Thesis (M.Ed. (Curriculum Studies) --University of Limpopo, 2013 / This qualitative study was conducted to explore the challenges experienced by teenage mothers in Hlanganani South Circuit Secondary Schools in the Vhembe District in Limpopo, South Africa. Hlanganani South circuit is made up of seven secondary schools and out of these seven three were sampled because of their vicinity and the high number of teenage mothers in them. A purposive sample was conducted wherein twelve teenage mothers aged between twelve to eighteen years, three educators and three School Management Team members from these secondary schools were sampled to explore the challenges that teenage mothers come across in these schools. Data were collected using two methods, namely: semi structured interview and documents analysis. Semi structured interviews were used to gather information from both teenage mothers and educators while documents such as period registers, attendance registers, morning study registers, permission register, winter enrichment programme registers, afternoon study register, quarterly schedules and continuous assessment tasks were used to explore the challenges faced by teenage mothers in secondary schools. Data from semi structured interview with teenage mothers were analysed and the following themes and categories emerged: difficulty in balancing schooling and motherhood, negative attitude by educators towards teenage mothers, negative attitude of peers, lack of extra lessons/catch up programmes for teenage mothers, lack of optional tasks/tests for teenage mothers, lack of counselling and support for teenage mothers, and lack of structures for teenage mothers. On analysing data from educators, the following categories emerged: lack of cooperation from teenage mothers, lack of commitment by teenage mothers on academic matters, poor school attendance, lack of time for extra lessons, and lack of time for optional tasks/tests. The analysis of data from documents indicated habitual absenteeism, dodging of lessons (morning and afternoon), missing tasks and poor performance by teenage mothers. The key findings of the transcribed interviews indicated that teenage mothers had difficulty in balancing schooling and taking care of their children, because they lacked support from their educators, peers, parents and the community at large. In order for teenage mothers to succeed with their schooling, maximum support is needed from all stake holders, that is peers, parents, educators and the whole community structures.

Thesis(M.S.)--Auburn University, 2005. / Abstract. Includes bibliographic references (p.75-79).

Thesis (M.Soc.Sc. Psychology)--University of Waikato, 2007. / Title from PDF cover (viewed April 2, 2009) Includes bibliographical references (p. 139-143)

Thesis (Ed. D.)--Illinois State University, 1993. / Title from title page screen, viewed February 16, 2006. Dissertation Committee: Lanny E. Morreau (chair), Jeffrey Hecht, Paula Smith, Miryam Assaf-Keller. Includes bibliographical references (leaves 112-123) and abstract. Also available in print.

Thesis (M. S.)--Texas Tech University, 2005. / "August 2005." Title taken from title screen (viewed October 23, 2007). Includes bibliographical references (p. 68-71) and appendices.

Pregnant and parenting adolescents participated in a study examining their levels of anxiety, depression, self-esteem, self-worth, social support, and acculturation, as well as parenting stress and ratings of their children (for parenting adolescents). A total of 166 females (74 pregnant adolescents and 92 parenting adolescents) ranging in age from 13- to 19-years participated in this study. Results indicated that pregnant and parenting adolescent females reported nonclinical levels of emotional and behavioral functioning on average and did not differ in their ratings, except that parenting adolescents reported greater levels of anxiety than pregnant adolescents. In addition, parenting adolescents reported nonclinical levels of parenting stress but reported at-risk clinical functioning of their children in most age groups. Findings also indicated that social support correlated significantly and negatively with internalizing behavioral problems and externalizing behavioral problems for pregnant adolescents, whereas social support was not related to parenting distress, dysfunctional parent-child interaction, or difficult child temperament for parenting adolescents. These results suggested that interventions for parenting adolescents and their children may be helpful for improving their functioning.

The purpose of this study was to determine the similarities and differences between pregnant/parenting teens and other young women who drop out of high school. It also sought to determine the characteristics which discriminate between pregnant or parenting teens who continue with school and those who drop out. A comparison of 33 female high school dropouts with 47 dropouts from an alternative program for pregnant/parenting teens produced a discriminant function which accounted for 99% of the variance between the groups and correctly classified 74% of the subjects by group. Examination of the discriminating variables did not produce the expected variables such as school performance, educational aspirations, and value of education to friends. The results indicated that the two groups of dropouts did not differ in educational background variables and that pregnancy alone did not cause otherwise capable students to drop out of school. It was found that pregnant/parenting dropouts were more likely to be Hispanic, from families who valued education less, and have lower career and college aspirations than other dropouts. The second comparison of 47 pregnant/parenting students who dropped from the alternative program with 67 who maintained enrollment, produced a discriminant function which accounted for 86% of the variance between groups and correctly predicted group membership for 93% of the subjects. Among the variables which defined this function were grade point average, attendance, importance of education to family and friends, educational aspirations, past drop out, sports activities, more than one child, self-esteem, SES, and being minority. These are typical of the differences between any dropouts and enrolled students regardless of the pregnancy.

No description available.

Thesis (M.A.)--University of Notre Dame, 2004. / Thesis directed by Xuan Orali Minh Stevens for the Department of Psychology. "December 2004." Includes bibliographical references (leaves 67-74).

Thesis (M.S.)--University of Michigan, 1997. / Includes bibliographical references.