Thesis (MA (Social Work))--University of Pretoria, 2002. / Includes bibliographical references (leaf 125-133).

M.Com. ( Industrial Psychology and People Management) / Life role salience reflects the importance and value individuals ascribe to the roles central to their lives and identities. As such, life role salience has meaningful implications for a variety of individual as well as organisational outcomes. Prior to this study no life role salience measures had been developed or validated within the South African context. This is problematic because the use of valid measuring instruments is regarded as a prerequisite for reporting research findings, especially when unobservable constructs are measured through the use of subjective questionnaires. The objective of this study was to investigate the reliability and validity of a life role salience scale within the South African context. Specifically, the Life Role Salience Scale (LRSS) developed by Amatea, Cross, Clark, and Bobby in 1986 was examined to determine its validity and reliability using a South African sample. A quantitative, cross-sectional design was employed using a sample of South African working adults (n=300) from the Gauteng province. Confirmatory factor analyses (CFA) and exploratory factor analyses (EFA) were applied as statistical methods. CFA failed to confirm the original eight-factor structure of the LRSS. Subsequent exploratory factor analyses indicated superior fit of a five-factor version of the scale. Limitations and recommendations for future research are presented. The findings of this study highlight the importance of instrument validation and adaptation prior to application in different cultural contexts.

<p>Internationalization processes</p>

Internationalization processes

No description available.

Thesis, PlanB (M.S.)--University of Wisconsin--Stout, 1999. / Includes bibliographical references.

Thesis (M. Soc. Sc.)--University of Hong Kong, 2008. / Includes bibliographical references (p. 39-45).

Thesis (M.A.)--Brigham Young University. Dept. of Teacher Education, 2006. / Includes bibliographical references (p. 50-53).

The public schools of British Columbia are required to evaluate and report work habits on the Pupil Report Cards. The schools have been left to devise their own methods. This thesis is a study of how the schools carry out this requirement. Its particular concern is to determine whether the schools are reporting work habits, what they believe they are assessing as work habits, what evaluating methods they are using and how much time and energy is devoted to this task. The study includes an outline of the development of work habit reporting in the U. S. as part of a trend towards more comprehensive reporting. Such reporting was found to be widespread and reasons for this are offered. Significant features in the development of such reporting in B.C. are noted. Some conclusions relating to this trend include the fact that most B.C. schools are attempting to report work habits, they are seeking to develop methods of assessment and there is need for them to be guided in these efforts for much of it is wasted. How B. C. schools define work habits is reported and each definition is examined. The study suggests a definition that might be acceptable to all schools. Responding principals found the task of defining work habits to be difficult. The items found in these definitions are studied and a list that might be used by all schools is suggested. How U.S. schools have selected work habit items and some reasons for t heir selection are reported. It was found that many B.C. schools are reporting items that cannot be considered as work habits. The evaluating methods used by schools are examined. These included! the method of comparing scholastic ability and present subject achievement; the method of comparing present subject achievement and past subject achievement; the method of comparing present subject achievement and subject ability as shown by standardized achievement tests; the method of using a check list; and the method of subjective evaluation. The merit of each is examined. Because the first three of these methods fail to reveal the work habits that could affect achievement and should be reported to parents, and because schools reported using these in unnecessary combinations with other methods, the study concludes that much time and energy now being expended in this direction is of doubtful value. The check list was found to be the most popular method. Its adoption by all s chools is suggested. The study examines the provisions for nark habit reporting on the B.C. Pupil Report Cards. Each card is criticized as an instrument for reporting these habits. The conclusion is that the present intermediate and secondary cards should be amended in order that work habit reporting may be properly done. The study suggests that the academic achievement of B.C. school children might be improved if actual work habits could be reported, and that they could be reported if a check list of habits was a part of the report. / Education, Faculty of / Graduate

The relative rates of acquisition of three study methods taught college-level students were investigated. The term "rate of acquisition" was defined as the ease with which facility was achieved by students in the use of study methods. The study methods were: Survey, Question, Read, Recite, Review (SQ3R), Non-linear Outlining (NLO) and Three-Level Outlining (3L0). The primary research questions raised were whether the relative rates of acquisition among the study methods would be the same at two different times during the study, and after the period of instruction. In addition, the question was asked if the relative rates of acquisition among the study methods would depend upon the readability levels of the instructional material which was drawn from a commercial reading and study manual (Miller, 1964). The research design involved manipulating three independent variables: (1) the Treatments of SQ3R, NLO, and 3L0; (2) the Difficulty levels of instructional material as determined by the Flesch (1951) readability formula and designated EASY, MEDIUM, DIFFICULT; (3) the Time of assessment over the period of instruction which had two levels, Time 1 and Time 2. The criterion measure for each reading exercise was a rate-of-gain score termed an Effective Reading Rate (ERR) which was the product of the student's comprehension score and his study reading time for any given article. The results of the study indicated that no one study method appeared to be advantageous in terms of its rate of acquisition over the period of the study. The NLO method did show a significantly higher ERR by the seventh week of instruction. An analysis of the data revealed that the variability of this finding was due to performance by students taught NLO on material of an EASY classification (low readability level). The implication is that NLO may be advantageous in terms of its rate of acquisition when paired with material of a low readability level. / Education, Faculty of / Graduate