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There is no abstract available for this dissertation.

The limited body of research on the emotional tone of women's and men's written sexual fantasies has relied on qualitative and/or subjective measures of affect. In this study, the Dictionary of Affect in Language (Whissell, 1989) was used to obtain two quantitative measures, Activation and Evaluation, of the emotional tone of sexual fantasies written by male (n=71) and female (n=119) university students. It was hypothesized that men would score higher than women on Activation, which is associated with arousal and action, and women higher than men on Evaluation, which is associated with pleasant feelings. Only the latter hypothesis was confirmed. Men scored higher on a measure of erotophilia-erotophobia than did women (although not on a measure of sex guilt), but controlling for erotophilia did not eliminate the observed affective difference in written sexual fantasy. Limitations of the study and other possible uses of the Dictionary in sex research are discussed. / Department of Counseling Psychology and Guidance Services

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The preponderance of female depression is a widespread phenomenon that emerges as early as adolescence. Two diverse lines of psychosocial research were explored in the present study with the aim of helping to explain these gender differences. The first concerned the role of two interpersonal problems, feeling overly responsible for the welfare of others and feeling unassertive in relationships, which have been linked to psychological distress in adolescents (Aube, Fichman, Saltaris, & Koestner, 1997). The second focused on the differential response styles of males and females, rumination and distraction (Nolen-Hooksema, 1987). Results demonstrated that feeling overly responsible for others, and engaging in a ruminative response style were most predictive of psychological distress. As well, gender differences emerged among the older adolescents in psychological distress, feeling too responsible, and in rumination. Overall, the present findings suggested that, between the ages of 16 and 18, females become more likely than males to feel overly responsible for the welfare of others and to adopt a ruminative response style, which appears to make them more vulnerable to psychological distress.

The purpose of this study was to examine the daily exchanges between Hispanic students of Mexican descent and European American teachers in urban schools and how these exchanges can result in a sense of frustration and powerlessness by Hispanic students affecting their academic success. The day-to-day interactions between teacher and student may be a result of intergroup conflict. As this was an exploratory study to examine the daily exchanges between Hispanic students of Mexican descent and their European American teachers, a qualitative case study methodology was used to collect and report the data for the study. This case study approach was helpful in examining the students? perceptions of intergroup conflict and how these cultural differences affected their exchanges. The data were collected through interviews and through observations made while visiting the urban high schools where the participants of the research study once attended. The study took place in a metropolitan city in South Central Texas. Included in this study were five male and five female Hispanic students of Mexican descent who were in their first or second year of college and who participated in two focus groups to validate their responses. The intergroup properties that were identified in this study were areas of conflict between the students and their European American teachers that affected their classroom relationships and their academic success. The properties of intergroup conflict were used to identify causes of conflict between the students and their European American teachers. The properties of intergroup conflict areas revealed in the study were (a) incompatible goals, (b) competitions for resources, (c) cultural and power differences, and (d) group boundaries. The quick increase in the Hispanic population has almost doubled the number of Hispanic students in public schools. The majority of these students are often clustered in urban schools. A disproportionate number of failing schools, across grade levels, serve predominately poor and minority students. Of equal importance is the statistic that 85% of teachers working in public schools in the United States are White. With the increase in students of color in schools, there is research showing that students are treated differently and that the cultural background of the student is often a reason for this differential treatment. As identified in the study and through the properties of intergroup conflict, cultural differences among various demographically diverse groups, such as the students and teachers studied here, lead to misperceptions that eventually lead to conflicts. Potential conflicts, due to teacher and student diversity and to opposing interests, occurred in the day-to-day exchanges in the classrooms.

These last decades, Internet has appeared as an indispensable way to develop business activities. While a large number of consumers in France frequently shop on the Internet, research on what factors influence their behaviour changes has been fragmented. This dissertation therefore proposes a framework to increase researchers’ understanding of French young consumers’ attitudes toward online shopping and their intention to shop on the Internet.The consumer behaviour has been studied a lot, notably because, as soon as they know and understand their target, companies can adapt their offers. Nowadays, this kind of studies applied to online customers has become essential.The two ways of shopping are relatively different from each other in terms of perceived shopping benefits. Diverse factors are the key to the consumer behaviour changes between both traditional shopping in physical stores and e-shopping on the Internet. In this paper, we are going to emphasis them.