Thesis (M. Soc. Sc.)--University of Hong Kong, 2004.

Thesis (M. Soc. Sc.)--University of Hong Kong, 2004. / Also available in print.

Thesis--PlanB (M.S.)--University of Wisconsin--Stout, 2001. / Includes bibliographical references.

published_or_final_version / Social Work / Master / Master of Social Work

The purpose of this study was to compare the relationship of school configuration, gender, and ethnicity upon the mean number of life events experienced by early adolescents. A review of the literature revealed many existing problems associated with early adolescent and adolescent inability to cope. At the same time, a review of the literature demonstrated an absence of any significant research which determines if school variables contribute to increased student stressful life events. Without empirical data, the improvement of existing programs as well as the development of new or alternative programs aimed at reducing stressful life events, coping with change and encouraging healthier lifestyle choices appears doubtful. Determining specifically what stressful life events early adolescents are experiencing will aid middle level administrators and educators in improving schools to address student needs and maximize learning. The sample consisted of 837 eighth grade students enrolled in nine middle level schools that met the criteria of having been at least one year at a 7-8 school or at least two years at a 6-7-8 school. 529 students were from 7-8 schools and 308 students were from 6-7-8 schools. Total number of males sampled were 395 students and total number of females sampled were 440 students. Subjects were administered a questionnaire composed of 55 life event items previously used with junior high and senior high students and slightly modified in this study for use with early adolescents. Analysis of variance was employed to examine the relationship of the independent variables (school configuration, gender, and ethnicity) on the dependent variable (mean number of life events experienced by early adolescents). The findings revealed significant main effects for: school configuration and life event scores; school configuration and gender. No significant difference was found in the 2-way interaction for school configuration and gender. Significant 3-way interaction was noted for school configuration, ethnicity, and gender. Furthermore, examination of the results using ethnicity as a variable showed no significant difference in main effects or the 2-way interaction of ethnicity and gender or ethnicity and school configuration. Data indicate that significant differences were found in the two school configuration types, gender differences as well as the interaction of school configuration, gender, and ethnicity.

Thesis (Ph. D.)--UCLA, 2009. / Vita. Includes bibliographical references (leaves 133-148).

M.A. / Late adolescence/young adulthood is characterised by turbulence and major life transitions, and individuals in this life stage are confronted with stressors on a daily basis (Santrock, 2003). This situation necessitates adequate coping so that these young people can negotiate the transition between childhood and adulthood successfully. Health practitioners and educators need to establish ways to enhance adequate coping in young people in order to minimise their stress and ward off negative and unwanted consequences of stressors; consequences such as addictions, suicide, depression and other pathologies (Frydenberg & Lewis, 2004; Puskar, Hoover & Miewald, 1992). Research shows that more and more young people are reporting that their lives seem hopeless and meaningless (Santrock, 2003). Clearly it is beneficial to investigate the relationship between meaning, well-being and coping with stress in young adults. Past research has investigated meaning in life and sense of coherence and other wellbeing measures on adults who have already established themselves, and very specific samples, such as elderly people, the terminally ill and employees in the workplace (for example Marais & Stuart, 2005; Shek, 2003; Strümpfer & Mlonzi, 2001; Yiu-Kee & Tang, 2005). However, researchers have debated the extent to which any real progress has been made in the field of stress and coping (see Coyne & Racioppo, 2000; Lazarus, 2000; Lewis & Frydenberg, 2002; Seligman & Csikszentmihalyi, 2000; Somerfield & McCrae, 2000). These and other studies have been critically evaluated in the current study, and it is clear that research is needed on meaning in life and well-being in late adolescence/young adulthood in order to assess how young people cope with stressors. Furthermore, research is needed on young people in SouthAfrica, in order to ascertain how they cope with stressors that may be countryspecific. The overall aim of the study was to establish whether there are relationships between meaning in life, sense of coherence and the ability to cope in young adults. More specifically, the study aimed to ascertain whether the extent to which an individual has discovered meaning in life and the extent to which he/she has developed a sense of coherence predicts coping with stress in a late adolescent/young adult population. A quantitative research methodology was conducted on a sample of male and female young adults (N=258). The participants were selected from a tertiary institution and had an average age range of 17 to 21 years. The measurement instruments have been used in previous research and were deemed culturally fair with valid and reliable psychometric properties. All three questionnaires were self-report measures. In order to assess the extent to which an individual has found meaning in their lives, the Purpose in Life Test (Crumbaugh & Maholick, 1981) was used. To ascertain whether or not an individual had developed a strong sense of coherence, the Orientation to Life questionnaire, also known as the Sense of Coherence scale (Antonovsky, 1987) was used. The Adolescent Coping Scale (Frydenberg & Lewis, 1993) was used to determine the ability to cope in young people. Various statistical analyses were conducted on the raw data collected from the questionnaires. Factor analyses were conducted to determine the internal validity and reliability of the measuring instruments. The distribution of the data within the subscales was tested for normality. Analysis of variance was used to determinewhether certain biographical variables could account for any differences in meaning in life, sense of coherence and ability to cope. Pearson product moment correlations were used. Thereafter both multiple regression and logistic regression were performed to determine if meaning in life and sense of coherence can predict differences in ability to cope. The results indicate that the constructs explored, as measured by the questionnaires, were not influenced by the age, gender, home language or direction of study of the participants. The sample could therefore be regarded as fairly homogeneous and the effect of confounding variables limited. However, as a result of this homogeneity, the findings of this study cannot necessarily be generalised to other populations. Findings indicate that there are relationships between meaning in life and the ability to cope. This finding points to the possibility that the extent to which an individual has discovered meaning in life, or the extent to which an individual views his or her life as meaningful is related to his or her ability to select effective coping strategies. Furthermore it was found that there are relationships between sense of coherence as well as the individual components of sense of coherence, namely comprehensibility, manageability and meaningfulness, and the ability to cope. This finding suggests that the extent to which an individual has developed a sense of coherence is related to his or her ability to select effective coping strategies.

Thesis (M. Ed.)--University of Hong Kong, 1999. / Includes bibliographical references (leaves 70-79).

Thesis (M.Ed.)--University of Hong Kong, 1999. / Includes bibliographical references (leaves 70-79). Also available in print.

published_or_final_version / Education / Master / Master of Education