe a été utilisée pour observer l’interaction réelle des étudiants avec Google. Des tests standardisés ont été administrés pour déterminer le style cognitif des étudiants, leur style d’apprentissage et leurs aptitudes techniques. fr

The purpose of this study was to investigate the relationship between moral development and year in school, gender, and personality type for university undergraduates. Moral development was measured by the Defining Issues Test (DIT) and personality was assessed using the Myers-Briggs Type Indicator (MBTI). The sample consisted of 320 freshmen, sophomores, juniors, and seniors enrolled as full-time students at The University of Iowa. From this sample, 188 (36.9%) students returned usable questionnaires. This random sample, stratified according to undergraduate class and gender, was provided by the university registrar. Subjects completed and returned a mailed questionnaire booklet containing the DIT and MBTI. These questionnaires were hand-scored and analyzed using analysis of variance and Pearson Product-Moment Correlations. An additional multiple comparisons test was done using the Scheff method. Systat software for the Macintosh was used to analyze the data. The analysis showed several significant results. Significant gender (p <0.001) and year in school (p <0.010) effects were found when analyzing the %P score of moral development level. Women scored significantly higher than men and seniors scored significantly higher than freshmen, sophomores, and juniors. The feeling dimension of the MBTI was found to be significantly associated with gender (females at p <0.001). Finally, the % Stage 4 score was found to be significantly related to the sensing (S) (p <0.001) and judging (J) (p <0.050) dimensions of the MBTI. The %P score was found to be significantly related to the intuitive (N) (p <0.050) and feeling (F) (p <0.050) dimensions of the MBTI. These results confirmed earlier studies in which a significant relationship was found between year in school and moral development level. The gender effect had been theorized and found in some studies but is unusual when using the DIT. The significant relationship between different dimensions of the MBTI and % Stage 4 and % P moral development scores had not been previously reported in the literature. / Graduation date: 1993

Dissertation (Ph. D.)--University of Akron, Dept. of Counseling (Counseling Psychology), 2009. / "August, 2009." Title from electronic dissertation title page (viewed 9/2/2009) Advisor, David M. Tokar; Committee members, James R. Rogers, David Baker, John E. Queener, Robert C. Schwartz; Department Chair, Karin Jordan; Dean of the College, Cynthia Capers; Dean of the Graduate School, George R. Newkome. Includes bibliographical references.

Thesis (Ph.D.)--Ohio University, November, 2005. / Title from PDF t.p. Includes bibliographical references (p. 107-120)

According to Harman (2004), international students were one of the main sources of finance in the UK, US, Australia, Canada and New Zealand. These students may face many difficulties once they arrive in countries like the UK, trying to adjust to their new surroundings. They confront, for example, more difficulties and challenges than the British students beginning a university course, especially if English is not their first language and the culture of their motherland is substantially different from British culture. Apart from language and cultural barriers, other reported difficulties include high academic demand, missing family and friends, lack of social support, lower self-confidence, deficiencies with study skills and a need to have more assertiveness (Poyrazli et al., 2002). Currently, not enough research has been published regarding acculturative stress and social support, including its relationship with psychological mental health amongst international students studying at UK universities. The main purposes of this study were threefold: (1) investigate the association between mental health and psychosocial variables amongst both international and British students (in UK universities); (2) explore the perceptions, thoughts, and feelings of international students in the context of acculturation, while they study abroad in the UK universities; and finally (3) to triangulate and integrate the findings of this study obtained from two distinct approaches of combined results. A concurrent triangulation mixed methods design was employed, consisting of three main studies. (a) I (Pilot study): a quantitative study employing simple yet effective cross-sectional approaches through its intention to using sample data; (b) II (Main study): a quantitative method specifically utilising cross-sectional design using authoritative data; and (c) III: a qualitative research conducting semi-structured interviews (using two qualitative questionnaires) to examine the metaphors participants used to describe their experiences in the host society. Study I: A snowball purposive sampling technique was used to select 358 students (international and British) studying in UK universities. Three different UK universities were selected. Eight pre-existing questionnaires were first tested for validity and reliability, then were utilised to examine the relationships between mental health and seven other independent variables. Study II: A snowball purposive sampling technique was used to select 796 students (international and British) studying in UK universities. Ten different UK universities were selected. The previous eight pre-existing questionnaires used in Study I were used in Study II, but the difference was that GHQ-12 was replaced by GHQ-28, and the IAI and SAI forms of the Three Assimilation Indexes were excluded. Study III: A snowball purposive sampling technique was used to select 30 students (international) studying in three UK universities. A semi-structured interview was conducted with these students. This study used thematic analysis to categorise metaphors and analyse the qualitative data. With a response rate of 82%, Study I showed that international students from the Middle East are less affected by cultural distress than other students from outside of Europe. In addition, many students find themselves leaning more towards religion to deal with the new cultural environment. Study II had an 80% response rate and found that there was an association between three out of five predictor variables (coping flexibility, social support and coping) with mental health, for both international and British students. In addition, the study found that there was an association between three out of seven predictor variables (coping strategy, religious problem solving, and acculturation) with mental health in international students. In Study III, the metaphors supported the quantitative results in terms of finding that a substantial number of the respondents had negative feelings about living in the UK and found the new setting depressing. The findings of the two quantitative studies (Study I and Study II) found that there is an association between international students and British students and coping flexibility with mental health. This finding has been confirmed by Study III which addressed metaphorical phrases used by international students. These findings indicate that interventions are strongly required in order to prevent and control potential psychological problems in both groups. The main recommendations are that regular training sessions should be provided for all international students, giving strategies for coping with the new culture. It is concluded that social support played a moderating role in the relationship between culture stress as well as mental health only in international students. These findings imply that strategies could be created to help students to cope with their mental issues and reduce the impact of distress they experience during their study. This might have a positive effect on their academic achievement consequently.