Thesis (Ph. D.)--University of Hong Kong, 2000. / Includes bibliographical references (leaves 441-479).

Thesis (Ph. D.)--University of Wisconsin--Madison, 1969. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliography.

Thesis (Ph. D.)--Oregon State University, 2010. / Printout. Includes bibliographical references (leaves 140-151). Also available on the World Wide Web.

Thesis (M.Ed.) - Memorial University of Newfoundland, 1978. / Bibliography: leaves 130-139. Also available online.

Thesis--Wayne State University, Dept. of Education. / Vita. eContent provider-neutral record in process. Description based on print version record. Bibliography: leaves 224-234.

Thesis (M.S.)--University of Wisconsin--Madison, 1984. / Typescript. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 84-87).

Thesis submitted to the Faculty of Education in fulfillment of the requirements for the degree of Doctor of Education in the Department of Educational Psychology at the University of Zululand, 1999. / Since the emergence of the new democratic dispensation in the South African political arena, promises of more work opportunities, and hence a better life-style for the previously deprived citizens, inundate the media. The financial staff of the Sunday Tribune (February 9, 1997 :1) state that the government has committed itself to a coherent market-oriented economic growth plan in its Growth, Employment and Redistribution strategy (Gear). There appears to be tremendous shortages of personnel skilled in the economic sciences and as a result more students have undertaken to study economics so that they may have the necessary qualifications to gain access to these economically-linked careers. By directing this research specifically at the career aspirations of undergraduate economic students, much could possibly be done in teaching, and guiding them toward the realisation of their aspirations. The aims of this study were: * To pursue a study of relevant literature on achievement motivation, career choice and the self-concept. * To undertake an empirical investigation into the career aspirations of a group of undergraduate economic students at the University of Zululand, Durban-Umlazi campus. * To provide certain guidelines and recommendations regarding the inclusion of economics in a university curriculum that may help the student realise his career aspirations. Research with regard to this study was conducted as follows: * A literature study of available, relevant literature. * An empirical study comprising self-structured questionnaires completed by 304 undergraduate economic students of the University of Zululand (Durban-Umlazi Campus). The findings revealed, inter alia, that there are more female students engaged in further tertiary education; some students find it difficult to obtain career information; great difficulty is experienced by some students in getting to 'know themselves'; some students are not adequately trained in decision-making skills, and there is a limited number of trained vocational guidance counsellors to help them with career related problems. In the light of the aims and findings of the study, the following were recommended to tertiary educational institutions: provision of career resource centres; availability of trained vocational and subject advisors; establishment of employment contact offices, and an active mechanism should be set in motion to assist students to 'know themselves' and to develop their decision-making skills. This investigation has the following value: * It provides information on necessary prerequisites to enter economic-related careers. * The research served as an indicator of the relevance of economics in certain career aspirations.

No description available.

No description available.

Research on the comparison of educational aspirations among Black and White students has produced conflicting results. Some studies at the national level have shown that the level of educational aspirations for college between these two groups is similar, while other studies at the state, regional, or local level have shown differences. The National Education Longitudinal Study (NELS: 88) database and its 1990 and 1992 follow-ups were used to answer questions and test hypotheses about these differences. The NELS: 88 database is comprised of data initially collected on almost 25,000 eighth graders and over 22,000 parents together representing more 1,000 public and private schools. The study sample was comprised of approximately 1,500 Black and over 9,500 White high school seniors who were part of the tenth to twelfth grade cohort, attended public school, and remained in the same region between tenth and twelfth grade. Data were examined to determine if there were regional influences on the relationship between students’ educational aspirations and their achievement in mathematics. Educational aspiration did not explain different amounts of variance in mathematics achievement across the four U.S. census regions. Region, however, was related to differences in White students’ aspiration but indicated no differences for Blacks. Sex and mathematics-curriculum were related to differences in aspirations within race for both Black and White students. For both races and regardless of region, a greater proportion of females aspired to attend 4-year college than males did. Students with aspirations, for 4-year college or more, tended to score higher on mathematics achievement tests than those students with aspirations for less than 4-year college. Whether students’ tenth-grade aspirations were the same or different from their twelfth-grade aspirations, no statistically significant difference was detected between their tenth and twelfth-grade achievement. As previous studies have shown, background variables (race, sex, and socioeconomic level) were statistically significant predictors of mathematics achievement. Prior mathematics achievement was an overwhelmingly strong predictor of future mathematics achievement. Once prior mathematics achievement was controlled, the aspirations of significant others (parents and teachers) played no role in explaining achievement in mathematics. / Ph. D.