Thesis (Ph.D.)--University of Missouri-Columbia, 2004. / Typescript. Vita. Includes bibliographical references (leaves 211-217). Also available on the Internet.

Thesis (Ph.D.)--University of Missouri-Columbia, 2004. / Typescript. Vita. Includes bibliographical references (leaves 211-217). Also available on the Internet.

Thesis (Ph.D.)--Ohio University, November, 2006. / Title from PDF t.p. Includes bibliographical references.

Thesis (EDD)--University of Montana, 2009. / "Major Subject: Curriculum & Instruction" Title from author supplied metadata. Includes bibliographical references.

The motivational climate, as defined by parents’ behaviors, and athletes’ goal orientations are essential in understanding children’s experiences with sport. The purpose of this study was to examine the perceived motivational climate created by parents, and its relationship to psychological outcomes experienced by adolescent male athletes in youth sports. In particular, the parent created task climate was examined through its influence on goal orientation and subsequently to psychological outcomes experienced in sport, specifically, sport competence, self-esteem, enjoyment, and intention to continue participating in sport. Participants were 405 8th grade male athletes (mean age = 13.5); (Sample A: n = 205; Sample B: n = 200). As expected, the task-oriented parent initiated motivational climate was associated with the boys’ mastery goal orientation. Participants with higher mastery goal orientation had greater sport competence, self-esteem, and more enjoyment in sport. Intention to continue playing sport was predicted primarily by their level of enjoyment, and secondarily by their increased feelings of self-esteem.

This study will be concerned with evaluating the degree of acceptance of rural students in an urban school. Because of increased interaction between the two groups on account of better modes of transportation, consolidation of schools, and a general trend in creating a more homogenous environment between the two groups the following null hypotheses have been formulated: 1. That there will be no significant difference in acceptance between the rural and urban pupils. 2. That there will be no significant differences in the number of cross-sex choices given or received by the two groups. 3. That there will be no significant discrimination between rural and urban school mates in clique formation.

No description available.

The purpose of this study was to look at the possible influence the renovation process had on student achievement as measured by performance on the Standards of Learning (SOL) in the areas of mathematics and reading at the eighth grade level in the Commonwealth of Virginia. For purposes of this study a descriptive research methodology was used to determine the possible influences the renovation process had on student achievement. To conduct such research, Standards of Learning (SOL) test scores in the areas of mathematics and reading, from middle schools in the Commonwealth of Virginia were used one year prior to the renovation process, during the renovation process, and one year after the renovation process. Depending on the complexity of the renovation, SOL test scores were collected from two to four years during the renovation process. Demographic variables were analyzed to ascertain stability of the student populations over the period of time. Variables such as ethnicity, socio-economic factors, and highly qualified teachers served as demographic variables. These variables were used to control the status of each school student population over the period of the stages of the renovation process. The main research question for this study was: Does the renovation process of a school building influence student achievement? This research question was supported by two sub-questions that guided the study. The first sub-question examined the differences in student scores as measured on the SOL assessment at the eighth grade level in mathematics prior to, during, and after the renovation process. The second sub-question examined the differences in student scores as measured on the SOL assessment at the eighth grade level in reading prior to, during, and after the renovation process. Findings from the study indicated that a statistically significant relationship did not exist between the means of student scores when compared over the three stages of the renovation process, in mathematics and reading. A statistically significant relationship, however, was found when comparing the mean student scores in reading before and after the renovation process. Based on the reading findings, this study indicates that building conditions play a vital role on student achievement. / Ed. D.

It is generally conceded that the pupil learns more quickly, if his interests are properly guided, and if proper motivation is used. The purpose of this study is to see if the use of the radio, for listening and broadcasting, could cause the child to go about his school activities with a purpose.

The study of perception of visual images and the influence of counseling upon them has received little if any attention. This study was designed to investigate this uncharted area and to demonstrate the effects of counseling upon visual perception. The primary function of this investigation was to seek answers to the following questions. Is it possible for group counseling to have an effect on one's perception of visual stimuli? Will a counseling experience which produces a change in a person' behavior also cause that person to perceive visual images in a different way than he perceived them before counseling? In other words, does a concomitant relationship exist between visual perception and other forms of perception?