Thesis (M.Psych.Ed.) - University of Queensland, 2005. / Includes bibliography.

Thesis (Ph. D.)--Ohio State University, 2005. / Available online via OhioLINK's ETD Center; full text release delayed at author's request until 2006 Nov 30

Thesis (Ph. D.)--Ohio State University, 2007. / Title from first page of PDF file. Includes bibliographical references (p. 156-173).

Thesis (Ed.D.)--University of West Florida, 2003. / Title from title page of source document. Document formatted into pages; contains 176 pages. Includes bibliographical references.

Thesis (Ed.D.)--University of West Florida, 2005. / Title from title page of source document. Document formatted into pages; contains 138 pages. Includes bibliographical references.

This research study was developed to investigate a group of Outstanding college personalities in Iran. The purposes of the study were: (a) to identify a "frequently nominated" group and an "infrequently nominated" group of University of Isfahan students based on the social criterion of "outstanding personality development"; (b) to determine whether or not "friendship nominations" unduly influenced the selection of "frequently nominated" students; (c) to determine whether or not "frequently nominated" and "infrequently nominated" students could be reliably differentiated on stressful life events, developmental histories, mental health adjustment, expressed needs, and descriptive data; and (d) to present a summary of the most striking and consistent findings on personality development of the "frequently nominated" students. This study concludes that 1. A "frequently nominated" group and an "infrequently nominated" group of normal Iranian student personalities, based on the social criterion of "outstanding personality development," can be identified and statistically differentiated. 2. "Outstanding" Iranian student personalities have greater affiliative capacities than other normal Iranian student personalities. 3. "Outstanding" Iranian student personalities possess ego strength, as evidenced by their desire to make decisions from inner self evaluations and to break parental standards, to a greater extent than other normal Iranian student personalities. 4. "Outstanding" Iranian student personalities do not practice self—sacrifice. 5. "Outstanding" Iranian student personalities are actualizing their capacities to a greater degree than are other normal Iranian student personalities. 6. "Outstanding" Iranian student personalities are not free from stressful situations, problems, or inner conflicts.

This study examines the relative influence of value priorities, ethnicity and 'worries' in the determination of political party affiliation amongst Ugandan university students. Schwartz's values questionnaire was administered to 309 male and 176 female first year students from the faculties of engineering, medicine, law, commerce, social sciences, sciences, education and mass communication at Makerere University Uganda. The sample included respondents from all of the six sub-ethnic groups in Uganda. Respondents also covered the major religious groups in the country and were also representative of the major political parties. Results from the statistical analysis on the data show that ethnicity and certain values playa role in the determination of these students' affiliation to a political party. Chi-square results show that achievement, benevolence, universalism, security, tradition and conformity values are given differing importance across political parties. And, Anova results show that the tradition value has a significant mean difference across parties. Other factors such as religion and course of study are also found to have significant influence on these student's affiliation to political parties. Although 'worries' are found not to have a significant influence on student's political party affiliation, findings show that students from different political parties differ in their ratings of the different types of ' worries'. Therefore results show that ethnicity and value priorities do infl4ence these students' affiliation to a political party but ' worries' do not. The discussion section explores these findings in the context of contemporary Ugandan politics.

The purpose of this study was to come to an understanding of the meaning and experience of community for undergraduate students at a research-intensive university. It was assumed that exploring community bounded by disciplinary affiliation would be a valuable approach to understanding this phenomenon within the context of the researchintensive university. In-depth interviews were conducted with 23 third year Psychology students pursuing either a Bachelor of Arts or a Bachelor of Science degree, and a survey designed to explore key aspects of interviewees' experiences was administered to a larger cohort of such students. Students' experiences were examined through the lens of constitutive and individualistic community frameworks, and ideal and actual experiences were compared. The results of this study show that a focus on disciplinary affiliation was a useful approach to understanding the meaning of community. Results document the significant influences of disciplinary affiliation on community membership and belonging. This exploration revealed that issues of community membership, involvement, and belonging were longitudinal processes that entailed complex patterns of participation and modes of exclusion that were influenced by students' aspirations and obligations as well as structural characteristics of the Psychology department and of the research-intensive university. / Education, Faculty of / Educational Studies (EDST), Department of / Graduate

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Self-concept, discussed as a scholarly topic since the time of Socrates and Plato, is an important theoretical construct in education because self-concept is considered to be a desirable trait and a facilitator of positive future behavior. The purpose of this study was to examine the relationship between the characteristics of students enrolled in career and technical education (CTE) programs and students' self-concept scores as measured by specific subscales from the Self-Description Questionnaire (SDQ). A total of 196 male and 89 female secondary students (Grades 9-12) enrolled in arts, audio/video technology and communications cluster courses in North Central Texas school districts participated in the study. Student characteristic variables of interest were age, gender, CTE program enrollment, and participation in CTE. The self-concept subscales analyzed were General, Academic, Verbal, Math, and Problem Solving. A canonical correlation analysis was conducted using the four student characteristic variables as predictors of the five self-concept variables to evaluate the multivariate shared relationship between the two variable sets. The full model across all functions explained about 23% of the variance between the variable sets. Function 1 explained 15% of the shared variance and Function 2 explained 7% of the variance that remained. This study detected a relationship between specific student characteristics and self-concept as measured on certain domain-specific first-order factors. Gender and participation in CTE were found to be related to verbal self-concept and problem-solving self-concept. Results suggest that females in arts-based CTE programs have a higher verbal self-concept than their male counterparts; male students have a higher problem-solving self-concept. Results further suggest that students with a high level of participation in CTE also have high verbal and problem-solving self-concepts.