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Parents' constructions of the role of the helping professional in learning supportZimmerman, Lisa. January 2006 (has links)
Thesis (M.Ed.(Educational Psychology))-University of Pretoria, 2006. / Includes bibliographical references. Available on the Internet via the World Wide Web.
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Polyamrous attitudes/lifestyle and interactional qualities of the primary relationship /Chin-Ortiz, Shi-Ming Peggy. January 2008 (has links)
Thesis (Psy.D.)--Alliant International University, California School of Professional Psychology, San Francisco, 2008. / Includes bibliographic references (33-38) and abstract.
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Parental status : a new construct describing adolescent perceptions of stepfathersGamache, Susan 11 1900 (has links)
This research investigated the effects of mothers' and stepfathers'
parental behaviors on late adolescent adjustment and the moderating effects of
stepfathers' parental status on the relationship between stepfathers' parental
behaviors and late adolescent adjustment. In Study 1 a measure for parental
status (PSI: The Parental Status Inventory) was developed. Parental status, as a
social cognition, addresses the degree to which the stepparent is perceived as a
parent by the stepchild, the stepparent, and/or the residential parent. Findings
resulted in a 14-item scale with good reliability (Cronbach's alpha .97). The PSI
was moderately associated with attachment and closeness to the stepparent but
was not associated with peer attachments. The PSI had a low to moderate
association with the age of the respondent at the time the stepfamily originated.
In Study 2, the effects of late adolescent perceptions of parental behaviors
by mothers and stepfathers on late adolescent adjustment and the moderating
effects of stepfathers' parental status on the relationship between his parenting
behaviors and late adolescent adjustment were explored.
Results of a series of hierarchical multiple regression analyses with
interaction terms indicated that, of mothers' and stepfathers' parenting
behaviors, only mothers' connection explained a significant amount of variance
(10%) in female adaptive behaviors. The models explaining problem behavior in
late adolescents did not show significant results for either females or males.
Additional findings were that parental status did not moderate the effects
of stepfathers' connection, regulation or psychological control on late adolescent
adaptive or problem behaviors for either females or males.
In summary, parental status did not moderate the variables in question.
However, the evidence from this research suggests that the construct of parental
status is valid and that the PSI is a valid and reliable measure. Together the
construct of parental status and the PSI have the potential to contribute to the
development of knowledge in stepfamilies in theoretical, research and clinical
settings. / Education, Faculty of / Educational and Counselling Psychology, and Special Education (ECPS), Department of / Graduate
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The problem of the pedagogic relationship between the educator and the educand in black urban areasCemane, Kenny Benedict January 1984 (has links)
Subnitted in fulfilment
of the Requirements of the
Degree of
MASTER of EDUCATION
In the Department of Philosophy of Education
at the
University of Zululand, 1984. / The problem of this investigation lies on the urban
Black child and how his environment may affect his
relationship with the teacher. Being a Black child in
an urban environment presupposes that he or she is a
person of'; two worlds- the traditional and the modern
technocentric world. The modern school education aims
at making him a fully - functionihg adult who will be
part of this new age. How does he then relate to the
teacher and the school system?
The urban environment is too much of a hustle and
bustle where divergent values and modes' of conduct and
behaviour abound. For an urban child the confines of
the backyard are too narrow for him and the lures of the
streets are overpowering, and he or she is moved by the
irresistible spirit of physical and psychic activity and
is likely to absorb and reproduce whatever meets his or
her vision. Whenever there is quarrelling and fighting
there urban children throng. Wherever there is an
arrest or revolting scene, there children flock, eager
to know all about it. Will these .depraved tastes, and appetites not af'fect pupil-teacher relationship in an
organised school setting?
The urban environment is much too complex with
different forms of stratification and greater mobility,
less parental authority and dimished close interpersonal
relationships. How does this affect him when he is under
the tutelage of his teacher,?
To investigate this problem, the phenomenological
method of investigation is undertaken within the ambit of
philosophy of education, the aim being reflecting,
analysing and evaluating the encountered situation; using
results of experience and research in relation to the
issue in question in order to see educa.tion comprehensively
and constructing a guide to action in respect of the
problems uncovered by the investigation.
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Covering FacesFunk, Amanda J. 10 August 2009 (has links)
No description available.
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The MNC as an Externally Embedded Organization: An Investigation of Embeddedness Overlap in Local Subsidiary Networks.Nell, Phillip C., Ambos, Björn, Schlegelmilch, Bodo B. January 2011 (has links) (PDF)
MNCs have been conceptualized as differentiated networks that, in turn, are embedded in external networks. Previous research has predominantly focused on the embeddedness of established subsidiaries into their local environment, omitting to shed light on the phenomenon of headquarters linkages to the local context which creates embeddedness overlap. We develop a model of why MNCs develop overlapping linkages to local subsidiary networks even if the subsidiaries have grown out of the initial start-up phase. Using detailed information on 168 European subsidiaries, we find that MNCs build and maintain more overlapping network ties when subsidiaries are high performers, hold important resources, operate in turbulent environments, and are closely connected to multinational actors as opposed to purely domestic firms. (authors' abstract)
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Stress and coping: the experiences of parentsin caring children with dyslexiaFong, Siu-wai, Scarlet, 方少慧 January 2006 (has links)
published_or_final_version / abstract / Clinical Psychology / Master / Master of Social Sciences
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Chinese teachers' authority in cross culture classrooms = Zhong wen jiao shi zai kua wen hua jiao xue zhong dui jiao shi quan wei de li jie he tai du de yan jiu / Chinese teachers' authority in cross culture classrooms = 中文教師在跨文化教學中對教師權威的理解和態度的研究Wu, Hanxiao, 吳晗瀟 January 2014 (has links)
本文主要探討了中文二語教師在跨文化教學中對教師權威的理解和態度。東西方文化的差異在教師權威方面的表現,是彼此對師生間權力距離的認同並不一樣,東方文化中,權力距離較大,教師更為權威;而西方文化則權力距離較小,學生擁有更多的自由。本研究採訪了香港某國際學校的9名中外二語教師,得出結論:中文二語教師還是重視尊師重道的傳統,但對於教師權威已有了與時俱進的理解,面對外國學生,師生互相協商、尊重,從而達到課堂的學習目標才是教師權威的真正意義。受訪者採取1)樹立嚴師形象、運用獎懲機制;2)從學生角度考慮,尊重、幫助學生;3)自我提升,贏得學生尊重的方式,來應對學生挑戰教師權威的行為。影響受訪者形成如上教師權威的理解和態度,并選擇用以上的方式應對學生挑戰教師權威行為的策略,因素为:成長環境和教學經驗;獎懲制度和職位的肯定;個人性格、師生關係;以及網絡時代的挑戰;教師需要通過不斷進修、學習來提升自我。
本文通過分析跨文化教學中,中文教師的教師權威的理解和態度,應對策略和影響因素,引出思考和啓發:1)教師權威需要被重視和理論化;2)教師權威應在跨文化教學中因應學生的需要而轉變;3)區別對待中外學生的原因在于用不同的方法,達到公平、一視同仁的結果,希望學生的需要得到重視和照顧;4)學校教育與社會的關係意味著教師權威被理論化的重要性;5)當代教育學者應著手將教師權威理論化,從而也能使中文二語教師在跨文化教學中有據可循,重建教師權威。 / published_or_final_version / Education / Master / Master of Education
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Mothers and daughters-in-law : a study of intergenerational relationships between family womenCotterill, Pamela January 1989 (has links)
No description available.
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Attachment styles in adult personal relationships : affective and cognitive processes of interpersonal interactionKafetsios, Konstantinos January 1997 (has links)
No description available.
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