The purpose of the study was to investigate relationships which existed between levels of perceived leadership effectiveness and selected dimensions of thinking style among chief student affairs administrators in four-year colleges and universities. The initial research sample consisted of 96 randomly selected chief student affairs administrators and selected professional student affairs staff members who reported directly to chief student affairs administrators.Chief student affairs administrators completed the Level 1: Life Styles Inventory, comprised of 240 short phrases and words producing a twelve-dimension thinking style profile. Professional student affairs staff members (subordinates) completed the thirty-item Leadership Effectiveness Questionnaire (L.E.Q.). The L.E.Q. allowed subordinate student affairs staff to evaluate levels of leadership effectiveness of superordinate administrators on 30 specific task and relationship behaviors identified by practicing student affairs professionals as being important behaviors for effective leadership in student affairs.Sixty-three chief student affairs administrators and 293 subordinate student affairs staff members were included in data analysis. Responses of subordinates from each institution to the L.E.Q. were averaged to obtain a single leadership effectiveness score for respective chief student affairs administrators. The distribution of scores was divided into four equal sub-groups based on quartile splits of the total distribution of scores.Multivariate analysis of variance procedures (MANOVA), subsequent analysis of variance (ANOVA) and post-hoc Nevnan-Keuls procedures there appropriate, were utilized to test 12 null hypotheses pertaining to perceived leadership effectiveness and thinking style among chief student affairs administrators at the .05 level.Findings of the study included the following:1. No significant differences were found among sub-groups of chief student affairs administrators when responses to all 12 scales of the Level 1: Life Styles Inventory were grouped together.2. Ten of 12 dimensions with no significant differences were: (a) humanistic-helpful, (b) affiliative, (c) conventional, (d) avoidance, (e) oppositional, (f) power, (g) competition, (h) competence, (i) achievement, and (j) self-actualization.3. Significant differences on the approval and dependent thinking style dimensions existed between chief student affairs administrators who were perceived by subordinates to be low-average in leadership effectiveness and administrators who were perceived to be high-average or high in leadership effectiveness.

Thesis (Ed. D.)--University of Missouri-Columbia, 2002. / Typescript. Vita. Includes bibliographical references (leaves 121-130). Also available on the Internet.

Thesis (Ed. D.)--University of Missouri-Columbia, 2002. / Typescript. Vita. Includes bibliographical references (leaves 121-130). Also available on the Internet.

No description available.

The under-representation of women in science-related fields has serious economic and social implications as Canada is confronted by a shortage of scientists especially in engineering and the applied sciences. The purpose of this study was to investigate similarities and differences between second-year female college students (N = 79) who intend to pursue pure and applied sciences (PAS), and their male counterparts (N = 81), and between PAS females and females who intend to pursue health sciences (HS) (N = 85). The study investigated the relative importance of motivational, self-concept-related, and sociopsychological variables on women's science college majors. The following measures were administered once: (1) Educational Aspiration Questionnaire, (2) Mastery Scale (Farmer, 1981), (3) Strong-Campbell Interest Inventory (Hansen & Campbell, 1985), (4) Ability and Effort Attribution Measure (Farmer, 1981), (5) Attitudes Toward Women Scale (Spence, Helmreich & Stapp, 1973), (6) Parent, Teacher, and Counsellor Support Scales, respectively (Farmer, 1981). The Stated Occupational Questionnaire was administered twice, three months apart. Results indicated that females in PAS had more liberal attitudes toward women, had more interests in medical sciences and services, and had fewer interests in mechanical activities and physical sciences than the males. However, the overall statistical analyses indicated far more similarities than differences between females and males in PAS, and also between females in PAS and HS except in the area of measured interests. While further research on the above variables over time is warranted, these findings have important implications for counselling psychologists.

There is no abstract available for this thesis.

This study examined the relationship between college students' level of "developing purpose" as a psychosocial task and their tendency to seek help from a professional counselor at a university counseling center for a variety of personal and vocational concerns. Chickering's (1969) theory of college student development provided the theoretical basis for this study. The association between students' sex, educational status and type of problem, and their tendency to seek help was also investigated. Finally, this project explored students' likelihood of seeking help from persons other than professional counselors. Students' level of "developing purpose" was measured by the Student Developmental Task and Lifestyle Inventory (Winston, Miller, & Prince, 1987), while their tendency to seek help was assessed by the Tendency to Seek Help scale (Tinsley, de St. Aubin, & Brown, 1982).Preliminary analyses revealed a connection between previous counseling experience and students' tendency to seek help; therefore, data from 180 respondents reporting no previous counseling experience were used to test the hypotheses. The main analyses involved a 2 x 2 x 2 fully crossed fixed effects MANOVA design where the variables were sex, educational status, and level of "developing purpose." The dependent variables were respondents' rankings for seeking assistance from a professional counselor for personal and career concerns. Each effect was tested having first controlled for all other effects at or below the effect level. Friedman's analysis of variance were also employed to examine respondents' rankings of their perceived tendency to seek help for personal and career problems. Results indicated that there was no significant relationship between students' level of "developing purpose," sex, or educational status and their tendency to seek help. Based on a t-test, however, results suggested that students perceived themselves as more likely to seek help from a professional counselor for personal as compared to vocational concerns.Supplementary analyses revealed that, in general, participants were more likely to seek help from close friends and relatives than any other potential helpers for all personal problems. In contrast, assistance with career problems would most likely be sought from academic advisors,instructors, close friends and relatives. Implications of the findings and suggestions for future research, including a more comprehensive study of Chickering's (1969) theory of student development are offered. / Department of Counseling Psychology and Guidance Services

Thesis (Ed.D.)--University of Tulsa, 1969. / Bibliography: leaves 178-189.

Thesis (Ed.D.)--University of Tulsa, 1968. / Bibliography: leaves 82-85.

Thesis (Ed.D.)--Teachers College, Columbia University. / Typescript. Sponsor: Esther McDonald Lloyd Jones. Dissertation Committee: Raymond A. Patouillet, Elbert K. Fretwell, Jr. Type A project. Includes bibliographical references (leaves 149-166).