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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.
181

The Relationship Between Parenting Styles, Acculturation, Individuation, and Mental Health in Arab American Adults

Atia, Mira 01 August 2014 (has links)
Parents are among the important socialization agents that influence the persons we become. Previous research (Baumrind, 1967; 1972; 1991; 1987) has identified three primary parenting styles: permissive, authoritative, and authoritarian, and a large amount of research has investigated the long term implications of these styles. The current study aimed to investigate the universality of these parenting styles, in particular, among Arab American Adults (N =22). The study examined the relationships between overall mental health and parenting styles, acculturation, and individuation in this population. Unfortunately, a small sample size limited the analyses performed, and the findings did not show any significant correlations between parenting styles, individuation, or acculturation and overall mental health. Implications of findings are discussed as well as suggestions for implementing more culturally sensitive methods and measures.
182

Examination Of An Online College Mathematics Course: Correlation Between Learning Styles And Student Achievement

Steele, Bridget 01 January 2012 (has links)
The purpose of this study was to determine if there was a significant relationship between learning styles and student learning outcomes in an online college mathematics course. Specifically, the study was guided by two research questions focused on (a) the extent to which learning styles had a predictive relationship with student achievement in an online college mathematics course and (b) the extent to which various learning styles among mathematics students in online versus face-to-face courses predicted mathematics achievement. The population for this study consisted of the 779 college mathematics and algebra (CMA) students who were enrolled in a private multimedia university located in the southeast. A total of 501 students were enrolled in the online class, i.e., the experimental group, and 278 students enrolled in the face-to-face class comprised the control group. All students completed (a) an initial assessment to control for current mathematics knowledge, (b) the online Grasha-Reichmann Student Learning Styles Scales (GRSLSS) Inventory, and (c) 20 questions selected from the NAEP Question Tool database. Hierarchical linear regressions were used to address both research questions. A series of ANCOVA tests were run to examine the presence of any relationships between a given demographic and course modality when describing differences between student test scores while controlling for prior academic performance. The results indicated that predominant learning style had no apparent influence on mathematics achievement. The results also indicated that predominant learning style had no apparent influence on iv mathematics achievement for online students. When examining demographics alone without respect to modality, there was no significance in course performance between students in various ethnicity, gender, or age groups
183

The Use of Developmental Advising Models By Professional Academic Advisors

Daller, Melissa L. 23 April 1997 (has links)
Academic advising has undergone tremendous changes since its origin in higher education. The notion of faculty performing clerical tasks in order to aid students strictly in academics has been challenged. Today, academic advising is considered one of the best vehicles for promoting intellectual, personal, and social development of students. It is a service that links students' academic and personal worlds and, hence promotes holistic development. However, little is known about professional advisors, specifically to what extent professional advisors use an approach to advising that can be characterized as developmental. The purpose of this study was to observe and identify the behaviors that occur during academic advising sessions between professional academic advisors and students, and compare these behaviors to the models and definitions of developmental advising proposed in the literature. Qualitative research methods, including observations and interviews, were employed. Ten advisors were observed in 35 actual advising sessions in an effort to identify advising behaviors, which were later used to develop and define advising styles. In addition, each advisor was interviewed about his or her philosophy of advising. Results of the study found that the developmental-prescriptive continuum does not accurately reflect actual advising practice. Most advisors' style reflected a mix of developmental and prescriptive behaviors. However, the characteristics of advising proposed in the literature (e.g.,content, personalization, and decision-making) were useful in identifying and defining new advising styles. Another important finding dealt with personalization. While most advisors stated students are different and have different needs, and some advisors were observed to personalize the advising session, none of the advisors were observed to alter their style in accordance with students' differences. This suggests there may be a difference between personalization and individualization of advising. Recommendations for practice include assessment of advisors' behaviors and philosophies in addition to student perceptions. Also, there is a need to develop new models of advising. The data from this study recommend the development of an advising model that considers the importance of the advisor-advisee relationship that is dynamic and that reflects stages or phases of advising instead of distinct advising styles. The information gathered from this study lends itself to further research about the advising styles used with specialized student populations, suggesting the need for individualization as well as personalization of advising. / Master of Arts
184

Perceived parenting, psychopathology, and environment:what influences projected parenting?

Norwood, Ashley Kathleen 30 April 2011 (has links)
The current study examined the influence that perceived parenting, psychopathology, and the environment have on the development of projected parenting styles (defined for the study as the way participants predict they will parent when the opportunity arises) in college students. Overall, participants (N = 412) report that they will adopt a style of projected parenting that is similar to how they perceive their parents’ parenting. One exception is that participants of overprotective parents tended to project utilizing less overprotection, perhaps a sign of rejection for the control that was placed on them by their parents. Perceived paternal parenting was mediated by parental psychopathology, and surprisingly, perceived maternal psychopathology was found to be positively associated with positive projected parenting. Participants’ own psychopathology had no impact on projected parenting when examined simultaneously with the other variables.
185

Increased incidence of risky sexual behavior in college students with a history of familial incarceration

Leachman, Lacey Loy 09 August 2008 (has links)
This study examined risky sexual behaviors in college students with and without a history of familial incarceration. Researchers have studied some possible negative effects of parental incarceration such as aggression, but have not addressed consequences that may occur later in a child’s life. In addition, until the current study, no one had examined coping styles as a possible mediator between parental incarceration and later outcomes. In this study, 771 college students completed an internet-based survey assessing history of familial incarceration, sexual behaviors, and coping skills. Students with a history of familial incarceration engaged in more risky sexual behaviors than other students. However, coping styles did not mediate the relationship between risky sexual behavior and history of parental or familial incarceration.
186

Child's play: The relationship between the use of play and adjustment styles

D'Angelo, Lori January 1995 (has links)
No description available.
187

Correlating Parenting Styles with Child Behavior and Caries

Howenstein, Jeffrey L. 14 November 2014 (has links)
No description available.
188

The Influence of Personal, Relational, and Contextual Factors on Forgiveness Communication Following Transgressions in Romantic Relationships

Edwards, Tim 19 May 2015 (has links)
No description available.
189

Cognitive style dimensions of university textiles/clothing students and other home economics students /

Goldsberry, Mary Ellen Huffman January 1980 (has links)
No description available.
190

Social perceptions of expert helpers, cognitive styles, and theoretical attitudes, values, and orientations : an exploratory study among graduate counseling students /

Rosen, Phyllis J. B. January 1982 (has links)
No description available.

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