The effect that teacher interpersonal behaviour has on motivating students to want tolearn and on nurturing student self-efficacy in the science classroom cannot beunderestimated. Teacher interpersonal behaviour can be perceived to be the catalystthat determines the level of student self-efficacy in classroom activities. An analysisof effective classroom teaching has been assessed in recent times in relation toteacher interpersonal behaviour. However, the effect that teacher interpersonalbehaviour has on student motivation has not been studied.The aim of this study was to identify the interpersonal skills of teachers that areperceived to encourage a motivating classroom environment. It also describedstudents' perceptions of teacher interpersonal behaviour and classroom environment,and assessed the significant impact teacher interpersonal behaviour had on studentself-efficacy and student attitude towards science. Student data were collected from313 year 8, 9 and 10 science students in 12 classrooms in a girls' secondary school inBrisbane, Australia. They were studying a general science course that coveredaspects of biology, chemistry and physics. Qualitative and quantitative data werecollected. The study confirmed the validity and reliability of the Questionnaire onTeacher Interaction (QTI) and the Students' Motivation, Attitude and Self-Efficacy inScience (SMASES) questionnaire. Thus, the study identified perceptions of teacherinterpersonal behaviour and classroom environment, and investigated associationsbetween the results obtained from the analysis and the other instruments that wereadministered in the study. The study identified that there was a significantrelationship between teacher interpersonal behaviour and its effect on studentmotivation, self-efficacy and attitude towards science.

This study describes students' perceptions of their physics classroom learning environments and their interactions with their teachers in upper secondary school classes in Thailand. Associations between these perceptions and students' attitudes toward physics were also determined. The learning environment perceptions were obtained using the 35-item Physics Laboratory Environment Inventory (PLEI) modified from the original Science Laboratory Environment Inventory (Fraser, McRobbie, & Giddings, 1993). Teacher-student interactions were assessed with the 48-item Questionnaires on Teacher Interaction (QTI) (Wubbels & Levy, 1993). Both these questionnaires have an Actual Form (assesses the class as it actually is) and a Preferred Form (asks the students what they would prefer their class to be like - the ideal situation). Students' attitudes were assessed with a short Attitude scale. The questionnaires were translated into the Thai language and administered to a sample of 4,576 students in 245 physics classes at the grade 12 level. Statistically significant differences were found between the students' perceptions of actual and preferred environments and teacher interpersonal behaviour in Thailand. Associations between students' perceptions of their learning environments and teachers' interpersonal behaviour with their attitudes to their physics classes also were found. It was found from interviews with a sub-sample that particular categories of comments could be identified, physics being a difficult subject, evaluation and assessments not being related to the tertiary entrance examination, and teachers' plans. These factors appear to be affecting student achievement in physics. Based on all the findings, suggestions for improving the physics laboratory classroom environment and teacher interpersonal behaviour with students' perceptions are provided.

<p>The overall purpose of this thesis is to describe and analyse interpersonal behaviour in career counselling sessions. The importance of the relationship in counselling for the outcome of sessions has been acknowledged in earlier research. How the actual interaction process between client and career counsellor looks like has been sparsely investigated. The present research explores expected, experienced behaviours and self-image of 15 adolescent clients’ and counsellors’ dyads in career counselling. The research was guided by interpersonal theory and the model of structural analysis of social behaviour (SASB) developed by Lorna Smith Benjamin. The research focuses on four different aspect of interpersonal behaviour. First, the significance of different behaviours by the clients and the career counsellors related to session evaluation. Second, the significance of expected and experienced similarity in perceptions of self and other behaviours related to session evaluation. Third, differences of perceived behaviours and possible influence by self-image over the course of sessions and fourth, comparing the influence of positive and negative self-image to expected and experienced behaviours, perceived important events during session and session evaluation session by clients’. Results indicate the importance for clients to become close to the career counsellor in session, while the career counsellors’ encouragement of clients’ independency during sessions showed to be of less importance for the clients’. This pattern imply a difficult balance act for career counsellors between providing a safe and close relationship and promoting independence and exploration for the clients. Further, it was found that career counsellors had difficulties in identifying their own contributions to a positive session evaluation, indicating a problem for the career counsellors’ to make conscious adjustments of behaviours. The degree to which client and career counsellor agreed of their behaviours only mattered for experiences of the career counsellors’ behaviour when related to their evaluation of session. Only minor tendencies of influence by the career counsellors’ self-image of clients’ perceived differences in behaviours were found. Self-image played a significant role in how the clients’ expected and experienced behaviours, perceived important events in session and in their session evaluation. Clients’ with positive self-image showed consistently more positive perceptions on each of the involved variables.</p>

The overall purpose of this thesis is to describe and analyse interpersonal behaviour in career counselling sessions. The importance of the relationship in counselling for the outcome of sessions has been acknowledged in earlier research. How the actual interaction process between client and career counsellor looks like has been sparsely investigated. The present research explores expected, experienced behaviours and self-image of 15 adolescent clients’ and counsellors’ dyads in career counselling. The research was guided by interpersonal theory and the model of structural analysis of social behaviour (SASB) developed by Lorna Smith Benjamin. The research focuses on four different aspect of interpersonal behaviour. First, the significance of different behaviours by the clients and the career counsellors related to session evaluation. Second, the significance of expected and experienced similarity in perceptions of self and other behaviours related to session evaluation. Third, differences of perceived behaviours and possible influence by self-image over the course of sessions and fourth, comparing the influence of positive and negative self-image to expected and experienced behaviours, perceived important events during session and session evaluation session by clients’. Results indicate the importance for clients to become close to the career counsellor in session, while the career counsellors’ encouragement of clients’ independency during sessions showed to be of less importance for the clients’. This pattern imply a difficult balance act for career counsellors between providing a safe and close relationship and promoting independence and exploration for the clients. Further, it was found that career counsellors had difficulties in identifying their own contributions to a positive session evaluation, indicating a problem for the career counsellors’ to make conscious adjustments of behaviours. The degree to which client and career counsellor agreed of their behaviours only mattered for experiences of the career counsellors’ behaviour when related to their evaluation of session. Only minor tendencies of influence by the career counsellors’ self-image of clients’ perceived differences in behaviours were found. Self-image played a significant role in how the clients’ expected and experienced behaviours, perceived important events in session and in their session evaluation. Clients’ with positive self-image showed consistently more positive perceptions on each of the involved variables.

This study was conducted to investigate Turkish secondary school students&rsquo / perceptions of their science teachers&rsquo / interpersonal behaviour / teacher profiles and variables affecting Turkish students&rsquo / perceptions of their teachers&rsquo / interpersonal behaviour. Also, differences in perceptions between Turkish students and their Dutch counterparts were examined. Finally, students&rsquo / affective learning outcomes were related to their perceptions of their teachers&rsquo / interpersonal behaviour. Data were gathered from 7484 secondary school science students (grades 9-11) in 278 classes from 55 schools in thirteen cities of Turkey and collected with a specifically constructed and adapted Turkish version of QTI and translated version of TOSRA. This data set was compared to Dutch data set that contained 8503 students, located in 27 schools and 301 classes. Descriptive statistics and multilevel analysis with three levels (student, class and teacher) were conducted. Students&rsquo / perceptions on the QTI scales were aggregated to the class level and compared to an existing QTI-based typology of teaching styles. Significant differences were found between countries in terms of students&rsquo / perceptions of their teachers&rsquo / interpersonal behaviours as well as different distribution of teachers&rsquo / profiles over countries and subject. Turkish teachers&#039 / interpersonal profiles only marginally differed from existing profiles. Additionally, several teacher, student and class characteristics showed statistically significant associations with students&#039 / perceptions of teacher Influence and Proximity. Finally, students&rsquo / perceptions of their teachers&rsquo / interpersonal behaviour were related to their affective learning outcomes, to several student, class, teacher background characteristics and to the subject taught.

Recent research into marital satisfaction has highlighted distan.ce regulation as a central source of controversy in couples' relationships ((Byng-Hall, 1991b, 1995; Marvin & Stewart, 1990; Pistole, 1994; Stevenson-Hinde, 1990). Shifts in the spatial arrangements or structural elements of the marital couple may escalate or de-escalate attachment behaviour and partners continually regulate this distance in order not to experience separation anxiety. Albeit differently, structural family, theory (Minuchin, 1974) also emphasizes the spatial arrangements of the couple and how these differentially affect the Viability of the system. In view of the fact that both attachment theory and structural family theory are concerned with the spatial arrangements of the couple, this research proposes to examine the interface between these theories and how they may jointly, rather than separately, inform research into marital satisfaction. Opportunistic sampling of 6 groups was undertaken and self-report questionnaires assessing sociodemographics,.attachment styles, attachment history, marriage structure and marital satisfaction distributed to married couples only. Self-report questionnaires comprised the following assessment instrume,nts: the Close Relationships Questionnaire (Hazan & Shaver, 1987) measuring attachment style (viz. secure, anxious/ambivalent, avoidant); an Adjective Checklist measuring attachment-history variables (Hazan & Shaver, 1987); the Adult Attachment Scale (Collins & Read, 1990) measuring attachment dimensions (viz. Close, Depend, Anxiety); the Family Adaptability and Cohesion Scales (FACES III) (Olson, Portner & Lavee, 1985) measuring-.Qoth marriage structure (viz. the variables cohesion and adaptability) and marital satisfaction; and a 5-item Marital Satisfaction Scale compiled by the researcher. The final sample constituted 82 participants of which 34 were couples and 14 were individuals. The 14 individual respondents comprised 10. wives and 4 husbands. Statistical analyses included Pearson correlation coefficients, a Canonical Discriminant Functions Analysis, one-way analyses of variance (ANOVA's), chi-square /tests of independence and t-tests. Hypotheses examined the relationship between family/couple structure, attachment classifications and marital satisfaction. Relationships between individual attachment classifications and marriage structure (viz. cohesion and adaptability) (FACES III - Olson , et al., 1985) were, for the most part, not supported. The hypothesis investigating the relationship between individual attachment classifications and satisfaction with the marriage was, for the most part, not supported, however, the second part of the hypothesis investigating the relationship between couple attachment classifications and couples' satisfaction with the marriage showed a significant relationship between couple attachment style groupings (viz. secure husband, anxious wife, etc.) and one of the scales measuring couple satisfaction. Some significant relationships were found between individuals' attachment classifications and their recollection of childhood relationships with parents and parents' relationships with one another. In view of the fact that research into this area has only recently been embarked upon, it is concluded that future research using multiple methods of assessment be undertaken in order to more comprehensively establish the merits or otherwise of combining attachment theory and structural family theory in research into marital satisfaction. / Thesis (M.A.)-University of Natal, Pietermaritzburg, 1996.

This study focused on the teacher interpersonal behaviour in the teaching of Mathematics, compared to English. It investigated: differences between student perceptions of their Mathematics and English teachers' interaction styles using the actual and ideal QTI; investigate associations between students' attitudes to Mathematics and English and their perceptions of the teachers' interpersonal behaviour; investigate whether any factors exist that contribute to students' perceptions of teachers' interpersonal behaviour, determine what the typical Mathematics and English teacher in Singapore is like; and what makes an effective teacher from students' and teachers' viewpoints. The QTI, together with the Attitude to Mathematics and Attitude to English, was administered to 913 students and 37 mathematics and English teachers from an independent school in Singapore. Student and teacher interviews were conducted to further substantiate the quantitative results. Both QTI and attitudinal scales were found to be valid and reliable instruments with alpha coefficients ranging from 0.69 to 0.92. In terms of leadership, helping/friendly, understanding and student responsibility, teacher behaviour as perceived by students, fell short of the ideal. Positive associations were found between students' attitudes to Mathematics and English and their perceptions of the teachers' interpersonal behaviour. Teacher experience and students' grade level were factors that contributed to students' perceptions of teachers' interpersonal behaviour. The typical Singaporean Mathematics teacher is that of the directive and authoritative type and the English teacher is the tolerant-authoritative type. Finally, an effective teacher is one who, besides having the positive qualities of good leadership, helping/friendly, understanding, has a good sense of humour and a passion to make a difference.

Denna studie har för avsikt att analysera hur den rådande trafikplaneringen ser ut i dagens Sverige, med fokus på Stockholm. Fokus ligger på att analysera trafikplaneringens uppkomst med bilen som utgångspunkt, hur denna har bidragit till negativa externa effekter som nu på senare tid uppmärksammats och legat till grund för ökad pådrivning mot ett trafiksystem som behöver förändras mot mer hållbara transporter, likt kollektivtrafik. Genom att analysera rådande regeringsdokument mot olika plan- och visionsdokument så kan studien bidra till att ge en mer reflekterad syn över vad som görs i realiteten mot vad mer visionära mål säger. Studien sker utifrån totalt 2 teorier samt 2 begrepp som är viktiga för att förstå dagens trafikplanering och hur resebeteende kan förändras. Mot detta är det också viktigt att se vad medborgare tycker och tänker för att se om planeringen delas av allmänheten. Detta då ökad samsyn gällande frågor och åtgärder inom trafikplaneringen kan bidra till ökad effektivitet och vilja till förändrat resebeteende. Studien har ett tydligt fokus på bilen och kollektivtrafik som transportmedel.

Child and adolescent mood and anxiety symptoms are common and debilitating, with long-term effects on well-being. Research presented in this thesis examines interpersonal cognitive factors in the emergence of anxious and depressive symptoms in late childhood through to early adulthood. The thesis considers this issue using three main approaches. For the first, data are presented showing that biases in the appraisals of social situations are the aspects of interpersonal cognition most closely associated with emotional symptoms. For the second, longitudinal twin data are used to examine genetic and environmental origins of these interpersonal cognitive biases and their temporal prediction of symptoms across a 2-year period. Data show that interpersonal cognitive factors are strongly influenced by non-shared environmental factors, and moreover, predict symptoms across time. The final section of the thesis comprises four studies using Cognitive Bias Modification of Interpretations (CBM-I) training methodology to show that both positive and negative interpretive biases for interpersonal information can be induced in adolescents. Positive biases are shown to persist for at least 24 hours after training, and induced positive and negative biases are shown to differentially predict anxious responses to an experimental stressor. Evidence is also provided to suggest that effects following training positive interpretive biases may transfer to other cognitive measures, namely appraisals of ambiguous emotional faces. Finally, data tentatively show that CBM-I training may be useful in reducing negative interpretations of interpersonal information made by 11-year-old children undergoing the transition to secondary school. In summary, studies in this thesis support the contribution of cognitive biases to mood and anxiety symptoms in childhood and adolescence. They further extend this knowledge by suggesting that these reflect individual-specific (non-shared) environmental risks to predict symptoms across time. These biases may also be amenable to change through training interventions, with some - albeit weak - effects on other cognitive outcomes.

The main objective of this thesis was to examine gender differences in co-rumination using observational, experimental, and diary methods. At the start of this project there were no existing studies which had assessed co-rumination in this way and this thesis intended to be an exploratory investigation of co-rumination using these methods. Rose (2002) defined co-rumination as ‘excessively discussing problems within a dyadic relationship’ (p. 1830) and used it to explain why females have closer, more supportive, friendships (Rose & Rudolph, 2006) but are also more susceptible to depression (Weissman & Klerman, 1977). Her findings suggest that co-rumination has maladaptive outcomes for females (increased depression and anxiety) but not for males. The six studies within this thesis aimed to investigate the outcomes of co-rumination using adult (Studies 1- 4), adolescent (Studies 5 and 6) and child samples (Study 6). The first three studies within this thesis assessed co-rumination using dyadic analyses of observational and experimental data. The results of these studies indicated that scores from the co-rumination questionnaire (CRQ) and the co-rumination coding scheme (CRCS) were associated with affect, but that the co-rumination manipulation used in Study 3 had no effect on levels of affect. CRCS was mainly predictive of depressive outcomes whereas CRQ was predictive of both depressive and anxious outcomes. The research indicated that CRQ scores positively correlated across the two dyad members. However, each dyad member’s score showed different associations with affect, depending on whether the dyad member was presenting his or her own problem for discussion. The diary studies indicated that co-rumination was best assessed using daily items which were more predictive of changes in positive and negative affect than the CRQ. It was clear from the studies within this thesis that co-rumination did not only have negative outcomes for females, and that future research should examine the outcomes of co-ruminative discussions for males and females. It was suggested that future researchers should conduct similar experimental research to Study 3 but that they should include multiple co-ruminative interactions and more immediate assessments of co-rumination in the days following a co-ruminative interaction.