Thesis (M.Ed.)--University of Hong Kong, 2002. / Includes bibliographical references (leaves 102-119). Also available in print.

Thesis (Ph. D.)--College of Saint Elizabeth, 2010. / Typescript. Available at The College of Saint Elizabeth - Office of Graduate Programs. "May 2010."

Call number: LD2668 .T4 1978 L65 / Master of Science

Thesis (M.Tech.: Chiropractic)- Dept. of Chiropractic, Durban University of Technology, 2007. xv, 168 leaves. / Choosing a career is something which all learners are expected to do between the ages of fifteen and eighteen. A school learner who is at their final year of study in their academic career will be required to think of career options for their future and it is generally assumed that the learner has sufficient information in order to make this often life changing decision

published_or_final_version / Social Work / Master / Master of Social Work

published_or_final_version / abstract / Education / Doctoral / Doctor of Philosophy

published_or_final_version / Social Work / Master / Master of Social Work

The present study explored the effect of personality and perceived social support on Facebook use and the effect of Facebook use on ones subjective well-being. Data was collected from 224 Form 1 studentsat two points in time that were three months apart. Results indicated that extraversion and perceived peers social support are significant predictors of Facebook usage for female students. No significant predictors could be found for male students. Furthermore, only number of Facebook friends of female students was found to have significant negative effect on subjective well-being. Problematic Internet use was found to have stronger effect on subjective well-being than Facebook usage. The limitations and future directions of the study are discussed. / published_or_final_version / Educational Psychology / Master / Master of Social Sciences

The purpose of this study was to compare the relationship of school configuration, gender, and ethnicity upon the mean number of life events experienced by early adolescents. A review of the literature revealed many existing problems associated with early adolescent and adolescent inability to cope. At the same time, a review of the literature demonstrated an absence of any significant research which determines if school variables contribute to increased student stressful life events. Without empirical data, the improvement of existing programs as well as the development of new or alternative programs aimed at reducing stressful life events, coping with change and encouraging healthier lifestyle choices appears doubtful. Determining specifically what stressful life events early adolescents are experiencing will aid middle level administrators and educators in improving schools to address student needs and maximize learning. The sample consisted of 837 eighth grade students enrolled in nine middle level schools that met the criteria of having been at least one year at a 7-8 school or at least two years at a 6-7-8 school. 529 students were from 7-8 schools and 308 students were from 6-7-8 schools. Total number of males sampled were 395 students and total number of females sampled were 440 students. Subjects were administered a questionnaire composed of 55 life event items previously used with junior high and senior high students and slightly modified in this study for use with early adolescents. Analysis of variance was employed to examine the relationship of the independent variables (school configuration, gender, and ethnicity) on the dependent variable (mean number of life events experienced by early adolescents). The findings revealed significant main effects for: school configuration and life event scores; school configuration and gender. No significant difference was found in the 2-way interaction for school configuration and gender. Significant 3-way interaction was noted for school configuration, ethnicity, and gender. Furthermore, examination of the results using ethnicity as a variable showed no significant difference in main effects or the 2-way interaction of ethnicity and gender or ethnicity and school configuration. Data indicate that significant differences were found in the two school configuration types, gender differences as well as the interaction of school configuration, gender, and ethnicity.

The purpose of this study was to examine the impact of giving students specific assessment criteria in the first part of a badminton unit on the response rates of students with various skill levels. This study also investigated whether setting and stating specific assessment criteria in the beginning of an activity unit increased student achievement and learning throughout the course of instruction. Participants of this study consisted of a purposeful sample of 12 female physical education students from an Indiana high school participating in a badminton unit. Data was collected during a 10-day badminton unit on two more-skilled, two average-skilled, and two less-skilled students in each of two classes. One of these classes received specific assessment criteria in the first part of the badminton unit, while the other class received the specific assessment criteria at the end of the same badminton unit. The participants' response rates for each forehand, backhand, overhand, and serve badminton hit attempted were coded as correct successful, incorrect successful, correct unsuccessful, or incorrect unsuccessful. Participant data was graphed, including a 3-day baseline, and compared between the control group and experimental group.Research findings revealed that participants in the experimental group, who received specific assessment criteria in the first part of the badminton unit, had a higher quality of response rates throughout the unit than participants of similar skill level in the control group, who did not receive the specific assessment criteria unit the end of the same unit. The results of this study suggest that student response rates increase throughout a unit when specific assessment criteria is given at the beginning of the unit for students of more-, average-, and less-skill levels. This study concludes that physical educators may increase student achievement and learning throughout an instructional unit by setting and stating specific assessment criteria at the beginning of an instructional unit. Increased student response rates mean greater time spent on task and improved skill development. / School of Physical Education