The achievement (as indexed by standardized test scores) of 56 (54 females and 2 males) private school children was studied in relation to demographic (social status and gender), behavioral (three indicators of persistence), dispositional (clinical and psychometric measures of narcissism), and ability (Otis-Lennon) factors. A clinical procedure and device were developed to augment the information yielded by those procedures whose purpose was primarily the generation of quantitative data. The qualitative and quantitative material was studied together to explore Freud's distinction between libidinal types, which might be implicated in differences in cultural (e.g., school) achievement. Results are discussed in relation to research, assessment, and educational issues. / Arts, Faculty of / Psychology, Department of / Graduate

No description available.

Over the years, extensive research has been conducted in the field of underachievement. Many solutions to the problem have been put forward, none of these proposals universally addressing the problem. The present research's aim was to address the problem of underachievement ecosystemically. For this pu~ose, through the process of a series of interviews, information was gathered about the underachieving behaviour of a particula~pc"a'nd his interaction with his teachers and his parents in connection with his behaviour. It was found that the underachieving behaviour could be described as part of a larger interactive pattern, characterised by compliant/noncompliant behaviour on the part of the pupil, and involved/non-involved behaviour on the part of the teachers and parents. / Psychology / M.A. (Clinical Psychology)

Thesis (M. Ed.)--University of Hong Kong, 1999. / Includes bibliographical references (leaves 83-89).

Thesis (M.Ed.)--University of Hong Kong, 1999. / Includes bibliographical references (leaves 83-89). Also available in print.

Over the years, extensive research has been conducted in the field of underachievement. Many solutions to the problem have been put forward, none of these proposals universally addressing the problem. The present research's aim was to address the problem of underachievement ecosystemically. For this pu~ose, through the process of a series of interviews, information was gathered about the underachieving behaviour of a particula~pc"a'nd his interaction with his teachers and his parents in connection with his behaviour. It was found that the underachieving behaviour could be described as part of a larger interactive pattern, characterised by compliant/noncompliant behaviour on the part of the pupil, and involved/non-involved behaviour on the part of the teachers and parents. / Psychology / M.A. (Clinical Psychology)

No description available.

No description available.

Through a descriptive case study methodology, this thesis describes the possible impact of an inquiry curriculum on four low-achieving students' causal attributions. Inclass observations, retrospective interviews and questionnaires were used to examine the possible effects of this instructional approach on the students' causal thinking patterns. Inquiry was found to have a possible influence on three of the four students' causal attributions. These three student's causal attributions shifted from a maladaptive pattern to a more adaptive pattern while using an inquiry curriculum. Inquiry was believed to be linked to the changes found in three of the students insofar as effort and control are integral parts of an inquiry curriculum. The fourth student's attributional pattern was largely unaffected by the inquiry curriculum. The results are further interpreted in light of the instructional context and the teacher's influence and control over the inquiry process.

There is no abstract available for this thesis.