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Dept: Educational Psychology

You searched for subject:(Resilience ). Showing records 1 – 30 of 39 total matches.

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University of Texas – Austin

1. Willeford, Lindsay Catherine. Grief and resilience: implications for bereaved college students.

Degree: Educational Psychology, 2009, University of Texas – Austin

 The current paper reviews the recent literature on grief and resilience. Specific limitations are noted, namely the lack of attention in the grief literature given… (more)

Subjects/Keywords: Grief; Resilience; College Students; Bereavement

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

APA (6th Edition):

Willeford, L. C. (2009). Grief and resilience: implications for bereaved college students. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/ETD-UT-2009-05-175

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):

Willeford, Lindsay Catherine. “Grief and resilience: implications for bereaved college students.” 2009. Thesis, University of Texas – Austin. Accessed June 24, 2019. http://hdl.handle.net/2152/ETD-UT-2009-05-175.

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

MLA Handbook (7th Edition):

Willeford, Lindsay Catherine. “Grief and resilience: implications for bereaved college students.” 2009. Web. 24 Jun 2019.

Vancouver:

Willeford LC. Grief and resilience: implications for bereaved college students. [Internet] [Thesis]. University of Texas – Austin; 2009. [cited 2019 Jun 24]. Available from: http://hdl.handle.net/2152/ETD-UT-2009-05-175.

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

Council of Science Editors:

Willeford LC. Grief and resilience: implications for bereaved college students. [Thesis]. University of Texas – Austin; 2009. Available from: http://hdl.handle.net/2152/ETD-UT-2009-05-175

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


University of Minnesota

2. Christian, Elizabeth. The Effectiveness of the ACHIEVER Adult Resilience Curriculum in Promoting Teacher Wellbeing.

Degree: PhD, Educational Psychology, 2017, University of Minnesota

 Teaching is a multifaceted profession, capturing a range of experiences that are exciting, rewarding, challenging, frustrating, and exhausting. Research has shown that teachers are at… (more)

Subjects/Keywords: burnout; mindfulness; resilience; stress; teacher; wellbeing

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APA (6th Edition):

Christian, E. (2017). The Effectiveness of the ACHIEVER Adult Resilience Curriculum in Promoting Teacher Wellbeing. (Doctoral Dissertation). University of Minnesota. Retrieved from http://hdl.handle.net/11299/191381

Chicago Manual of Style (16th Edition):

Christian, Elizabeth. “The Effectiveness of the ACHIEVER Adult Resilience Curriculum in Promoting Teacher Wellbeing.” 2017. Doctoral Dissertation, University of Minnesota. Accessed June 24, 2019. http://hdl.handle.net/11299/191381.

MLA Handbook (7th Edition):

Christian, Elizabeth. “The Effectiveness of the ACHIEVER Adult Resilience Curriculum in Promoting Teacher Wellbeing.” 2017. Web. 24 Jun 2019.

Vancouver:

Christian E. The Effectiveness of the ACHIEVER Adult Resilience Curriculum in Promoting Teacher Wellbeing. [Internet] [Doctoral dissertation]. University of Minnesota; 2017. [cited 2019 Jun 24]. Available from: http://hdl.handle.net/11299/191381.

Council of Science Editors:

Christian E. The Effectiveness of the ACHIEVER Adult Resilience Curriculum in Promoting Teacher Wellbeing. [Doctoral Dissertation]. University of Minnesota; 2017. Available from: http://hdl.handle.net/11299/191381


University of Pretoria

3. Mahlangu, Sibusisiwe Nomvula. Resilience processes employed by families from a low socio-economic background.

Degree: MEd, Educational Psychology, 2016, University of Pretoria

 The purpose of this study was to explore and understand the resilience processes employed by families from a low socio-economic background living in a predominantly… (more)

Subjects/Keywords: UCTD; Family resilience framework; Family resilience; Grandparent-headed household; Grandparents; Low socio-economic status; Townships

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APA (6th Edition):

Mahlangu, S. (2016). Resilience processes employed by families from a low socio-economic background. (Masters Thesis). University of Pretoria. Retrieved from http://hdl.handle.net/2263/52941

Chicago Manual of Style (16th Edition):

Mahlangu, Sibusisiwe. “Resilience processes employed by families from a low socio-economic background.” 2016. Masters Thesis, University of Pretoria. Accessed June 24, 2019. http://hdl.handle.net/2263/52941.

MLA Handbook (7th Edition):

Mahlangu, Sibusisiwe. “Resilience processes employed by families from a low socio-economic background.” 2016. Web. 24 Jun 2019.

Vancouver:

Mahlangu S. Resilience processes employed by families from a low socio-economic background. [Internet] [Masters thesis]. University of Pretoria; 2016. [cited 2019 Jun 24]. Available from: http://hdl.handle.net/2263/52941.

Council of Science Editors:

Mahlangu S. Resilience processes employed by families from a low socio-economic background. [Masters Thesis]. University of Pretoria; 2016. Available from: http://hdl.handle.net/2263/52941


University of Pretoria

4. Nienaber, Linda. Perceptions of risk and resilience of girl youths during an equine-assisted intervention.

Degree: MEd, Educational Psychology, 2017, University of Pretoria

 Girl youth, especially those residing in resource-constrained communities such as Diepsloot, constitute a vulnerable population group because of the daily risks they face (Watts &… (more)

Subjects/Keywords: Resource-constrained communities; Equine assisted interventions (EAI); Girl youth; Resilience; UCTD

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APA (6th Edition):

Nienaber, L. (2017). Perceptions of risk and resilience of girl youths during an equine-assisted intervention. (Masters Thesis). University of Pretoria. Retrieved from http://hdl.handle.net/2263/62896

Chicago Manual of Style (16th Edition):

Nienaber, Linda. “Perceptions of risk and resilience of girl youths during an equine-assisted intervention.” 2017. Masters Thesis, University of Pretoria. Accessed June 24, 2019. http://hdl.handle.net/2263/62896.

MLA Handbook (7th Edition):

Nienaber, Linda. “Perceptions of risk and resilience of girl youths during an equine-assisted intervention.” 2017. Web. 24 Jun 2019.

Vancouver:

Nienaber L. Perceptions of risk and resilience of girl youths during an equine-assisted intervention. [Internet] [Masters thesis]. University of Pretoria; 2017. [cited 2019 Jun 24]. Available from: http://hdl.handle.net/2263/62896.

Council of Science Editors:

Nienaber L. Perceptions of risk and resilience of girl youths during an equine-assisted intervention. [Masters Thesis]. University of Pretoria; 2017. Available from: http://hdl.handle.net/2263/62896


Stellenbosch University

5. Lackay, Uhlan Gie. Veerkragtigheid (resilience) by graad 12-presteerders van ’n histories-benadeelde gemeenskap.

Degree: MEd, Educational Psychology, 2011, Stellenbosch University

ENGLISH ABSTRACT: It is a well known phenomenon that people from historically disadvantaged communities, tend to do well in society despite the numerous risk factors… (more)

Subjects/Keywords: Educational psychology; Dissertations  – Educational psychology; Resilience (Personality trait) in adolescents

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APA (6th Edition):

Lackay, U. G. (2011). Veerkragtigheid (resilience) by graad 12-presteerders van ’n histories-benadeelde gemeenskap. (Thesis). Stellenbosch University. Retrieved from http://hdl.handle.net/10019.1/6709

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):

Lackay, Uhlan Gie. “Veerkragtigheid (resilience) by graad 12-presteerders van ’n histories-benadeelde gemeenskap.” 2011. Thesis, Stellenbosch University. Accessed June 24, 2019. http://hdl.handle.net/10019.1/6709.

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

MLA Handbook (7th Edition):

Lackay, Uhlan Gie. “Veerkragtigheid (resilience) by graad 12-presteerders van ’n histories-benadeelde gemeenskap.” 2011. Web. 24 Jun 2019.

Vancouver:

Lackay UG. Veerkragtigheid (resilience) by graad 12-presteerders van ’n histories-benadeelde gemeenskap. [Internet] [Thesis]. Stellenbosch University; 2011. [cited 2019 Jun 24]. Available from: http://hdl.handle.net/10019.1/6709.

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

Council of Science Editors:

Lackay UG. Veerkragtigheid (resilience) by graad 12-presteerders van ’n histories-benadeelde gemeenskap. [Thesis]. Stellenbosch University; 2011. Available from: http://hdl.handle.net/10019.1/6709

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


University of Wisconsin – Milwaukee

6. Frey, Rae Anne Marie. Qualitative Exploration of Factors Impacting Adjustment in Women Survivors of Military Sexual Trauma.

Degree: PhD, Educational Psychology, 2018, University of Wisconsin – Milwaukee

  This project draws from posttraumatic growth and resilience theories, as well as Critical Discourse Analysis and utilizes multiple case study to offer an in-depth… (more)

Subjects/Keywords: female veterans; military; MST; resilience; sexual assault; women veterans; Cognitive Psychology

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APA (6th Edition):

Frey, R. A. M. (2018). Qualitative Exploration of Factors Impacting Adjustment in Women Survivors of Military Sexual Trauma. (Doctoral Dissertation). University of Wisconsin – Milwaukee. Retrieved from https://dc.uwm.edu/etd/1802

Chicago Manual of Style (16th Edition):

Frey, Rae Anne Marie. “Qualitative Exploration of Factors Impacting Adjustment in Women Survivors of Military Sexual Trauma.” 2018. Doctoral Dissertation, University of Wisconsin – Milwaukee. Accessed June 24, 2019. https://dc.uwm.edu/etd/1802.

MLA Handbook (7th Edition):

Frey, Rae Anne Marie. “Qualitative Exploration of Factors Impacting Adjustment in Women Survivors of Military Sexual Trauma.” 2018. Web. 24 Jun 2019.

Vancouver:

Frey RAM. Qualitative Exploration of Factors Impacting Adjustment in Women Survivors of Military Sexual Trauma. [Internet] [Doctoral dissertation]. University of Wisconsin – Milwaukee; 2018. [cited 2019 Jun 24]. Available from: https://dc.uwm.edu/etd/1802.

Council of Science Editors:

Frey RAM. Qualitative Exploration of Factors Impacting Adjustment in Women Survivors of Military Sexual Trauma. [Doctoral Dissertation]. University of Wisconsin – Milwaukee; 2018. Available from: https://dc.uwm.edu/etd/1802


University of Pretoria

7. Ebersohn, Suzette. Die benutting van veerkrag deur middel-adolessente in ’n hersaamgestelde gesin (Afrikaans).

Degree: Educational Psychology, 2012, University of Pretoria

 Divorce is a potentially destructive reality in society. According to the bio-ecological model of Bronfenbrenner, the development of the child takes place within two micro… (more)

Subjects/Keywords: Personal characteristics; Proximal processes; Mesosystem; Bio-ecological model; Asset-based approach; Egskeiding; Karaktertrekke; Waves of resilience research; Middel-adolessente; Divorce; Hersaamgestelde gesin; Reconstituted family; Resilience; Middle adolescent; UCTD

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APA (6th Edition):

Ebersohn, S. (2012). Die benutting van veerkrag deur middel-adolessente in ’n hersaamgestelde gesin (Afrikaans). (Doctoral Dissertation). University of Pretoria. Retrieved from http://hdl.handle.net/2263/24197

Chicago Manual of Style (16th Edition):

Ebersohn, Suzette. “Die benutting van veerkrag deur middel-adolessente in ’n hersaamgestelde gesin (Afrikaans).” 2012. Doctoral Dissertation, University of Pretoria. Accessed June 24, 2019. http://hdl.handle.net/2263/24197.

MLA Handbook (7th Edition):

Ebersohn, Suzette. “Die benutting van veerkrag deur middel-adolessente in ’n hersaamgestelde gesin (Afrikaans).” 2012. Web. 24 Jun 2019.

Vancouver:

Ebersohn S. Die benutting van veerkrag deur middel-adolessente in ’n hersaamgestelde gesin (Afrikaans). [Internet] [Doctoral dissertation]. University of Pretoria; 2012. [cited 2019 Jun 24]. Available from: http://hdl.handle.net/2263/24197.

Council of Science Editors:

Ebersohn S. Die benutting van veerkrag deur middel-adolessente in ’n hersaamgestelde gesin (Afrikaans). [Doctoral Dissertation]. University of Pretoria; 2012. Available from: http://hdl.handle.net/2263/24197


University of Pretoria

8. Mampane, Motlalepule Ruth. The relationship between resilience and school : a case study of middle-adolescents in township schools.

Degree: Educational Psychology, 2010, University of Pretoria

 The purpose of the study was to explore and describe the relationship between resilient and less-resilient middle-adolescent learners and their township school context. This research… (more)

Subjects/Keywords: Risk factors; Protective factors; Township; Township school; Resilience; Less-relilience; Bioecological; UCTD

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APA (6th Edition):

Mampane, M. R. (2010). The relationship between resilience and school : a case study of middle-adolescents in township schools. (Doctoral Dissertation). University of Pretoria. Retrieved from http://hdl.handle.net/2263/28510

Chicago Manual of Style (16th Edition):

Mampane, Motlalepule Ruth. “The relationship between resilience and school : a case study of middle-adolescents in township schools.” 2010. Doctoral Dissertation, University of Pretoria. Accessed June 24, 2019. http://hdl.handle.net/2263/28510.

MLA Handbook (7th Edition):

Mampane, Motlalepule Ruth. “The relationship between resilience and school : a case study of middle-adolescents in township schools.” 2010. Web. 24 Jun 2019.

Vancouver:

Mampane MR. The relationship between resilience and school : a case study of middle-adolescents in township schools. [Internet] [Doctoral dissertation]. University of Pretoria; 2010. [cited 2019 Jun 24]. Available from: http://hdl.handle.net/2263/28510.

Council of Science Editors:

Mampane MR. The relationship between resilience and school : a case study of middle-adolescents in township schools. [Doctoral Dissertation]. University of Pretoria; 2010. Available from: http://hdl.handle.net/2263/28510


University of Pretoria

9. Sofocleous, Christo Valentina Katerina. Exploring family conflict style as a correlate of commitment to the family of origin.

Degree: MEd, Educational Psychology, 2014, University of Pretoria

 The present exploratory study examines family conflict style as a correlate of commitment to the family of origin in a one-stage random cluster sample of… (more)

Subjects/Keywords: Family Conflict Styles; Couple Conflict Styles; Family Commitment; Marital Spillover Hypothesis; Resilience Framework; UCTD

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APA (6th Edition):

Sofocleous, C. V. (2014). Exploring family conflict style as a correlate of commitment to the family of origin. (Masters Thesis). University of Pretoria. Retrieved from http://hdl.handle.net/2263/43248

Chicago Manual of Style (16th Edition):

Sofocleous, Christo Valentina. “Exploring family conflict style as a correlate of commitment to the family of origin.” 2014. Masters Thesis, University of Pretoria. Accessed June 24, 2019. http://hdl.handle.net/2263/43248.

MLA Handbook (7th Edition):

Sofocleous, Christo Valentina. “Exploring family conflict style as a correlate of commitment to the family of origin.” 2014. Web. 24 Jun 2019.

Vancouver:

Sofocleous CV. Exploring family conflict style as a correlate of commitment to the family of origin. [Internet] [Masters thesis]. University of Pretoria; 2014. [cited 2019 Jun 24]. Available from: http://hdl.handle.net/2263/43248.

Council of Science Editors:

Sofocleous CV. Exploring family conflict style as a correlate of commitment to the family of origin. [Masters Thesis]. University of Pretoria; 2014. Available from: http://hdl.handle.net/2263/43248


University of Pretoria

10. Baron, Andreas. Perceptions of resilience by caregivers of children in a residential care facility.

Degree: MEd, Educational Psychology, 2014, University of Pretoria

 This study, aimed at analysing the methods used by caregivers to construct their own resilience at a residential care facility for orphaned and vulnerable children,… (more)

Subjects/Keywords: Resilience; Orphaned and vulnerable children,; Conceptual framework; Caregivers; Coping; UCTD; Stress; Control

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APA (6th Edition):

Baron, A. (2014). Perceptions of resilience by caregivers of children in a residential care facility. (Masters Thesis). University of Pretoria. Retrieved from http://hdl.handle.net/2263/43140

Chicago Manual of Style (16th Edition):

Baron, Andreas. “Perceptions of resilience by caregivers of children in a residential care facility.” 2014. Masters Thesis, University of Pretoria. Accessed June 24, 2019. http://hdl.handle.net/2263/43140.

MLA Handbook (7th Edition):

Baron, Andreas. “Perceptions of resilience by caregivers of children in a residential care facility.” 2014. Web. 24 Jun 2019.

Vancouver:

Baron A. Perceptions of resilience by caregivers of children in a residential care facility. [Internet] [Masters thesis]. University of Pretoria; 2014. [cited 2019 Jun 24]. Available from: http://hdl.handle.net/2263/43140.

Council of Science Editors:

Baron A. Perceptions of resilience by caregivers of children in a residential care facility. [Masters Thesis]. University of Pretoria; 2014. Available from: http://hdl.handle.net/2263/43140


University of Pretoria

11. Edwards, Maria Margaretha. A higher education association as pathway to teacher resilience in high risk rural schools.

Degree: PhD, Educational Psychology, 2017, University of Pretoria

 The purpose of this study was to contribute to knowledge on teacher resilience in terms of protective resources and risk factors in rural schools by… (more)

Subjects/Keywords: UCTD; Teacher resilience; HEI associations; High need high risk schools; Rural schools

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APA (6th Edition):

Edwards, M. (2017). A higher education association as pathway to teacher resilience in high risk rural schools. (Doctoral Dissertation). University of Pretoria. Retrieved from http://hdl.handle.net/2263/60942

Chicago Manual of Style (16th Edition):

Edwards, Maria. “A higher education association as pathway to teacher resilience in high risk rural schools.” 2017. Doctoral Dissertation, University of Pretoria. Accessed June 24, 2019. http://hdl.handle.net/2263/60942.

MLA Handbook (7th Edition):

Edwards, Maria. “A higher education association as pathway to teacher resilience in high risk rural schools.” 2017. Web. 24 Jun 2019.

Vancouver:

Edwards M. A higher education association as pathway to teacher resilience in high risk rural schools. [Internet] [Doctoral dissertation]. University of Pretoria; 2017. [cited 2019 Jun 24]. Available from: http://hdl.handle.net/2263/60942.

Council of Science Editors:

Edwards M. A higher education association as pathway to teacher resilience in high risk rural schools. [Doctoral Dissertation]. University of Pretoria; 2017. Available from: http://hdl.handle.net/2263/60942


University of Pretoria

12. Rootman, Lemmer. Same sex families' resilience processes associated with family identity.

Degree: MEd, Educational Psychology, 2017, University of Pretoria

 The purpose of the study was to identify the risk- and protective factors to the family identity experienced by same sex family systems, as well… (more)

Subjects/Keywords: UCTD; Same sex family; Family resilience processes; Shared family identity; Protective factors/resources

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APA (6th Edition):

Rootman, L. (2017). Same sex families' resilience processes associated with family identity. (Masters Thesis). University of Pretoria. Retrieved from http://hdl.handle.net/2263/60980

Chicago Manual of Style (16th Edition):

Rootman, Lemmer. “Same sex families' resilience processes associated with family identity.” 2017. Masters Thesis, University of Pretoria. Accessed June 24, 2019. http://hdl.handle.net/2263/60980.

MLA Handbook (7th Edition):

Rootman, Lemmer. “Same sex families' resilience processes associated with family identity.” 2017. Web. 24 Jun 2019.

Vancouver:

Rootman L. Same sex families' resilience processes associated with family identity. [Internet] [Masters thesis]. University of Pretoria; 2017. [cited 2019 Jun 24]. Available from: http://hdl.handle.net/2263/60980.

Council of Science Editors:

Rootman L. Same sex families' resilience processes associated with family identity. [Masters Thesis]. University of Pretoria; 2017. Available from: http://hdl.handle.net/2263/60980


University of Pretoria

13. Buckley-Willemse, Beverley. Cognitive emotion regulation, proactive coping and resilience in adult survivors of child sexual abuse.

Degree: Educational Psychology, 2012, University of Pretoria

 Researchers have not been able to ascertain how survivors of childhood trauma, especially sexual abuse, develop resilience. To explore resilience and what influences its development,… (more)

Subjects/Keywords: Cognitive emotion regulation; Child sexual abuse; Proactive coping; Ecological model; Spiritual strength; Resilience; Survivors; UCTD

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APA (6th Edition):

Buckley-Willemse, Beverley. (2012). Cognitive emotion regulation, proactive coping and resilience in adult survivors of child sexual abuse. (Doctoral Dissertation). University of Pretoria. Retrieved from http://hdl.handle.net/2263/24268

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Chicago Manual of Style (16th Edition):

Buckley-Willemse, Beverley. “Cognitive emotion regulation, proactive coping and resilience in adult survivors of child sexual abuse.” 2012. Doctoral Dissertation, University of Pretoria. Accessed June 24, 2019. http://hdl.handle.net/2263/24268.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

MLA Handbook (7th Edition):

Buckley-Willemse, Beverley. “Cognitive emotion regulation, proactive coping and resilience in adult survivors of child sexual abuse.” 2012. Web. 24 Jun 2019.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Vancouver:

Buckley-Willemse, Beverley. Cognitive emotion regulation, proactive coping and resilience in adult survivors of child sexual abuse. [Internet] [Doctoral dissertation]. University of Pretoria; 2012. [cited 2019 Jun 24]. Available from: http://hdl.handle.net/2263/24268.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Council of Science Editors:

Buckley-Willemse, Beverley. Cognitive emotion regulation, proactive coping and resilience in adult survivors of child sexual abuse. [Doctoral Dissertation]. University of Pretoria; 2012. Available from: http://hdl.handle.net/2263/24268

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

14. Fong, Carlton Jing. The relationship between academic resilience and sources of self-efficacy : investigation, intervention, and evaluation.

Degree: Educational Psychology, 2011, University of Texas – Austin

 Most low-achieving students continue to perform poorly throughout school. However, not all students remain on this achievement trajectory; a subset of initially low-achieving students appear… (more)

Subjects/Keywords: Academic resilience; Motivation; Self-efficacy

…determining resilience status… …6! Figure 2:! Proposed model of academic resilience in middle school with demographic… …68 ! xii Introduction Broadly, resilience is defined as successful adaptation despite… …risk and adversity (Masten, 2001). In the literature, resilience is traditionally… …disadvantaged situations. Martin and Marsh (2009) have termed this kind of resilience to… 

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APA (6th Edition):

Fong, C. J. (2011). The relationship between academic resilience and sources of self-efficacy : investigation, intervention, and evaluation. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/ETD-UT-2011-05-3352

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):

Fong, Carlton Jing. “The relationship between academic resilience and sources of self-efficacy : investigation, intervention, and evaluation.” 2011. Thesis, University of Texas – Austin. Accessed June 24, 2019. http://hdl.handle.net/2152/ETD-UT-2011-05-3352.

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

MLA Handbook (7th Edition):

Fong, Carlton Jing. “The relationship between academic resilience and sources of self-efficacy : investigation, intervention, and evaluation.” 2011. Web. 24 Jun 2019.

Vancouver:

Fong CJ. The relationship between academic resilience and sources of self-efficacy : investigation, intervention, and evaluation. [Internet] [Thesis]. University of Texas – Austin; 2011. [cited 2019 Jun 24]. Available from: http://hdl.handle.net/2152/ETD-UT-2011-05-3352.

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

Council of Science Editors:

Fong CJ. The relationship between academic resilience and sources of self-efficacy : investigation, intervention, and evaluation. [Thesis]. University of Texas – Austin; 2011. Available from: http://hdl.handle.net/2152/ETD-UT-2011-05-3352

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


University of Pretoria

15. Bagherpour, Samiramis. Sustainability of psycho-social support by teachers to enhance resilience in a school.

Degree: Educational Psychology, 2011, University of Pretoria

 The purpose of this study was to report on the sustainability of school-based psycho-social support projects that have been initiated in a school in the… (more)

Subjects/Keywords: Psycho-social support; Resilience; School-based support; Sustainability; Star intervention; Participatory reflection and action; Teachers; UCTD

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APA (6th Edition):

Bagherpour, Samiramis. (2011). Sustainability of psycho-social support by teachers to enhance resilience in a school. (Masters Thesis). University of Pretoria. Retrieved from http://hdl.handle.net/2263/25346

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Chicago Manual of Style (16th Edition):

Bagherpour, Samiramis. “Sustainability of psycho-social support by teachers to enhance resilience in a school.” 2011. Masters Thesis, University of Pretoria. Accessed June 24, 2019. http://hdl.handle.net/2263/25346.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

MLA Handbook (7th Edition):

Bagherpour, Samiramis. “Sustainability of psycho-social support by teachers to enhance resilience in a school.” 2011. Web. 24 Jun 2019.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Vancouver:

Bagherpour, Samiramis. Sustainability of psycho-social support by teachers to enhance resilience in a school. [Internet] [Masters thesis]. University of Pretoria; 2011. [cited 2019 Jun 24]. Available from: http://hdl.handle.net/2263/25346.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Council of Science Editors:

Bagherpour, Samiramis. Sustainability of psycho-social support by teachers to enhance resilience in a school. [Masters Thesis]. University of Pretoria; 2011. Available from: http://hdl.handle.net/2263/25346

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete


University of Pretoria

16. Meisch, Theresa. The emotional responses of children with learning difficulties regarding their social interaction experiences.

Degree: Educational Psychology, 2010, University of Pretoria

 The study is a qualitative explanation of the emotional responses of children with learning difficulties regarding their social interaction experiences. The primary research question that… (more)

Subjects/Keywords: Peer-learning; Learning difficulties; Emotional intelligence; Resilience; Emotions; Self-image; Emotional responses; Group-learning; Social interaction; Peers; UCTD

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APA (6th Edition):

Meisch, T. (2010). The emotional responses of children with learning difficulties regarding their social interaction experiences. (Masters Thesis). University of Pretoria. Retrieved from http://hdl.handle.net/2263/26716

Chicago Manual of Style (16th Edition):

Meisch, Theresa. “The emotional responses of children with learning difficulties regarding their social interaction experiences.” 2010. Masters Thesis, University of Pretoria. Accessed June 24, 2019. http://hdl.handle.net/2263/26716.

MLA Handbook (7th Edition):

Meisch, Theresa. “The emotional responses of children with learning difficulties regarding their social interaction experiences.” 2010. Web. 24 Jun 2019.

Vancouver:

Meisch T. The emotional responses of children with learning difficulties regarding their social interaction experiences. [Internet] [Masters thesis]. University of Pretoria; 2010. [cited 2019 Jun 24]. Available from: http://hdl.handle.net/2263/26716.

Council of Science Editors:

Meisch T. The emotional responses of children with learning difficulties regarding their social interaction experiences. [Masters Thesis]. University of Pretoria; 2010. Available from: http://hdl.handle.net/2263/26716


University of Pretoria

17. Duvenhage, Maryke. Exploring the experiences of volunteer care workers facilitating an intervention programme with vulnerable pre-school children.

Degree: Educational Psychology, 2010, University of Pretoria

 The purpose of this study was to explore and describe the experiences of three volunteer care workers in their role as facilitators of an intervention… (more)

Subjects/Keywords: Volunteer care workers; Resilience; Pre-school children; Kgolo-mmogo project; Intervention programme; Facilitation; Experience; Vulnerable pre-school children; UCTD

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APA (6th Edition):

Duvenhage, M. (2010). Exploring the experiences of volunteer care workers facilitating an intervention programme with vulnerable pre-school children. (Masters Thesis). University of Pretoria. Retrieved from http://hdl.handle.net/2263/26718

Chicago Manual of Style (16th Edition):

Duvenhage, Maryke. “Exploring the experiences of volunteer care workers facilitating an intervention programme with vulnerable pre-school children.” 2010. Masters Thesis, University of Pretoria. Accessed June 24, 2019. http://hdl.handle.net/2263/26718.

MLA Handbook (7th Edition):

Duvenhage, Maryke. “Exploring the experiences of volunteer care workers facilitating an intervention programme with vulnerable pre-school children.” 2010. Web. 24 Jun 2019.

Vancouver:

Duvenhage M. Exploring the experiences of volunteer care workers facilitating an intervention programme with vulnerable pre-school children. [Internet] [Masters thesis]. University of Pretoria; 2010. [cited 2019 Jun 24]. Available from: http://hdl.handle.net/2263/26718.

Council of Science Editors:

Duvenhage M. Exploring the experiences of volunteer care workers facilitating an intervention programme with vulnerable pre-school children. [Masters Thesis]. University of Pretoria; 2010. Available from: http://hdl.handle.net/2263/26718


University of Pretoria

18. Greyling, Susan. Connecting emotional awareness with resilience in a young child affected by HIV/AIDS.

Degree: Educational Psychology, 2010, University of Pretoria

 The purpose of this study was to explore the potential connection between emotional awareness and resilience in a young child affected by HIV/AIDS. The study… (more)

Subjects/Keywords: Early childhood development; Emotional awareness; Emotional development; Intervention; Young children affected by hiv/aids; Kgolo-mmogo project; Resilience; UCTD

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

APA (6th Edition):

Greyling, S. (2010). Connecting emotional awareness with resilience in a young child affected by HIV/AIDS. (Masters Thesis). University of Pretoria. Retrieved from http://hdl.handle.net/2263/26812

Chicago Manual of Style (16th Edition):

Greyling, Susan. “Connecting emotional awareness with resilience in a young child affected by HIV/AIDS.” 2010. Masters Thesis, University of Pretoria. Accessed June 24, 2019. http://hdl.handle.net/2263/26812.

MLA Handbook (7th Edition):

Greyling, Susan. “Connecting emotional awareness with resilience in a young child affected by HIV/AIDS.” 2010. Web. 24 Jun 2019.

Vancouver:

Greyling S. Connecting emotional awareness with resilience in a young child affected by HIV/AIDS. [Internet] [Masters thesis]. University of Pretoria; 2010. [cited 2019 Jun 24]. Available from: http://hdl.handle.net/2263/26812.

Council of Science Editors:

Greyling S. Connecting emotional awareness with resilience in a young child affected by HIV/AIDS. [Masters Thesis]. University of Pretoria; 2010. Available from: http://hdl.handle.net/2263/26812


University of Pretoria

19. Huddle, Christelle. Educational pathways to resilience in rural school partnerships.

Degree: MEd, Educational Psychology, 2015, University of Pretoria

 Students in resource-scarce environments navigate through a multitude of barriers (Richter, 2007). The pathways that individuals travel through towards positive adaptation are far from fixed… (more)

Subjects/Keywords: Partnerships with rural schools; Educational Psychology partnerships; Pathways to resilience; Access; Rural school community; Protective resources; UCTD

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APA (6th Edition):

Huddle, C. (2015). Educational pathways to resilience in rural school partnerships. (Masters Thesis). University of Pretoria. Retrieved from http://hdl.handle.net/2263/45890

Chicago Manual of Style (16th Edition):

Huddle, Christelle. “Educational pathways to resilience in rural school partnerships.” 2015. Masters Thesis, University of Pretoria. Accessed June 24, 2019. http://hdl.handle.net/2263/45890.

MLA Handbook (7th Edition):

Huddle, Christelle. “Educational pathways to resilience in rural school partnerships.” 2015. Web. 24 Jun 2019.

Vancouver:

Huddle C. Educational pathways to resilience in rural school partnerships. [Internet] [Masters thesis]. University of Pretoria; 2015. [cited 2019 Jun 24]. Available from: http://hdl.handle.net/2263/45890.

Council of Science Editors:

Huddle C. Educational pathways to resilience in rural school partnerships. [Masters Thesis]. University of Pretoria; 2015. Available from: http://hdl.handle.net/2263/45890


University of Texas – Austin

20. -2429-6865. The differential relationships of familism support and familism obligation values with academic achievement and mental health among Latina/o early adolescents in a charter school network.

Degree: Educational Psychology, 2017, University of Texas – Austin

 U.S. born Latina/o adolescents have a disproportionately higher lifetime prevalence of mental health disorders, higher rates of school dropout, and score lower on academic achievement… (more)

Subjects/Keywords: Latino; Mexican American; Youth; Adolescent; Familism; Familism obligation; Familism support; Family functioning; Mental health; Depression; Internalizing symptoms; Academic achievement; School; Resilience

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APA (6th Edition):

-2429-6865. (2017). The differential relationships of familism support and familism obligation values with academic achievement and mental health among Latina/o early adolescents in a charter school network. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/63009

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

Chicago Manual of Style (16th Edition):

-2429-6865. “The differential relationships of familism support and familism obligation values with academic achievement and mental health among Latina/o early adolescents in a charter school network.” 2017. Thesis, University of Texas – Austin. Accessed June 24, 2019. http://hdl.handle.net/2152/63009.

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

MLA Handbook (7th Edition):

-2429-6865. “The differential relationships of familism support and familism obligation values with academic achievement and mental health among Latina/o early adolescents in a charter school network.” 2017. Web. 24 Jun 2019.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Vancouver:

-2429-6865. The differential relationships of familism support and familism obligation values with academic achievement and mental health among Latina/o early adolescents in a charter school network. [Internet] [Thesis]. University of Texas – Austin; 2017. [cited 2019 Jun 24]. Available from: http://hdl.handle.net/2152/63009.

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

Council of Science Editors:

-2429-6865. The differential relationships of familism support and familism obligation values with academic achievement and mental health among Latina/o early adolescents in a charter school network. [Thesis]. University of Texas – Austin; 2017. Available from: http://hdl.handle.net/2152/63009

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


University of Texas – Austin

21. -0229-591X. Examining psychosociocultural influences, student-professor interactions, racial identity and resilience as predictors of academic self-concept and academic achivement of Black collegians.

Degree: Educational Psychology, 2015, University of Texas – Austin

 This study explores how perceptions of the university environment, cultural congruity, student-faculty interactions, racial identity and resilience affect academic outcomes among Black collegians attending historically… (more)

Subjects/Keywords: Academic self-concept; Black college students; Psychosociocultural model; Cultural congruity; Student professor interactions; Racial identity; Resilience

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

APA (6th Edition):

-0229-591X. (2015). Examining psychosociocultural influences, student-professor interactions, racial identity and resilience as predictors of academic self-concept and academic achivement of Black collegians. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/32353

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

Chicago Manual of Style (16th Edition):

-0229-591X. “Examining psychosociocultural influences, student-professor interactions, racial identity and resilience as predictors of academic self-concept and academic achivement of Black collegians.” 2015. Thesis, University of Texas – Austin. Accessed June 24, 2019. http://hdl.handle.net/2152/32353.

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

MLA Handbook (7th Edition):

-0229-591X. “Examining psychosociocultural influences, student-professor interactions, racial identity and resilience as predictors of academic self-concept and academic achivement of Black collegians.” 2015. Web. 24 Jun 2019.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Vancouver:

-0229-591X. Examining psychosociocultural influences, student-professor interactions, racial identity and resilience as predictors of academic self-concept and academic achivement of Black collegians. [Internet] [Thesis]. University of Texas – Austin; 2015. [cited 2019 Jun 24]. Available from: http://hdl.handle.net/2152/32353.

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

Council of Science Editors:

-0229-591X. Examining psychosociocultural influences, student-professor interactions, racial identity and resilience as predictors of academic self-concept and academic achivement of Black collegians. [Thesis]. University of Texas – Austin; 2015. Available from: http://hdl.handle.net/2152/32353

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


University of Pretoria

22. Mampane, Motlalepule Ruth. The identification of resilient and non-resilient middle-adolescent learners in a South African Township school.

Degree: Educational Psychology, 2006, University of Pretoria

 The aim of the research was to generate a way of identifying resilient and non-resilient middle-adolescent learners in Grade 8 and 9, in a South… (more)

Subjects/Keywords: Middle-adolescence; South african township; South african township school; Resilience; Earner and learning; Non-resilience; UCTD

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

APA (6th Edition):

Mampane, M. R. (2006). The identification of resilient and non-resilient middle-adolescent learners in a South African Township school. (Masters Thesis). University of Pretoria. Retrieved from http://hdl.handle.net/2263/26752

Chicago Manual of Style (16th Edition):

Mampane, Motlalepule Ruth. “The identification of resilient and non-resilient middle-adolescent learners in a South African Township school.” 2006. Masters Thesis, University of Pretoria. Accessed June 24, 2019. http://hdl.handle.net/2263/26752.

MLA Handbook (7th Edition):

Mampane, Motlalepule Ruth. “The identification of resilient and non-resilient middle-adolescent learners in a South African Township school.” 2006. Web. 24 Jun 2019.

Vancouver:

Mampane MR. The identification of resilient and non-resilient middle-adolescent learners in a South African Township school. [Internet] [Masters thesis]. University of Pretoria; 2006. [cited 2019 Jun 24]. Available from: http://hdl.handle.net/2263/26752.

Council of Science Editors:

Mampane MR. The identification of resilient and non-resilient middle-adolescent learners in a South African Township school. [Masters Thesis]. University of Pretoria; 2006. Available from: http://hdl.handle.net/2263/26752


University of Pretoria

23. Enthoven, Margaretha Ewdokija Maria. The ability to bounce beyond : the contribution of the school environment to the resilence of Dutch urban middle-adolescents from a low socio-economic background.

Degree: PhD, Educational Psychology, 2007, University of Pretoria

 Pupils from a low SES differ in their development within the same school context. It is argued that the mechanisms through which education and the… (more)

Subjects/Keywords: School environment; Symbolic interactionism; Resilience questionnaire; Grounded theory; Disadvantaged student; Effective learning environments; Adolescence; Positive psychology; Resilience; UCTD

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APA (6th Edition):

Enthoven, M. E. (2007). The ability to bounce beyond : the contribution of the school environment to the resilence of Dutch urban middle-adolescents from a low socio-economic background. (Doctoral Dissertation). University of Pretoria. Retrieved from http://hdl.handle.net/2263/28037

Chicago Manual of Style (16th Edition):

Enthoven, Margaretha Ewdokija. “The ability to bounce beyond : the contribution of the school environment to the resilence of Dutch urban middle-adolescents from a low socio-economic background.” 2007. Doctoral Dissertation, University of Pretoria. Accessed June 24, 2019. http://hdl.handle.net/2263/28037.

MLA Handbook (7th Edition):

Enthoven, Margaretha Ewdokija. “The ability to bounce beyond : the contribution of the school environment to the resilence of Dutch urban middle-adolescents from a low socio-economic background.” 2007. Web. 24 Jun 2019.

Vancouver:

Enthoven ME. The ability to bounce beyond : the contribution of the school environment to the resilence of Dutch urban middle-adolescents from a low socio-economic background. [Internet] [Doctoral dissertation]. University of Pretoria; 2007. [cited 2019 Jun 24]. Available from: http://hdl.handle.net/2263/28037.

Council of Science Editors:

Enthoven ME. The ability to bounce beyond : the contribution of the school environment to the resilence of Dutch urban middle-adolescents from a low socio-economic background. [Doctoral Dissertation]. University of Pretoria; 2007. Available from: http://hdl.handle.net/2263/28037


University of Pretoria

24. Dempster, Georgina Claire. A case study of teachers implementation of asset-based psychosocial support.

Degree: Educational Psychology, 2011, University of Pretoria

 The purpose of this study was to explore and describe teachers’ implementation of asset-based psychosocial support in a school community to promote resilience in vulnerable… (more)

Subjects/Keywords: Star-pilot project; Teachers; Implementation; Resilience; Asset-based approach; Basic physiological needs; School community; Social support; Emotional support; Vulnerable families; Vulnerable children; Psychosocial support; UCTD

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

APA (6th Edition):

Dempster, G. (2011). A case study of teachers implementation of asset-based psychosocial support. (Masters Thesis). University of Pretoria. Retrieved from http://hdl.handle.net/2263/24761

Chicago Manual of Style (16th Edition):

Dempster, Georgina. “A case study of teachers implementation of asset-based psychosocial support.” 2011. Masters Thesis, University of Pretoria. Accessed June 24, 2019. http://hdl.handle.net/2263/24761.

MLA Handbook (7th Edition):

Dempster, Georgina. “A case study of teachers implementation of asset-based psychosocial support.” 2011. Web. 24 Jun 2019.

Vancouver:

Dempster G. A case study of teachers implementation of asset-based psychosocial support. [Internet] [Masters thesis]. University of Pretoria; 2011. [cited 2019 Jun 24]. Available from: http://hdl.handle.net/2263/24761.

Council of Science Editors:

Dempster G. A case study of teachers implementation of asset-based psychosocial support. [Masters Thesis]. University of Pretoria; 2011. Available from: http://hdl.handle.net/2263/24761


University of Pretoria

25. Loots, Mathilda Christina. Teachers’ implementation of an asset-based intervention for school-based psychosocial support.

Degree: Educational Psychology, 2011, University of Pretoria

 Against the background of various socio-economic barriers in many South African school-community contexts, I compared how teachers in four schools implemented an asset-based intervention aimed… (more)

Subjects/Keywords: Positive psychology; Protective resources; Psychosocial support; Resilience; School-community context; Assets and resources; Community; Barriers; Pastoral role of teachers; Asset-based approach; UCTD

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

APA (6th Edition):

Loots, M. C. (2011). Teachers’ implementation of an asset-based intervention for school-based psychosocial support. (Doctoral Dissertation). University of Pretoria. Retrieved from http://hdl.handle.net/2263/25196

Chicago Manual of Style (16th Edition):

Loots, Mathilda Christina. “Teachers’ implementation of an asset-based intervention for school-based psychosocial support.” 2011. Doctoral Dissertation, University of Pretoria. Accessed June 24, 2019. http://hdl.handle.net/2263/25196.

MLA Handbook (7th Edition):

Loots, Mathilda Christina. “Teachers’ implementation of an asset-based intervention for school-based psychosocial support.” 2011. Web. 24 Jun 2019.

Vancouver:

Loots MC. Teachers’ implementation of an asset-based intervention for school-based psychosocial support. [Internet] [Doctoral dissertation]. University of Pretoria; 2011. [cited 2019 Jun 24]. Available from: http://hdl.handle.net/2263/25196.

Council of Science Editors:

Loots MC. Teachers’ implementation of an asset-based intervention for school-based psychosocial support. [Doctoral Dissertation]. University of Pretoria; 2011. Available from: http://hdl.handle.net/2263/25196


University of Pretoria

26. Grobler, Adri. The utility of a Düss fable for cross-cultural measurement of resilience in young children.

Degree: Educational Psychology, 2012, University of Pretoria

 There is limited research on the utility of specific assessment measures for cross-cultural psychological and research measurement within the South-African context. In addition limited knowledge… (more)

Subjects/Keywords: Child behaviour checklist; Cross-cultural assessment and measures; Cross-cultural psychology; Indigenization; Düss fable; Resilience; Young children; Hiv/aids in the south african context; UCTD

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

APA (6th Edition):

Grobler, A. (2012). The utility of a Düss fable for cross-cultural measurement of resilience in young children. (Masters Thesis). University of Pretoria. Retrieved from http://hdl.handle.net/2263/23028

Chicago Manual of Style (16th Edition):

Grobler, Adri. “The utility of a Düss fable for cross-cultural measurement of resilience in young children.” 2012. Masters Thesis, University of Pretoria. Accessed June 24, 2019. http://hdl.handle.net/2263/23028.

MLA Handbook (7th Edition):

Grobler, Adri. “The utility of a Düss fable for cross-cultural measurement of resilience in young children.” 2012. Web. 24 Jun 2019.

Vancouver:

Grobler A. The utility of a Düss fable for cross-cultural measurement of resilience in young children. [Internet] [Masters thesis]. University of Pretoria; 2012. [cited 2019 Jun 24]. Available from: http://hdl.handle.net/2263/23028.

Council of Science Editors:

Grobler A. The utility of a Düss fable for cross-cultural measurement of resilience in young children. [Masters Thesis]. University of Pretoria; 2012. Available from: http://hdl.handle.net/2263/23028


University of Pretoria

27. Van Dullemen, Ineke. The resilience of children of HIV positive mothers with regard to the mother-child relationship.

Degree: Educational Psychology, 2010, University of Pretoria

 The purpose of this study was to explore and describe themes of resilience in the expressions and behaviours of six-year-old children with regard to the… (more)

Subjects/Keywords: Risk factors; Resilience; Protective factors; Positive psychology; Phenomenological metatheoretical paradigm; Mother-child relationship; Kinaesthetic family drawing; Six-year-old child affected by hiv/aids; Transcriptions; Vineland adaptive behavior scale; UCTD

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

APA (6th Edition):

Van Dullemen, I. (2010). The resilience of children of HIV positive mothers with regard to the mother-child relationship. (Masters Thesis). University of Pretoria. Retrieved from http://hdl.handle.net/2263/28622

Chicago Manual of Style (16th Edition):

Van Dullemen, Ineke. “The resilience of children of HIV positive mothers with regard to the mother-child relationship.” 2010. Masters Thesis, University of Pretoria. Accessed June 24, 2019. http://hdl.handle.net/2263/28622.

MLA Handbook (7th Edition):

Van Dullemen, Ineke. “The resilience of children of HIV positive mothers with regard to the mother-child relationship.” 2010. Web. 24 Jun 2019.

Vancouver:

Van Dullemen I. The resilience of children of HIV positive mothers with regard to the mother-child relationship. [Internet] [Masters thesis]. University of Pretoria; 2010. [cited 2019 Jun 24]. Available from: http://hdl.handle.net/2263/28622.

Council of Science Editors:

Van Dullemen I. The resilience of children of HIV positive mothers with regard to the mother-child relationship. [Masters Thesis]. University of Pretoria; 2010. Available from: http://hdl.handle.net/2263/28622


University of Pretoria

28. Kruger, Lenette. The appraisal and enhancement of resilience modalities in middle adolescents within the school context.

Degree: Educational Psychology, 2007, University of Pretoria

 South African middle adolescents are exposed to environments riddled with potential adversities which are pervading into their lives, adding to their challenges inherent to their… (more)

Subjects/Keywords: Appraisal; Enhancement resilience; Modalities; Middle; Adolescents; School; Context; South africa; Pervading; UCTD

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APA (6th Edition):

Kruger, L. (2007). The appraisal and enhancement of resilience modalities in middle adolescents within the school context. (Doctoral Dissertation). University of Pretoria. Retrieved from http://hdl.handle.net/2263/30493

Chicago Manual of Style (16th Edition):

Kruger, Lenette. “The appraisal and enhancement of resilience modalities in middle adolescents within the school context.” 2007. Doctoral Dissertation, University of Pretoria. Accessed June 24, 2019. http://hdl.handle.net/2263/30493.

MLA Handbook (7th Edition):

Kruger, Lenette. “The appraisal and enhancement of resilience modalities in middle adolescents within the school context.” 2007. Web. 24 Jun 2019.

Vancouver:

Kruger L. The appraisal and enhancement of resilience modalities in middle adolescents within the school context. [Internet] [Doctoral dissertation]. University of Pretoria; 2007. [cited 2019 Jun 24]. Available from: http://hdl.handle.net/2263/30493.

Council of Science Editors:

Kruger L. The appraisal and enhancement of resilience modalities in middle adolescents within the school context. [Doctoral Dissertation]. University of Pretoria; 2007. Available from: http://hdl.handle.net/2263/30493

29. He, Zhaomin. Examining the academic resilience in mathematics performance for the underprivileged ninth graders using the national data from the High School Longitudinal Study (HSLS: 09).

Degree: PhD, Educational Psychology, 2014, Texas Tech University

 This study evaluated an attribute model for academic resilience in mathematics and examined its relationship with student performance. The first wave of data from the… (more)

Subjects/Keywords: Academic resilience; Mathematics; Self-efficacy; Coping skills; Educational aspiration

resilience from Gillespie, Chaboyer, and Wallis (2007).26 2.2. The relationships… …42 3.1. A proposed second-order three-attribute academic resilience model in… …order model for the structural relationship between the ninth graders’ academic resilience as… …55 4.1. A second-order three-attribute academic resilience model in mathematics for the… …relationship between student academic resilience and their mathematics performance… 

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

APA (6th Edition):

He, Z. (2014). Examining the academic resilience in mathematics performance for the underprivileged ninth graders using the national data from the High School Longitudinal Study (HSLS: 09). (Doctoral Dissertation). Texas Tech University. Retrieved from http://hdl.handle.net/2346/58948

Chicago Manual of Style (16th Edition):

He, Zhaomin. “Examining the academic resilience in mathematics performance for the underprivileged ninth graders using the national data from the High School Longitudinal Study (HSLS: 09).” 2014. Doctoral Dissertation, Texas Tech University. Accessed June 24, 2019. http://hdl.handle.net/2346/58948.

MLA Handbook (7th Edition):

He, Zhaomin. “Examining the academic resilience in mathematics performance for the underprivileged ninth graders using the national data from the High School Longitudinal Study (HSLS: 09).” 2014. Web. 24 Jun 2019.

Vancouver:

He Z. Examining the academic resilience in mathematics performance for the underprivileged ninth graders using the national data from the High School Longitudinal Study (HSLS: 09). [Internet] [Doctoral dissertation]. Texas Tech University; 2014. [cited 2019 Jun 24]. Available from: http://hdl.handle.net/2346/58948.

Council of Science Editors:

He Z. Examining the academic resilience in mathematics performance for the underprivileged ninth graders using the national data from the High School Longitudinal Study (HSLS: 09). [Doctoral Dissertation]. Texas Tech University; 2014. Available from: http://hdl.handle.net/2346/58948


University of Florida

30. Schelble, Jennifer. Emotion Regulation as a Predictor of Academic Resilience among Maltreated Children.

Degree: MA, Educational Psychology, 2009, University of Florida

 Maltreated children frequently experience academic difficulties. In the past, this has been attributed to placement instability, length of involvement with the child welfare system, and… (more)

Subjects/Keywords: Academic achievement; Academic education; Child psychology; Child welfare; Childhood; Emotional problems; Emotional stability; Emotional states; Logistic regression; Mental health; academic, children, education, emotion, maltreated, performance, regulation, resilience

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

APA (6th Edition):

Schelble, J. (2009). Emotion Regulation as a Predictor of Academic Resilience among Maltreated Children. (Masters Thesis). University of Florida. Retrieved from http://ufdc.ufl.edu/UFE0024214

Chicago Manual of Style (16th Edition):

Schelble, Jennifer. “Emotion Regulation as a Predictor of Academic Resilience among Maltreated Children.” 2009. Masters Thesis, University of Florida. Accessed June 24, 2019. http://ufdc.ufl.edu/UFE0024214.

MLA Handbook (7th Edition):

Schelble, Jennifer. “Emotion Regulation as a Predictor of Academic Resilience among Maltreated Children.” 2009. Web. 24 Jun 2019.

Vancouver:

Schelble J. Emotion Regulation as a Predictor of Academic Resilience among Maltreated Children. [Internet] [Masters thesis]. University of Florida; 2009. [cited 2019 Jun 24]. Available from: http://ufdc.ufl.edu/UFE0024214.

Council of Science Editors:

Schelble J. Emotion Regulation as a Predictor of Academic Resilience among Maltreated Children. [Masters Thesis]. University of Florida; 2009. Available from: http://ufdc.ufl.edu/UFE0024214

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