Thesis (Ph. D.)--University of Texas at Austin, 2008. / Vita. Includes bibliographical references.

Thesis (M.A. in Theological Studies)--Associated Mennonite Biblical Seminary, 2000. / Abstract. Includes bibliographical references (leaves 171-182).

Thesis (M.A. in Theological Studies)--Associated Mennonite Biblical Seminary, 2000. / Abstract. Includes bibliographical references (leaves 171-182).

Call number: LD2668 .T4 1984 S64 / Master of Science

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 ...

Thesis (M. Arch.)--Massachusetts Institute of Technology, Dept. of Architecture, 1981. / Includes bibliographical references (p. 190-194). / Play is a form of behavior common to all people. A person's propensity to play depends not only on his physiological and emotional state, but also on his surroundings. This thesis investigates environmental qualities condusive to play, and poses some ideas about how designers can provide opportunities for both active and fantasy play in places that we use on a regular basis. The thesis addresses the issue of 'what is play?' by establishing a working definition of play in terms of an individual player and his surroundings. This definition then serves as the basis for evaluating how a number of quite different environments afford play for their users. These observations provide the framework for developing some design parameters which an architect might use in designing places that afford play. The parameters are then applied to a short design exploration of how the main corridor at MIT might be redesigned to better afford play. / by Paul Eric Fallon. / M.Arch.

Thesis (Ph. D.)--University of Texas at Austin, 2000. / Vita. Includes bibliographical references (leaves 278-301). Available also in a digital version from Dissertation Abstracts.

Thesis (M.S.)--West Virginia University, 2003. / Title from document title page. Document formatted into pages; contains iv, 53 p. Includes abstract. Includes bibliographical references (p. 42-43).

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This qualitative study of humour theory provides a broad descriptive account of the current status of humour theory within the multidisciplinary context of human and social studies. The nature of qualitative research is examined in terms of its relevance to humour research studies. Qualitative research is found to be a generic term applying to a range of types of data collecting approaches that fall outside the ambit of quantitative paradigms. Quantitative methods are shown as having limited applicability to humour studies which are primarily reliant on data collecting. Humour is examined in terms of its biological, phylogenetic and historical antecedents. The emergence of schools of humour theory is discerned; and a study is made of changing social perceptions of humour in terms of the 'ruling discourse'. Humour theory is examined in terms of parameters of contemporary research which entails the processes of defining humour and theorizing about humour in terms of a variety of variables. Critiques are provided of Murdock and Ganim's macro-level descriptive study of humour definitions and theories as well as of Apter's reversal theory of humour. Reflectivity is employed as a qualitative approach to analyse the personal experience of a 'humorous event'. Attention is also given to the relevance of orality, oral tradition and anthropological perspectives to humour research. Finally, recommendations are made for further research. / Thesis (M.A.)-University of Natal, 1998.