Browsing by Subject "Social adjustment"
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Item Correlates of adjustment in an aging population(Texas Tech University, 1961-05) King, Charles DouglasNot availableItem Following different pathways: effects of social relationships and social opportunity on students' academic trajectory after school transitions(2007) Langenkamp, Amy Gill; Muller, ChandraThis study investigates student school transitions during adolescence, and how the maintenance and disruption of social ties during this school change affects students' academic trajectory through high school. School transitions are a compulsory part of the American system of education and are characterized as the movement of students between schools. Students follow these institutional pathways when they change schools, and which pathway followed plays a role in how they adjust to the new school. Some transitions are normative and are a part of the organization of schools, such as the transition from middle to high school. Some involve deviation from the traditional path, such as transferring during high school. In either case, transitions interrupt students' academic trajectory through school and involve a transformation of school-based social relationships that affect academic success. Effects of transitions have been underconceptualized in current empirical research, particularly with regard to the nonacademic realm of schools. This dissertation extends research on school transitions by broadening our understanding of how student movement between institutions affects their academic trajectory and how this is linked to three crucial aspects of student transitions: institutional pathway, social relationships made in schools and the opportunity for new social ties at the receiving school. Results reinforce that both affective attachment and extracurricular involvement are related to students overall academic trajectory. This is the case even after those ties are disrupted and reconfigured by changing schools. Results also suggest that social opportunity at the receiving institution is protective against low academic outcomes in the transition to high school, particularly among students who are socially and academically disengaged in middle school. Finally, results point to similarities among students who follow divergent institutional pathways, either in the transition to high school or for those who transfer during high school. Specifically, these students fare better after a school change by the end of high school, net of where they started academically, if they are disengaged from the sending school.Item Modeling, role-playing, and didactic instructions as facilitators of group-based social training in the retarded(Texas Tech University, 1975-12) Magee, Janna LouThe present investigation is concerned with the acquisition and performance of social skills by the mildly retarded. Successful interpersonal interactions and the use of acceptable social amenities are skills essential to virtually any habilitation program with the retarded. These deficiencies are especially significant given the important role that social behavior plays in vocational success. It is to this specific area—social skills in job performance—that this research is addressed. This study is an investigation into the training of mildly retarded individuals in social skills through the medium of group therapy. The research examines the impact of tlriree treatment approaches (modeling, role-playing, and didactic instruction) on both the behavioral aspects of the group therapy process and subsequent subject performance on an outcome measure.Item The relationship of sex roles and social competence to divorce adjustment(Texas Tech University, 1981-05) Read, June WillsonDivorce may be seen as a family crisis requiring change in many areas of life for all family members involved. Resolution of this crisis may require the acquisition of new skills, new behaviors, and new information. The purpose of this study was to examine the relationship of sex role identity, sex role attitudes, and social competence to divorce adjustment. This is the first study to look at the impact of masculinity and femininity on adjustment to marital dissolution, and it was hypothesized that androgynous persons would adjust more successfully than sex-typed persons. In addition, it was hypothesized that there would be a positive relationship between adjustment and more liberal sex role attitudes, and between adjustment and social competence. Based on the results of preliminary analyses, a scale assessing social support was substituted for the measure of social competence. A secondary purpose of this study was to obtain information on a newly developed scale of single identity. The findings indicated that social support was one of the strongest predictors of successful adjustment to marital dissolution. Sex role identity was found to be more indicative of adjustment for females than for males. Androgynous females were significantly better adjusted than were sex-typed females, but there were no significant differences in divorce adjustment between androgynous and sex-typed males. Considering masculinity and femininity scores rather than sex-role categories, masculinity scores were more predictive of successful adjustment for both genders than were femininity scores. More liberal sex role attitudes were significantly related to adjustment in simple correlational analyses, but were not an important predictor of adjustment in regression analyses. The Read Single Identity Scale was found to have an adequate internal consistency with this sample. The conceptual components of single identity were supported by factor analysis which revealed four major factors: (a) Personal and Vocational Coping, (b) Single Parenting, (c) Detachment from Former Spouse, and (d) Social Coping. Single identity correlated strongly with successful adjustment to divorce and with social support. Masculinity scores were strongly correlated with single identity for both genders, but femininity was correlated with single identity for females only.