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  • About
  • The Global ETD Search service is a free service for researchers to find electronic theses and dissertations. This service is provided by the Networked Digital Library of Theses and Dissertations.
    Our metadata is collected from universities around the world. If you manage a university/consortium/country archive and want to be added, details can be found on the NDLTD website.
111

Relationships among child abuse experiences, social support, and academic success

Havill, Amanda Marie 01 May 2011 (has links)
Nonetheless, understanding the childhood experiences that individuals bring with them into their later lives still may be important in fostering the best possible academic outcomes.; Previous research indicated that childhood abuse experiences are important factors in determining the length and achievement of individuals' academic careers (Braver, Bumberry, Green, & Rawson, 1992). Several additional studies suggested that there is a relationship between childhood abuse experiences and social support (i.e., parental, peer, and teacher; Ezzell, Swenson, & Brondino, 2000; Goebbels, Nichols, Walsh, & De Vries, 2008). Although these relationships were documented, few studies examined the relationships between childhood abuse experiences, social support, and academic success in one comprehensive analysis. As a result, the current study examined the relationships among childhood abuse experiences, social support, and academic success. More specifically, the current study examined the mediational role of social support in the relationship between childhood abuse experiences and academic success. Participants completed four empirically validated questionnaires online. These questionnaires included a demographics questionnaire, the Student Perceived Availability of Social Support Questionnaire (SPASSQ; Vedder, Boekaerts, & Seegers, 2005), the Motivation to Achieve Academically Questionnaire (MAAQ; Waugh, 2002), and the Childhood Trauma Questionnaire (CTQ; Bernstein & Fink, 1998)). Using correlational analyses and regression analyses, results of the current study indicated that those individuals who reported childhood abuse experiences are more likely to have reported lower levels of parental support and that those who received a higher level of teachers' support are more likely to endorse academic success. Finally, childhood abuse experiences and social support generally were not significant predictors of academic success, and social support did not serve as a mediator in the relationship between childhood abuse experiences and academic success.
112

The Role of Workload, Social Support, and Psychosocial Training as Predictors of Burnout in University Students

Greindl, Ashley J 01 January 2020 (has links)
Academic burnout is prevalent among university students. Many studies have shown the importance of interpersonal (e.g. social support) and external (e.g. workload) factors in determining the causes of burnout. The purpose of this study was to examine the role of workload, social support, psychosocial training, and gender on burnout among university students and the degree to which these factors can predict burnout levels. Replicating other studies, measures of workload (objective and subjective), social support (Multidimensional Scale of Perceived Social Support), and previous psychosocial training were related to burnout (Maslach Burnout Inventory) among 150 undergraduate students. Consistent with existing literature, high levels of burnout were associated with high levels of both objective and subjective workload, with subjective workload having a greater impact. Lower levels of burnout were associated with higher levels of social support. Previous psychosocial training was not associated with the levels of burnout. Social support from teachers was found to be to most influential variable within this study. This unique finding can contribute to the limited existing body of knowledge on academic burnout, as well as bring awareness to university administrators and faculty regarding the important role that teachers play in the academic success of their students.
113

Toward understanding the effects of social support and functioning on formal and informal care

Hyduk, Christine Alison January 1991 (has links)
No description available.
114

A descriptive analysis of the social support perceptions and resources of children with cancer and their parents

Basili, Laura Anne January 1991 (has links)
No description available.
115

Weight Based Stigma: The Impact of Perceived Controllability of Weight on Social Support

Tabak, Melanie Ann 30 September 2008 (has links)
No description available.
116

Who Cares? Social Support and Social Network in Depression

Raymond, Danielle R. 03 June 2015 (has links)
No description available.
117

STRESS AND SOCIAL SUPPORT AMONG COLLEGE STUDENTS BY GENDER

VERTIN, BRIDGET ELLEN 15 September 2002 (has links)
No description available.
118

Social Capital, Social Support, and Food Insecurity in Food Pantry Users

Chhabra, Surbhi 08 October 2012 (has links)
No description available.
119

Life After Death on Facebook

Lippert, Alexandra 10 October 2013 (has links)
No description available.
120

The Role of Social Media in the Relationship Between Social Support and Adherence in Children with Cystic Fibrosis

Babyar, Heather Michelle 01 August 2016 (has links)
No description available.

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