Thesis (M.A.)--Rowan University, 2005. / Typescript. Includes bibliographical references.

Thesis (M.S.)--Brigham Young University. Dept. of Technology, 2005. / Includes bibliographical references (p. 43-45).

This research explores the link between pupils’ perceived control and their level of attendance in school. Whilst there is research into the link between perceived control and disaffection in pupils it has not been possible to identify any research which links school non-attendance to perceived control. Research into pupils’ reasons for non-attendance identified a range of different factors, many of which the author felt could be attributed to perceived control. Forty-one participants took part in the study. Participants were male and female year nine pupils at two secondary schools in the north west of England. Participants were grouped according to their levels of attendance as high (98%+) attenders, mid-range attenders (90-94%) and low (below 80%) levels of attendance. Participants’ levels of perceived control were measured using the Multi-dimensional Measure of Children’s Perceptions of Control (MMCPC) (Connell 1985). This research also explored the pupils’ experiences of school using appreciative inquiry. Responses on the MMCPC were analysed using a one way ANOVA and descriptive statistics. No significant differences were found between scores for each of the attendance groups and the reasons for this are discussed. Thematic analysis of focus groups with an appreciative inquiry structure identified key themes raised by pupils in regard to positive experiences in school. The findings for both parts of the research are discussed and suggestions for the implications for future research and the practice of teachers and educational psychologists supporting attendance in school are made.

One of the main purposes of the present study was to use a parental punitiveness scale, that was developed on the assumption that parental punitiveness is a function of the situation in which aggression takes place. This in turn was used to determine what relationship a child's perception of parental discipline toward aggression has to varying degrees of church attendance of the child.

Physician assistant programs are relatively new academic programs that aim to train and prepare PAs as advanced medical providers. Since their inception less than 60 years ago, multiple changes have been made to the curriculum. Additionally, the introduction of technology in the classroom has allowed further variations in how students learn in PA programs. As a new and growing program, limited research has been done on these PA programs regarding motivation and attendance. This paper aims to evaluate aspects of motivation and attendance that have been previously analyzed in other healthcare programs, then propose a study which explores those variables in Boston University’s physician assistant program. Ultimately, this paper will add to data regarding PA programs that examine motivation and attendance in students. This data is important to maximize student satisfaction, learning, and efficiency in a rapidly growing profession.

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This study examines the impact of a bus driver attendance incentive program implemented in a rural Mississippi school district with the aim of improving bus driver attendance rates. There is a shortage of bus drivers across Mississippi which has made bus driver attendance paramount. Bus driver absenteeism causes disruptions in student transportation services and affects overall school operations. To address this problem, a rural Mississippi school district introduced a bus driver attendance incentive program that provided financial incentives for bus drivers who maintained perfect attendance rates each month. The research methodology involved collecting and analyzing attendance data for bus drivers over a period of 2 academic years: 1 year prior to the COVID-19 Pandemic and before the implementation of the incentive program and the other 1 year after the introduction of the incentive plan. Although the findings did not reveal a significant positive impact on bus driver attendance between the 2 years in the study, the data did show a number of drivers benefited from the incentive program.

All university students need to adapt to a new academic and social environment when they first arrive on campus. However, in addition to the normal adjustment process that all students go through, international students confront additional stressors as they make cultural adjustments (Mori, 2000). The purpose of the current study was to investigate international students’ sport attendance behavior regarding cultural maintenance identity and adaptation to a multicultural environment. To collect data, a modified version of the Sport and Cultural Identity Scale developed by Allen et al. (2010) was sent to for international students at Southeastern Conference universities. Descriptive statistics, independent T-test, exploratory factor analysis (EFA), Mann-Whitney U test, and Person correlation were conducted for analyzing the data (n=431). The results suggest that attending sporting events can facilitate the adjustment of international students by providing them opportunities to both maintain cultural identity and adapt to a multicultural environment.