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You searched for subject:(Field of Research 17 Psychology AND Cognitive Sciences 1701 Psychology 170103 Educational Psychology). Showing records 1 – 30 of 5650 total matches.

[1] [2] [3] [4] [5] … [189]

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University of Canterbury

1. Teschers C. Insights from an Editor’s Journey: An interview with Gert Biesta.

Degree: 2017, University of Canterbury

 Gert J. J. Biesta is a widely known and respected scholar in the field of education. He has published a large number of articles, books,… (more)

Subjects/Keywords: Field of Research::17 - Psychology and Cognitive Sciences::1701 - Psychology::170103 - Educational Psychology

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

C, T. (2017). Insights from an Editor’s Journey: An interview with Gert Biesta. (Thesis). University of Canterbury. Retrieved from http://hdl.handle.net/10092/15362

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

C, Teschers. “Insights from an Editor’s Journey: An interview with Gert Biesta.” 2017. Thesis, University of Canterbury. Accessed October 18, 2019. http://hdl.handle.net/10092/15362.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

C, Teschers. “Insights from an Editor’s Journey: An interview with Gert Biesta.” 2017. Web. 18 Oct 2019.

Vancouver:

C T. Insights from an Editor’s Journey: An interview with Gert Biesta. [Internet] [Thesis]. University of Canterbury; 2017. [cited 2019 Oct 18]. Available from: http://hdl.handle.net/10092/15362.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

C T. Insights from an Editor’s Journey: An interview with Gert Biesta. [Thesis]. University of Canterbury; 2017. Available from: http://hdl.handle.net/10092/15362

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Canterbury

2. Harris S. The notion of well-being in the New Zealand education system.

Degree: 2015, University of Canterbury

 This article engages with the notion of well-being in two ways: it explores how well-being is constructed and used in the two New Zealand national… (more)

Subjects/Keywords: Field of Research::17 - Psychology and Cognitive Sciences::1701 - Psychology::170103 - Educational Psychology

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

S, H. (2015). The notion of well-being in the New Zealand education system. (Thesis). University of Canterbury. Retrieved from http://hdl.handle.net/10092/15364

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

S, Harris. “The notion of well-being in the New Zealand education system.” 2015. Thesis, University of Canterbury. Accessed October 18, 2019. http://hdl.handle.net/10092/15364.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

S, Harris. “The notion of well-being in the New Zealand education system.” 2015. Web. 18 Oct 2019.

Vancouver:

S H. The notion of well-being in the New Zealand education system. [Internet] [Thesis]. University of Canterbury; 2015. [cited 2019 Oct 18]. Available from: http://hdl.handle.net/10092/15364.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

S H. The notion of well-being in the New Zealand education system. [Thesis]. University of Canterbury; 2015. Available from: http://hdl.handle.net/10092/15364

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Canterbury

3. Teschers C. An Educational Approach to the Art of Living.

Degree: 2013, University of Canterbury

 This article will engage with theories about the art of living and the good life, especially Schmid’s concept “Lebenskunst”, as well as with relevant findings… (more)

Subjects/Keywords: Field of Research::17 - Psychology and Cognitive Sciences::1701 - Psychology::170103 - Educational Psychology

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APA (6th Edition):

C, T. (2013). An Educational Approach to the Art of Living. (Thesis). University of Canterbury. Retrieved from http://hdl.handle.net/10092/15379

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

C, Teschers. “An Educational Approach to the Art of Living.” 2013. Thesis, University of Canterbury. Accessed October 18, 2019. http://hdl.handle.net/10092/15379.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

C, Teschers. “An Educational Approach to the Art of Living.” 2013. Web. 18 Oct 2019.

Vancouver:

C T. An Educational Approach to the Art of Living. [Internet] [Thesis]. University of Canterbury; 2013. [cited 2019 Oct 18]. Available from: http://hdl.handle.net/10092/15379.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

C T. An Educational Approach to the Art of Living. [Thesis]. University of Canterbury; 2013. Available from: http://hdl.handle.net/10092/15379

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Canterbury

4. Liberty K. School-wide strategies for reducing stress and promoting healthy learning environments.

Degree: 2017, University of Canterbury

Research has shown that childhood experiences shape adult lives and that experiencing adverse events during childhood can have lifelong consequences (Felitti et al. 1998). The… (more)

Subjects/Keywords: Field of Research::17 - Psychology and Cognitive Sciences::1701 - Psychology::170103 - Educational Psychology; Field of Research::11 - Medical and Health Sciences::1103 - Clinical Sciences::110319 - Psychiatry (incl. Psychotherapy); Field of Research::17 - Psychology and Cognitive Sciences::1701 - Psychology::170106 - Health, Clinical and Counselling Psychology

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APA (6th Edition):

K, L. (2017). School-wide strategies for reducing stress and promoting healthy learning environments. (Thesis). University of Canterbury. Retrieved from http://hdl.handle.net/10092/15241

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

K, Liberty. “School-wide strategies for reducing stress and promoting healthy learning environments.” 2017. Thesis, University of Canterbury. Accessed October 18, 2019. http://hdl.handle.net/10092/15241.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

K, Liberty. “School-wide strategies for reducing stress and promoting healthy learning environments.” 2017. Web. 18 Oct 2019.

Vancouver:

K L. School-wide strategies for reducing stress and promoting healthy learning environments. [Internet] [Thesis]. University of Canterbury; 2017. [cited 2019 Oct 18]. Available from: http://hdl.handle.net/10092/15241.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

K L. School-wide strategies for reducing stress and promoting healthy learning environments. [Thesis]. University of Canterbury; 2017. Available from: http://hdl.handle.net/10092/15241

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Canterbury

5. Grimley, M. Has digital culture really changed how learners think and learn?.

Degree: School of Educational Studies and Human Development, 2010, University of Canterbury

 It is important that educators understand the effect of digital immersion on their learners, especially if educational establishments, such as schools, are to keep pace… (more)

Subjects/Keywords: Field of Research::13 - Education::1303 - Specialist Studies in Education::130309 - Learning Sciences; Field of Research::17 - Psychology and Cognitive Sciences::1701 - Psychology::170103 - Educational Psychology

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APA (6th Edition):

Grimley, M. (2010). Has digital culture really changed how learners think and learn?. (Thesis). University of Canterbury. Retrieved from http://hdl.handle.net/10092/4540

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Grimley, M. “Has digital culture really changed how learners think and learn?.” 2010. Thesis, University of Canterbury. Accessed October 18, 2019. http://hdl.handle.net/10092/4540.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Grimley, M. “Has digital culture really changed how learners think and learn?.” 2010. Web. 18 Oct 2019.

Vancouver:

Grimley M. Has digital culture really changed how learners think and learn?. [Internet] [Thesis]. University of Canterbury; 2010. [cited 2019 Oct 18]. Available from: http://hdl.handle.net/10092/4540.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Grimley M. Has digital culture really changed how learners think and learn?. [Thesis]. University of Canterbury; 2010. Available from: http://hdl.handle.net/10092/4540

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Canterbury

6. Allan, M. Te Ru Tamariki: A Study of Juniors Settling into School and Learning: Parent Report.

Degree: 2015, University of Canterbury

 In our study we are looking at how children cope with stress in their daily lives, especially during their time at school. To date, our… (more)

Subjects/Keywords: Field of Research::17 - Psychology and Cognitive Sciences::1701 - Psychology::170103 - Educational Psychology; Field of Research::13 - Education::1301 - Education Systems::130105 - Primary Education (excl. Māori)

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APA (6th Edition):

Allan, M. (2015). Te Ru Tamariki: A Study of Juniors Settling into School and Learning: Parent Report. (Thesis). University of Canterbury. Retrieved from http://hdl.handle.net/10092/15410

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Allan, M. “Te Ru Tamariki: A Study of Juniors Settling into School and Learning: Parent Report.” 2015. Thesis, University of Canterbury. Accessed October 18, 2019. http://hdl.handle.net/10092/15410.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Allan, M. “Te Ru Tamariki: A Study of Juniors Settling into School and Learning: Parent Report.” 2015. Web. 18 Oct 2019.

Vancouver:

Allan M. Te Ru Tamariki: A Study of Juniors Settling into School and Learning: Parent Report. [Internet] [Thesis]. University of Canterbury; 2015. [cited 2019 Oct 18]. Available from: http://hdl.handle.net/10092/15410.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Allan M. Te Ru Tamariki: A Study of Juniors Settling into School and Learning: Parent Report. [Thesis]. University of Canterbury; 2015. Available from: http://hdl.handle.net/10092/15410

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Canterbury

7. Neumann E. Students' free studying after training with instructions about the mnemonic benefits of testing: Do students use self-testing spontaneously?.

Degree: 2014, University of Canterbury

 Testing has a powerful effect on long-term retention. We examined whether training with instructions about the mnemonic benefits of testing could lead to spontaneous use… (more)

Subjects/Keywords: Testing Effect; The Spontaneous Use of Self-testing; Learning Strategy; Metacognitive Awareness; Instruction and Training; Field of Research::17 - Psychology and Cognitive Sciences::1701 - Psychology::170103 - Educational Psychology

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APA (6th Edition):

E, N. (2014). Students' free studying after training with instructions about the mnemonic benefits of testing: Do students use self-testing spontaneously?. (Thesis). University of Canterbury. Retrieved from http://hdl.handle.net/10092/16519

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

E, Neumann. “Students' free studying after training with instructions about the mnemonic benefits of testing: Do students use self-testing spontaneously?.” 2014. Thesis, University of Canterbury. Accessed October 18, 2019. http://hdl.handle.net/10092/16519.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

E, Neumann. “Students' free studying after training with instructions about the mnemonic benefits of testing: Do students use self-testing spontaneously?.” 2014. Web. 18 Oct 2019.

Vancouver:

E N. Students' free studying after training with instructions about the mnemonic benefits of testing: Do students use self-testing spontaneously?. [Internet] [Thesis]. University of Canterbury; 2014. [cited 2019 Oct 18]. Available from: http://hdl.handle.net/10092/16519.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

E N. Students' free studying after training with instructions about the mnemonic benefits of testing: Do students use self-testing spontaneously?. [Thesis]. University of Canterbury; 2014. Available from: http://hdl.handle.net/10092/16519

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Canterbury

8. Ghesquière, P. A DTI-tractography study in pre-readers at risk for dyslexia.

Degree: Communication Disorders; University of Canterbury. New Zealand Institute of Language, Brain & Behaviour, 2015, University of Canterbury

 In adults and school-aged children, phonological aspects of reading seem to be sustained by left dorsal regions, while ventral regions seem to be involved in… (more)

Subjects/Keywords: Preschool children; Reading network; dyslexia; Developmental neuroscience; diffusion weighted imaging; Field of Research::17 - Psychology and Cognitive Sciences::1701 - Psychology::170103 - Educational Psychology

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APA (6th Edition):

Ghesquière, P. (2015). A DTI-tractography study in pre-readers at risk for dyslexia. (Thesis). University of Canterbury. Retrieved from http://hdl.handle.net/10092/11876

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Ghesquière, P. “A DTI-tractography study in pre-readers at risk for dyslexia.” 2015. Thesis, University of Canterbury. Accessed October 18, 2019. http://hdl.handle.net/10092/11876.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Ghesquière, P. “A DTI-tractography study in pre-readers at risk for dyslexia.” 2015. Web. 18 Oct 2019.

Vancouver:

Ghesquière P. A DTI-tractography study in pre-readers at risk for dyslexia. [Internet] [Thesis]. University of Canterbury; 2015. [cited 2019 Oct 18]. Available from: http://hdl.handle.net/10092/11876.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Ghesquière P. A DTI-tractography study in pre-readers at risk for dyslexia. [Thesis]. University of Canterbury; 2015. Available from: http://hdl.handle.net/10092/11876

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Canterbury

9. Nozaki, H. A longitudinal study of mathematical word problem solving in children using a computer-based metacognitive strategy.

Degree: Psychology, 2016, University of Canterbury

 The purpose of the study was to examine the efficacy of self-explanation for helping elementary school children solve mathematical word problems through computer-based support over… (more)

Subjects/Keywords: Field of Research::13 - Education::1302 - Curriculum and Pedagogy::130208 - Mathematics and Numeracy Curriculum and Pedagogy; Field of Research::17 - Psychology and Cognitive Sciences::1701 - Psychology::170103 - Educational Psychology; Field of Research::13 - Education::1303 - Specialist Studies in Education::130306 - Educational Technology and Computing

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APA (6th Edition):

Nozaki, H. (2016). A longitudinal study of mathematical word problem solving in children using a computer-based metacognitive strategy. (Thesis). University of Canterbury. Retrieved from http://hdl.handle.net/10092/13185

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Nozaki, H. “A longitudinal study of mathematical word problem solving in children using a computer-based metacognitive strategy.” 2016. Thesis, University of Canterbury. Accessed October 18, 2019. http://hdl.handle.net/10092/13185.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Nozaki, H. “A longitudinal study of mathematical word problem solving in children using a computer-based metacognitive strategy.” 2016. Web. 18 Oct 2019.

Vancouver:

Nozaki H. A longitudinal study of mathematical word problem solving in children using a computer-based metacognitive strategy. [Internet] [Thesis]. University of Canterbury; 2016. [cited 2019 Oct 18]. Available from: http://hdl.handle.net/10092/13185.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Nozaki H. A longitudinal study of mathematical word problem solving in children using a computer-based metacognitive strategy. [Thesis]. University of Canterbury; 2016. Available from: http://hdl.handle.net/10092/13185

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Canterbury

10. Blampied, N.M. Psychology in the 21st C – Getting over our addiction to p so our research can be evidence for our practice.

Degree: Psychology, 2014, University of Canterbury

Psychology in the 21st C – Getting over our addiction to p so our research can be evidence for our practice Neville M Blampied University… (more)

Subjects/Keywords: Field of Research::17 - Psychology and Cognitive Sciences::1701 - Psychology

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APA (6th Edition):

Blampied, N. M. (2014). Psychology in the 21st C – Getting over our addiction to p so our research can be evidence for our practice. (Thesis). University of Canterbury. Retrieved from http://hdl.handle.net/10092/10405

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Blampied, N M. “Psychology in the 21st C – Getting over our addiction to p so our research can be evidence for our practice.” 2014. Thesis, University of Canterbury. Accessed October 18, 2019. http://hdl.handle.net/10092/10405.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Blampied, N M. “Psychology in the 21st C – Getting over our addiction to p so our research can be evidence for our practice.” 2014. Web. 18 Oct 2019.

Vancouver:

Blampied NM. Psychology in the 21st C – Getting over our addiction to p so our research can be evidence for our practice. [Internet] [Thesis]. University of Canterbury; 2014. [cited 2019 Oct 18]. Available from: http://hdl.handle.net/10092/10405.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Blampied NM. Psychology in the 21st C – Getting over our addiction to p so our research can be evidence for our practice. [Thesis]. University of Canterbury; 2014. Available from: http://hdl.handle.net/10092/10405

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Canterbury

11. Dixon, K. Assessment at the centre of strategies of learning in groups, substantiated with qualitative reflections in student assessments.

Degree: Department of Accounting and Information Systems, 2011, University of Canterbury

 Having students learn and be assessed in groups is a means to develop among students intellectual and interactive skills/competencies described as generic or “wicked”, as… (more)

Subjects/Keywords: Student engagement; generic skills/competencies; group assessment; group learning; Field of Research::13 - Education::1302 - Curriculum and Pedagogy::130203 - Economics, Business and Management Curriculum and Pedagogy; Field of Research::17 - Psychology and Cognitive Sciences::1701 - Psychology::170103 - Educational Psychology

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Dixon, K. (2011). Assessment at the centre of strategies of learning in groups, substantiated with qualitative reflections in student assessments. (Thesis). University of Canterbury. Retrieved from http://hdl.handle.net/10092/5149

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Dixon, K. “Assessment at the centre of strategies of learning in groups, substantiated with qualitative reflections in student assessments.” 2011. Thesis, University of Canterbury. Accessed October 18, 2019. http://hdl.handle.net/10092/5149.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Dixon, K. “Assessment at the centre of strategies of learning in groups, substantiated with qualitative reflections in student assessments.” 2011. Web. 18 Oct 2019.

Vancouver:

Dixon K. Assessment at the centre of strategies of learning in groups, substantiated with qualitative reflections in student assessments. [Internet] [Thesis]. University of Canterbury; 2011. [cited 2019 Oct 18]. Available from: http://hdl.handle.net/10092/5149.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Dixon K. Assessment at the centre of strategies of learning in groups, substantiated with qualitative reflections in student assessments. [Thesis]. University of Canterbury; 2011. Available from: http://hdl.handle.net/10092/5149

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Canterbury

12. McManus, R. Women's Voices: Finding solace out of disaster: How Christchurch women cope with earthquake disaster.

Degree: School of Language, Social and Political Sciences; University of Canterbury. Sociology and Anthropology, 2014, University of Canterbury

 Grief and solace in disasters. Finding Solace - Solace as an approach to the adjustments and transitions of grief ‘it is that which brings hope… (more)

Subjects/Keywords: Field of Research::17 - Psychology and Cognitive Sciences::1701 - Psychology::170113 - Social and Community Psychology; Field of Research::17 - Psychology and Cognitive Sciences::1701 - Psychology::170105 - Gender Psychology

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APA (6th Edition):

McManus, R. (2014). Women's Voices: Finding solace out of disaster: How Christchurch women cope with earthquake disaster. (Thesis). University of Canterbury. Retrieved from http://hdl.handle.net/10092/13199

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

McManus, R. “Women's Voices: Finding solace out of disaster: How Christchurch women cope with earthquake disaster.” 2014. Thesis, University of Canterbury. Accessed October 18, 2019. http://hdl.handle.net/10092/13199.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

McManus, R. “Women's Voices: Finding solace out of disaster: How Christchurch women cope with earthquake disaster.” 2014. Web. 18 Oct 2019.

Vancouver:

McManus R. Women's Voices: Finding solace out of disaster: How Christchurch women cope with earthquake disaster. [Internet] [Thesis]. University of Canterbury; 2014. [cited 2019 Oct 18]. Available from: http://hdl.handle.net/10092/13199.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

McManus R. Women's Voices: Finding solace out of disaster: How Christchurch women cope with earthquake disaster. [Thesis]. University of Canterbury; 2014. Available from: http://hdl.handle.net/10092/13199

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Canterbury

13. Britt, E. Motivational Interviewing: A useful skill for correctional staff?.

Degree: Psychology; University of Canterbury. School of Health Sciences, 2014, University of Canterbury

 Motivational Interviewing (MI) is a collaborative conversation about change, which systematic reviews and meta-analyses have shown to be an effective intervention for a range of… (more)

Subjects/Keywords: Field of Research::17 - Psychology and Cognitive Sciences::1701 - Psychology::170104 - Forensic Psychology

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APA (6th Edition):

Britt, E. (2014). Motivational Interviewing: A useful skill for correctional staff?. (Thesis). University of Canterbury. Retrieved from http://hdl.handle.net/10092/12123

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Britt, E. “Motivational Interviewing: A useful skill for correctional staff?.” 2014. Thesis, University of Canterbury. Accessed October 18, 2019. http://hdl.handle.net/10092/12123.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Britt, E. “Motivational Interviewing: A useful skill for correctional staff?.” 2014. Web. 18 Oct 2019.

Vancouver:

Britt E. Motivational Interviewing: A useful skill for correctional staff?. [Internet] [Thesis]. University of Canterbury; 2014. [cited 2019 Oct 18]. Available from: http://hdl.handle.net/10092/12123.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Britt E. Motivational Interviewing: A useful skill for correctional staff?. [Thesis]. University of Canterbury; 2014. Available from: http://hdl.handle.net/10092/12123

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Canterbury

14. Tonkin L. ‘A Sense of Myself as a Mother’: An Exploration of Maternal Fantasies in the Experience of ‘Circumstantial Childlessness’.

Degree: 2017, University of Canterbury

 ‘Circumstantially childless’ women (Cannold 2000) are those who have seen themselves as having a biological child or children at some point in their lives, but… (more)

Subjects/Keywords: Field of Research::17 - Psychology and Cognitive Sciences::1701 - Psychology::170105 - Gender Psychology

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APA (6th Edition):

L, T. (2017). ‘A Sense of Myself as a Mother’: An Exploration of Maternal Fantasies in the Experience of ‘Circumstantial Childlessness’. (Thesis). University of Canterbury. Retrieved from http://hdl.handle.net/10092/16299

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

L, Tonkin. “‘A Sense of Myself as a Mother’: An Exploration of Maternal Fantasies in the Experience of ‘Circumstantial Childlessness’.” 2017. Thesis, University of Canterbury. Accessed October 18, 2019. http://hdl.handle.net/10092/16299.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

L, Tonkin. “‘A Sense of Myself as a Mother’: An Exploration of Maternal Fantasies in the Experience of ‘Circumstantial Childlessness’.” 2017. Web. 18 Oct 2019.

Vancouver:

L T. ‘A Sense of Myself as a Mother’: An Exploration of Maternal Fantasies in the Experience of ‘Circumstantial Childlessness’. [Internet] [Thesis]. University of Canterbury; 2017. [cited 2019 Oct 18]. Available from: http://hdl.handle.net/10092/16299.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

L T. ‘A Sense of Myself as a Mother’: An Exploration of Maternal Fantasies in the Experience of ‘Circumstantial Childlessness’. [Thesis]. University of Canterbury; 2017. Available from: http://hdl.handle.net/10092/16299

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Canterbury

15. Loughnan S. From humanitarian aid to humanization: When outgroup, but not ingroup, helping increases humanization.

Degree: 2018, University of Canterbury

 Dehumanization and infrahumanization involve decreasing the humanity attributed to others. Despite the existence of a large body of work on these topics, little is known… (more)

Subjects/Keywords: Field of Research::17 - Psychology and Cognitive Sciences::1701 - Psychology::170113 - Social and Community Psychology

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APA (6th Edition):

S, L. (2018). From humanitarian aid to humanization: When outgroup, but not ingroup, helping increases humanization. (Thesis). University of Canterbury. Retrieved from http://hdl.handle.net/10092/16360

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

S, Loughnan. “From humanitarian aid to humanization: When outgroup, but not ingroup, helping increases humanization.” 2018. Thesis, University of Canterbury. Accessed October 18, 2019. http://hdl.handle.net/10092/16360.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

S, Loughnan. “From humanitarian aid to humanization: When outgroup, but not ingroup, helping increases humanization.” 2018. Web. 18 Oct 2019.

Vancouver:

S L. From humanitarian aid to humanization: When outgroup, but not ingroup, helping increases humanization. [Internet] [Thesis]. University of Canterbury; 2018. [cited 2019 Oct 18]. Available from: http://hdl.handle.net/10092/16360.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

S L. From humanitarian aid to humanization: When outgroup, but not ingroup, helping increases humanization. [Thesis]. University of Canterbury; 2018. Available from: http://hdl.handle.net/10092/16360

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Canterbury

16. van Bysterveldt, Anne. Partnership and coaching in early childhood intervention.

Degree: 2016, University of Canterbury

Subjects/Keywords: Field of Research::17 - Psychology and Cognitive Sciences::1701 - Psychology::170103 - Educational Psychology; Field of Research::17 - Psychology and Cognitive Sciences::1701 - Psychology::170113 - Social and Community Psychology

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APA (6th Edition):

van Bysterveldt, A. (2016). Partnership and coaching in early childhood intervention. (Thesis). University of Canterbury. Retrieved from http://hdl.handle.net/10092/15066

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

van Bysterveldt, Anne. “Partnership and coaching in early childhood intervention.” 2016. Thesis, University of Canterbury. Accessed October 18, 2019. http://hdl.handle.net/10092/15066.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

van Bysterveldt, Anne. “Partnership and coaching in early childhood intervention.” 2016. Web. 18 Oct 2019.

Vancouver:

van Bysterveldt A. Partnership and coaching in early childhood intervention. [Internet] [Thesis]. University of Canterbury; 2016. [cited 2019 Oct 18]. Available from: http://hdl.handle.net/10092/15066.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

van Bysterveldt A. Partnership and coaching in early childhood intervention. [Thesis]. University of Canterbury; 2016. Available from: http://hdl.handle.net/10092/15066

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Canterbury

17. Middleton W. Engendered Responses to, and Interventions for, Shame in Dissociative Disorders: A Survey and Experimental Investigation.: Shame in dissociative disorders.

Degree: 2017, University of Canterbury

 This study examined shame and responses to it in adult dissociative disorder (DD; n = 24) and comparison psychiatric (n = 14) samples. To investigate… (more)

Subjects/Keywords: shame; dissociation; therapy; Field of Research::17 - Psychology and Cognitive Sciences::1701 - Psychology

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APA (6th Edition):

W, M. (2017). Engendered Responses to, and Interventions for, Shame in Dissociative Disorders: A Survey and Experimental Investigation.: Shame in dissociative disorders. (Thesis). University of Canterbury. Retrieved from http://hdl.handle.net/10092/16303

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

W, Middleton. “Engendered Responses to, and Interventions for, Shame in Dissociative Disorders: A Survey and Experimental Investigation.: Shame in dissociative disorders.” 2017. Thesis, University of Canterbury. Accessed October 18, 2019. http://hdl.handle.net/10092/16303.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

W, Middleton. “Engendered Responses to, and Interventions for, Shame in Dissociative Disorders: A Survey and Experimental Investigation.: Shame in dissociative disorders.” 2017. Web. 18 Oct 2019.

Vancouver:

W M. Engendered Responses to, and Interventions for, Shame in Dissociative Disorders: A Survey and Experimental Investigation.: Shame in dissociative disorders. [Internet] [Thesis]. University of Canterbury; 2017. [cited 2019 Oct 18]. Available from: http://hdl.handle.net/10092/16303.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

W M. Engendered Responses to, and Interventions for, Shame in Dissociative Disorders: A Survey and Experimental Investigation.: Shame in dissociative disorders. [Thesis]. University of Canterbury; 2017. Available from: http://hdl.handle.net/10092/16303

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Canterbury

18. Riding, R. Supporting school improvement: The development of a scale for assessing pupils' emotional and behavioural development.

Degree: School of Educational Studies and Human Development, 2004, University of Canterbury

 This paper reports the construction of a teacher rating instrument designed to monitor the social and emotional development of school age children and young people… (more)

Subjects/Keywords: Field of Research::17 - Psychology and Cognitive Sciences::1701 - Psychology::170103 - Educational Psychology; Field of Research::17 - Psychology and Cognitive Sciences::1701 - Psychology::170109 - Personality, Abilities and Assessment

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APA (6th Edition):

Riding, R. (2004). Supporting school improvement: The development of a scale for assessing pupils' emotional and behavioural development. (Thesis). University of Canterbury. Retrieved from http://hdl.handle.net/10092/4996

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Riding, R. “Supporting school improvement: The development of a scale for assessing pupils' emotional and behavioural development.” 2004. Thesis, University of Canterbury. Accessed October 18, 2019. http://hdl.handle.net/10092/4996.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Riding, R. “Supporting school improvement: The development of a scale for assessing pupils' emotional and behavioural development.” 2004. Web. 18 Oct 2019.

Vancouver:

Riding R. Supporting school improvement: The development of a scale for assessing pupils' emotional and behavioural development. [Internet] [Thesis]. University of Canterbury; 2004. [cited 2019 Oct 18]. Available from: http://hdl.handle.net/10092/4996.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Riding R. Supporting school improvement: The development of a scale for assessing pupils' emotional and behavioural development. [Thesis]. University of Canterbury; 2004. Available from: http://hdl.handle.net/10092/4996

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Canterbury

19. Liberty K. Juniors Settling Into School Annual Report for [school name removed].

Degree: 2014, University of Canterbury

Subjects/Keywords: Field of Research::17 - Psychology and Cognitive Sciences::1701 - Psychology::170103 - Educational Psychology; Field of Research::13 - Education::1301 - Education Systems::130105 - Primary Education (excl. Māori)

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APA (6th Edition):

K, L. (2014). Juniors Settling Into School Annual Report for [school name removed]. (Thesis). University of Canterbury. Retrieved from http://hdl.handle.net/10092/15407

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

K, Liberty. “Juniors Settling Into School Annual Report for [school name removed].” 2014. Thesis, University of Canterbury. Accessed October 18, 2019. http://hdl.handle.net/10092/15407.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

K, Liberty. “Juniors Settling Into School Annual Report for [school name removed].” 2014. Web. 18 Oct 2019.

Vancouver:

K L. Juniors Settling Into School Annual Report for [school name removed]. [Internet] [Thesis]. University of Canterbury; 2014. [cited 2019 Oct 18]. Available from: http://hdl.handle.net/10092/15407.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

K L. Juniors Settling Into School Annual Report for [school name removed]. [Thesis]. University of Canterbury; 2014. Available from: http://hdl.handle.net/10092/15407

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Canterbury

20. Lewis, M.J. The Dissociative Experiences Scale: An Urdu translation.

Degree: Psychology, 2013, University of Canterbury

 Dissociative disorders are common in Pakistan and there is a growing research literature on dissociative experiences within Pakistan, however, interestingly none of these studies have… (more)

Subjects/Keywords: Field of Research::17 - Psychology and Cognitive Sciences::1701 - Psychology::170101 - Biological Psychology (Neuropsychology; Psychopharmacology; Physiological Psychology)

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APA (6th Edition):

Lewis, M. J. (2013). The Dissociative Experiences Scale: An Urdu translation. (Thesis). University of Canterbury. Retrieved from http://hdl.handle.net/10092/8847

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Lewis, M J. “The Dissociative Experiences Scale: An Urdu translation.” 2013. Thesis, University of Canterbury. Accessed October 18, 2019. http://hdl.handle.net/10092/8847.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Lewis, M J. “The Dissociative Experiences Scale: An Urdu translation.” 2013. Web. 18 Oct 2019.

Vancouver:

Lewis MJ. The Dissociative Experiences Scale: An Urdu translation. [Internet] [Thesis]. University of Canterbury; 2013. [cited 2019 Oct 18]. Available from: http://hdl.handle.net/10092/8847.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Lewis MJ. The Dissociative Experiences Scale: An Urdu translation. [Thesis]. University of Canterbury; 2013. Available from: http://hdl.handle.net/10092/8847

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Canterbury

21. Gage JD. The psychological salience of religiosity and spirituality among Christian young people in New Zealand: A mixed-methods study.

Degree: 2018, University of Canterbury

 This mixed-methods exploratory study examined the psychological salience of religiosity and spirituality in a sample of young people (ages 16–21, M age = 18.9 years;… (more)

Subjects/Keywords: religiosity; spirituality; psychological salience; adolescents; mixed-methods; Field of Research::17 - Psychology and Cognitive Sciences::1701 - Psychology::170111 - Psychology of Religion; Field of Research::17 - Psychology and Cognitive Sciences::1701 - Psychology::170102 - Developmental Psychology and Ageing; Field of Research::17 - Psychology and Cognitive Sciences::1701 - Psychology::170113 - Social and Community Psychology

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APA (6th Edition):

JD, G. (2018). The psychological salience of religiosity and spirituality among Christian young people in New Zealand: A mixed-methods study. (Thesis). University of Canterbury. Retrieved from http://hdl.handle.net/10092/15661

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

JD, Gage. “The psychological salience of religiosity and spirituality among Christian young people in New Zealand: A mixed-methods study.” 2018. Thesis, University of Canterbury. Accessed October 18, 2019. http://hdl.handle.net/10092/15661.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

JD, Gage. “The psychological salience of religiosity and spirituality among Christian young people in New Zealand: A mixed-methods study.” 2018. Web. 18 Oct 2019.

Vancouver:

JD G. The psychological salience of religiosity and spirituality among Christian young people in New Zealand: A mixed-methods study. [Internet] [Thesis]. University of Canterbury; 2018. [cited 2019 Oct 18]. Available from: http://hdl.handle.net/10092/15661.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

JD G. The psychological salience of religiosity and spirituality among Christian young people in New Zealand: A mixed-methods study. [Thesis]. University of Canterbury; 2018. Available from: http://hdl.handle.net/10092/15661

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Canterbury

22. Näswall K. Job insecurity and trust: Uncovering a mechanism linking job insecurity to well-being.

Degree: 2019, University of Canterbury

 © 2018, © 2018 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group. Job insecurity has well-documented negative effects for individuals… (more)

Subjects/Keywords: Job insecurity; Trust; Mediator; Field of Research::17 - Psychology and Cognitive Sciences::1701 - Psychology::170107 - Industrial and Organisational Psychology

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APA (6th Edition):

K, N. (2019). Job insecurity and trust: Uncovering a mechanism linking job insecurity to well-being. (Thesis). University of Canterbury. Retrieved from http://hdl.handle.net/10092/16643

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

K, Näswall. “Job insecurity and trust: Uncovering a mechanism linking job insecurity to well-being.” 2019. Thesis, University of Canterbury. Accessed October 18, 2019. http://hdl.handle.net/10092/16643.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

K, Näswall. “Job insecurity and trust: Uncovering a mechanism linking job insecurity to well-being.” 2019. Web. 18 Oct 2019.

Vancouver:

K N. Job insecurity and trust: Uncovering a mechanism linking job insecurity to well-being. [Internet] [Thesis]. University of Canterbury; 2019. [cited 2019 Oct 18]. Available from: http://hdl.handle.net/10092/16643.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

K N. Job insecurity and trust: Uncovering a mechanism linking job insecurity to well-being. [Thesis]. University of Canterbury; 2019. Available from: http://hdl.handle.net/10092/16643

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Canterbury

23. Brogt, Erik. Academic self-efficacy, evaluative anxiety, and achievement during the transition to university.

Degree: 2017, University of Canterbury

Subjects/Keywords: Field of Research::13 - Education::1301 - Education Systems::130103 - Higher Education; Field of Research::17 - Psychology and Cognitive Sciences::1701 - Psychology::170103 - Educational Psychology; Field of Research::13 - Education::1303 - Specialist Studies in Education::130305 - Educational Counselling

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APA (6th Edition):

Brogt, E. (2017). Academic self-efficacy, evaluative anxiety, and achievement during the transition to university. (Thesis). University of Canterbury. Retrieved from http://hdl.handle.net/10092/15380

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Brogt, Erik. “Academic self-efficacy, evaluative anxiety, and achievement during the transition to university.” 2017. Thesis, University of Canterbury. Accessed October 18, 2019. http://hdl.handle.net/10092/15380.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Brogt, Erik. “Academic self-efficacy, evaluative anxiety, and achievement during the transition to university.” 2017. Web. 18 Oct 2019.

Vancouver:

Brogt E. Academic self-efficacy, evaluative anxiety, and achievement during the transition to university. [Internet] [Thesis]. University of Canterbury; 2017. [cited 2019 Oct 18]. Available from: http://hdl.handle.net/10092/15380.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Brogt E. Academic self-efficacy, evaluative anxiety, and achievement during the transition to university. [Thesis]. University of Canterbury; 2017. Available from: http://hdl.handle.net/10092/15380

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Canterbury

24. Dorahy, M.J. The empirical exploration of dissociative identity disorder (DID): Voices, shame and autobiographical memory.

Degree: Psychology, 2015, University of Canterbury

Plan - DID and voice hearing – study near completion, Autobiographical memory in DID – study under way, Embarrassment/shame and dissociation (just completed). Core feature of DID - The existence of 2 or more personalities/ identities that take recurrent control of behavior. Psychogenic amnesia for seemingly unforgettable autobiographical events.

Subjects/Keywords: Field of Research::11 - Medical and Health Sciences::1103 - Clinical Sciences::110319 - Psychiatry (incl. Psychotherapy); Field of Research::17 - Psychology and Cognitive Sciences::1701 - Psychology::170109 - Personality, Abilities and Assessment; Field of Research::17 - Psychology and Cognitive Sciences::1701 - Psychology::170106 - Health, Clinical and Counselling Psychology

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APA (6th Edition):

Dorahy, M. J. (2015). The empirical exploration of dissociative identity disorder (DID): Voices, shame and autobiographical memory. (Thesis). University of Canterbury. Retrieved from http://hdl.handle.net/10092/13192

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Dorahy, M J. “The empirical exploration of dissociative identity disorder (DID): Voices, shame and autobiographical memory.” 2015. Thesis, University of Canterbury. Accessed October 18, 2019. http://hdl.handle.net/10092/13192.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Dorahy, M J. “The empirical exploration of dissociative identity disorder (DID): Voices, shame and autobiographical memory.” 2015. Web. 18 Oct 2019.

Vancouver:

Dorahy MJ. The empirical exploration of dissociative identity disorder (DID): Voices, shame and autobiographical memory. [Internet] [Thesis]. University of Canterbury; 2015. [cited 2019 Oct 18]. Available from: http://hdl.handle.net/10092/13192.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Dorahy MJ. The empirical exploration of dissociative identity disorder (DID): Voices, shame and autobiographical memory. [Thesis]. University of Canterbury; 2015. Available from: http://hdl.handle.net/10092/13192

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Canterbury

25. Neumann E. Surprising effects of working memory load on visual selective attention: How working memory load really interacts with visual selective attention : A challenge to current assumptions.

Degree: 2019, University of Canterbury

The role of working memory in visual selective attention was investigated. Participants ignored distractor faces, superimposed on target celebrity names, under low or high memory loads. Interference effects from famous (compared to anonymous) distractor faces were invariant as a function of load, contradicting conclusions from an influential Science (2001) article.

Subjects/Keywords: Field of Research::17 - Psychology and Cognitive Sciences::1702 - Cognitive Science::170201 - Computer Perception, Memory and Attention; Field of Research::17 - Psychology and Cognitive Sciences::1701 - Psychology::170101 - Biological Psychology (Neuropsychology, Psychopharmacology, Physiological Psychology); Field of Research::17 - Psychology and Cognitive Sciences::1701 - Psychology::170112 - Sensory Processes, Perception and Performance

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APA (6th Edition):

E, N. (2019). Surprising effects of working memory load on visual selective attention: How working memory load really interacts with visual selective attention : A challenge to current assumptions. (Thesis). University of Canterbury. Retrieved from http://hdl.handle.net/10092/16555

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

E, Neumann. “Surprising effects of working memory load on visual selective attention: How working memory load really interacts with visual selective attention : A challenge to current assumptions.” 2019. Thesis, University of Canterbury. Accessed October 18, 2019. http://hdl.handle.net/10092/16555.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

E, Neumann. “Surprising effects of working memory load on visual selective attention: How working memory load really interacts with visual selective attention : A challenge to current assumptions.” 2019. Web. 18 Oct 2019.

Vancouver:

E N. Surprising effects of working memory load on visual selective attention: How working memory load really interacts with visual selective attention : A challenge to current assumptions. [Internet] [Thesis]. University of Canterbury; 2019. [cited 2019 Oct 18]. Available from: http://hdl.handle.net/10092/16555.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

E N. Surprising effects of working memory load on visual selective attention: How working memory load really interacts with visual selective attention : A challenge to current assumptions. [Thesis]. University of Canterbury; 2019. Available from: http://hdl.handle.net/10092/16555

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Canterbury

26. Chambers, R. Dissociation, shame, complex PTSD, child maltreatment and intimate relationship self-concept in dissociative disorder, chronic PTSD and mixed psychiatric groups.

Degree: Psychology, 2015, University of Canterbury

 Whilst a growing body of research has examined dissociation and other psychiatric symptoms in severe dissociative disorders (DDs), there has been no systematic examination of… (more)

Subjects/Keywords: dissociation; shame; complex PTSD; relationships of self-concept; Field of Research::17 - Psychology and Cognitive Sciences::1701 - Psychology::170101 - Biological Psychology (Neuropsychology, Psychopharmacology, Physiological Psychology); Field of Research::17 - Psychology and Cognitive Sciences::1701 - Psychology::170109 - Personality, Abilities and Assessment

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APA (6th Edition):

Chambers, R. (2015). Dissociation, shame, complex PTSD, child maltreatment and intimate relationship self-concept in dissociative disorder, chronic PTSD and mixed psychiatric groups. (Thesis). University of Canterbury. Retrieved from http://hdl.handle.net/10092/10319

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Chambers, R. “Dissociation, shame, complex PTSD, child maltreatment and intimate relationship self-concept in dissociative disorder, chronic PTSD and mixed psychiatric groups.” 2015. Thesis, University of Canterbury. Accessed October 18, 2019. http://hdl.handle.net/10092/10319.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Chambers, R. “Dissociation, shame, complex PTSD, child maltreatment and intimate relationship self-concept in dissociative disorder, chronic PTSD and mixed psychiatric groups.” 2015. Web. 18 Oct 2019.

Vancouver:

Chambers R. Dissociation, shame, complex PTSD, child maltreatment and intimate relationship self-concept in dissociative disorder, chronic PTSD and mixed psychiatric groups. [Internet] [Thesis]. University of Canterbury; 2015. [cited 2019 Oct 18]. Available from: http://hdl.handle.net/10092/10319.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Chambers R. Dissociation, shame, complex PTSD, child maltreatment and intimate relationship self-concept in dissociative disorder, chronic PTSD and mixed psychiatric groups. [Thesis]. University of Canterbury; 2015. Available from: http://hdl.handle.net/10092/10319

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Canterbury

27. Blampied, N.M. Evidence fit for evidence-based practice: Implications for the curriculum and new ways of looking at data.

Degree: Psychology, 2014, University of Canterbury

 Current proposals for methodological reform in psychology call for research to be more idiographic and less dependent on group averaging and null-hypothesis statistical testing. This… (more)

Subjects/Keywords: Field of Research::17 - Psychology and Cognitive Sciences::1701 - Psychology::170110 - Psychological Methodology; Design and Analysis

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Blampied, N. M. (2014). Evidence fit for evidence-based practice: Implications for the curriculum and new ways of looking at data. (Thesis). University of Canterbury. Retrieved from http://hdl.handle.net/10092/10430

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Blampied, N M. “Evidence fit for evidence-based practice: Implications for the curriculum and new ways of looking at data.” 2014. Thesis, University of Canterbury. Accessed October 18, 2019. http://hdl.handle.net/10092/10430.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Blampied, N M. “Evidence fit for evidence-based practice: Implications for the curriculum and new ways of looking at data.” 2014. Web. 18 Oct 2019.

Vancouver:

Blampied NM. Evidence fit for evidence-based practice: Implications for the curriculum and new ways of looking at data. [Internet] [Thesis]. University of Canterbury; 2014. [cited 2019 Oct 18]. Available from: http://hdl.handle.net/10092/10430.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Blampied NM. Evidence fit for evidence-based practice: Implications for the curriculum and new ways of looking at data. [Thesis]. University of Canterbury; 2014. Available from: http://hdl.handle.net/10092/10430

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Canterbury

28. Blampied, N.M. Being idiographic with group data: Seeing is believing without p.

Degree: Psychology, 2014, University of Canterbury

 Methodological reform in psychology calls for research to be more idiographic and less dependent on group statistical inference using null-hypothesis significance testing. Recommended alternatives include… (more)

Subjects/Keywords: Field of Research::17 - Psychology and Cognitive Sciences::1701 - Psychology::170110 - Psychological Methodology; Design and Analysis

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Blampied, N. M. (2014). Being idiographic with group data: Seeing is believing without p. (Thesis). University of Canterbury. Retrieved from http://hdl.handle.net/10092/10431

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Blampied, N M. “Being idiographic with group data: Seeing is believing without p.” 2014. Thesis, University of Canterbury. Accessed October 18, 2019. http://hdl.handle.net/10092/10431.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Blampied, N M. “Being idiographic with group data: Seeing is believing without p.” 2014. Web. 18 Oct 2019.

Vancouver:

Blampied NM. Being idiographic with group data: Seeing is believing without p. [Internet] [Thesis]. University of Canterbury; 2014. [cited 2019 Oct 18]. Available from: http://hdl.handle.net/10092/10431.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Blampied NM. Being idiographic with group data: Seeing is believing without p. [Thesis]. University of Canterbury; 2014. Available from: http://hdl.handle.net/10092/10431

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Canterbury

29. Blampied, N.M. The Scientist-Practitioner in the 21st C: Responding to evidence that the evidence-base for practice is flawed.

Degree: Psychology, 2013, University of Canterbury

 The ideal of the scientist-practitioner as the basis for applied psychology was one of the great achievements of 20th C psychology. Unfortunately, the idea became… (more)

Subjects/Keywords: Field of Research::17 - Psychology and Cognitive Sciences::1701 - Psychology::170110 - Psychological Methodology; Design and Analysis

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Blampied, N. M. (2013). The Scientist-Practitioner in the 21st C: Responding to evidence that the evidence-base for practice is flawed. (Thesis). University of Canterbury. Retrieved from http://hdl.handle.net/10092/10331

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Blampied, N M. “The Scientist-Practitioner in the 21st C: Responding to evidence that the evidence-base for practice is flawed.” 2013. Thesis, University of Canterbury. Accessed October 18, 2019. http://hdl.handle.net/10092/10331.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Blampied, N M. “The Scientist-Practitioner in the 21st C: Responding to evidence that the evidence-base for practice is flawed.” 2013. Web. 18 Oct 2019.

Vancouver:

Blampied NM. The Scientist-Practitioner in the 21st C: Responding to evidence that the evidence-base for practice is flawed. [Internet] [Thesis]. University of Canterbury; 2013. [cited 2019 Oct 18]. Available from: http://hdl.handle.net/10092/10331.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Blampied NM. The Scientist-Practitioner in the 21st C: Responding to evidence that the evidence-base for practice is flawed. [Thesis]. University of Canterbury; 2013. Available from: http://hdl.handle.net/10092/10331

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Canterbury

30. Cave, K.R. Singleton search is guided by knowledge of the target, but maybe it shouldn't be.

Degree: Psychology, 2015, University of Canterbury

 Among studies of visual search for a singleton, some studies show evidence of top-down attentional guidance driven by goals, while others do not, leading to… (more)

Subjects/Keywords: singleton search; current goals; top-down; inter-trial priming; symbolic cues; Field of Research::17 - Psychology and Cognitive Sciences::1701 - Psychology

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Cave, K. R. (2015). Singleton search is guided by knowledge of the target, but maybe it shouldn't be. (Thesis). University of Canterbury. Retrieved from http://hdl.handle.net/10092/10922

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Cave, K R. “Singleton search is guided by knowledge of the target, but maybe it shouldn't be.” 2015. Thesis, University of Canterbury. Accessed October 18, 2019. http://hdl.handle.net/10092/10922.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Cave, K R. “Singleton search is guided by knowledge of the target, but maybe it shouldn't be.” 2015. Web. 18 Oct 2019.

Vancouver:

Cave KR. Singleton search is guided by knowledge of the target, but maybe it shouldn't be. [Internet] [Thesis]. University of Canterbury; 2015. [cited 2019 Oct 18]. Available from: http://hdl.handle.net/10092/10922.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Cave KR. Singleton search is guided by knowledge of the target, but maybe it shouldn't be. [Thesis]. University of Canterbury; 2015. Available from: http://hdl.handle.net/10092/10922

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

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