Thesis (Ph. D.)--Virginia Polytechnic Institute and State University, 1994. / Vita. Abstract. Includes bibliographical references (leaves 111-129). Also available via the Internet.

Thesis (Ph. D.)--University of Texas at Austin, 1999. / Vita. Includes bibliographical references (leaves 131-143). Available also in a digital version from Dissertation Abstracts.

Zeng, Xihua. / Thesis (Ph.D.)--Chinese University of Hong Kong, 2009. / Includes bibliographical references (leaves 129-149). / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Abstract also in Chinese; appendixes in Chinese.

Text in Afrikaans / In hierdie studie word die invloed van subtiele ouerlike verwerping op die leefwereld van die adolessent aangespreek. Subtiele ouerlike verwerping manifesteer nie net in die afwesigheid van liefde en warmte in die ouer-kind verhouding nie, maar vind ook neerslag in fisiese-, emosionele- en opvoedingsverwaarlosing. Uit die literatuurstudie blyk dit dat ouerlike houdings, wat in hul opvoedingstyl weerspieel word, bepalend is vir die adolessent se belewing van aanvaarding of verwerping. Oorsake van ouerlike verwerping setel in ouers se agtergrond, hul huidige omstandighede en die kind self. In die empiriese ondersoek is die leefwereld van die adolessent wat ouerlike verwerping beleef, verken. Volgens die resultate blyk dit dat hierdie adolessente se relasies problematies is, dat hulle 'n lae selfbeeld het en dat hulle gevoelens van angs en minderwaardigheid beleef. / This study addresses the influence of subtle parental rejection on the life world of adolescents. Subtle parental rejection manifests not only in the lack of warmth and love in the parent-child relationship but also in physical, emotional and educational neglect. From the literature study it is evident that, parental rejection which is reflected in their educational style will determine whether a child experiences rejection or acceptance. Causes of parental rejection reside in the background of parents, their existing circumstances and also in the rejected child itself. The empirical study investigates the life world of adolescents who experience subtle parental rejection. According to the results it seems that these adolescents experience problematic relationships, they have a low self-image and also experience feelings of anxiety and a sense of inferiority. / Psychology of Education / M. Ed. (Sielkundige Opvoedkunde)

Thesis (MA)--University of Stellenbosch, 2003. / ENGLISH ABSTRACT: The primary aim of this study was to identify factors contributing to the adjustment of adolescents whose parents are divorced. Learning theory and schema theory were evaluated as possible explanations for the variance found in the adjustment of these adolescents. The secondary aim of the study was to research the possibility of attitude to divorce acting as a mediator between the parent-adolescent relationship and adolescent adjustment (a possibility suggested by schema theory). Self-report questionnaires were completed by first year Psychology and Economics students at Stellenbosch University. 293 students completed the questionnaires, but as only 39 of these students came from divorced families, 38 of the data sets from students with married parents were randomly selected for use in the study. Respondents completed Antonovsky's Life Orientation Questionnaire (measuring adjustment); Hudson's CAM and CAF questionnaires (measuring relationships with mother and father, respectively); and a set of questions measuring attitude to divorce; as well as a biographical questionnaire. The results showed only limited evidence for attitude to divorce acting as a mediator between the parent-adolescent relationship and adolescent adjustment. Schema theory is therefore not supported conclusively, although further research is recommended. Results did, however, support learning theory as an adequate explanation for the positive correlations found between parent-adolescent relationships and adolescent adjustment. Knowledge of the importance of learning theory in explaining adolescent adjustment can increase parents' awareness of their influence on their children's adjustment. This knowledge can also be used in the design of therapeutic programmes for families going through divorce. / AFRIKAANSE OPSOMMING: Die hoofdoelstelling van hierdie ondersoek was om faktore te indentifiseer wat bydra tot die aanpassing van adolessente wie se ouers geskei is. Leerteorie en skemateorie is geevalueer as moontlike verkJarings vir die variansie in die aanpassing van die adolessente. 'n Sekondere doel was om die moontlikheid te ondersoek dat die adolessent se houding teenoor egskeiding 'n rol kan speeI in die ouer-adolessent verhouding en die aanpassmg van die adolessent (die moontlikheid voIg uit skemateorie). Selfrapporteringsvraelyste is deur onderskeidelik eerstejaar studente in Sielkunde en Ekonomie aan die Universiteit van Stellenbosch voltooi. 293 studente het die vraelyste voltooi, maar omdat net 39 van hierdie studente uit geskeide gesinne gekom het, is 38 studente met getroude ouers in die ondersoek ingesluit. Studente het Antonovsky se Lewensorientasievraelys (wat aanpassing meet); Hudson se CAM en CAF-vraelyste (wat verhoudings met die rna en pa meet); en 'n stel vrae wat houding teenoor egskeiding meet; sowel as 'n biografiese vraelys voltooi. Beperkte bewys is gevind vir die moontlikheid dat houding teenoor egskeiding bemiddelend optree tussen die oueradolessent verhouding en die aanpassing van die adolessent. Skemateorie kon gevolglik nie bewys word nie, alhoewel verdere ondersoeke aanbeveel word. Die resultate ondersteun leerteorie as 'n goeie verduideliking vir die positiewe korrelasie wat bestaan tussen ouer-adolessent verhouding en die adolessent se aanpassing. Kennis van die belangrikheid van leerteorie as verduideliking vir die aanpassing van adolessente beklemtoon die beJangrike invloed wat die ouers se aanpassing op hul k.inders se aanpassing het. Die kennis kan ook gebruik word in die ontwerp van terapeutiese programme vir gesinne wat egskeiding beleef.

The problem of this study was an investigation into the relationships between personality adjustment and perceived behavior in school and dormitory life of the residents of Boys Ranch, Texas.

The aim of this study is to analyse and describe how resilient adolescent learners in a township school cope with school violence in order to develop and recommend a model to promote resilience in coping with school violence. As basis for this study violence is described and explained in the theoretical framework of the ecosystemic theory, as well as the social learning and cognitive behavioural theories. Based on these theories violence is discussed as a reaction and as an action that occurs through reciprocal interaction between the systems and the social environment. Through this interaction adolescent learners could be exposed to individual, family, community and school related risk factors and external barriers, which could have psychological impact, and could lead to a path of violence and self-destruction. Thus, the view of the study is that some learners have the ability and skills to cope with school violence, whilst others are not capable of coping with school violence. However, both groups could learn coping skills. This study wishes to further show that in order for adolescent learners in a township school to cope with school violence certain intrapersonal characteristics and social interpersonal skills of resilience, as well as external protective factors should be present. Therefore, background to research into the theories of resilience and coping based on Salutogenesis is provided. Salutogenesis stresses the importance of how well-being (resilience and coping) is created and maintained. The specific research design selected for this study is a case study and is qualitative, explorative and descriptive in nature. This research design is also emergent and is logically constructed according to qualitative research methods to ensure credibility and validity if the study. The research design further provides clear direction for the way in which the fieldwork is undertaken. A two-pronged approach was followed with the data collection. First, a pilot study was done for refinement of questions and data collection formats as well as for understanding the realities of the fieldwork and research process. Secondly, the data were collected from participants in three different phases, including gathering of background information of the school; obtaining views about school violence, resilience and coping; as well as collecting data from resilient adolescent learners about their violent experiences and how they coped with school violence. The process of analysis that was followed was to describe the protocol for all phases; to identify and describe the themes that emerged from the data of all phases; and to present a clear profile of each resilient adolescent learner. The results were presented within a narrative that should provide the reader with enough information to determine whether the findings of the study could possibly apply to other people or settings. The findings of the study revealed that many adolescent learners in the township school experienced direct incidences of violence either at school or in the community. The most common types of violence reported by the participants, are bullying, fighting, swearing, gangsterism, carrying of weapons, stabbing and gambling. Other contributory factors are racism and substance abuse. Reportedly, the nature of violence changed over the years because of efforts, mainly from the educators, to develop a workable discipline system. It was also found that there were learners at this school who coped with school violence because of intrapersonal characteristics of resilience, social interpersonal skills, and external factors. The intrapersonal characteristics of resilience are an appealing temperament; sense of coherence; internal locus of control; positive self-concept; being future directed, and belief in a Higher Being. The social interpersonal skills are communication skills, cognitive skills, and conflict resolution skills. The external factors are family support and social support. Based on these findings this thesis develops and recommends a systemic-based model to promote resilience in adolescent learners in coping with school violence in a township school. / Prof. R.E Swart

Thesis (Ph. D.)--University of Oregon, 2001. / Typescript. Includes vita and abstract. Includes bibliographical references (leaves 84-96). Also available for download via the World Wide Web; free to University of Oregon users.

Thesis (Ph. D.)--University of Washington, 2001. / Vita. Includes bibliographical references (leaves 51-56).

One criticism of previous work in the field of adolescent development has been the paucity of research examining the unique and combined contributions of different developmental contexts on adolescents' functioning. In an attempt to address this issue, the current study examined adolescents' perceptions of autonomy and relatedness within parent, peer, and school contexts in relation to school functioning and psychological adjustment. Adolescents (N = 478) in Grades 8, 9, and 11 completed self-report questionnaires assessing feelings about their relationships with parents and peers, and perceptions of school. Teachers completed ratings of adolescents' strengths and competencies. Academic achievement was assessed using end of year school grades. Results revealed several significant gender and grade differences. Whereas girls reported greater deidealization of their parents and peers, and higher quality of attachment to peers than did boys, boys- reported being less dependent on their peers than did girls. Overall, adolescents in grade nine were more dependent on their peers and reported more trust and communication in their peer relationships than did adolescents in grade eight. Correlational results indicated that school functioning was positively associated with school autonomy, parental attachment, peer attachment and school belonging, and that problems in psychological adjustment were negatively associated with peer autonomy, school autonomy, parental attachment, peer attachment, school belonging, and positively associated with parental autonomy. Results of the multiple regression analyses indicated that autonomy and relatedness variables accounted for significant amounts of variance in GPA, teacher-rated school competencies, internalizing problems, and externalizing problems. Analyses also revealed variables which uniquely predicted areas of functioning across contexts and gender. This cross-sectional study provides new theoretical insights regarding relations of autonomy and relatedness to school functioning and psychological adjustment during adolescence across multiple contexts. The findings contribute to a more thorough understanding of the dimensions of autonomy and relatedness that may have important implications for educators and parents of adolescents for improving educational practice and for promoting school success and positive adjustment.