Thesis (M.A.)--York University, 2000. Graduate Programme in Psychology. / Typescript. Includes bibliographical references (leaves 68-77). Also available on the Internet. MODE OF ACCESS via web browser by entering the following URL: http://wwwlib.umi.com/cr/yorku/fullcit?pMQ67736.

Background. Previous literature had examined how the adoption of cooperative, competitive and individualistic goal structures in academic tasks influence students’ altruistic behaviors. However, little research has investigated the relationship between goal structures in non-academic activities and children’s affective outcomes. Moreover, the specific differentiation of friends from ordinary acquaintances was seldom considered. Aims. This study compares the immediate effect of different goal structures in a non-academic task on children’s mutual liking. Sample. The participants were 116 fourth and fifth grade students in Hong Kong. Methods. Participants were paired to form friend and non-friend dyads and the dyads were randomly assigned into one of three experimental conditions: cooperative, competitive and individualistic. In all the three conditions, dyads were asked to do a photo-hunt task twice, but the content of instructions and the basis of reward were different. Results. In the cooperative condition, participants’ liking towards their partners had significantly increased, and the average rating was significantly higher than that in the competitive condition. Specifically, the increase in liking between non-friend dyads was greater than that in friend dyads. In competitive condition, the liking between friend dyads had significantly decreased, but the change in liking between non-friend dyads was not significant. No meaningful change was observed in the individualist condition. Conclusion. The findings suggested that children’s liking towards their peers would increase when they were given chance to cooperate with each other; and the liking might decline when they participated in activities that required competition. Implications for activity-planning and group composition are discussed. / published_or_final_version / Educational Psychology / Master / Master of Social Sciences

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There is a taboo surrounding death in our North American culture. We're not sure how to talk about it, or how to connect through it. The HBO series Six Feet Under breaks this taboo with its honest, humorous and moving look at death and dying. There are important lessons to be drawn from this series. Teachers could revolutionize their classrooms as this show has revolutionized television: by dealing with issues that most tend to avoid. Parker Palmer and Mary Rose O'Reilley's views on education provide a foundation for this thesis. First, teachers need to recognize the fragility of their students as well as their own. Second, they need to appreciate that loss comes in many forms, and that mourning is often necessary. Third, teaching needs to create a space for both students and teachers to express themselves. Fourth, this space also needs to exist in order for both teachers and students to truly listen to one another. Fifth, teachers need to change their own perception of death and dying if they expect students to do the same. Last, teachers need to promote the idea of connection with the world outside the classroom. This thesis's intention is to bring awareness and acceptance around death and dying to individuals, particularly teachers, by exploring Six Feet Under through the characters' journeys, and extracting its many valuable lessons.

Thesis (Ph.D.) -- McMaster University, 1998. / Includes bibliographical references (leaves 191-212). Also available via World Wide Web.

Thesis (Ph. D.)--University of Toronto, 2004. / Adviser: Janet W. Astington.

Thesis (Ph. D.)--University of Adelaide, Dept. of Psychology, 1992. / Includes bibliographical references (leaves 208-219).

Thesis(M.S.)--Auburn University, 2005. / Abstract. Vita. Includes bibliographic references.

Thesis (Ph. D.)--University of Western Sydney, Hawkesbury, 1997. / Includes bibliographical references (p. 257-270).

Thesis (Ph.D.) -- McMaster University, 2006. / Supervisor: David J. D. Earn. Includes bibliographical references.