Thesis (Ph. D.)--University of Washington, 1998. / Vita. Includes bibliographical references (leaves [81]-85).

Thesis (Ph.D.)--University of Nebraska-Lincoln, 2006. / Title from title screen (site viewed May 16, 2007). PDF text: xiv, 174 p. : ill. ; 0.60Mb UMI publication number: AAT 3237599. Includes bibliographical references. Also available in microfilm and microfiche formats.

Thesis (M.S.)--Boston University / PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you. / 2031-01-01

Indiana University-Purdue University Indianapolis (IUPUI) / The pursuit of a healthy lifestyle has become an important activity to large portions of the population. Health information and research has become readily available to the general public via the Internet and other communication vehicles and public health programs. As information becomes accessible, so too does the opportunity for individuals to take added ownership in seeking their own health care. The purpose of this research was to examine the role of gender in the decision that leads to individuals seeking regular health care. It focuses on the motivations that influence men and women when managing their regular preventative care. Despite the disparity in health care utilization between men and women, both positive and negative role models positively influence health and wellness. Constructs of masculinity and femininity continue to impact the utilization of health care procurement. Improving our health and providing a role model for our children offers the greatest potential for improving the health of our nation.

Role models are often suggested as a means of motivating people to set and reach ambitious goals, especially for members of stigmatised groups in achievement settings. Yet, findings in relation to the effectiveness of role model are mixed and the literature on role models suffers from a number of limitations: (1) it lacks a clear definitional consensus of role models, (2) there is a lack of an integrated theoretical framework around role modelling, (3) very little of our current understanding of role models draws on the motivational literature to explain how role models can influence motivation and goals, and (4) the focus of the extant role model literature has been mainly on the attributes that make role models effective at the expense of understanding how this occurs. In this thesis, we first review the literature on role models (Chapter 1) and present two studies highlighting the limitations of the extant understanding of role modelling (Chapter 2). We then address these limitations by developing a theoretical framework of role modelling where we integrate different definitions of role models into a new conceptualisation in which we propose that role models influence goals and motivation in three distinct ways: by acting as behavioural models, by representing the possible, and by being inspirational. We then draw on expectancy-value theories of motivation to build a theoretical framework for understanding not only when but also how role models can effectively influence motivation and goals in these three functions (Chapter 3). This new theoretical framework, the Motivational Theory of Role Modelling, highlights how the power of role models can be harnessed to increase role aspirants’ motivation, reinforce their existing goals, and facilitate their adoption of new goals. We present four empirical studies supporting the ideas put forward in this theoretical framework, namely that role models in their three functions increase expectancy and value and, in turn, motivation and goals (Chapters 4,5, and 6). Finally, we integrate and summarise our findings and discuss theoretical and practical implications (Chapter 7).

Thesis (M.A.)--University of Hawaii at Manoa, 2005. / Includes bibliographical references (leaves 102-106). / vi, 106 leaves, bound 29 cm

Thesis (M.F.A.)--University of Missouri-Columbia, 2007. / The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on April 9, 2009) Includes bibliographical references.

Thesis (D. Min.)--Erskine Theological Seminary, 1996. / Includes abstract. Includes annotated bibliographical references (leaves 87-94).

Thesis (Ph. D.)--University of North Carolina at Greensboro, 2005. / Title from PDF title page screen. Includes bibliographical references (p. 172-186)

The purpose of this applied dissertation study was to determine the effect of a mentoring program, the 5000 Role Models of Excellence Project, on eighth-grade graduation rates of minority male students at one middle school in South Florida. An achievement gap exists between minority and majority male students in this school district indicating a need for an intervention program for those minority males at risk of dropping out of school. Such a program would serve minority males by providing a positive role model in their lives. The 5000 Role Models of Excellence Project was utilized at this middle school in South Florida to assist minority students in forming positive relationships as they transitioned to high school. For this study, 20 parents and 20 mentors from one middle school were surveyed about their satisfaction with the program. Students were surveyed about their perceptions of the program and its impact. Students’ graduation rates were obtained from official school records and broken down by ethnicity. Students and parents were encouraged to continue their participation in the mentoring program, which provided the participants with additional resources in and out of school. The results of the study revealed improvement in graduation rates among minority male eighth-grade students enrolled in the 5000 Role Models of Excellence Project as compared to minority male eighth-grade students who did not participate in the mentoring program. Parents and mentors reported that the program assisted the students in achieving better academic and conduct grades in school. The study demonstrated the positive impact of the project on eighth-grade minority males in one middle school in Florida.