by Kwong Lai-king. / Thesis (M.A.Ed.)--Chinese University of Hong Kong, 1991. / Bibliography: leaves 106-119. / ACKNOWLEDGEMENTS --- p.ii / LIST OP TABLES --- p.vi / LIST OF FIGURES --- p.vii / ABSTRACT --- p.viii / Chapter CHAPTER ONE： --- INTRODUCTION / Chapter 1. --- Background of the Problem: Adolescents in Hong Kong --- p.1 / Chapter 2. --- Purposes of the Study --- p.9 / Chapter 3. --- Significance of the Study --- p.10 / Chapter CHAPTER TWO： --- REVIEW OF RELATED LITERATURE / Chapter 1. --- Definition of Stress --- p.12 / Chapter 2. --- Life Events and Stress --- p.14 / Chapter 3. --- Adolescents and Stress --- p.23 / Chapter 4. --- Life Events and Stress Symptoms --- p.34 / Chapter 5. --- Type A/B Behaviour Pattern and Stress --- p.36 / Chapter 6. --- Adolescents' Coping Strategies When Facing Stressful Life Events --- p.39 / Chapter CHAPTER THREE： --- METHOD / Chapter 1. --- Framework of the Study --- p.46 / Chapter 2. --- Definition of Terms --- p.48 / Chapter 3. --- Null Hypotheses --- p.49 / Chapter 4. --- Sample --- p.49 / Chapter 5. --- Instruments --- p.50 / Chapter 6. --- Procedures --- p.57 / Chapter 7. --- Data Analysis --- p.59 / Chapter CHAPTER FOUR： --- RESULTS AND DISCUSSION / Chapter 1. --- Characteristics of the Sample in the Main Study --- p.62 / Chapter 2. --- Reliabilities of Instruments --- p.65 / Chapter 3. --- Major Life Events Happened to Form 6 students --- p.67 / Chapter 4. --- stress Symptoms Experienced by Form 6 students --- p.76 / Chapter 5. --- Type A/B Behaviour Pattern of Form 6 students --- p.80 / Chapter 6. --- Ways of Coping of Form 6 students --- p.83 / Chapter 7. --- "Relationship among Life Events, Stress, Type A/B Behaviour Pattern and Ways of Coping" --- p.87 / Chapter 8. --- Limitations of the Present Study --- p.94 / Chapter CHAPTER FIVE： --- SUMMARY AND RECOMMENDATION / Chapter 1. --- Summary of Findings --- p.95 / Chapter 2. --- Importance of Findings --- p.97 / Chapter 3. --- Recommendation --- p.103 / BIBLIOGRAPHY --- p.106 / APPENDICES --- p.120 / Chapter Appendix A: --- Life Events Checklist --- p.120 / Chapter Appendix B: --- Modified Life Events Checklist (Translated version) --- p.121 / Chapter Appendix C: --- Type A Questionnaire --- p.122 / Chapter Appendix D: --- General Health Questionnaire --- p.123 / Chapter Appendix E: --- Ways of Coping --- p.125 / Chapter Appendix F: --- Test Battery (Translated version) --- p.126

The lack of emotional intelligence can be linked to problem behaviour in adolescent boys between 14 and 18 years of age. The concepts of emotions, emotional intelligence, adolescents and adaptation formed the focal point of this research. Profiles were compiled from data obtained from the Q-metrics emotional intelligence questionnaire, the Sacks Sentence Completion Test, an unstructured interview and the projection media (Draw a person). Detailed information with regards to risk and protective factors for each adolescent boy were provided. The above techniques and measuring instruments provided a holistic picture of the adolescent's level of emotional functioning as well as hypotheses for future therapy. The importance of the father-son relationship in the adolescent years was stressed. Early identification of adolescent boys in a private school (with low levels of emotional development) enables the school to implement programmes aimed at developing emotional intelligence. / Educational Studies / M. Ed.

published_or_final_version / Psychology / Doctoral / Doctor of Philosophy

published_or_final_version / Social Work / Master / Master of Social Work

This quasi-experimental study examined the effects of three interventions with international college students referred for adjustment and language difficulties. Fifty-four international students were assigned to treatment groups including expressive group counseling (n = 14), group speech therapy (n = 14), interdisciplinary counseling/speech intervention (n = 13), and the no treatment control (n = 13). Three null hypotheses were analyzed using a two factor repeated measures analysis of variance to determine whether the four treatment groups behaved differently across time according to pre- and posttest results of the ASR Total and Internalizing Problems scales and the CCSR total scores. Two null hypotheses were rejected at the alpha .05 level of statistical significance with large treatment effects. Post hoc analyses were conducted when a statistically significant interaction effect was found. The no treatment control group was established as a baseline to examine how each intervention group performed over time when compared to the no treatment control group. Results of the post hoc analysis for Total Problems indicated that international students in all three treatment groups demonstrated statistically significant improvements in total behavior problems at the alpha .025 level (Expressive counseling: p = .002, Speech: p = .01, and Interdisciplinary: p = .003) and large treatment effects (partial η2 = .33, .24, and .31, respectively), thus indicating all three may be considered effective mental health treatments to target international students' total behavior problems. Results of the post hoc analysis for Internalizing Problems indicated that the interdisciplinary counseling/speech intervention was statistically significant (p = .02) in lowering internalizing problems and had a large treatment effect (partial η2 = .22). The expressive group counseling intervention also demonstrated a large treatment effect (partial η2 = .15) although not a statistically significant level (p = .04). The large treatment effects obtained for both interventions highlight the benefit of expressive group counseling as a sole intervention, as well as when combined with group speech therapy, for ameliorating international students' internalizing problems.

This thesis details the lived experiences of ten first-generation Latino students at a large public university in the Pacific Northwest. Their experience and adjustment reveal that they relied on their friends and family, especially their parents for the male participants, for support and encouragement. The help these students received in the form of caring and social capital from faculty and staff during their freshman year ensured that they made a successful adjustment to college. Participants cite influential people and programs that motivated them to succeed and become comfortable in the college student role.

D. Tech. Business Administration / The purpose of this study is to increase the depth of understanding of university managers and programme facilitators of the management and process pertaining to students performance and how the process is used to empower first year students in the Faculty of Management Sciences.

The lack of emotional intelligence can be linked to problem behaviour in adolescent boys between 14 and 18 years of age. The concepts of emotions, emotional intelligence, adolescents and adaptation formed the focal point of this research. Profiles were compiled from data obtained from the Q-metrics emotional intelligence questionnaire, the Sacks Sentence Completion Test, an unstructured interview and the projection media (Draw a person). Detailed information with regards to risk and protective factors for each adolescent boy were provided. The above techniques and measuring instruments provided a holistic picture of the adolescent's level of emotional functioning as well as hypotheses for future therapy. The importance of the father-son relationship in the adolescent years was stressed. Early identification of adolescent boys in a private school (with low levels of emotional development) enables the school to implement programmes aimed at developing emotional intelligence. / Educational Studies / M. Ed.

The primary purpose of this study was to examine the potential mediating effect of TEI on the relationship between parenting style/dimension and first year students’ university adjustment in higher education institutions of Ethiopia. The study sought to test a model where parental responsiveness, parental demandingness and the TEI interactively and individually, relate to adjustment. A total of 464 first year university students from three public universities participated in this study. The results of preliminary analyses pertaining to the predominantly practiced parenting style in the families of Ethiopia revealed that if gender is ignored, the most common parenting style is the neglectful style followed very closely by the authoritative style. However, parenting styles varied as a function of students’ gender. A statistically significant TEI score difference was found among the four parenting style categories. Results also revealed that a statistically significant difference on adjustment mean score was found among the four parenting style categories. The t-test result revealed that there was a statistically significant difference between male and female first year university students with regard to TEI score but there was no a statistically significant difference between male and female first year university students with respect to the adjustment score. The path analysis result also revealed that parental dimensions (responsiveness and demandingness) and TEI had a statistically significant and positive direct effect on adjustment. The multiple regression result showed that TEI, parental responsiveness and parental demandingness interactively explained 31.9 percent of the variance on adjustment. Finally, the mediation analysis results revealed that TEI plays a meditation role, but only partially, in the parental demandingness and adjustment relationship, and in the parental responsiveness and adjustment relationship, which potentially confirms that the adjustment scale can explain the relationship between the demandingness and responsiveness dimension-variables of parenting style and TEI. Based on the results of the present study, some practical, theoretical and methodological implications of the study for designing interventions to maximize students’ adjustment in higher education institutions are addressed. Moreover, recommendations, limitations and future directions are addressed for researchers to take lesson in undertaking this or similar types of research in the future. / Psychology / D. Phil. (Psychology)

The study investigated adaptive behavior, as measured by the Adaptive Behavior Inventory for Children (ABIC), in diagnosing mental retardation among elementary school age children who were referred for special education services. Specifically, the study attempted to determine whether or not those children diagnosed as not mentally retarded and denied special education services on the basis of the ABIC data were statistically different, on the variables of intellectual development, academic achievement, and classroom behavior, from those children who were diagnosed mentally retarded and accepted for special education services on the basis of the ABIC data. Further, the study investigated the relationship between adaptive behavior and the prediction of academic achievement in elementary school age children.