Thesis (Ph.D. (Clinical Psychology))--North-West University, Potchefstroom Campus, 2006.

An analysis of the customer behaviour through the self concept theories in this specific market

Tidigare forskning har visat att förmågan att läsa och skriva påverkar både människans kognitiva tänkande och neurologiska strukturer. Likaså innebär oförmågan att läsa och skriva en social press som påverkar vår syn på oss själva. Men hur påverkas vår själv- och framtidssyn av att vi lär oss att läsa och skriva? Detta har undersökts genom intervjuer med 14 kvinnor i Nepal med olika erfarenheter av att läsa och skriva. Resultatet visade huvudsakligen att kvinnorna såg sig själva som mer självständiga och självsäkra, och sin framtid som mer ljus efter att de lärt sig att läsa och skriva. Slutligen har studiens reliabilitet och förslag på fortsatta studier diskuterats.

The main purpose of the present dissertation was to dismember and reconstruct some aspects of the complex relationship between literacy development and self-concept. Two main principles were included in the general design of the longitudinal investigation. The first principle involved an increasing level of specificity in three steps where the starting point was an overall picture of 700 pupils' reading acquisition and self-concept. The second step was a more detailed analysis with the focus upon 80 pupils. The third step finally entailed intense case-oriented analyses of a few students. The second principle required both a description of the situation for pupils in general and a mapping of pupils with learning disabilities. A multiple-method strategy as a set of converging operations was used to capture the underlying structures in the large bulk of data from 9 years. The results indicated a weak but significant relationship between reading acquistion and self-concept with classroom achievement standard as a moderating factor. LISREL-analyses supported those hypotheses suggesting a reciprocal causality between self-concept and reading acquisition. The influence from performance to the self-concept of ability was shown to be much stronger than the influence from the self-concept of ability to performance. Furthermore, the best fitting models indicated that the influence from self-concept of ability is probably stronger on reading comprehension than on reading and spelling in general. The hypothesis of strategic behavior as a mediating factor between selt-concept and later reading and spelling performance was partially confirmed. Comparisons between two groups of pupils with approximately the same cognitive level, one with underachievement in reading and/or spelling and the other group without such problems, revealed that the former group had significant lower self-concept in grades 1-6. As a group these underachievers did not catch up in reading and spelling during the whole school-period. Attention and strategic behavior seemed to be critical factors distinguishing learning disabled pupils from normal achieving ones and unsuccessful underachievers from successfuI " underachievers ". In comparison with normal achieving pupils and with pupils who managed to overcome their early reading problems, pupils with persisting problems were shown to have a lower self-concept and more negative memories from school. At the end of the school-period, they had lower aspirations and expectations for the future and were less inclined to consider school subjects as important and also less inclined to use their reading ability to read books. Thus, self-concept, reading acquisition, aspiration and strategic behavior are connected, and this dissertation is an attempt to reveal the pattern of these relations. / digitalisering@umu

The intent of this study was to compare the attitudes toward school of elementary Indian and non-Indian students living in Northwestern Saskatchewan as these attitudes related to grade, school location, race and gender differences. <p>The literature was reviewed with two main themes, that of the history of Indian education and the development of Indian control of education and the relationship of academic self-concept to performance of children in an academic atmosphere. <p>To assess the differences in attitudes, the Student Attitude Measure developed by Dolan and Enos with the scales including <b>motivation for schooling, academic selfconcept performance based, academic self-concept reference based, sense of control over performance, and instructional mastery</b> were used. This instrument was administered to 1443 grades four, five and six students. All the data from the questionnaires identified as Indian (N=610) were used, but only a matched random sample of non-Indian (N=176) questionnaires were used from the students located in provincial schools. The various group mean scores were analyzed statistically by one-way analysis of variance and a Student Newman-Keuls multiple comparison was used to determine significant differences among group responses. The Canadian Test of Basic Skills was obtained for the reserve attending students and the composite score was correlated with the various measures of the Student Attitude Measure. <p> The results of the study were that:<br> 1. Non-Indian students had significantly higher scores on all five measures of the Student Attitude Measure.<br> 2. Differences by grade level were minimal with the Indian students scoring higher at the grade six level than the grade four, whereas, with the non-Indian student the grade six students scored significantly lower on one measure- that of self-concept performance based.<br> 3. Gender differences for Indian students were minimal with females having higher motivation for school scores and males having higher self-concept performance based scores. With the non-Indian students, the females scored significantly higher on motivation, self-concept reference based and control over performance.<br> 4. For the Indian students, the location of the school did make a difference. Students located in the Band controlled or rural provincial schools scored significantly higher on most SAM measures as compared to the Federal or city attending Indian students. Students in the city schools had the lowest scores.<br> 5. For the non-Indian student, school location did not produce significantly different scores on the SAM.<br> 6. There was a significant correlation between the Canadian Test of Basic Skills and the scales measuring motivation, self-concept reference based, sense of control over performance and instructional mastery.

The intent of this study was to compare the attitudes toward school of elementary Indian and non-Indian students living in Northwestern Saskatchewan as these attitudes related to grade, school location, race and gender differences. <p>The literature was reviewed with two main themes, that of the history of Indian education and the development of Indian control of education and the relationship of academic self-concept to performance of children in an academic atmosphere. <p>To assess the differences in attitudes, the Student Attitude Measure developed by Dolan and Enos with the scales including <b>motivation for schooling, academic selfconcept performance based, academic self-concept reference based, sense of control over performance, and instructional mastery</b> were used. This instrument was administered to 1443 grades four, five and six students. All the data from the questionnaires identified as Indian (N=610) were used, but only a matched random sample of non-Indian (N=176) questionnaires were used from the students located in provincial schools. The various group mean scores were analyzed statistically by one-way analysis of variance and a Student Newman-Keuls multiple comparison was used to determine significant differences among group responses. The Canadian Test of Basic Skills was obtained for the reserve attending students and the composite score was correlated with the various measures of the Student Attitude Measure. <p> The results of the study were that:<br> 1. Non-Indian students had significantly higher scores on all five measures of the Student Attitude Measure.<br> 2. Differences by grade level were minimal with the Indian students scoring higher at the grade six level than the grade four, whereas, with the non-Indian student the grade six students scored significantly lower on one measure- that of self-concept performance based.<br> 3. Gender differences for Indian students were minimal with females having higher motivation for school scores and males having higher self-concept performance based scores. With the non-Indian students, the females scored significantly higher on motivation, self-concept reference based and control over performance.<br> 4. For the Indian students, the location of the school did make a difference. Students located in the Band controlled or rural provincial schools scored significantly higher on most SAM measures as compared to the Federal or city attending Indian students. Students in the city schools had the lowest scores.<br> 5. For the non-Indian student, school location did not produce significantly different scores on the SAM.<br> 6. There was a significant correlation between the Canadian Test of Basic Skills and the scales measuring motivation, self-concept reference based, sense of control over performance and instructional mastery.

Drawn on a self-concept theory, this study hypothesized that self-leadership partly mediated between charismatic leadership and organizational commitment and self-leadership fully mediated between private self-consciousness and organizational commitment. The results indicated that charismatic leadership and private self-consciousness were positively related to self-leadership. The predictive validity of private self-consciousness for self-leadership was greater than the one of charismatic leadership. Moreover, the influence of charismatic leadership on identification or internalization was partly mediated by self-leadership. The influence of private self-consciousness on identification was fully mediated by self-leadership. However, the effect of private self-consciousness on internalization was not transmitted by self-leadership. The surprising result was explained and interpreted as evidence for the distinction between internalization and identification. Finally, further research was encouraged to identify and assess alternative subordinate processes in relation to the activation of individual and collective identity by charismatic leaders.

Earlier stage career research of the Electronic Engineers ¡V example from Foreign Company Abstract The objective of this paper is to understand why electronic engineers select engineer to be their career. Through individual life story to get better knowledge from engineers about how the decision-making resource, self concept and thread of thought from social culture affect their career decision during engineers¡¦ earily stage of life. Because there are so many situations for a person to make decisions in their on-going life, the quantitative methodology might not exactly present the complicated aspect of this study, hence the narrative qualitative approach is chosen as the methodology of this study. Through intensive interviews to collect life stories, we interviewed seven engineers, four of them are R&D engineers and three of the others are Application Engineers. To have broaden views , sample cases¡¦ born years are selected from 1950 to 1978, we believed this could be helpful for us to see the difference in the selected cased. When we put together all the seven career decision-making narrative stories of the engineers, the issues that affect career decision-making were distinguished into four aspects which includes decision-making resources collecting, self-concept, important others that affect decision-making and the social culture stand for in their age. Key words : Electronic Engineers, Career development, Self-concept, Social Culture.

The Relationships Between Work Sheets, Thinking Styles, Self-Concept and Technological Creativity among Fifth and Sixth Graders Ping-Huang Chen Abstract The main purpose of this study was to investigate the relationships between worksheets, thinking styles, self-concept and technological creativity among fifth and sixth graders. The participants included 19 teachers and 535 pupils (291 fifth graders and 244 sixth graders) in Taipei and kaohsiung city. The employed instruments were Worksheets Appraisal, Self- Concept Appraisal, Thinking Styles Appraisal. The employed analysis methods were Descriptives, Multivariate Analysis of Variance, and Discriminant Analysis. The findings of this study revealed that (a) grade and gender had significant effects on technological creativity among the fifth and sixth Graders; (b) the teachers¡¦ application of worksheets in instruction, especially in teaching activity and evaluation, contributed to their pupils¡¦ development of technological creativity; (c) the legislative and the judicial thinking style had effects on the pupils¡¦ technological creativity; (d) self-concept, especially that about schools, had effects on the pupils¡¦ technological creativity; and (e) the teachers¡¦ use of worksheets and the pupils¡¦ thinking styles as well as self-concept could effectively predict the ability groups of the pupils¡¦ technological creativity. Finally, some suggestions were proposed for educational authorities, schools, teachers, and future studies.

Thesis (M.S.)--Case Western Reserve University, 2009. / [School of Medicine] Department of Genetic Counseling. Includes bibliographical references.