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The purpose of this research was threefold: 1) to develop empirically sound measures of classroom interaction including self-report and behavioral assessment instruments, 2) to test a proposed interactional model of classroom interaction patterns by conducting behavioral observations of college classrooms, and 3) to assess for gender inequity at the post-secondary level. In Study 1, two instruments were developed to tap students' self-report of classroom climate and instructors' sensitivity to gender and cultural issues. Several test administrations of the student self-report measure, the Classroom Atmosphere Questionnaire (CAQ), demonstrated the instrument to be valid and reliable for assessing student appraisal of their classroom environment. The CAQ also evidenced good internal consistency, high test-retest reliability, and the ability to discriminate between classrooms. Furthermore, clear factor structures emerged when factor analyses were performed over multiple administrations. The Instructor Sensitivity Questionnaire (ISQ) was developed to measure the degree to which instructors are sensitive to cultural and gender issues in the classroom. The ISQ was found to be internally consistent, to discriminate between instructors, and to predict perceived classroom environment. Using the instruments developed in Study 1, a behavioral assessment of classroom interactions was carried out which included 24 classrooms from 8 different university departments. In order to examine classroom interaction patterns thoroughly and to provide support for the proposed model, Study 2 included the assessment of several independent and dependent variables such as instructor and student sex, instructor sensitivity to gender/race issues, class size, student volunteering, student hand-raising, instructor calling on students and student perceptions of their classroom environment. A behavioral assessment instrument was developed to assess various dimensions of college classroom interactions and evidenced strong inter-rater reliability. The results from study 2 provide support for the proposed model as several instructor, student and classroom environment variables influenced classroom interaction patterns. Finally, the results indicated that there was no evidence of gender inequity in the classrooms observed. Male and female students evidenced no differences in their classroom interaction behaviors and were not interacted with differentially based on their sex. / Ph. D.

by Sonya Y.W. Law. / Includes Chinese and English questionnaires. / Thesis (M.Phil.)--Chinese University of Hong Kong, 1997. / Includes bibliographical references (leaves 80-89). / ABSTRACT --- p.II / ACKNOWLEDGEMENTS --- p.III / TABLE OF CONTENTS --- p.IV / LIST OF TABLES --- p.V / LIST OF APPENDICES --- p.VII / Chapter CHAPTER I - --- INTRODUCTION / The phenomenon of informant discrepancy on child and adolescent psychopathology --- p.8 / Variables affecting the agreement of informants in rating child and adolescent psychopathology --- p.11 / Who is the reliable and valid informant? --- p.25 / Focuses of the present study --- p.30 / Chapter CHAPTER II - --- METHOD / Subjects --- p.33 / Instruments --- p.34 / Procedure --- p.38 / Statistical analyses --- p.38 / Chapter CHAPTER III - --- RESULTS / "Internal Consistency of the CBCL, YSR, TRF syndrome scales and interrelation among syndromes scales" --- p.40 / Informant concordance - on the severity of reported symptoms --- p.46 / "correlation between parent's, teacher's, and child's rating" --- p.53 / "Association between parent-, teacher-, child-rated internalizing and externalizing problems and the external correlates of psychopathology" --- p.61 / Predictive ability of ratings from different informants on the external correlates of psychopathology --- p.64 / Chapter CHAPTER IV - --- DISCUSSION / Informant agreement on the severity of symptoms --- p.68 / "Correlation between ratings of different informants in relation to adolescent's sex, age, clinical status, and type of psychopathology" --- p.72 / Association between ratings from different informants and the external correlates of psychopathology --- p.75 / "Predictive ability of parent's, teacher's and adolescent's rating on the external correlates of psychopathology" --- p.77 / REFERENCES / APPENDICES

Dissertation (Ph.D.)--The University of North Carolina at Greensboro, 2008. / Directed by Rosemery Nelson-Gray; submitted to the Dept. of Psychology. Title from PDF t.p. (viewed Jan. 28, 2010). Includes bibliographical references (p. 50-65).

Thesis (M.A.)--Denver Conservative Baptist Seminary, 1998. / Abstract. Includes bibliographical references (leaves 81-89).

Beck's cognitive diathesis-stress theory has generated much research into the etiology of depression. Central to the theory are depressogenic schemata that interact with stressors, resulting in increases in depressive symptomatology. These schemata are commonly assessed using the Dysfunctional Attitudes Scale (DAS). Importantly, the DAS was not designed for use in children---it has been validated with adults and contains advanced language. Thus, the Child and Adolescent Dysfunctional Attitudes Scale (CADAS) was developed. / Study 1 sought to psychometrically validate the CADAS. 453 children completed the CADAS item pool and measures assessing divergent validity. The CADAS was readministered 3 weeks later. Items were retained based on item-total correlations, internal consistency, and factor analyses. The finalized CADAS is a 22-item self-report measure with a unidimensional factor structure and sound psychometric properties. / Study 2 tested Beck's theory using the CADAS to assess depressogenic schemata as a vulnerability factor for depression. An independent sample of 241 children completed the CADAS and a measure of depression one week before receiving school report cards (Time 1). The morning after receiving reports (Time 2), stress was assessed by obtaining parents' reactions to reports, and with an index of children's subjective acceptable grades compared to actual grades. Five days later (Time 3), depression was reassessed. / As hypothesized, regression analyses collapsing across age revealed that Time 1 CADAS interacted with Time 2 parental stress to predict changes in depression from Times 1 to 3. High-CADAS children showed greater increases in depression relative to low-CADAS children when facing the stress of parental anger and disappointment regarding their grades. Consistent with cognitive-developmental theory, planned supplemental analyses indicated that the CADAS x stress interaction predicted depressive changes only in older, formal-operational children. The relationship between the CADAS x stress interaction and depressive changes was mediated by negative views of the self, but not by views of the world or of the future. / This work yields a measure of depressogenic schemata in school-aged children that further contributes to understanding their etiology of depression. These schemata, together with negative views of oneself, may be important targets for modification in the cognitive therapy of childhood depression.

The current study examined the hypothesis that in the presence of a stressor, the social context (dyad relationship versus a group relationship) can influence whether children and adolescents display internalizing as opposed to externalizing emotions and behaviors. Specifically, it was hypothesized that more internalizing relative to externalizing behaviors would be reported to occur in a dyad than a group. Three hundred and eighty-six children and adolescents (176 females and 210 males) from three grade levels (1,5, and 10) participated in the study. A measure was developed to simulate, as closely as possible, two realistic stressful events that might typically arise in the daily lives of school age children and adolescents. Participants were asked to rate how other children their age and gender would respond in these situations, with the intention of tapping into children and adolescents' knowledge of the occurrence of internalizing versus externalizing responses. The findings partially supported the hypothesis that the social context regulates expectations for emotional and behavioral responses to the same stressor in children and adolescents. Following a conflict, both female and male participants reported expecting higher rates of internalizing relative to externalizing emotions and behaviors for the target individuals in the dyadic versus group context.

Thesis (Ph.D.). / Written for the Dept. of Educational and Counselling Psychology. Title from title page of PDF (viewed 2008/07/28). Includes bibliographical references.

Thesis advisor: David P. Wacker, Stewart W. Ehly. Includes bibliographic references (p. 164-183).

Thesis (M.A.)--Denver Conservative Baptist Seminary, 1998. / Abstract. This is an electronic reproduction of TREN, #090-0011. Includes bibliographical references (leaves 81-89).