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You searched for +publisher:"Texas A&M University" +contributor:("Hughes, Jan"). Showing records 1 – 30 of 33 total matches.

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Texas A&M University

1. Thomas, Hillary M. Racial-Ethnic Identity And Academic Achievement: Psychological And Motivational Mediators.

Degree: PhD, School Psychology, 2013, Texas A&M University

 The unfortunate disparity in achievement among minority and low income students is well-documented. Multiple social, structural, and psychological variables have been presented to try to… (more)

Subjects/Keywords: Racial-Ethnic Identity; Academic Achievement

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APA (6th Edition):

Thomas, H. M. (2013). Racial-Ethnic Identity And Academic Achievement: Psychological And Motivational Mediators. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/151133

Chicago Manual of Style (16th Edition):

Thomas, Hillary M. “Racial-Ethnic Identity And Academic Achievement: Psychological And Motivational Mediators.” 2013. Doctoral Dissertation, Texas A&M University. Accessed December 04, 2020. http://hdl.handle.net/1969.1/151133.

MLA Handbook (7th Edition):

Thomas, Hillary M. “Racial-Ethnic Identity And Academic Achievement: Psychological And Motivational Mediators.” 2013. Web. 04 Dec 2020.

Vancouver:

Thomas HM. Racial-Ethnic Identity And Academic Achievement: Psychological And Motivational Mediators. [Internet] [Doctoral dissertation]. Texas A&M University; 2013. [cited 2020 Dec 04]. Available from: http://hdl.handle.net/1969.1/151133.

Council of Science Editors:

Thomas HM. Racial-Ethnic Identity And Academic Achievement: Psychological And Motivational Mediators. [Doctoral Dissertation]. Texas A&M University; 2013. Available from: http://hdl.handle.net/1969.1/151133


Texas A&M University

2. Banks, Courtney Swisher. Using Path Analysis to Understand Parental Factors Associated with Parent Teachings of Bystander Behavior.

Degree: PhD, School Psychology, 2016, Texas A&M University

 Due to the negative effects of bullying, schools have worked to address bullying by adopting anti-bullying prevention programs and policies that include parental components in… (more)

Subjects/Keywords: bullying; bystanders; parental involvement; home and school collaboration

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APA (6th Edition):

Banks, C. S. (2016). Using Path Analysis to Understand Parental Factors Associated with Parent Teachings of Bystander Behavior. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/157832

Chicago Manual of Style (16th Edition):

Banks, Courtney Swisher. “Using Path Analysis to Understand Parental Factors Associated with Parent Teachings of Bystander Behavior.” 2016. Doctoral Dissertation, Texas A&M University. Accessed December 04, 2020. http://hdl.handle.net/1969.1/157832.

MLA Handbook (7th Edition):

Banks, Courtney Swisher. “Using Path Analysis to Understand Parental Factors Associated with Parent Teachings of Bystander Behavior.” 2016. Web. 04 Dec 2020.

Vancouver:

Banks CS. Using Path Analysis to Understand Parental Factors Associated with Parent Teachings of Bystander Behavior. [Internet] [Doctoral dissertation]. Texas A&M University; 2016. [cited 2020 Dec 04]. Available from: http://hdl.handle.net/1969.1/157832.

Council of Science Editors:

Banks CS. Using Path Analysis to Understand Parental Factors Associated with Parent Teachings of Bystander Behavior. [Doctoral Dissertation]. Texas A&M University; 2016. Available from: http://hdl.handle.net/1969.1/157832


Texas A&M University

3. Chang, Yu-Pei. Cultural Value Discrepancy and Adolescents' Adjustment Outcomes in Chinese Immigrant Families: The Role of Parental Psychological Control.

Degree: PhD, School Psychology, 2014, Texas A&M University

 Chinese immigrants are the second largest immigrant group (after Mexican immigrants) according to 2010 United States Census. Their successful adjustment bears important implications for policy… (more)

Subjects/Keywords: acculturation; acculturation discrepancy; acculturation gap; psychological control; parental control; Chinese adolescents, Chinese parents; adjustment outcomes; achievement; depression

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APA (6th Edition):

Chang, Y. (2014). Cultural Value Discrepancy and Adolescents' Adjustment Outcomes in Chinese Immigrant Families: The Role of Parental Psychological Control. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/153275

Chicago Manual of Style (16th Edition):

Chang, Yu-Pei. “Cultural Value Discrepancy and Adolescents' Adjustment Outcomes in Chinese Immigrant Families: The Role of Parental Psychological Control.” 2014. Doctoral Dissertation, Texas A&M University. Accessed December 04, 2020. http://hdl.handle.net/1969.1/153275.

MLA Handbook (7th Edition):

Chang, Yu-Pei. “Cultural Value Discrepancy and Adolescents' Adjustment Outcomes in Chinese Immigrant Families: The Role of Parental Psychological Control.” 2014. Web. 04 Dec 2020.

Vancouver:

Chang Y. Cultural Value Discrepancy and Adolescents' Adjustment Outcomes in Chinese Immigrant Families: The Role of Parental Psychological Control. [Internet] [Doctoral dissertation]. Texas A&M University; 2014. [cited 2020 Dec 04]. Available from: http://hdl.handle.net/1969.1/153275.

Council of Science Editors:

Chang Y. Cultural Value Discrepancy and Adolescents' Adjustment Outcomes in Chinese Immigrant Families: The Role of Parental Psychological Control. [Doctoral Dissertation]. Texas A&M University; 2014. Available from: http://hdl.handle.net/1969.1/153275


Texas A&M University

4. Kelly, Lynisha R. Promoting Teacher Reflection To Enhance Head Start Teachers' Social-Emotional Practices: A Pilot Investigation.

Degree: PhD, School Psychology, 2015, Texas A&M University

 This dissertation investigated the development and validation of a measure of reflection-focused problem solving (RFPS) consultation model and the effects of RFPS consultation on observed… (more)

Subjects/Keywords: Measure of Reflection; Consultation

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APA (6th Edition):

Kelly, L. R. (2015). Promoting Teacher Reflection To Enhance Head Start Teachers' Social-Emotional Practices: A Pilot Investigation. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/154985

Chicago Manual of Style (16th Edition):

Kelly, Lynisha R. “Promoting Teacher Reflection To Enhance Head Start Teachers' Social-Emotional Practices: A Pilot Investigation.” 2015. Doctoral Dissertation, Texas A&M University. Accessed December 04, 2020. http://hdl.handle.net/1969.1/154985.

MLA Handbook (7th Edition):

Kelly, Lynisha R. “Promoting Teacher Reflection To Enhance Head Start Teachers' Social-Emotional Practices: A Pilot Investigation.” 2015. Web. 04 Dec 2020.

Vancouver:

Kelly LR. Promoting Teacher Reflection To Enhance Head Start Teachers' Social-Emotional Practices: A Pilot Investigation. [Internet] [Doctoral dissertation]. Texas A&M University; 2015. [cited 2020 Dec 04]. Available from: http://hdl.handle.net/1969.1/154985.

Council of Science Editors:

Kelly LR. Promoting Teacher Reflection To Enhance Head Start Teachers' Social-Emotional Practices: A Pilot Investigation. [Doctoral Dissertation]. Texas A&M University; 2015. Available from: http://hdl.handle.net/1969.1/154985


Texas A&M University

5. Peterson, Lisa. Performance Goal Practices: Characteristics of Teacher Usage and Implications for Social Relationships in Elementary School Classrooms.

Degree: PhD, School Psychology, 2012, Texas A&M University

 Performance goal practices have been linked to negative behavioral and emotional outcomes in students. Despite this, little research has been done to understand what leads… (more)

Subjects/Keywords: performance goal practices; goal practices; goal structures; peer acceptance; teacher stress; teacher burnout

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APA (6th Edition):

Peterson, L. (2012). Performance Goal Practices: Characteristics of Teacher Usage and Implications for Social Relationships in Elementary School Classrooms. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2012-08-11640

Chicago Manual of Style (16th Edition):

Peterson, Lisa. “Performance Goal Practices: Characteristics of Teacher Usage and Implications for Social Relationships in Elementary School Classrooms.” 2012. Doctoral Dissertation, Texas A&M University. Accessed December 04, 2020. http://hdl.handle.net/1969.1/ETD-TAMU-2012-08-11640.

MLA Handbook (7th Edition):

Peterson, Lisa. “Performance Goal Practices: Characteristics of Teacher Usage and Implications for Social Relationships in Elementary School Classrooms.” 2012. Web. 04 Dec 2020.

Vancouver:

Peterson L. Performance Goal Practices: Characteristics of Teacher Usage and Implications for Social Relationships in Elementary School Classrooms. [Internet] [Doctoral dissertation]. Texas A&M University; 2012. [cited 2020 Dec 04]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2012-08-11640.

Council of Science Editors:

Peterson L. Performance Goal Practices: Characteristics of Teacher Usage and Implications for Social Relationships in Elementary School Classrooms. [Doctoral Dissertation]. Texas A&M University; 2012. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2012-08-11640


Texas A&M University

6. Vaughan-Jensen, Jessica. Could Teacher Support Help Break the Cycle of Violence?.

Degree: PhD, School Psychology, 2015, Texas A&M University

 Child maltreatment has been occurring at distressing rates and is associated with grave consequences, including involvement in future violence. Victims of child maltreatment are at… (more)

Subjects/Keywords: teacher support; child maltreatment; youth violence; intimate partner violence

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APA (6th Edition):

Vaughan-Jensen, J. (2015). Could Teacher Support Help Break the Cycle of Violence?. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/155372

Chicago Manual of Style (16th Edition):

Vaughan-Jensen, Jessica. “Could Teacher Support Help Break the Cycle of Violence?.” 2015. Doctoral Dissertation, Texas A&M University. Accessed December 04, 2020. http://hdl.handle.net/1969.1/155372.

MLA Handbook (7th Edition):

Vaughan-Jensen, Jessica. “Could Teacher Support Help Break the Cycle of Violence?.” 2015. Web. 04 Dec 2020.

Vancouver:

Vaughan-Jensen J. Could Teacher Support Help Break the Cycle of Violence?. [Internet] [Doctoral dissertation]. Texas A&M University; 2015. [cited 2020 Dec 04]. Available from: http://hdl.handle.net/1969.1/155372.

Council of Science Editors:

Vaughan-Jensen J. Could Teacher Support Help Break the Cycle of Violence?. [Doctoral Dissertation]. Texas A&M University; 2015. Available from: http://hdl.handle.net/1969.1/155372


Texas A&M University

7. Wehrly, Sarah Elizabeth. The Effect of Changes in Teacher-student Relationship Quality on Students’ Trajectories for Internalizing Behaviors.

Degree: PhD, School Psychology, 2015, Texas A&M University

 Internalizing problems are prevalent among school-aged children and have a significant negative impact on social and academic outcomes. Despite well-established evidence for the influence of… (more)

Subjects/Keywords: internalizing symptoms; internalizing behavior; teacher-student relationship quality; trajectory

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APA (6th Edition):

Wehrly, S. E. (2015). The Effect of Changes in Teacher-student Relationship Quality on Students’ Trajectories for Internalizing Behaviors. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/155411

Chicago Manual of Style (16th Edition):

Wehrly, Sarah Elizabeth. “The Effect of Changes in Teacher-student Relationship Quality on Students’ Trajectories for Internalizing Behaviors.” 2015. Doctoral Dissertation, Texas A&M University. Accessed December 04, 2020. http://hdl.handle.net/1969.1/155411.

MLA Handbook (7th Edition):

Wehrly, Sarah Elizabeth. “The Effect of Changes in Teacher-student Relationship Quality on Students’ Trajectories for Internalizing Behaviors.” 2015. Web. 04 Dec 2020.

Vancouver:

Wehrly SE. The Effect of Changes in Teacher-student Relationship Quality on Students’ Trajectories for Internalizing Behaviors. [Internet] [Doctoral dissertation]. Texas A&M University; 2015. [cited 2020 Dec 04]. Available from: http://hdl.handle.net/1969.1/155411.

Council of Science Editors:

Wehrly SE. The Effect of Changes in Teacher-student Relationship Quality on Students’ Trajectories for Internalizing Behaviors. [Doctoral Dissertation]. Texas A&M University; 2015. Available from: http://hdl.handle.net/1969.1/155411


Texas A&M University

8. Kao, Grace Sung-Tzu. Somatic Complaints and Chinese-American Adolescents: Examining the Role of Parent-child Relationships.

Degree: PhD, School Psychology, 2013, Texas A&M University

 Mental health needs of Asian-American youth have been documented as substantial and increasing, but limited research has identified explanatory mechanisms or possible targets of intervention… (more)

Subjects/Keywords: somatic; adolescents; parental psychological control; Asian-American; mental health; self-regulatory control

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APA (6th Edition):

Kao, G. S. (2013). Somatic Complaints and Chinese-American Adolescents: Examining the Role of Parent-child Relationships. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/151009

Chicago Manual of Style (16th Edition):

Kao, Grace Sung-Tzu. “Somatic Complaints and Chinese-American Adolescents: Examining the Role of Parent-child Relationships.” 2013. Doctoral Dissertation, Texas A&M University. Accessed December 04, 2020. http://hdl.handle.net/1969.1/151009.

MLA Handbook (7th Edition):

Kao, Grace Sung-Tzu. “Somatic Complaints and Chinese-American Adolescents: Examining the Role of Parent-child Relationships.” 2013. Web. 04 Dec 2020.

Vancouver:

Kao GS. Somatic Complaints and Chinese-American Adolescents: Examining the Role of Parent-child Relationships. [Internet] [Doctoral dissertation]. Texas A&M University; 2013. [cited 2020 Dec 04]. Available from: http://hdl.handle.net/1969.1/151009.

Council of Science Editors:

Kao GS. Somatic Complaints and Chinese-American Adolescents: Examining the Role of Parent-child Relationships. [Doctoral Dissertation]. Texas A&M University; 2013. Available from: http://hdl.handle.net/1969.1/151009


Texas A&M University

9. Villarreal, Victor. Characteristics and Consequences of Extracurricular Activity Participation of Hispanic Middle School Students.

Degree: PhD, School Psychology, 2012, Texas A&M University

 School-based extracurricular activity participation has been linked to positive behavioral and academic outcomes; however, little is known about the participation and outcomes of participation of… (more)

Subjects/Keywords: extracurricular activities; school membership; peer networks

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APA (6th Edition):

Villarreal, V. (2012). Characteristics and Consequences of Extracurricular Activity Participation of Hispanic Middle School Students. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2012-08-11559

Chicago Manual of Style (16th Edition):

Villarreal, Victor. “Characteristics and Consequences of Extracurricular Activity Participation of Hispanic Middle School Students.” 2012. Doctoral Dissertation, Texas A&M University. Accessed December 04, 2020. http://hdl.handle.net/1969.1/ETD-TAMU-2012-08-11559.

MLA Handbook (7th Edition):

Villarreal, Victor. “Characteristics and Consequences of Extracurricular Activity Participation of Hispanic Middle School Students.” 2012. Web. 04 Dec 2020.

Vancouver:

Villarreal V. Characteristics and Consequences of Extracurricular Activity Participation of Hispanic Middle School Students. [Internet] [Doctoral dissertation]. Texas A&M University; 2012. [cited 2020 Dec 04]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2012-08-11559.

Council of Science Editors:

Villarreal V. Characteristics and Consequences of Extracurricular Activity Participation of Hispanic Middle School Students. [Doctoral Dissertation]. Texas A&M University; 2012. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2012-08-11559


Texas A&M University

10. Dede, Brandy Taylor. The Effect of Parent School Involvement and Parent Perceptions about School on Children’s Perceived Academic Competence and Behavioral Engagement: A Mediational Model.

Degree: PhD, School Psychology, 2015, Texas A&M University

 Behavioral engagement at school has been cited as an avenue for improving low academic performance and decreasing boredom and disaffection among students and dropout rate.… (more)

Subjects/Keywords: parent involvement; academic competence; behavioral engagement

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APA (6th Edition):

Dede, B. T. (2015). The Effect of Parent School Involvement and Parent Perceptions about School on Children’s Perceived Academic Competence and Behavioral Engagement: A Mediational Model. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/155393

Chicago Manual of Style (16th Edition):

Dede, Brandy Taylor. “The Effect of Parent School Involvement and Parent Perceptions about School on Children’s Perceived Academic Competence and Behavioral Engagement: A Mediational Model.” 2015. Doctoral Dissertation, Texas A&M University. Accessed December 04, 2020. http://hdl.handle.net/1969.1/155393.

MLA Handbook (7th Edition):

Dede, Brandy Taylor. “The Effect of Parent School Involvement and Parent Perceptions about School on Children’s Perceived Academic Competence and Behavioral Engagement: A Mediational Model.” 2015. Web. 04 Dec 2020.

Vancouver:

Dede BT. The Effect of Parent School Involvement and Parent Perceptions about School on Children’s Perceived Academic Competence and Behavioral Engagement: A Mediational Model. [Internet] [Doctoral dissertation]. Texas A&M University; 2015. [cited 2020 Dec 04]. Available from: http://hdl.handle.net/1969.1/155393.

Council of Science Editors:

Dede BT. The Effect of Parent School Involvement and Parent Perceptions about School on Children’s Perceived Academic Competence and Behavioral Engagement: A Mediational Model. [Doctoral Dissertation]. Texas A&M University; 2015. Available from: http://hdl.handle.net/1969.1/155393


Texas A&M University

11. Cerda, Carissa Analise. Behavioral Self-Regulation and Relations to Academic Achievement across a Four Year Time Period.

Degree: PhD, School Psychology, 2015, Texas A&M University

 Research demonstrates that behavioral self-regulation (BSR) serves as a concurrent, explanatory factor of academic achievement in various elementary grades, and that kindergarten BSR predicts growth… (more)

Subjects/Keywords: self-regulation; behavioral self-regulation; academic achievement

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APA (6th Edition):

Cerda, C. A. (2015). Behavioral Self-Regulation and Relations to Academic Achievement across a Four Year Time Period. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/155583

Chicago Manual of Style (16th Edition):

Cerda, Carissa Analise. “Behavioral Self-Regulation and Relations to Academic Achievement across a Four Year Time Period.” 2015. Doctoral Dissertation, Texas A&M University. Accessed December 04, 2020. http://hdl.handle.net/1969.1/155583.

MLA Handbook (7th Edition):

Cerda, Carissa Analise. “Behavioral Self-Regulation and Relations to Academic Achievement across a Four Year Time Period.” 2015. Web. 04 Dec 2020.

Vancouver:

Cerda CA. Behavioral Self-Regulation and Relations to Academic Achievement across a Four Year Time Period. [Internet] [Doctoral dissertation]. Texas A&M University; 2015. [cited 2020 Dec 04]. Available from: http://hdl.handle.net/1969.1/155583.

Council of Science Editors:

Cerda CA. Behavioral Self-Regulation and Relations to Academic Achievement across a Four Year Time Period. [Doctoral Dissertation]. Texas A&M University; 2015. Available from: http://hdl.handle.net/1969.1/155583

12. Dyer, Nicole Estelle. The Impact of Close Friends’ Academic Orientation and Deviancy on Academic Achievement, Engagement, and Competence Across the Middle School Transition.

Degree: PhD, School Psychology, 2011, Texas A&M University

 Transition to middle school is a turbulent time of development in which friends have growing impact on adolescents’ academic adjustment. Structural equation modeling was used… (more)

Subjects/Keywords: middle school transition; peer relationships; academic orientation; deviancy; academic achievement

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APA (6th Edition):

Dyer, N. E. (2011). The Impact of Close Friends’ Academic Orientation and Deviancy on Academic Achievement, Engagement, and Competence Across the Middle School Transition. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2010-08-8172

Chicago Manual of Style (16th Edition):

Dyer, Nicole Estelle. “The Impact of Close Friends’ Academic Orientation and Deviancy on Academic Achievement, Engagement, and Competence Across the Middle School Transition.” 2011. Doctoral Dissertation, Texas A&M University. Accessed December 04, 2020. http://hdl.handle.net/1969.1/ETD-TAMU-2010-08-8172.

MLA Handbook (7th Edition):

Dyer, Nicole Estelle. “The Impact of Close Friends’ Academic Orientation and Deviancy on Academic Achievement, Engagement, and Competence Across the Middle School Transition.” 2011. Web. 04 Dec 2020.

Vancouver:

Dyer NE. The Impact of Close Friends’ Academic Orientation and Deviancy on Academic Achievement, Engagement, and Competence Across the Middle School Transition. [Internet] [Doctoral dissertation]. Texas A&M University; 2011. [cited 2020 Dec 04]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2010-08-8172.

Council of Science Editors:

Dyer NE. The Impact of Close Friends’ Academic Orientation and Deviancy on Academic Achievement, Engagement, and Competence Across the Middle School Transition. [Doctoral Dissertation]. Texas A&M University; 2011. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2010-08-8172

13. Ney, Emilie A. The Effects of Bilingual Placement and Middle School Transition on the Sense of School Belonging in Hispanic Students.

Degree: PhD, School Psychology, 2011, Texas A&M University

 Because bilingual programs provide a secure environment likely to promote school belonging, it was hypothesized that Hispanic students in a bilingual program would experience higher… (more)

Subjects/Keywords: School Belonging; School Membership; Hispanic; Latino; Middle School; Bilingual Education

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APA (6th Edition):

Ney, E. A. (2011). The Effects of Bilingual Placement and Middle School Transition on the Sense of School Belonging in Hispanic Students. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2010-08-7220

Chicago Manual of Style (16th Edition):

Ney, Emilie A. “The Effects of Bilingual Placement and Middle School Transition on the Sense of School Belonging in Hispanic Students.” 2011. Doctoral Dissertation, Texas A&M University. Accessed December 04, 2020. http://hdl.handle.net/1969.1/ETD-TAMU-2010-08-7220.

MLA Handbook (7th Edition):

Ney, Emilie A. “The Effects of Bilingual Placement and Middle School Transition on the Sense of School Belonging in Hispanic Students.” 2011. Web. 04 Dec 2020.

Vancouver:

Ney EA. The Effects of Bilingual Placement and Middle School Transition on the Sense of School Belonging in Hispanic Students. [Internet] [Doctoral dissertation]. Texas A&M University; 2011. [cited 2020 Dec 04]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2010-08-7220.

Council of Science Editors:

Ney EA. The Effects of Bilingual Placement and Middle School Transition on the Sense of School Belonging in Hispanic Students. [Doctoral Dissertation]. Texas A&M University; 2011. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2010-08-7220

14. Darensbourg, Alicia Marie. Examining the Academic Achievement of Black Youth: The Roles of Social Influence, Achievement Values and Behavioral Engagement.

Degree: PhD, School Psychology, 2011, Texas A&M University

 The achievement gap between White youth and youth of color is a pervasive problem in the United States. Many cultural explanations have been provided within… (more)

Subjects/Keywords: academic achievement; Black youth

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APA (6th Edition):

Darensbourg, A. M. (2011). Examining the Academic Achievement of Black Youth: The Roles of Social Influence, Achievement Values and Behavioral Engagement. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2011-08-9743

Chicago Manual of Style (16th Edition):

Darensbourg, Alicia Marie. “Examining the Academic Achievement of Black Youth: The Roles of Social Influence, Achievement Values and Behavioral Engagement.” 2011. Doctoral Dissertation, Texas A&M University. Accessed December 04, 2020. http://hdl.handle.net/1969.1/ETD-TAMU-2011-08-9743.

MLA Handbook (7th Edition):

Darensbourg, Alicia Marie. “Examining the Academic Achievement of Black Youth: The Roles of Social Influence, Achievement Values and Behavioral Engagement.” 2011. Web. 04 Dec 2020.

Vancouver:

Darensbourg AM. Examining the Academic Achievement of Black Youth: The Roles of Social Influence, Achievement Values and Behavioral Engagement. [Internet] [Doctoral dissertation]. Texas A&M University; 2011. [cited 2020 Dec 04]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2011-08-9743.

Council of Science Editors:

Darensbourg AM. Examining the Academic Achievement of Black Youth: The Roles of Social Influence, Achievement Values and Behavioral Engagement. [Doctoral Dissertation]. Texas A&M University; 2011. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2011-08-9743

15. Puckett, Stevie. Quality of Life Concerns in Young Adult Survivors of Childhood Cancer: A Qualitative Research Investigation.

Degree: PhD, School Psychology, 2013, Texas A&M University

 Although young adult (YA) survivors of child cancer comprise a unique group from a developmental standpoint, in most treatment and research settings either child or… (more)

Subjects/Keywords: Childhood Cancer; Psycho-oncology; Survivorship; Young Adults; Pediatric Cancer

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APA (6th Edition):

Puckett, S. (2013). Quality of Life Concerns in Young Adult Survivors of Childhood Cancer: A Qualitative Research Investigation. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/151071

Chicago Manual of Style (16th Edition):

Puckett, Stevie. “Quality of Life Concerns in Young Adult Survivors of Childhood Cancer: A Qualitative Research Investigation.” 2013. Doctoral Dissertation, Texas A&M University. Accessed December 04, 2020. http://hdl.handle.net/1969.1/151071.

MLA Handbook (7th Edition):

Puckett, Stevie. “Quality of Life Concerns in Young Adult Survivors of Childhood Cancer: A Qualitative Research Investigation.” 2013. Web. 04 Dec 2020.

Vancouver:

Puckett S. Quality of Life Concerns in Young Adult Survivors of Childhood Cancer: A Qualitative Research Investigation. [Internet] [Doctoral dissertation]. Texas A&M University; 2013. [cited 2020 Dec 04]. Available from: http://hdl.handle.net/1969.1/151071.

Council of Science Editors:

Puckett S. Quality of Life Concerns in Young Adult Survivors of Childhood Cancer: A Qualitative Research Investigation. [Doctoral Dissertation]. Texas A&M University; 2013. Available from: http://hdl.handle.net/1969.1/151071

16. Terry, Megan. Exploring the Additive Benefit of Parental Nurturance Training on Parent and Child Shared Reading Outcomes: A Pilot Intervention Study.

Degree: PhD, School Psychology, 2012, Texas A&M University

 A six week parent-child shared reading intervention targeting children's emergent literacy and emotion knowledge was implemented for 33 Head Start home-based families. This pilot study… (more)

Subjects/Keywords: emergent literacy; parent-child shared reading; early intervention; school readiness

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APA (6th Edition):

Terry, M. (2012). Exploring the Additive Benefit of Parental Nurturance Training on Parent and Child Shared Reading Outcomes: A Pilot Intervention Study. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2011-08-9952

Chicago Manual of Style (16th Edition):

Terry, Megan. “Exploring the Additive Benefit of Parental Nurturance Training on Parent and Child Shared Reading Outcomes: A Pilot Intervention Study.” 2012. Doctoral Dissertation, Texas A&M University. Accessed December 04, 2020. http://hdl.handle.net/1969.1/ETD-TAMU-2011-08-9952.

MLA Handbook (7th Edition):

Terry, Megan. “Exploring the Additive Benefit of Parental Nurturance Training on Parent and Child Shared Reading Outcomes: A Pilot Intervention Study.” 2012. Web. 04 Dec 2020.

Vancouver:

Terry M. Exploring the Additive Benefit of Parental Nurturance Training on Parent and Child Shared Reading Outcomes: A Pilot Intervention Study. [Internet] [Doctoral dissertation]. Texas A&M University; 2012. [cited 2020 Dec 04]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2011-08-9952.

Council of Science Editors:

Terry M. Exploring the Additive Benefit of Parental Nurturance Training on Parent and Child Shared Reading Outcomes: A Pilot Intervention Study. [Doctoral Dissertation]. Texas A&M University; 2012. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2011-08-9952

17. Johnson, Audrea. Executive Function and Pediatric Overweight: A Problem-Solving Framework.

Degree: PhD, School Psychology, 2012, Texas A&M University

 Pediatric overweight has become a topic of interest primarily due to the severity of potential physical and socioemotional consequences and escalating rates of weight status… (more)

Subjects/Keywords: Executive Function; Pediatrics; Obesity; Child Development; Eating Behaviors

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APA (6th Edition):

Johnson, A. (2012). Executive Function and Pediatric Overweight: A Problem-Solving Framework. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2012-08-11424

Chicago Manual of Style (16th Edition):

Johnson, Audrea. “Executive Function and Pediatric Overweight: A Problem-Solving Framework.” 2012. Doctoral Dissertation, Texas A&M University. Accessed December 04, 2020. http://hdl.handle.net/1969.1/ETD-TAMU-2012-08-11424.

MLA Handbook (7th Edition):

Johnson, Audrea. “Executive Function and Pediatric Overweight: A Problem-Solving Framework.” 2012. Web. 04 Dec 2020.

Vancouver:

Johnson A. Executive Function and Pediatric Overweight: A Problem-Solving Framework. [Internet] [Doctoral dissertation]. Texas A&M University; 2012. [cited 2020 Dec 04]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2012-08-11424.

Council of Science Editors:

Johnson A. Executive Function and Pediatric Overweight: A Problem-Solving Framework. [Doctoral Dissertation]. Texas A&M University; 2012. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2012-08-11424

18. Allee-Smith, Paula Jean. Role of Provisions of Mentor Support on Adolescents' School Functioning.

Degree: PhD, School Psychology, 2017, Texas A&M University

 Mentoring relationships can have important effects on adolescents’ psychosocial and academic outcomes; however, the transactions within these relationships that may account for this impact are… (more)

Subjects/Keywords: mentoring; nonparental adult; mentor support; academic achievement; academic self-efficacy; academic engagement; sex differences; ethnic differences

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APA (6th Edition):

Allee-Smith, P. J. (2017). Role of Provisions of Mentor Support on Adolescents' School Functioning. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/165684

Chicago Manual of Style (16th Edition):

Allee-Smith, Paula Jean. “Role of Provisions of Mentor Support on Adolescents' School Functioning.” 2017. Doctoral Dissertation, Texas A&M University. Accessed December 04, 2020. http://hdl.handle.net/1969.1/165684.

MLA Handbook (7th Edition):

Allee-Smith, Paula Jean. “Role of Provisions of Mentor Support on Adolescents' School Functioning.” 2017. Web. 04 Dec 2020.

Vancouver:

Allee-Smith PJ. Role of Provisions of Mentor Support on Adolescents' School Functioning. [Internet] [Doctoral dissertation]. Texas A&M University; 2017. [cited 2020 Dec 04]. Available from: http://hdl.handle.net/1969.1/165684.

Council of Science Editors:

Allee-Smith PJ. Role of Provisions of Mentor Support on Adolescents' School Functioning. [Doctoral Dissertation]. Texas A&M University; 2017. Available from: http://hdl.handle.net/1969.1/165684

19. Barry, Adam Etheridge. Examining college students' beliefs and behaviors regarding responsible alcohol consumption.

Degree: PhD, Health Education, 2009, Texas A&M University

 This dissertation presents three separate studies designed to provide structure and evidence-based insight into the characteristics associated with responsible drinking. First, a primer on the… (more)

Subjects/Keywords: Responsible Drinking; Alcohol

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APA (6th Edition):

Barry, A. E. (2009). Examining college students' beliefs and behaviors regarding responsible alcohol consumption. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-1526

Chicago Manual of Style (16th Edition):

Barry, Adam Etheridge. “Examining college students' beliefs and behaviors regarding responsible alcohol consumption.” 2009. Doctoral Dissertation, Texas A&M University. Accessed December 04, 2020. http://hdl.handle.net/1969.1/ETD-TAMU-1526.

MLA Handbook (7th Edition):

Barry, Adam Etheridge. “Examining college students' beliefs and behaviors regarding responsible alcohol consumption.” 2009. Web. 04 Dec 2020.

Vancouver:

Barry AE. Examining college students' beliefs and behaviors regarding responsible alcohol consumption. [Internet] [Doctoral dissertation]. Texas A&M University; 2009. [cited 2020 Dec 04]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-1526.

Council of Science Editors:

Barry AE. Examining college students' beliefs and behaviors regarding responsible alcohol consumption. [Doctoral Dissertation]. Texas A&M University; 2009. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-1526

20. Wong, Shuk Wa. Ethnic differences in parent involvement are moderated by type of involvement scale.

Degree: PhD, School Psychology, 2006, Texas A&M University

 This study examines ethnic group differences on different dimensions of parentrated and teacher-rated parent involvement after adjusting for the influence of family socioeconomic factors, and… (more)

Subjects/Keywords: Parent Involvement; Ethnic Differences

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APA (6th Edition):

Wong, S. W. (2006). Ethnic differences in parent involvement are moderated by type of involvement scale. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/4218

Chicago Manual of Style (16th Edition):

Wong, Shuk Wa. “Ethnic differences in parent involvement are moderated by type of involvement scale.” 2006. Doctoral Dissertation, Texas A&M University. Accessed December 04, 2020. http://hdl.handle.net/1969.1/4218.

MLA Handbook (7th Edition):

Wong, Shuk Wa. “Ethnic differences in parent involvement are moderated by type of involvement scale.” 2006. Web. 04 Dec 2020.

Vancouver:

Wong SW. Ethnic differences in parent involvement are moderated by type of involvement scale. [Internet] [Doctoral dissertation]. Texas A&M University; 2006. [cited 2020 Dec 04]. Available from: http://hdl.handle.net/1969.1/4218.

Council of Science Editors:

Wong SW. Ethnic differences in parent involvement are moderated by type of involvement scale. [Doctoral Dissertation]. Texas A&M University; 2006. Available from: http://hdl.handle.net/1969.1/4218

21. Allen, Chiharu S. A Prospective Longitudinal Investigation of Effects of Nonparental Social Support on Early Adolescents' Academic Achievement and Academic Outcomes.

Degree: PhD, School Psychology, 2010, Texas A&M University

 The present study explored the prevalence and patterns of nonparental social support and investigated the effect of such support for 363 ethnically diverse elementary and… (more)

Subjects/Keywords: Social Support; Academic Achievement; Nonparental Adult

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APA (6th Edition):

Allen, C. S. (2010). A Prospective Longitudinal Investigation of Effects of Nonparental Social Support on Early Adolescents' Academic Achievement and Academic Outcomes. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2009-08-824

Chicago Manual of Style (16th Edition):

Allen, Chiharu S. “A Prospective Longitudinal Investigation of Effects of Nonparental Social Support on Early Adolescents' Academic Achievement and Academic Outcomes.” 2010. Doctoral Dissertation, Texas A&M University. Accessed December 04, 2020. http://hdl.handle.net/1969.1/ETD-TAMU-2009-08-824.

MLA Handbook (7th Edition):

Allen, Chiharu S. “A Prospective Longitudinal Investigation of Effects of Nonparental Social Support on Early Adolescents' Academic Achievement and Academic Outcomes.” 2010. Web. 04 Dec 2020.

Vancouver:

Allen CS. A Prospective Longitudinal Investigation of Effects of Nonparental Social Support on Early Adolescents' Academic Achievement and Academic Outcomes. [Internet] [Doctoral dissertation]. Texas A&M University; 2010. [cited 2020 Dec 04]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2009-08-824.

Council of Science Editors:

Allen CS. A Prospective Longitudinal Investigation of Effects of Nonparental Social Support on Early Adolescents' Academic Achievement and Academic Outcomes. [Doctoral Dissertation]. Texas A&M University; 2010. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2009-08-824

22. Barrois, Lisa Katherine. A Developmental Perspective on Reciprocal Effects of Teacher-Student Relationship and Achievement Across the Elementary Grades.

Degree: PhD, School Psychology, 2010, Texas A&M University

 The current study utilized structural equation modeling to test an indirect model of the effects of Teacher-Student Relationship Quality (TSRQ) on reading and math achievement… (more)

Subjects/Keywords: teacher-student relationship; engagement; achievement

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APA (6th Edition):

Barrois, L. K. (2010). A Developmental Perspective on Reciprocal Effects of Teacher-Student Relationship and Achievement Across the Elementary Grades. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2010-08-8288

Chicago Manual of Style (16th Edition):

Barrois, Lisa Katherine. “A Developmental Perspective on Reciprocal Effects of Teacher-Student Relationship and Achievement Across the Elementary Grades.” 2010. Doctoral Dissertation, Texas A&M University. Accessed December 04, 2020. http://hdl.handle.net/1969.1/ETD-TAMU-2010-08-8288.

MLA Handbook (7th Edition):

Barrois, Lisa Katherine. “A Developmental Perspective on Reciprocal Effects of Teacher-Student Relationship and Achievement Across the Elementary Grades.” 2010. Web. 04 Dec 2020.

Vancouver:

Barrois LK. A Developmental Perspective on Reciprocal Effects of Teacher-Student Relationship and Achievement Across the Elementary Grades. [Internet] [Doctoral dissertation]. Texas A&M University; 2010. [cited 2020 Dec 04]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2010-08-8288.

Council of Science Editors:

Barrois LK. A Developmental Perspective on Reciprocal Effects of Teacher-Student Relationship and Achievement Across the Elementary Grades. [Doctoral Dissertation]. Texas A&M University; 2010. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2010-08-8288

23. Escobar, Clarissa Marie. Predictors of minority parents' participation in a school-linked selective prevention program for aggressive children.

Degree: PhD, Psychology, 2004, Texas A&M University

 The present study examines the issue of minority participation in a multi-faceted prevention program for youth with problem behavior. Historically, participation in such research programs… (more)

Subjects/Keywords: service utilization; prevention program; minority family; participation; school-based

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APA (6th Edition):

Escobar, C. M. (2004). Predictors of minority parents' participation in a school-linked selective prevention program for aggressive children. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/405

Chicago Manual of Style (16th Edition):

Escobar, Clarissa Marie. “Predictors of minority parents' participation in a school-linked selective prevention program for aggressive children.” 2004. Doctoral Dissertation, Texas A&M University. Accessed December 04, 2020. http://hdl.handle.net/1969.1/405.

MLA Handbook (7th Edition):

Escobar, Clarissa Marie. “Predictors of minority parents' participation in a school-linked selective prevention program for aggressive children.” 2004. Web. 04 Dec 2020.

Vancouver:

Escobar CM. Predictors of minority parents' participation in a school-linked selective prevention program for aggressive children. [Internet] [Doctoral dissertation]. Texas A&M University; 2004. [cited 2020 Dec 04]. Available from: http://hdl.handle.net/1969.1/405.

Council of Science Editors:

Escobar CM. Predictors of minority parents' participation in a school-linked selective prevention program for aggressive children. [Doctoral Dissertation]. Texas A&M University; 2004. Available from: http://hdl.handle.net/1969.1/405

24. Gillard, Ann. “AT HOME, I’M CLARK KENT. AT CAMP, I’M SUPERMAN:” OUTCOMES AND PROCESSES OF A CAMP FOR YOUTH WITH HIV/AIDS.

Degree: PhD, Recreation, Park, and Tourism Sciences, 2010, Texas A&M University

 Understanding how inputs influence program outcomes is a key step in designing and implementing quality youth programs to support positive development. While developmental processes are… (more)

Subjects/Keywords: Youth Development; Camp; HIV/AIDS

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APA (6th Edition):

Gillard, A. (2010). “AT HOME, I’M CLARK KENT. AT CAMP, I’M SUPERMAN:” OUTCOMES AND PROCESSES OF A CAMP FOR YOUTH WITH HIV/AIDS. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2009-05-277

Chicago Manual of Style (16th Edition):

Gillard, Ann. ““AT HOME, I’M CLARK KENT. AT CAMP, I’M SUPERMAN:” OUTCOMES AND PROCESSES OF A CAMP FOR YOUTH WITH HIV/AIDS.” 2010. Doctoral Dissertation, Texas A&M University. Accessed December 04, 2020. http://hdl.handle.net/1969.1/ETD-TAMU-2009-05-277.

MLA Handbook (7th Edition):

Gillard, Ann. ““AT HOME, I’M CLARK KENT. AT CAMP, I’M SUPERMAN:” OUTCOMES AND PROCESSES OF A CAMP FOR YOUTH WITH HIV/AIDS.” 2010. Web. 04 Dec 2020.

Vancouver:

Gillard A. “AT HOME, I’M CLARK KENT. AT CAMP, I’M SUPERMAN:” OUTCOMES AND PROCESSES OF A CAMP FOR YOUTH WITH HIV/AIDS. [Internet] [Doctoral dissertation]. Texas A&M University; 2010. [cited 2020 Dec 04]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2009-05-277.

Council of Science Editors:

Gillard A. “AT HOME, I’M CLARK KENT. AT CAMP, I’M SUPERMAN:” OUTCOMES AND PROCESSES OF A CAMP FOR YOUTH WITH HIV/AIDS. [Doctoral Dissertation]. Texas A&M University; 2010. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2009-05-277


Texas A&M University

25. Duerden, Mathew D. Global Explorers: An Examination of Program Processes and Outcomes.

Degree: PhD, Recreation, Park, and Tourism Sciences, 2010, Texas A&M University

 This study utilizes longitudinal, mixed-method data drawn from participants in an environmental education/international immersion program for middle high-school students to study outcomes and processes associated… (more)

Subjects/Keywords: youth development; program evaluation; youth travel; program processes

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APA (6th Edition):

Duerden, M. D. (2010). Global Explorers: An Examination of Program Processes and Outcomes. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2009-08-866

Chicago Manual of Style (16th Edition):

Duerden, Mathew D. “Global Explorers: An Examination of Program Processes and Outcomes.” 2010. Doctoral Dissertation, Texas A&M University. Accessed December 04, 2020. http://hdl.handle.net/1969.1/ETD-TAMU-2009-08-866.

MLA Handbook (7th Edition):

Duerden, Mathew D. “Global Explorers: An Examination of Program Processes and Outcomes.” 2010. Web. 04 Dec 2020.

Vancouver:

Duerden MD. Global Explorers: An Examination of Program Processes and Outcomes. [Internet] [Doctoral dissertation]. Texas A&M University; 2010. [cited 2020 Dec 04]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2009-08-866.

Council of Science Editors:

Duerden MD. Global Explorers: An Examination of Program Processes and Outcomes. [Doctoral Dissertation]. Texas A&M University; 2010. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2009-08-866


Texas A&M University

26. Buss, Michelle Therese. The role of teachers' positive attitude toward emotions in implementation of a social-emotional intervention.

Degree: PhD, School Psychology, 2009, Texas A&M University

 This study investigates the role of elementary teachers' attitude toward teaching emotions in their implementation of the Promoting Alternative THinking Skills (PATHS) curriculum. The measure… (more)

Subjects/Keywords: Implementation; SEL

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APA (6th Edition):

Buss, M. T. (2009). The role of teachers' positive attitude toward emotions in implementation of a social-emotional intervention. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-1967

Chicago Manual of Style (16th Edition):

Buss, Michelle Therese. “The role of teachers' positive attitude toward emotions in implementation of a social-emotional intervention.” 2009. Doctoral Dissertation, Texas A&M University. Accessed December 04, 2020. http://hdl.handle.net/1969.1/ETD-TAMU-1967.

MLA Handbook (7th Edition):

Buss, Michelle Therese. “The role of teachers' positive attitude toward emotions in implementation of a social-emotional intervention.” 2009. Web. 04 Dec 2020.

Vancouver:

Buss MT. The role of teachers' positive attitude toward emotions in implementation of a social-emotional intervention. [Internet] [Doctoral dissertation]. Texas A&M University; 2009. [cited 2020 Dec 04]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-1967.

Council of Science Editors:

Buss MT. The role of teachers' positive attitude toward emotions in implementation of a social-emotional intervention. [Doctoral Dissertation]. Texas A&M University; 2009. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-1967


Texas A&M University

27. Kuhns, Clarissa Ivette. The effects of normative classroom aggression and teacher support on changes in ethnically diverse elementary students' aggression.

Degree: PhD, School Psychology, 2008, Texas A&M University

 This study examined the joint effects of the quality of teacher-student relationship support (TSRS) and normative levels of classroom aggression on individual aggression in a… (more)

Subjects/Keywords: Children; aggression

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APA (6th Edition):

Kuhns, C. I. (2008). The effects of normative classroom aggression and teacher support on changes in ethnically diverse elementary students' aggression. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/86063

Chicago Manual of Style (16th Edition):

Kuhns, Clarissa Ivette. “The effects of normative classroom aggression and teacher support on changes in ethnically diverse elementary students' aggression.” 2008. Doctoral Dissertation, Texas A&M University. Accessed December 04, 2020. http://hdl.handle.net/1969.1/86063.

MLA Handbook (7th Edition):

Kuhns, Clarissa Ivette. “The effects of normative classroom aggression and teacher support on changes in ethnically diverse elementary students' aggression.” 2008. Web. 04 Dec 2020.

Vancouver:

Kuhns CI. The effects of normative classroom aggression and teacher support on changes in ethnically diverse elementary students' aggression. [Internet] [Doctoral dissertation]. Texas A&M University; 2008. [cited 2020 Dec 04]. Available from: http://hdl.handle.net/1969.1/86063.

Council of Science Editors:

Kuhns CI. The effects of normative classroom aggression and teacher support on changes in ethnically diverse elementary students' aggression. [Doctoral Dissertation]. Texas A&M University; 2008. Available from: http://hdl.handle.net/1969.1/86063


Texas A&M University

28. Jones, Charlotte Kennedy. The relationship of language proficiency, general intelligence, and reading achievement with a sample of low performing, limited English proficient students.

Degree: PhD, School Psychology, 2009, Texas A&M University

 The present study had three purposes. The first was to examine the score reliability of instruments purported to be appropriate in the assessment of students… (more)

Subjects/Keywords: Limited English Proficient; Language Proficiency; Achievement; Intelligence

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APA (6th Edition):

Jones, C. K. (2009). The relationship of language proficiency, general intelligence, and reading achievement with a sample of low performing, limited English proficient students. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-1204

Chicago Manual of Style (16th Edition):

Jones, Charlotte Kennedy. “The relationship of language proficiency, general intelligence, and reading achievement with a sample of low performing, limited English proficient students.” 2009. Doctoral Dissertation, Texas A&M University. Accessed December 04, 2020. http://hdl.handle.net/1969.1/ETD-TAMU-1204.

MLA Handbook (7th Edition):

Jones, Charlotte Kennedy. “The relationship of language proficiency, general intelligence, and reading achievement with a sample of low performing, limited English proficient students.” 2009. Web. 04 Dec 2020.

Vancouver:

Jones CK. The relationship of language proficiency, general intelligence, and reading achievement with a sample of low performing, limited English proficient students. [Internet] [Doctoral dissertation]. Texas A&M University; 2009. [cited 2020 Dec 04]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-1204.

Council of Science Editors:

Jones CK. The relationship of language proficiency, general intelligence, and reading achievement with a sample of low performing, limited English proficient students. [Doctoral Dissertation]. Texas A&M University; 2009. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-1204


Texas A&M University

29. Collie, Claire Futamase. Aggressive children's memory for attachment relevant information.

Degree: PhD, Psychology, 2004, Texas A&M University

 This study examined a measure of children's memory for information from a story about a hypothetical mother and child, the Story Task, as a potential… (more)

Subjects/Keywords: aggression; child; attachment; memory

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APA (6th Edition):

Collie, C. F. (2004). Aggressive children's memory for attachment relevant information. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/573

Chicago Manual of Style (16th Edition):

Collie, Claire Futamase. “Aggressive children's memory for attachment relevant information.” 2004. Doctoral Dissertation, Texas A&M University. Accessed December 04, 2020. http://hdl.handle.net/1969.1/573.

MLA Handbook (7th Edition):

Collie, Claire Futamase. “Aggressive children's memory for attachment relevant information.” 2004. Web. 04 Dec 2020.

Vancouver:

Collie CF. Aggressive children's memory for attachment relevant information. [Internet] [Doctoral dissertation]. Texas A&M University; 2004. [cited 2020 Dec 04]. Available from: http://hdl.handle.net/1969.1/573.

Council of Science Editors:

Collie CF. Aggressive children's memory for attachment relevant information. [Doctoral Dissertation]. Texas A&M University; 2004. Available from: http://hdl.handle.net/1969.1/573


Texas A&M University

30. Dreke, Linda L. A Conceptual Model of the Mechanisms by which Ego Resiliency Impacts Academic Engagement and Achievement: Social Relatedness as a Mediator.

Degree: PhD, School Psychology, 2010, Texas A&M University

 The current study tested the effect of ego resilience on engagement and achievement as mediated by social relatedness, using three waves of data and controlling… (more)

Subjects/Keywords: ego resilience; social relatedness; academic achievement; academic engagement

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APA (6th Edition):

Dreke, L. L. (2010). A Conceptual Model of the Mechanisms by which Ego Resiliency Impacts Academic Engagement and Achievement: Social Relatedness as a Mediator. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2009-12-7286

Chicago Manual of Style (16th Edition):

Dreke, Linda L. “A Conceptual Model of the Mechanisms by which Ego Resiliency Impacts Academic Engagement and Achievement: Social Relatedness as a Mediator.” 2010. Doctoral Dissertation, Texas A&M University. Accessed December 04, 2020. http://hdl.handle.net/1969.1/ETD-TAMU-2009-12-7286.

MLA Handbook (7th Edition):

Dreke, Linda L. “A Conceptual Model of the Mechanisms by which Ego Resiliency Impacts Academic Engagement and Achievement: Social Relatedness as a Mediator.” 2010. Web. 04 Dec 2020.

Vancouver:

Dreke LL. A Conceptual Model of the Mechanisms by which Ego Resiliency Impacts Academic Engagement and Achievement: Social Relatedness as a Mediator. [Internet] [Doctoral dissertation]. Texas A&M University; 2010. [cited 2020 Dec 04]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2009-12-7286.

Council of Science Editors:

Dreke LL. A Conceptual Model of the Mechanisms by which Ego Resiliency Impacts Academic Engagement and Achievement: Social Relatedness as a Mediator. [Doctoral Dissertation]. Texas A&M University; 2010. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2009-12-7286

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