Syftet med studien är att få ökad kunskap om och förståelse för unga kortutbildade intagnas inställning tillutbildning och motivation att studera i fängelse. Arbetet innehåller såväl kvantitativa som kvalitativa inslag.De kvantitativa delarna syftar till att beskriva urvalsgruppen med hjälp av metoden enkät och de kvalitativa tillatt få fördjupad förståelse för hur unga intagna resonerar om studier och utbildning genom semistruktureradeintervjuer. De kvantitativa resultaten redovisas deskriptivt med hjälp av grafer och kommenteras i relation tilltidigare forskning. Gruppen unga studerar i betydligt högre grad 2012 på den undersökta anstalten än nationellstatistik från 2006. De kvalitativa delarna analyseras och tolkas utifrån kvalitativ innehållsanalys. Först beskrivsinformanterna översiktligt utifrån tidsperspektiven då – nu – framtid. Därefter konstrueras fyra karaktärerutifrån hur de talar om utbildnings betydelse och studiemotivation: Den aktive och insiktsfulle, Dentveksamme sökaren, Den orolige och osäkre och Den avvisande. Så söktes teoretiska infallsvinklar på hurinformanterna talade om motivation, vilket utmynnade i en fyrfältare som illustrerar hur yttre och inremotivation och motstånd samspelar samt hur föränderliga och sköra de kan vara hos den som inte är van attstudera. För den som valt en kriminell identitet tidigt i livet framstår inte utbildning som självklart positivt ellereftersträvansvärt. Många upplever ett utanförskap och för att bli en del av majoritetssamhället krävs en vilja tillsocial transformation. Ambivalens är ett viktigt tillstånd för att utforska olika alternativa vägval. Relationenlärare – studerande kan ha avgörande betydelse för om en ung intagen med kort utbildningsbakgrund skavilja, våga och kunna studera.

Chinese-American adolescents were compared with the major group in the United States (European-American adolescents) in negotiating self-concepts related with autonomy and connectedness. Senses of autonomy and connectedness were evaluated by examining adolescents' cultural value orientations (individualism and collectivism), parent-adolescent relationships (decision-making styles and power perception), and relations between the two constructs. Participants included 56 first- or second-generation Chinese-American adolescents (18.5% of first-generation and 81.5% of secondgeneration) and 45 European-American adolescents, accompanied with their mothers (47 Chinese-American mothers and 42 European-American mothers). In terms of cultural value orientations, Chinese- and European-Americans' selfconcepts were consistently oriented towards collectivism more than individualism in adolescents and mothers. With regard to parent-adolescent relationships, Chinese- American adolescents have identified with the dominant culture to show similar desires of being autonomous as European-American adolescents. However, Chinese-American mothers adopted more authoritarian, conservative, and inflexible parenting styles than European-American mothers. With regard to the relations between variables of cultural value orientations and variables of parent-adolescent relationships, the pattern of findings was consistent with the notion that Chinese-American adolescents who internalize highly collectivistic cultural values displayed more collectivistic communication styles in parent-adolescent relationships than European-American adolescents.

The aim of the present study was to examine the predictive values of sociodemographic variables, parental variables (parental stress, family functioning, parental adjustment, coping methods), and child variables (coping methods, self concept) for the adjustment of children with spastic cerebral palsy. Transactional stress and coping model was used as the conceptual framework for the study. The sample of the study was composed of 80 children with spastic cerebral palsy and one of their parents. Hierarchical regression analysis was conducted to test the child adjustment by using child gender, parent education, parental stress, family functioning, parental adjustment, parental coping methods, child coping methods, and child self concept as independent variables. Results revealed that parentalstress, parents&rsquo / problem solving/optimistic coping and fatalistic coping predicted the adjustment of children with spastic CP. However, parental adjustment, family functioning, child coping and child self concept were not significantly predicting of child adjustment. The findings, strengths, limitations as well as the implications of the findings were discussed.

Abstract Internet and information technology have changed our daily life extremely. Information technology affects not only the way people running the business but also their expectation to learning and education. All this external shift and new requirement have become the driving force of e-learning. Mission Based Learning (MBL), which proposed by pedagogical experts, are a new learning model to address the new learning pattern of e-learning. MBL would like students to be trained as entrepreneur, with entrepreneurship, willing to take risk and can learning from failure experience. Thus, MBL activity increases the difficulty of the learning tasks in order to motivate students¡¦ potential and hope that students can use innovative strategy to overcome the mission. However, this may causes students to fail in the learning activity easily. Therefore, understanding students¡¦ failure response is the key point to teach students learning from failure experience. The main purpose of this study is to investigate the factors affecting students¡¦ failure response in participating MBL. The study depends on prior-research and uses questionnaires to collect data. A total of 252 students attending the MBL activity are the research subjects. The collected data is processed and analyzed with SPSS for Windows 10.0. The main findings show that students¡¦ failure tolerance, failure attribution and perceived goal structure will significantly affect students¡¦ constructive failure response. Furthermore, students¡¦ age will not affect students¡¦ failure tolerance, self-concept and failure response. Students¡¦ perceived goal structure will affect their failure tolerance and failure response in MBL activity. This research also finds that failure attribution will significantly affect students¡¦ failure tolerance, self-concept and failure response. Finally, according to the research result, this thesis proposed conclusions and suggestions for the educators and the follow-up.

Like others who endure serious stressors, cancer patients often report personal growth as a result of their illness, a phenomenon termed "posttraumatic growth." Although researchers often accept these reports as valid, temporal comparison theory suggests that people may overestimate such growth. According to the theory, remembering the past self as less positive than the present self may serve as an illusory self-enhancement process that allows one to see continual personal growth. Thus, reports of posttraumatic growth may represent perceived rather than actual change in the self. To test this possibility, we prospectively examined 88 individuals with early stage breast (Stage 0, I or II) or prostate (Stage I or II) cancer. Patients completed measures of positive attributes and personal meaning prior to radiation treatment (Time 1) and again following radiation treatment (Time 2). At Time 2, participants were also asked to recreate their Time 1 responses (Recalled Time 1). Difference scores between Time 1 and Time 2 were generated to represent actual change, and between Recalled Time 1 and Time 2 to represent perceived change. Over the three assessments, ratings of personal meaning showed no change. Ratings of positive attributes showed actual positive change, F (1, 85) = 12.88, p = .0006. Patients, however, did not perceive themselves as changing, F (1, 85) = 3.34, p = n.s. Recalled Time 1 ratings significantly overestimated actual Time 1 ratings, F (1, 85) = 4.91, p = .03. Posttraumatic growth was not correlated with actual change, r = .12, n.s., but was significantly correlated with perceived change, r = .27, p = .01. Findings suggest that self-reported posttraumatic growth may reflect perceived rather than actual change over time.

Women with an inherited BRCA mutation are at significantly increased risk for breast and ovarian cancer, often diagnosed at an earlier age than sporadic cancers. Prophylactic surgery, with bilateral mastectomy and/or bilateral prophylactic salpingo-oophorectomy, represents an option for risk reduction. The purpose of this study was to explore quality of life, sexual functioning, menopausal symptoms, psychological well-being and satisfaction with risk management decisions for BRCA-positive women ages 21 to 50 (M = 38.4 years), without a personal history of cancer. A web-based, cross-sectional study design was utilized to compare women opting for any prophylactic surgery (n = 160) with those without a history of prophylactic surgery (n = 71). Quality of life (per the Quality of Life Index, Self-Anchoring Striving Scale and Body Image Quality of Life measures) and Psychological General Well-Being Index scores were essentially the same across the entire study sample. While controlling for age, prophylactic surgery (PS) predicted more severe symptoms of sexual dysfunction as measured by the Female Sexual Functioning Index (total score, Desire, Arousal, Lubrication and Satisfaction domains). Similarly, PS predicted menopausal symptoms and sleep difficulties. Women who had not undergone any prophylactic surgery had higher levels of Stigma and lower levels of Mastery, as measured by the BRCA Self-Concept scale. Prophylactic surgery also predicted higher levels of Satisfaction with Decision for hereditary cancer risk management. Findings from this exploratory study provide insight into the quality of life, sexual functioning and psychological well-being for unaffected, BRCA-positive women. Additional research is needed to examine sexual functioning prospectively, to further investigate the potential sequelae of risk-reducing surgery.

Mild cognitive impairment (MCI) has long been associated with depression; however, few studies have addressed the presence of (prolonged) intrapersonal grief or its contribution to emotional distress in MCI. This may be a result of both an over-reliance on interpersonal models of grief (i.e. bereavement) and a systematic undervaluing of MCI individuals’ perspectives. Thus, this study took a qualitative approach, using interpretive description, to understand the first-hand experience of persons with MCI, with the intent of 1) determining whether grief occurs for this group and, if so, 2) comparing this experience to well-defined grief constructs. Six themes were identified: Uncertainty and ambiguity, losses of self and role, disenfranchisement and disconnection, primacy of MCI, emotional distress, and coping. A relationship between themes was found, such that uncertainty and ambiguity, losses of self and role, and disenfranchisement and disconnection comprised the core dimensions of the MCI experience, with losses of self and role serving a central and binding role between the other two. These core dimensions then contributed individually and collectively to the primacy of the MCI experience and emotional distress, which in turn exhibited a reciprocal relationship with coping. The overall experience of MCI reflects features of several grief reactions to nonfinite loss, most notably chronic sorrow and disenfranchised grief. Implications for practice and further investigation are discussed. / Graduate

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The overall goal of this study was to develop a comprehensive model of moral development to explicate the complexities of everyday morality. Based on a holistic and complementary perspective, the model relates the constructs of “worldview” and “self-view” to represent the influence of cultural individualism-collectivism and personality on moral development. It posits that worldview shapes self-view and moral inclusiveness [what is included in one’s moral consideration (Carter, 1980)] and then worldview, self-view, and moral inclusiveness jointly influence moral orientation (the main hypothesis). Interacting with situational factors, moral orientation would further influence moral judgment and behavior, thus connecting habitual morality with reflective morality. The specific objectives were: (a) to examine the relational structures among worldview, self-view, moral inclusiveness, and moral orientation; and (b) to construct a moral orientation index that measures various moral orientations, including egocentric, family, care, norm, justice, biocentric, and religious orientations, reflecting the corresponding worldviews, self-views, and levels of moral inclusiveness. Moral inclusiveness was operationalized as relationship closeness to different social groups at expanding levels of moral inclusiveness: (1) self only, (2) family, (3) peers, (4) society, (5) humanity, (6) nature, and (7) God. Survey data were gathered from 640 Grades 8-12 students and 472 adults. Structural equation models (SEM) were developed using the student data while making some comparative references to the adult data. Results of SEMs generally supported the main hypothesis. For example, individuals scoring higher on vertical individualism, social Darwinism, and independent self scored higher on egocentric orientation; individuals scoring higher on vertical collectivism and closeness to family scored higher on family orientation; and individuals scoring higher on horizontal collectivism and interdependent self scored higher on care orientation, at Levels 1, 2, and 3 respectively. Individuals scoring higher on collectivism, horizontal worldview, and moral self scored higher on justice orientation, but individuals scoring higher on closeness to nation scored lower on justice orientation at Level 5. The primacy of worldview, particularly collectivism, over self-view and moral inclusiveness in moral orientation development has implications for education. Exploring the roots of habitual morality, this study advances theory by integrating different schools of moral psychology with cultural psychology.

People include other people in their self-concept. Research has examined the causes and effects of including liked, but not disliked others into the self-concept. Liked others are included because of a motivation to affiliate and get closer to the other person. The current investigation examined whether disliked others are included as a result of a motivation to differentiate and distinguish oneself from the other person. It also examined how self-concept inclusion of disliked others affects self-concept clarity. First, I tested whether people include disliked others into their self-concepts by showing a memory bias for disliked others similar to that of liked others (Study 1). Liked others, but not disliked others or acquaintances, showed this memory bias. Next, I tested whether people were motivated to differentiate themselves from disliked others by measuring whether they had slower reaction times when characterizing the self with traits similar to those of disliked others (Study 2). I did not find this effect. Finally, neither study showed a mediating effect of self-concept clarity. These results failed to show support for the hypothesis that disliked others are included in the self-concept and that including others in the self affects self-concept clarity.