Source: Dissertation Abstracts International, Volume: 40-09, Section: B, page: 4520. / Thesis (Ph.D.)--The Florida State University, 1979.

Source: Dissertation Abstracts International, Volume: 40-09, Section: B, page: 4521. / Thesis (Ph.D.)--The Florida State University, 1979.

Source: Dissertation Abstracts International, Volume: 40-09, Section: B, page: 4523. / Thesis (Ph.D.)--The Florida State University, 1979.

Source: Dissertation Abstracts International, Volume: 40-10, Section: B, page: 5036. / Thesis (Ph.D.)--The Florida State University, 1979.

Attention problems have often been associated with learning disabled adolescents. However, in reviewing the literature with regard to attention problems and learning disabled adolescents, it became apparent that there is confusion regarding the definition of attention and that research from neurophysiology was generally ignored. Research from neurophysiology suggests that the ability to engage in sustained attention is related to cortical maturity which is generally achieved between the ages of 12 to 15. Subsequently, the selective attention problem associated with learning disabled adolescents could in essence be a problem of sustained attention. / Therefore, the purpose of this study was to investigate the respective performance of learning disabled and non-learning disabled adolescents on measures of sustained attention and cortical integrity. / The subjects for this study consisted of 60 learning disabled adolescents and 60 non-learning disabled adolescents. The subjects were between the ages of 16 and 19, enrolled in the Scranton Public School District, Scranton, Pennsylvania, for the 1987-88 school year. / The following research question was addressed: Can subjects be classified into learning disabled and non-learning disabled groups based on their respective performance on a task of sustained attention, cortical integrity, and the demographic variable of age. / To analyze the data, a two-group discriminative analysis was performed with four predictive variables in two outcome groups. Three of the four predictive variables were sufficiently robust to significantly discriminate between the two groups. / The discriminating function was found to differentiate between the two groups at.0000 level. The classification efficiency of this function was assessed through the classification of all subjects following the derivation of the function. The overall percent of correct classification was 82.5%. / Source: Dissertation Abstracts International, Volume: 51-01, Section: B, page: 0450. / Major Professor: E. Jane Burkhead. / Thesis (Ph.D.)--The Florida State University, 1989.

Although it is widely assumed that positive peer status contributes to children's psychological adjustment, little is known about the nature of the status-adjustment relationship. The present study therefore investigated the relationship between elementary-school children's peer status and their concurrent sense of psychological well-being, examining: (a) feelings of well-being in socially rejected versus neglected children, and (b) social aspirations as a variable that may mediate the link between peer status and children's feelings of well-being. Two hundred sixty-nine fourth- and fifth-grade children participated. Peer status was assessed using positive and negative nomination sociometric measures. Four self-report measures were used to index the children's feelings of well-being. The Children's Depression Inventory (Kovacs, 1982) assessed feelings of depression, while the Children's Concerns Inventory (Buhrmester, 1982) assessed feelings of anxiety. Self-esteem and self-perceived social competence were measured using the Perceived Competence Scale for Children (Harter, 1979). A new self-report questionnaire, the Social Aspiration Scale, was developed to assess the level of the children's social aspirations. Results revealed significant, although unexpected, sex differences in the relationship between peer status and children's feelings of well-being. While low-status boys reported greater psychological distress than high-status boys, it was girls of high peer status as compared to those of low peer status who reported greater psychological distress. Within sex, rejected and neglected children tended to respond similarly across the four psychological adjustment measures. These results cast doubt on the assumption that popular children are all at an advantage in terms of their psychological well-being. It appears that this assumption may hold true for / boys, but be inappropriate for describing the experience of elementary-school girls. Data were obtained to support the reliability and validity of the Social Aspiration Scale. Children's social aspiration scores did not relate significantly to any of the peer status or psychological adjustment variables, however. / Source: Dissertation Abstracts International, Volume: 47-02, Section: B, page: 0812. / Thesis (Ph.D.)--The Florida State University, 1985.

This cross-sectional, descriptive study examined the psychosocial development and well-being of U.S. early adults, 18-33 years of age, who were raised abroad and re-entered the U.S. after high school graduation. It was posited that the re-entry experience was best understood if viewed as a stressful life transition. / The following variables were examined in relation to (a) mental health, (b) early-adult life tasks, and (c) overseas sponsor and boarder group differences: stress at re-entry (retrospective assessment) and at present; mobility prior to and since re-entry; host country; degree of achievement of the early-adult tasks (i.e. establishing an occupational and an ideological identity, an intimate relationship and a meaningful life); timing perception (i.e. whether one perceives that he or she has taken less, the same or more time than peers to achieve life tasks), subject's sex and year of re-entry. / Stepwise regression analyses on mental health provided a total explained variance of 58.5%: The higher the meaningful life, the lower the present stress, the more years since re-entry and the higher the intimacy, then the higher the mental health. Sex of subject was also found to be significant. Analyses indicated that the variable of difference was intimacy, which appeared to contribute to the mental health of men, and not women, through the psychological distress subscale. / The life tasks were found to influence one another, with the meaningful-life variable repeatedly contributing the most explanation. Perception of timing, amount of time since re-entry and intimacy were also repeatedly found to contribute to early-adult task achievement. / Both sponsor groups and boarder groups differed on mobility patterns prior to re-entry. These findings appear to simply reflect sponsor life style differences. Sponsor groups also differed on stress at re-entry and at present, with the missionary sponsor group reporting the most stress at both re-entry and at present. / Overall findings appeared to support a conceptualization of re-entry as a stressful life transition that requires returnees to reconstruct meaningful lives within an unfamiliar setting. Mental health score patterns suggest that this life reconstruction is a demanding task that takes a number of years to accomplish. / Source: Dissertation Abstracts International, Volume: 48-11, Section: B, page: 3433. / Thesis (Ph.D.)--The Florida State University, 1987.

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