Thesis (Ed. D.)--University of Missouri-Columbia, 1998. / Typescript. Vita. Includes bibliographical references (leaves 117-132). Also available on the Internet.

Thesis (Ed. D.)--University of Missouri-Columbia, 1998. / Typescript. Vita. Includes bibliographical references (leaves 128-144). Also available on the Internet.

Thesis (Ph. D.)--University of California, Santa Cruz, 1998. / Typescript. Includes bibliographical references (leaves 80-91).

Thesis (M. Ed.)--Lancaster Bible College, 2007. / Abstract. Includes bibliographical references (leaves 92-101).

Thesis (M.Phys.Ed.)--Memorial University of Newfoundland, 2004. / The CD-ROM includes Appendix H. Bibliography: leaves 134-140.

Thesis (M. Sc.)--University of Hong Kong, 2005.

Thesis (MA (Psychology))--University of Pretoria, 2005. / Includes abstract in English. Includes bibliographical references. Available on the Internet via the World Wide Web.

Thesis (M. Ed.)--Lancaster Bible College, 2007. / Abstract. Includes bibliographical references (leaves 92-101).

Summaries in English and Afrikaans / Text in Afrikaans / Die doel van hierdie studie was soos volg: Om te bepaal of daar 'n verband bestaan tussen selfkonsepontwikkeling en suksesbelewing by die kinderhuiskind; (ii) Om te bepaal of daar 'n verskil is tussen die selfkonsep van die kinderhuiskind en die selfkonsep van die kind wat by sy ouers woon. Die ontwikkelingsvlak van die adolessent is in terme van die ontwikkelingskrisisse volgens Erikson bespreek. Die liggaamlike, fisiologiese en sosiale ontwikkeling het aandag geniet. Die morele ontwikkeling van die adolessent volgens Kohlberg asook die kognitiewe ontwikkeling volgens Piaget, is bespreek. Enkele begrippe, faktore wat die selfkonsep beinvloed en die ontwikkeling van die selfkonsep van die kinderhuiskind, is bespreek. Veertien leerders van Abraham Kriel Kinderhuis in Langlaagte, Johannesburg en veertien leerders van Hoerskool Vorentoe in Johannesburg het ingewillig om deel van die proefgroep te vorm. Hieruit is een kinderhuiskind geselekteer, op wie 'n diepte-ondersoek uitgevoer is. Ten slotte is daar tot die gevolgtrekking gekom dat daar wei 'n verband bestaan tussen selfkonsepontwikkeling en die belewing van sukses. Daar is ook bevind dat die kinderhuisgroep 'n laer algemene selfkonsep as die ouerhuisgroep het. / The objectives of the study were as follows: (i) To establish whether there is a relationship between self concept development and experiencing of success of a foster home child; (ii) To establish whether there are differences between the self concept of a foster home child and a child residing in his parents' home. The level of development of the adolescent was addressed in terms of the developmental crises a~cording to Erikson. The physical, physiological as well as social development were also addressed. The moral development of the adolescent was addressed in terms of Kohlberg, while cognitive development were also addressed in terms of the Piaget's theory of cognitive development. Certain ideas and factors that influence the self concept, as well as the development of the self concept, were addressed. Fourteen learners from the Abraham Kriel Foster Home in Langlaagte, Johannesburg and fourteen learners from Vorentoe High School in Johannesburg declared themselves willing to partake as members of the test group. One learner from the foster home group was selected for a in-depth study. In conclusion it was found that there is a relationship between self concept development and the experience of success. It was furthermore found that the foster home group had a lower general self concept compared to the own parents group. / Thesis (M.Ed.)--University of South Africa, 2000

This study examined eighth grade students' perceived degree of mattering in their private school environments. Mattering, as defined by Rosenberg and McCullough (1981), is a person's sense that he is the object of interest and importance to others, he is wanted or serves as an ego-extension for others, and others depend on him. The study included 167 students from three urban private schools in the lower mainland. Students completed The Ways of Mattering Questionnaire (Individual and Group Forms), and a one page questionnaire, providing information about students' academic self-concept (Bachman's scale), student involvement in extracurricular school activities, and selected demographic variables. Step-wise multiple regression revealed that gender and grade point average were statistically significant predictive variables on the Group Mattering Scale in student to teacher relationships, and only grade point average was a significant predictive variable on the Individual Mattering Scale (student to peer relationships). Recommendations are provided for further study into students' feelings of mattering in the school environment. / Education, Faculty of / Educational and Counselling Psychology, and Special Education (ECPS), Department of / Graduate