Thesis (M.A.)-- University of North Carolina Wilmington, 2008. / Title from PDF title page (viewed May 2009) Includes bibliographical references (p. 32-33)

Thesis (Ph. D.)--Ohio State University, 2004. / Title from second page of PDF file. Document formatted into pages; contains [1], xi, 405 p. Includes bibliographical references (p. 393-405).

Thesis (M.S.)--Oregon State University, 2010. / Printout. Includes bibliographical references (leaves 101-103). Also available on the World Wide Web.

Thesis (B.A. (Hons.)) - University of Queensland, 2005. / Includes bibliography.

Thesis (M.S.)--Eastern Illinois University. / Includes bibliographical references (leaves 42-44).

The primary purpose of this study was to determine the effects of Assertiveness Training upon female college students who had been described as aggressive or assertive. Another purpose was to determine whether the sex of the trainer would influence the effects of Assertiveness Training.All subjects were female undergraduate students enrolled in courses at Ball State University. The sample was selected on the basis of the score obtained on the Dominance/Submissiveness (E) Scale of the 16 Personality Factor Test. The entire Personality Profile was administered, however, the 13 items identified as contributors to the (E) Scale were chosen to select subjects. Females attaining a raw score within the range of 11-26 were defiled as Aggressive and designated as Level I. Females attaining a raw score within the range of 7-10 were defined as assertive and designated as Level II.The test was administered to 200 females who had been solicited from residence halls and various classes. Of the 169 females who scored within the required range, 111 stated they would participate in the group experience.Subjects in both Levels I and II were randomly assigned to an experimental or a control group, and were further randomly assigned to a male or a female trainer. The experimental, Assertiveness Training, group received the training procedures of Lange and Jakubowski (1976). The control group received a neutral group experience. Both Levels I and II met for a total of eight hours, which were divided into three sessions occurring over a one week period. The first session was two hours long and the two remaining sessions were three hours long.Upon completion of the third and final session, the 16 Personality Factor Test was readministered. Of the 111 potential subjects, 39 or 35%, 26 in Level I and 13 in Level II, attended the three sessions and were readministered the posttest procedure. Data obtained from these posttest scores were utilized in the statistical analyses of this study.A 2x2x2 factorial design was utilized in the study. The three factors, sex of the trainer, dominance level, and treatment, had fixed levels with the sex factor utilized as a block. A univariate analysis of variance (ANOV ) was performed on the 16 Personality Factor (J') Scale using posttest scores. A priori specified hypotheses were tested using t test statistics, which were computed using the error mean square (ANOVA). The .05 level of statistical significance, with 3'y4 degrees of freedom, was considered necessary for rejection of the four null hypotheses.The following are conclusions drawn from this study: 1. Assertiveness Training had no significant effect upon the aggressiveness of female college students.2. Assertiveness Training had no significant effect upon the assertiveness of female college students.3. Assertiveness Training had no significant effect upon the aggressiveness of female college students as a result of the sex of the trainer.4. Assertiveness Training had no significant effect upon the assertiveness of female college students are a result of the sex of the trainer.Tentative conclusions drawn from the demographic data are: 1. Sex of trainer had no significant effect on the withdrawal rate of subjects.2. Assertiveness Training had no significant effect on the withdrawal of subjects. 3. The E Scale of the 16 Personality Factor Test may measure variables other than Dominance/Submissiveness.

Thesis (Ph. D.)--University of Oklahoma, 1997. / Includes bibliographical references.

Since the early 1970's, there has been an increasing awareness of the problem of sexual harassment both, in the workplace and, more recently, in academia. Although this attention has primarily focused on employer-employee and professor-student interactions, there has been one area which has been neglected in the research literature. This area is the student-student interaction or peer harassment.Therefore, the purpose of this exploratory study was to examine the prevalence of peer harassment by measuring the following areas: students' definitions of sexual harassment, attitudes toward the causes and seriousness of sexual harassment, personal experiences with regards to initiating as well as experiencing sexual harassment, response to sexual harassment, and the impact of sexual harassment on students' academic experiences as well as on their personal lives.The sample consisted of 187 undergraduate students enrolled in sociology classes at Ball State University during the spring semester of 1992. The statistical procedures that were used for this study consisted of balance indexes and crosstabulations. / Department of Sociology

Thesis (M.S.)--Eastern Illinois University, 1989. / Includes bibliographical references (leaves 56-61).

Thesis (Ph.D.)--University of Tennessee, 2007. / Title from title page screen (viewed on Oct. 23, 2007). Thesis advisor: John Wodarski. Vita. Includes bibliographical references.