Attitudes toward suicide have been linked to the way health professionals and lay people behave toward suicidal individuals. In some instances negative attitudes toward suicidal persons seem to have contributed to repeated attempts or to suicide completion. This study examines attitudes held by college students toward suicide, explores whether their attitudes are related to their skills at recognizing therapeutic verbal interventions, and seeks to identify personality variables that might predict attitudes toward suicide as well as skills at recognizing therapeutic interventions. Three instruments, the Suicide Opinion Questionnaire (SOQ), the Suicide Intervention Response Inventory (SIRI), and the California Psychological Inventory (CPI), were administered to 215 volunteer undergraduates (122 males and 93 females) from introductory psychology classes. Subjects' modal age range was 18 to 21 years. Forty-five attitudinal items from the SOQ yielded a total favorableness score for each subject; skills at recognizing suicide intervention responses to imaginary suicide callers was rated by a SIRI score from 0 to 25. The first hypothesis, that favorableness in attitudes toward suicide would correlate positively with skills at recognizing facilitative suicide intervention responses, was not supported by test data. The second hypothesis was accepted in that both, favorableness in attitudes toward suicide (SOQ scores) and recognition of faciliative intervention responses (SIRI scores), can be predicted from a personality test. SOQ scores were predicted positively by CPI scales Flexibility, and Achievement via independence, and negatively by Achievement via conformance. SIRI scores were predicted positively by Intellectual efficiency and Dominance, and negatively by Good Impression. The literature identifies flexibility as one of the behaviors of good crisis intervention workers. An implication from this study is that students showing more flexibility and autonomy are likely to show also more favorableness in attitudes toward suicide. Another implication is that students who are more intelligent and quick at making use of their intellectual abilities, who show initiative, and who have a moderate concern about their impression on others, are more likely to recognize intervention responses that may be helpful to suicidal persons.

No description available.

Call number: LD2668 .T4 1952 C55 / Master of Science

M.A. / The recent social and political changes that have taken place in South Africa, particularly the integration of the universities, makes this an ideal setting for the study of students’ attitudes and perceptions of their own and other cultural groups. A limitation of existing attitude studies in South Africa and abroad is that these studies have focussed minimally on identifying cultural perceptual processes that underlie intergroup attitudes. In addition, these studies tend to focus mainly on the attitudes of single ethno-cultural groups towards one or a few specific ethnic target groups. The variation of group attitudes of each other across diverse cultural orientation groups has thus mostly been neglected. In order to address such problems, this study aimed at examining cultural group attitudes and core value-orientations (Individualism and Collectivism) amongst 1st and 2nd year psychology volunteer students at RAU. More specifically, this study aimed at determining the variation of group attitudes and value-orientations in terms of a number of independent variables, and the correlation between group attitudes and core value-orientations. The study employed a questionnaire survey with a sample of 541 1st and 2nd year psychology volunteer students at RAU. The sample included male and female students from the broad cultural orientation groups (Western, African, Middle-Eastern (Muslim) and Indian/Asian cultural orientation groups), and the three main language groups (English, Afrikaans and African languages), as well as resident students and day-students from various faculties and academic years of study. The assessment instruments comprised of an Individualism and Collectivism Likert Scale (IS/CS) (Gudykunst, 1995), designed to measure generalised core value-orientations, and a Semantic Differential Scale (SDS) (Nieuwoudt, 1973), designed to measure attitudes towards five broad cultural orientation groups, namely: Western-Afrikaans, Western-English, Indian/Asian, Middle-Eastern (Muslim) and Indigenous African groups. The independent variables included in the analyses of the data were: gender, resident vs. day-students (intimacy and frequency of contact variable), cultural group membership/identity, and first language. The construct validity and the internal reliability of the I/CS and SDS were investigated by means of principal axis factor analysis and Cronbach alpha reliability coefficients. Independent t-tests were used to identify statistically significant differences between the IS/CS and SDS scores of the male and female respondents and the resident students and day-students. ANOVA and subsequent Scheffé or Dunnett T3 post-hoc tests were used to identify the group similarities and differences in the scores for the five cultural-identity groups and the three language groups. Finally, Pearsons’ product-moment correlations were used to identify significant correlations between the IS/CS and SDS scores. Important findings were the following: • Females indicated significantly stronger Individualism and Collectivism scores than males. • Day-students indicated significantly stronger Collectivism scores than resident students. • Statistically significant differences were identified in the IS/CS scores of the five cultural-identity groups and the three language groups. • Males and females differed significantly from one another in terms of their perceptions of Indian/Asian cultural groups. • Resident students and day-students differed significantly from one another in terms of their perceptions of Western-Afrikaans and African cultural groups. • The five cultural-orientation groups and the three language groups differed significantly from one another in terms of their perceptions of Western-Afrikaans, Western-English and African cultural groups. • Significant correlations for the Collectivism scores and the SDS scores for the perceptions of the Western-English, Indian/Asian, Middle-Eastern and African cultures were identified. These correlations were however extremely low, indicating that conducting a regression analysis of the SDS attitude scores in terms of the IS/CS scores was not feasible. Theoretical implications were discussed and recommendations were made for future research in this field.

by Hwang Fai, Kam Pui Sze. / Thesis (M.B.A.)--Chinese University of Hong Kong, 2002. / Includes bibliographical references (leaves 56-63). / ABSTRACT --- p.ii / TABLE OF CONTENTS --- p.iii / LIST OF TABLES --- p.v / Chapter / Chapter I. --- INTRODUCTION --- p.1 / Definition of e-learning --- p.1 / Traditional Classroom Learning vs. E-learning --- p.2 / Significance of Interactivity and Multimedia in E-learning --- p.2 / Cultural Difference in Learning Styles and Habits --- p.4 / Benefits of E-learning --- p.5 / Substantial Cost and Time saving --- p.5 / Meet Need-driven Demand --- p.5 / Flexibility and Convenience Enhancement --- p.6 / Create Learner-friendly Environment --- p.6 / Increased Retention --- p.6 / Improved Collaboration and Interactivity among Students --- p.7 / Ease of Information or Materials Update --- p.7 / Limitations of E-learning --- p.7 / Huge Initial Capital Investment --- p.8 / Technology Dependent --- p.8 / Technology cannot completely replace Human Contact --- p.8 / Personnel Resistance --- p.9 / Not all Courses are delivered well by Computer --- p.9 / Not all People are suitable for E-learning --- p.9 / E-learning on the Corporate Level --- p.10 / The Corporate E-learning Market --- p.10 / Barriers of Implementation --- p.11 / Significance of E-learning on the Corporate Level --- p.11 / Cost Savings to Corporations --- p.11 / Performance Improvement --- p.12 / Competitive Position --- p.12 / E-learning Development In Hong Kong --- p.13 / Chapter II. --- OBJECTIVES OF THE RESEARCH / Chapter III. --- RESEARCH HYPOTHESE --- p.17 / Conceptual Framework: Flow construct --- p.17 / Research Hypotheses --- p.19 / Direct Influence on Flow --- p.19 / Direct Influence on Perceived Playfulness --- p.21 / Direct Influence on Intention to Use E-learning --- p.21 / Chapter IV. --- METHODOLOGY --- p.22 / The Sample --- p.22 / Definition of Variables --- p.23 / Chapter V. --- RESULTS --- p.24 / Results for Tests for Direct Influence on Flow --- p.24 / Results for Tests for Direct Influence on Perceived Playfulness --- p.25 / Results for Tests for Direct Influence on Intention to use E-learning --- p.26 / Chapter VI. --- DISCUSSIONS & RECOMMENDATIONS --- p.28 / Chapter VII. --- LIMITATIONS OF THE STUDY --- p.35 / Chapter VIII. --- CONCLUSION --- p.37 / APPENDIX --- p.46 / BIBLIOGRAPHY --- p.56

Sororities play an important role in the process by which sorority women become gendered by influencing members' ideas about what it means to be a woman. Women and men become gendered through regular social interaction with other women and men, and sororities have a particularly strong impact on their members because sorority women spend nearly all of their time with other Greeks. Gender is one of the major ways that we organize our lives and gender is the texture and foundation of our social, political, and economic worlds. This is why we must consider the consequences of gender negotiation in all arenas, including sororities. For the most part, the sorority women who participated in this study negotiated traditional gender arrangements and constructed conservative identities. Sororities on this Pacific Northwestern university created and perpetuated conformity, dependence and political apathy in their members. These organizations developed an environment in which gender stereotyping and victimization was learned and then legitimized. Within these organizations, however, are pockets of resistance, non-compliance, empowerment, and what could be called "potentially feminist" gender negotiation. / Graduation date: 2003

The purpose of this study was to understand the experiences of single fathers attending a community college. Single fathers comprise one-fifth of all single parent families, yet little research has been done on this growing segment of the population. A phenomenological approach was utilized to examine the attributes, needs, and challenges facing single fathers who were community college students. Seven single fathers attending a community college in the Northwest participated in this study. The fathers had primary responsibility for raising their children, had been enrolled at least half-time, and were attending the college for a minimum of one year. Data were collected through individual in-depth interviews and a focus group. Seven main themes emerged from the data: 1) Ambivalence, 2) Stability, 3) Finding support, 4) Mattering, 5) Success Factors, 6) Barriers, and 7) How the college can assist single father students. Three factors were identified as a result of the study. (1) Attending community college improved family relationships. The flexibility of class scheduling allowed the fathers to spend more time with their children. (2) The experience of single fathers and single mothers attending community college are remarkably similar, with the exception of how each accessed support networks. Single fathers were much less likely to initially identify and utilize support networks. (3) How single fathers viewed their identity and their definition of masculinity changed. Prior to attending community college, their primary identity was related to their work. As students, their identity shifted to being recognized as good students and good fathers. / Graduation date: 2005

The present study examined the influence of the demographic variables of age, gender, major in college, and level of education or class standing on individuals' stage of moral development. Trevino's interactionist model, combined with the basic principles of cognitive moral development, provided the theoretical basis for this study. One-hundred and forty-four university students, representing business, home economics, and liberal arts majors, participated in this qualitative study. The research instrument used was the Sociomoral Reflection Measure (SMR), designed to measure an individual's level of moral development. The SMR considered four stages of moral development: 1) unilateral and simplistic, 2) exchanging and instrumental, 3) mutual and prosocial, and 4) systemic and standard, in addition to three transitional stages: a) transition 1/2, b) transition 2/3, and c) transition 3/4. The stage achieved indicated an individual's level of moral maturity. One-way analysis of variance statistics were performed to test the research hypotheses. Frequencies and percentages were also calculated for both the demographic and sociomoral stage data with regard to the total sample. Analogous with previous research, findings indicated that age directly related to an individual's current stage of moral development. Concurrently, the class standing variable also was found to influence one's stage of moral development. Conversely, the remaining demographic variables tested differed from previous studies, failing to prove significant. A collegian's choice of major was not found to influence stage of moral development achieved. Furthermore, the impact of gender-based differences on stage of moral development did not appear to be of significance. / Graduation date: 1995

The purpose of the study was to determine whether the motivational factors, vocational personalities, barriers to enrollment, and enabling factors of the reentry women nursing majors were different from those of women nursing majors of traditional college age. Participants were female nursing majors from all four grade levels of a baccalaureate program at one midwestern university.The Chain-of-Response Model (Cross, 1981) was adapted as a conceptual framework. The sample consisted of 46 reentry women and 73 traditional college age women nursing majors. The Education Participation Scale (Boshier, 1982) and The Vocational Preference Inventory (Holland, 1985) were utilized. Barriers to Enrollment and Enabling Factors questionnaires were compiled by the researcher after a review of the literature and interviews with ten reentry and ten traditional age women nursing majors. The qualitative data were used to strengthen the study by triangulation with the quantitative data.FINDINGS1. The reentry women differed from the traditional age women in terms of motivational factors. The reentry women were found to be less motivated by social contact and more motivated by social stimulation than the traditional age women nursing majors.2. Differences in vocational personality were found on two scales of The Vocational Preference Inventory (Holland, 1985): (a) The reentry women scored higher on Acquiescence, and (b) The traditional age women scored higher on Self-Control. Both groups scored highest on the Social Scale.3. Barriers to enrollment that were of greater importance to the reentry women included: cost of college, other responsibilities, fear of failure, arranging for child care, attitudes towardeducation by family of origin and significant others. Barriers that were of greater importance to the traditional age women included: leaving home and friends and being tired of attendingschool.4. Enabling factors that were of greater importance to the reentry women included: encouragement from husbands and college personnel, change in responsibilities at home, change in priorities, making a decision on a career in nursing, and deciding they could get a degree in nursing if they really tried. The support of significant others was an enabling factor of greater importance to the traditional age women.

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