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abstract: School and educational psychologists have a shared imperative to understand the complex inter-play of a student’s home life and perceived self-efficacy. Self-efficacy is the central facet of Bandura’s social cognitive theory (SCT, 1986, 1997). The current study improved upon the extant literature by exploring how home life in Arizona, Arkansas, California, and Oklahoma impacts the self-efficacy for self-regulated learning of mid-to-late adolescents. Although it is difficult to identify how specific aspects of life (including home life) matter for particular areas of functioning, the present study explored self-efficacy for self-regulated learning through the lens of three scales of the Late Adolescence version of the Home Observation for Measurement of the Environment Inventory (LA-HOME) (Caldwell & Bradley, 2016). The LA-HOME documents actions, objects, events and conditions connected with the home environment of children ages 16 to 20, who are still residing at home with parents or guardians (Caldwell & Bradley, 2016). This paper addresses the following research question: How are various aspects of the home life of mid-to-late adolescents, namely (1) modeling and encouragement of maturity, (2) family companionship and investment in adolescent, and (3) warmth, acceptance, and responsiveness, associated with self-efficacy for self-regulated learning? The sample of 333 adolescents is quite diverse demographically; it includes variations in family composition, race/ethnicity, household SES, language spoken in the home, and geography (rural, urban, suburban). The study utilizes a sub-sample of adolescents from the larger study who were 15 to 19 years of age (N = 333). Descriptive statistics, means, and standard deviations are reported for continuous variables, frequencies are reported for categorical variables, and correlations are presented. A hierarchical regression model was estimated in two steps. The first step included the complete set of control variables (household income, ethnicity, gender, and adolescent general health and depressive symptoms), and the second step included the set of three home life indicators. The hierarchical regression model had good fit. Study assets and limitations, as well as alternate theories for consideration and directions for future research, are discussed. / Dissertation/Thesis / Doctoral Dissertation Educational Psychology 2018

The purpose of this research was to investigate the nature of the South African late adolescent’s adjustment whilst on a working holiday in the United Kingdom. In order to achieve this goal a thorough literature study was done with attention afforded to late adolescence, the developmental tasks of this life stage, culture and culture shock and the adjustment to the latter. An empirical study was conducted whereby semi-structured interviews were utilized as a data collection method. During these interviews questions were posed to the respondents to ascertain what they regarded as pleasant as well as unpleasant in relation to their working holiday in the United Kingdom, the perceived cultural differences between South Africans and Britons, problems experienced with the adjustment, homesickness, triggers thereof including ways in which to cope with it. Ten respondents were individually interviewed during this research. An exploratory research design was followed as the researcher explored the trend of late adolescents who embark on a working holiday in the United Kingdom. The researcher performed qualitative research to answer the research question. The research question that was formulated for the purpose of this study was: what is the nature of the adjustment of the late adolescent whilst living and working in the United Kingdom? The researcher applied the one-group posttest-only design as research procedure because interviews were conducted following a period of at least four months in which the respondents had lived in the United Kingdom. Empirical data was obtained by means of an interview schedule and the following themes were identified: -- Late adolescents experience culture shock upon arrival in the United Kingdom. -- Environmental differences are experienced. -- Cultural differences between South Africans and Britons are noted. -- Independency increases. -- Work experience is gained and money earned in order to meet needs. -- Cohesion and solidarity are experienced with fellow South Africans in London. -- Exposure is experienced. -- Homesickness is experienced. The researcher concludes that the late adolescent experiences initial culture shock that is absorbed by the support of fellow South Africans and results in increased independence. Homesickness is experienced and is dealt with in ways that had been tested. / Dissertation (MSD (Play Therapy))--University of Pretoria, 2006. / Social Work / unrestricted

This diploma thesis with the future through the eyes of senior high school students, especially with its contents and time location of these contents. The theoretical part presents the most famous time perspective theories and the relationship between adolescents and their future. The emhasis is on introducing czech and also foreign research on a similar topic. The empirical part has four goals: find out which future contents senior high school students are dealing with, 2. where these contents are located in time, 3. how important are the contents and 4. what is the relationship between the future contents and student's past and present. They were done semi-structured interviews within the first and the second goal, then these interviews were coded and interpreted by using elements of grounded theory. To answer the other two goals students filled out questionnaire Ten most important life events by Cottle. The discussion part presents results of the research and comparison with the results of other research. The most senior high school students deal (in the context of the future) with university study, profession, travelling, independence and making their own family. Key words: time perspective, future time perspective, future orientation, late adolescence, senior high school students

Movement intervention in a Gestalt therapeutic setting using structured activities and free improvisation is a successful method in creating awareness of contact-making styles for late adolescents. An overview of the existing literature regarding the theoretical aspects of the interrelatedness of movement therapy, awareness, contact-making styles and the use of movement as a therapeutic intervention within a Gestalt context was presented. This included a description of the meta-theoretical assumptions that underpinned the research. A case-study consisting of eight late-adolescent females using the exploratory and descriptive nature within the qualitative research model was applied. All participants reported growth and awareness within themselves. The researcher concludes that movement intervention within a Gestalt therapeutic context can support an approach that adapts itself to the developmental phase of the individual and is a creative way of maintaining interest and focus. / Social Work / M. Diac. (Play Therapy)

This diploma thesis focuses on the perception of parents by their adolescent children. Since the topic is very wide the thesis considers only selected specifics. The theoretical part is divided into three chapters. First part describes parenthood especially in the time with adolescent child and the next topic is adolescence, its history and main characteristics and the change of personality of adolescent. The next part is devoted to describing the social context which influences the adolescent child and forms their perception of parent. The examples of variability of this relationship are presented in the last part. The research target was to find how Czech adolescents perceive their parents. A questionnaire was used as a means to reach this aim. Gained data were sorted and the outcome is presented in the thesis.

The aim of this study is to explore and describe late adolescents' experiences of using Mxit as a source of peer–support during their Grade 12 year in order to provide a broader and more realistic understanding of their support preferences and needs. The classic text of Gestalt Therapy theory in conjunction with current literature provided an overview of the theoretical underpinnings of this study, including the key tenets of Gestalt theory, the core Gestalt theoretical assumptions, Mxit as a social networking application, peer–support and late adolescence. A qualitative research approach with an instrumental case study of eight Grade 12 learners from one public high school in the Northern suburbs of Johannesburg was implemented. The research findings indicated that the affordability, accessibility and non–threatening nature of using Mxit as a source of peer–support made it a viable resource during stressful periods. Although face–to–face peer–support was preferred owing to the limited existential dialogue and lack of trust that was experienced while communicating over Mxit, the adolescents perceived a need for the development of peer–support groups and one–on–one counselling over Mxit as a result of the lack of supportive others experienced during Grade 12 that frequently led to depressive symptoms and/or suicidal thoughts. / Thesis (M.A. (Psychology))--North-West University, Potchefstroom Campus, 2012.

The aim of this study is to explore and describe late adolescents' experiences of using Mxit as a source of peer–support during their Grade 12 year in order to provide a broader and more realistic understanding of their support preferences and needs. The classic text of Gestalt Therapy theory in conjunction with current literature provided an overview of the theoretical underpinnings of this study, including the key tenets of Gestalt theory, the core Gestalt theoretical assumptions, Mxit as a social networking application, peer–support and late adolescence. A qualitative research approach with an instrumental case study of eight Grade 12 learners from one public high school in the Northern suburbs of Johannesburg was implemented. The research findings indicated that the affordability, accessibility and non–threatening nature of using Mxit as a source of peer–support made it a viable resource during stressful periods. Although face–to–face peer–support was preferred owing to the limited existential dialogue and lack of trust that was experienced while communicating over Mxit, the adolescents perceived a need for the development of peer–support groups and one–on–one counselling over Mxit as a result of the lack of supportive others experienced during Grade 12 that frequently led to depressive symptoms and/or suicidal thoughts. / Thesis (M.A. (Psychology))--North-West University, Potchefstroom Campus, 2012.

Movement intervention in a Gestalt therapeutic setting using structured activities and free improvisation is a successful method in creating awareness of contact-making styles for late adolescents. An overview of the existing literature regarding the theoretical aspects of the interrelatedness of movement therapy, awareness, contact-making styles and the use of movement as a therapeutic intervention within a Gestalt context was presented. This included a description of the meta-theoretical assumptions that underpinned the research. A case-study consisting of eight late-adolescent females using the exploratory and descriptive nature within the qualitative research model was applied. All participants reported growth and awareness within themselves. The researcher concludes that movement intervention within a Gestalt therapeutic context can support an approach that adapts itself to the developmental phase of the individual and is a creative way of maintaining interest and focus. / Social Work / M. Diac. (Play Therapy)