No description available.

No description available.

No description available.

Different types of self-discrepancies are associated with different negative affects. The present study explored the relationship between self-discrepancies and depression and anxiety. In addition the relationship between self-discrepancies and coping styles was examined. Data was gathered from questionnaires distributed to second and third year undergraduate psychology students at the University of Natal - Pietermaritzburg. The final sample consisted of 113 subjects. The data was analysed using the Pearson product-moment correlation, hierarchical multiple regression, and non parametric tests. The results of the study showed that subjects are more bound to ideal self-guides, more so those pertaining to their own standpoint. Further, it was found that female subjects manifested higher self-discrepancies than male subjects, except in the ideal/own domain where male subjects had a relatively higher discrepancy. Female subjects manifested the highest discrepancy in the ideal/other domain. In terms of the relationship between the self-discrepancies and affect, it was found that both the total ideal discrepancy and the total ought discrepancy correlated positively with anxiety, with the total ideal discrepancy having a slightly higher correlation. Further, there was a significant positive correlation between the total ideal discrepancy and depression. More specifically a significant positive correlation between the ought/own discrepancy and depression was noted. With regard to coping styles, the findings showed that overall, Black subjects, male subjects and subjects from the lower socioeconomic group used the acceptance style of coping more frequently. Further, some significant positive and negative correlations were noted between different self-discrepancies and different coping styles. In addition, some significant positive and negative correlations were also noted between depression and anxiety and the use of different coping styles. The results were discussed in terms of the self-discrepancy and coping literature. / Thesis (M.Soc.Sc.)-University of Natal, Pietermaritzburg, 1997.

No description available.

No description available.

No abstract available. / Thesis (M.Ed.)-University of Durban-Westville, 1977.

One fourth of students who enroll in 4-year universities never finish. Precipitating causes of early departure include poor academic progress and a lack of clear goals and motivation. A major cause of trouble adjusting to university is students’ failure to cognitively assimilate new experiences. Recent studies have demonstrated that goal setting leads to heightened well-being. Neuroscience research has also closely linked working memory (WM) and goal setting, because WM is related to the use of attention to activate information, for example, goal states or action plans. The present study investigated whether an intensive goal-setting program for struggling students who have experienced a substantial drop in performance would have positive effects not only on academic achievement, but also on well-being, personality (specifically conscientiousness and emotional stability), and cognitive functioning (specifically WM). Students (N = 101) experiencing subjectively perceived academic difficulty and a cumulative GPA ofless than 3.0 were recruited from McGill University. Participants completed baseline measures of mood, personality, and cognition, and were randomly assigned to one of two intervention groups: Half completed an intensive goal-setting program and half a control task with intervention-quality face validity. Every month for 4 months, students were retested on mood measures. After 4 months, students were retested on all measures. Official transcripts were gathered at the end of the semester subsequent to the intervention, in order to compare grades pre- and post-intervention as well as retention rates. [...] / Le quart des étudiants inscrit dans un programme universitaire ne termineront pas leurs études. Les causes qui précipitent cet abandon incluent une faible progression académique, un manque de motivation, ainsi qu’une absence de buts clairement établis. Une des raisons principales pouvant expliquer ce manque d’ajustement à la vie universitaire peut également s’expliquer par l’incapacité des étudiants à assimiler de nouvelles expériences sur le plan cognitif. Des études récentes ont démontré que se donner des objectifs aide à développer un sentiment accru de bien-être. La recherche neuroscientifique a aussi établi un lien étroit entre la mémoire de travail (MT) et la capacité de se fixer des objectifs. C’est à dire, la MT est reliée au déploiement des ressources attentionnelles, qui en retour sont importantes dans la planification et l’élaboration de stratégies pour faciliter l’atteinte d’un but ainsi que le retour sur l’état de ces buts. Cette étude vise à découvrir si l’utilisation d’un programme avec des objectifs claire peut avoir des bienfaits sur le plan académique, le bien-être, la personnalité (stabilité émotive et l’état de conscience) et le fonctionnement cognitif (MT) d’étudiants à faible rendement académique. Des étudiants (N = 101) en difficultés scolaires et ayant une note pondérée de moins de 3.0/4.0 ont été recrutés à l’Université McGill. Ceux-ci ont complété des tests mesurant leur bien-être, personnalité, fonctionnement cognitif et ont ensuite été assignés par hasard soit au groupe expérimental (assignation intensive d’objectifs) ou au groupe contrôle (intervention neutre apparaissant efficace). Chaque mois, pendant quatre mois, les étudiants ont rempli des questionnaires sur leur état émotionnel. [...]

The problem of the study was to investigate the relationship between college students' spirituality levels and their alcohol use. Using a 56-item questionnaire modified from three other instruments, a convenience sample of 438 undergraduate students enrolled in an introductory Health Science course at Ball State University voluntarily completed the questionnaire in Spring semester 2005. Bivariate correlations indicated a statistically significant relationship between lower levels of alcohol use and higher levels of spirituality. Additionally, a statistically significant difference was found in the level of spirituality between males and females, Christians and Non-Christians, as well as in the drinking levels between students younger than 21 years of age and students 21 years of age and older. Results of this study conclude that the more spiritual college students are, the less likely they are to participate in unhealthy drinking behaviors. Based upon the findings and within the limitations of they study, spirituality seems to serve as a protective factor against alcohol use. / Department of Physiology and Health Science

There is no abstract available for this dissertation. / Department of Educational Psychology