No description available.

No description available.

No description available.

Engaging in physical activity is an important aspect of living a healthy lifestyle. Approximately 60% of adults do not participate in regular physical activity (U.S. Department of Health and Human Services [U.S. DHHS],1996), and rates of physical activity are declining (Brownson, Boehmer, & Luke, 2005). An understanding of motivation toward physical activity may aid in improving participation rates of physical activity. The purpose of the present study was to determine if there were differences in motivation toward physical activity among Physical Education majors and Non-Physical Education majors. Participants were 150 undergraduate students enrolled in a Physical Education: Fitness/Wellness (PEFWL) course and/or Physical Education: Professional (PEP) 161 — Foundations and Principles of Physical Education (PEP 161). Participants completed the Motivation for Physical Activities Measure-Revised (MPAM-R) and a series of Fitness Profile Tests. Results revealed there were no significant differences for motivation on any factor of the MPAM-R between Physical Education majors and Non-Physical Education majors. In addition, no significant differences were determined for Gender. / School of Physical Education, Sport, and Exercise Science

Access to abstract permanently restricted to Ball State community only. / Access to thesis permanently restricted to Ball State community only. / School of Physical Education, Sport, and Exercise Science

This study aimed to fill a gap in the literature regarding how veterans adjust to college and veterans’ experiences differ from the average nonveteran college student. One hundred seventy-seven nonveteran and 24 veteran undergraduate students completed the Student Adaptation to College Questionnaire (SACQ), which was used to compare military status (veteran, nonveteran) and sex (male, female), and military capacity (Active Duty, National Guard/Reserve, nonveteran) in relation to the SACQ subscales (academic, social, personal-emotional, and institutional attachment adjustment). The results of the current study were not significant. However, the results might indicate a trend in college adjustment among both nonveterans and student veterans. Future research is necessary to further assess the areas of difficulty among student veterans. / Department of Counseling Psychology and Guidance Services

The purpose of this study was to compare the multiple intelligence (MI) profiles of college undergraduate singers and non-singers in an effort to define patterns attributed to singing involvement, age, gender, and ethnicity, and to determine if these patterns old significance for teachers of singing. This study consisted of 233 subjects from three mid-west colleges. The MIDAS® (Multiple Intelligence Development Assessment Scales) instrument was used to determine the profiles of the eight specific areas of intelligence: verbal-linguistic, logical-mathematical, spatial, musical, bodily-kinesthetic, intrapersonal, interpersonal, and naturalist. Evaluation of the hypotheses resulted in the following conclusions:1. Differences exist in the multiple intelligence mean profiles of singers and non-singers with significant findings in the areas of musical intelligence (p =.000) and linguistic intelligence (p = .012). In both cases, singers scored significantly higher than non- singers. Further analysis indicates that the difference in linguistic intelligence is attributable to the male subjects only.2. No significant differences exist in the means of singers' MI profiles with respect to age.3. Significant differences exist between the means of singers' gender with respect to multiple intelligences as measured by the MIDAS in the areas of mathematical/logical intelligence (p = .021) and intrapersonal (p =.004) intelligence. Males scored significantly higher in both areas.4. Significant interactions exist between singers' and non-singers' gender and age (p =. 028) in spatial intelligence. The mean scores indicate that female spatial mean scores are higher with age and male spatial mean scores are lower with age.5. Significant interactions exist between singing involvement and age in intrapersonal intelligence (p =.033). Mean scores reveal that non-singers' intrapersonal mean scores are higher with age while singers' scores are lower with age.These findings suggest that MI profiles can be used by teachers of singing to create increasingly effective and individualized curriculum models. Singers' MI profiles are determined, ranking highest to lowest, as: musical, interpersonal, linguistic, intrapersonal, spatial, logical-mathematical, kinesthetic, and naturalist. Practical and specific suggestions for MI method implementation are offered. Further research is suggested for the ongoing development of MI-based voice curriculum and materials. / School of Music

This study attempted to determine the nature and degree of the relationship between assertive behavior and the situational context in which the behavior occurs.Specifically, the independent variables were sex-of subject, sex of antagonist and familiarity of the subject with the antagonist. An attempt was also made to determine if assertiveness was related in some way to attitudes toward equality of the sexes.Results revealed that subjects were more assertive toward unfamiliar antagonists, the only significant interaction. There were also correlations between the degree of assertiveness and duration of response and between assertiveness and affect.

M.Ed. (Tertiary Didactics) / The Bureau for University Education at the Rand Afrikaans University spearheaded this empirical study as part of a team research project. The relatively high failure rate of first year students and the negative implications it has for an institute of higher education mnde it essential. The Bureau for University Education makes it its object to establish a better student selection mechanism and therefore this study forms part of a team research project that has attempted to identify cognitive and non cognitive factors that may _~ave an influence on the academic achievements of first year students. This study is purely complimentary to the team research project in that it concentrates on a single non-cognitive factor, namely personality, and its influence on academic achievement. This study tries to determine whether personality tests can be of value as part of the selection process at universities. The test group consisted of first year B.A. (Ed.), B.Bibl. (Ed.), B.Com. (Ed.) and B.Sc. (Ed.) undergraduate students who registered at the Rand Afrikaans University during 1988 and 1989. ·Student's t-test was used as a measuring instrument for the relative extensive B.A. (Ed.) group, while the Mann-Whitney U-test was used for the other three groups. The already available data was processed by means of the BMDP3S computer programme. The findings of this empirical study indicate that personality as a single factor cannot be utilised in the prediction of academic achievement on its own, but combined with other cognitive and non cognitive factors it forms an integral part of the selection mechanism.

No description available.