Thesis (M.S.)--University of Wisconsin--Madison. / Typescript. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 47-51).

Thesis (M.A.)--University of Toronto, 2009. / Source: Masters Abstracts International, Volume: 48-02, page: .

Thesis (Ph. D.)--University of Wisconsin--Madison, 1984. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 70-82).

The following thesis is a collection of original poems written by Shaun Krause McGillis under the direction of professors Michele Glazer, Primus St. John, and adjunct professor B. T. Shaw during the course of Shaun Krause McGillis's gradate studies at Portland State University.

No description available.

Recent attempts to extend Heider's (1958) attributional model of person perception to the area of achievement motivation have important practical as well as theoretical implications. Specifically, it has been hypothesized (Kukla, 1972) that if causal attributions for success and failure determine achievement-related behavior, then a change in attribution will result in a corresponding change in behavior. The purpose of the present study is twofold: (1) to delineate several parameters relevant to the process of making causal ascriptions for success and failure; (2) to attempt to manipulate attributions, thereby altering achievement-related behavior.

No description available.

The purpose of this study was to compare a group of successful and unsuccessful pupils who were in the fifth and sixth grades. It was the purpose to make comparisons between these two groups in terms of (1) school achievement, (2) mental ability, (3) personality, (i|) pupils as perceived by teachers and peers, (5) pupils' perceptions of teacher and school, (6) self perception, (7) school attendance, and (8) socioeconomic status.

This study, undertaken within the field of interlanguage pragmatics, investigates the kinds of pragmatic failures observed among tertiary level foreign learners of Japanese and also seeks to find reasons to help explain the occurrence of these failures. The focus of the study is on the data generated from a role play where a student has to borrow a book from their Japanese teacher. The primary role play is performed by nine beginner level learners of Japanese studying at an Australian university, but the role play is also performed by ten Japanese native speakers in order to determine what is normative for native speakers in this situation. Unlike previous studies in this area, this research collects kinesic non-verbal data in addition to linguistic data. The data is analysed using Thomas's (1983) concept of pragmatic failure, and Brown and Levinson's (1978, 1987) politeness theory. The study also considers whether Japanese native speakers evenly evaluate the role play performances of the Japanese learners. Despite difficulties in the application of these linguistic theories to beginner level learners, a number of sociopragmatic failures and one pragmalinguistic failure are observed in the role play performances of the Japanese learners. These are partially explained by a lack of instruction, nervousness in performing the role play and the learners' limited proficiency in the Japanese language. Inconsistencies are also observed in the way that JNS participants evaluate the role play performances of the JFL learners.

No abstract available. / Thesis (M.Ed.)-University of Durban-Westville, 1977.