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You searched for subject:(Social goals). Showing records 1 – 30 of 177 total matches.

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Miami University

1. Steinberg, Mia. Working Together to Increase STEM Interest: Communal Experience and Its Effect on the Malleability of STEM Beliefs and Attitudes.

Degree: MA, Psychology, 2011, Miami University

 Individuals may avoid science, technology, engineering, and mathematics (STEM) because thesefields are perceived as incompatible with communal goals, according to the goal congruitymodel. The present… (more)

Subjects/Keywords: Social Psychology; STEM gender goals

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APA (6th Edition):

Steinberg, M. (2011). Working Together to Increase STEM Interest: Communal Experience and Its Effect on the Malleability of STEM Beliefs and Attitudes. (Masters Thesis). Miami University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=miami1321555792

Chicago Manual of Style (16th Edition):

Steinberg, Mia. “Working Together to Increase STEM Interest: Communal Experience and Its Effect on the Malleability of STEM Beliefs and Attitudes.” 2011. Masters Thesis, Miami University. Accessed October 17, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=miami1321555792.

MLA Handbook (7th Edition):

Steinberg, Mia. “Working Together to Increase STEM Interest: Communal Experience and Its Effect on the Malleability of STEM Beliefs and Attitudes.” 2011. Web. 17 Oct 2019.

Vancouver:

Steinberg M. Working Together to Increase STEM Interest: Communal Experience and Its Effect on the Malleability of STEM Beliefs and Attitudes. [Internet] [Masters thesis]. Miami University; 2011. [cited 2019 Oct 17]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=miami1321555792.

Council of Science Editors:

Steinberg M. Working Together to Increase STEM Interest: Communal Experience and Its Effect on the Malleability of STEM Beliefs and Attitudes. [Masters Thesis]. Miami University; 2011. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=miami1321555792


Loyola University Chicago

2. Melchiori, Kala Jean. The Ends Determine the Means: Activated Goals Explain the Decision to Confront.

Degree: MA, Psychology, 2011, Loyola University Chicago

  Women believe that they would confront perpetrators of sexual harassment, but when put in a sexually harassing situation they rarely confront (Woodzicka & LaFrance,… (more)

Subjects/Keywords: Confrontation; Discrimination; Goals; Social Psychology

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APA (6th Edition):

Melchiori, K. J. (2011). The Ends Determine the Means: Activated Goals Explain the Decision to Confront. (Thesis). Loyola University Chicago. Retrieved from http://ecommons.luc.edu/luc_theses/543

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):

Melchiori, Kala Jean. “The Ends Determine the Means: Activated Goals Explain the Decision to Confront.” 2011. Thesis, Loyola University Chicago. Accessed October 17, 2019. http://ecommons.luc.edu/luc_theses/543.

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

MLA Handbook (7th Edition):

Melchiori, Kala Jean. “The Ends Determine the Means: Activated Goals Explain the Decision to Confront.” 2011. Web. 17 Oct 2019.

Vancouver:

Melchiori KJ. The Ends Determine the Means: Activated Goals Explain the Decision to Confront. [Internet] [Thesis]. Loyola University Chicago; 2011. [cited 2019 Oct 17]. Available from: http://ecommons.luc.edu/luc_theses/543.

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

Council of Science Editors:

Melchiori KJ. The Ends Determine the Means: Activated Goals Explain the Decision to Confront. [Thesis]. Loyola University Chicago; 2011. Available from: http://ecommons.luc.edu/luc_theses/543

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


Miami University

3. Fuesting, Melissa A. Captivating the Class: Predictors of Science Teacher Positivity toward Lessons with Science Communal Affordances.

Degree: MA, Psychology, 2016, Miami University

 Beliefs that science fulfills communal goals (i.e., communal affordances) foster student science motivation; integrating science communal affordances into science teachers’ lessons is thus a promising… (more)

Subjects/Keywords: Social Psychology; goals; motivation; STEM

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APA (6th Edition):

Fuesting, M. A. (2016). Captivating the Class: Predictors of Science Teacher Positivity toward Lessons with Science Communal Affordances. (Masters Thesis). Miami University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=miami1477415612156516

Chicago Manual of Style (16th Edition):

Fuesting, Melissa A. “Captivating the Class: Predictors of Science Teacher Positivity toward Lessons with Science Communal Affordances.” 2016. Masters Thesis, Miami University. Accessed October 17, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=miami1477415612156516.

MLA Handbook (7th Edition):

Fuesting, Melissa A. “Captivating the Class: Predictors of Science Teacher Positivity toward Lessons with Science Communal Affordances.” 2016. Web. 17 Oct 2019.

Vancouver:

Fuesting MA. Captivating the Class: Predictors of Science Teacher Positivity toward Lessons with Science Communal Affordances. [Internet] [Masters thesis]. Miami University; 2016. [cited 2019 Oct 17]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=miami1477415612156516.

Council of Science Editors:

Fuesting MA. Captivating the Class: Predictors of Science Teacher Positivity toward Lessons with Science Communal Affordances. [Masters Thesis]. Miami University; 2016. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=miami1477415612156516


Brigham Young University

4. Gardner, Veronica. The Social Strategies and Goals of Children with Language Impairment and Typically Developing Children.

Degree: MS, 2009, Brigham Young University

 Past research has indicated that children with language impairment (LI) struggle more than children with typical language in their social interactions (Fujiki, Brinton, & Todd,… (more)

Subjects/Keywords: social goals; language impairment; goals; strategies; Communication Sciences and Disorders

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APA (6th Edition):

Gardner, V. (2009). The Social Strategies and Goals of Children with Language Impairment and Typically Developing Children. (Masters Thesis). Brigham Young University. Retrieved from https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=3001&context=etd

Chicago Manual of Style (16th Edition):

Gardner, Veronica. “The Social Strategies and Goals of Children with Language Impairment and Typically Developing Children.” 2009. Masters Thesis, Brigham Young University. Accessed October 17, 2019. https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=3001&context=etd.

MLA Handbook (7th Edition):

Gardner, Veronica. “The Social Strategies and Goals of Children with Language Impairment and Typically Developing Children.” 2009. Web. 17 Oct 2019.

Vancouver:

Gardner V. The Social Strategies and Goals of Children with Language Impairment and Typically Developing Children. [Internet] [Masters thesis]. Brigham Young University; 2009. [cited 2019 Oct 17]. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=3001&context=etd.

Council of Science Editors:

Gardner V. The Social Strategies and Goals of Children with Language Impairment and Typically Developing Children. [Masters Thesis]. Brigham Young University; 2009. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=3001&context=etd


Temple University

5. Henning, Eric Rodney. Social Anxiety: Relationship to Approach and Avoidance Goals and Plans and the Emotional Consequents of Success and Failure.

Degree: PhD, 2009, Temple University

Psychology

Data from 77 undergraduates high in social anxiety and 75 undergraduates low in social anxiety were used to examine between- and within-group differences in… (more)

Subjects/Keywords: Psychology, Clinical; Affect; Anxiety; Goals; Plans; Social

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APA (6th Edition):

Henning, E. R. (2009). Social Anxiety: Relationship to Approach and Avoidance Goals and Plans and the Emotional Consequents of Success and Failure. (Doctoral Dissertation). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,47045

Chicago Manual of Style (16th Edition):

Henning, Eric Rodney. “Social Anxiety: Relationship to Approach and Avoidance Goals and Plans and the Emotional Consequents of Success and Failure.” 2009. Doctoral Dissertation, Temple University. Accessed October 17, 2019. http://digital.library.temple.edu/u?/p245801coll10,47045.

MLA Handbook (7th Edition):

Henning, Eric Rodney. “Social Anxiety: Relationship to Approach and Avoidance Goals and Plans and the Emotional Consequents of Success and Failure.” 2009. Web. 17 Oct 2019.

Vancouver:

Henning ER. Social Anxiety: Relationship to Approach and Avoidance Goals and Plans and the Emotional Consequents of Success and Failure. [Internet] [Doctoral dissertation]. Temple University; 2009. [cited 2019 Oct 17]. Available from: http://digital.library.temple.edu/u?/p245801coll10,47045.

Council of Science Editors:

Henning ER. Social Anxiety: Relationship to Approach and Avoidance Goals and Plans and the Emotional Consequents of Success and Failure. [Doctoral Dissertation]. Temple University; 2009. Available from: http://digital.library.temple.edu/u?/p245801coll10,47045


Ohio University

6. Yost, Joanna S. Testing the Questions Central to the Theory of Change for Interpersonal Skills Group (ISG) for Adolescents with Attention-Deficit/Hyperactivity Disorder.

Degree: PhD, Clinical Psychology (Arts and Sciences), 2015, Ohio University

 Youth with ADHD often exhibit social impairment, which leads to peer rejection and is associated with negative outcomes. Interventions targeting these social problems using social(more)

Subjects/Keywords: Psychology; ADHD; social goals; Interpersonal Skills Group

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APA (6th Edition):

Yost, J. S. (2015). Testing the Questions Central to the Theory of Change for Interpersonal Skills Group (ISG) for Adolescents with Attention-Deficit/Hyperactivity Disorder. (Doctoral Dissertation). Ohio University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1439832342

Chicago Manual of Style (16th Edition):

Yost, Joanna S. “Testing the Questions Central to the Theory of Change for Interpersonal Skills Group (ISG) for Adolescents with Attention-Deficit/Hyperactivity Disorder.” 2015. Doctoral Dissertation, Ohio University. Accessed October 17, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1439832342.

MLA Handbook (7th Edition):

Yost, Joanna S. “Testing the Questions Central to the Theory of Change for Interpersonal Skills Group (ISG) for Adolescents with Attention-Deficit/Hyperactivity Disorder.” 2015. Web. 17 Oct 2019.

Vancouver:

Yost JS. Testing the Questions Central to the Theory of Change for Interpersonal Skills Group (ISG) for Adolescents with Attention-Deficit/Hyperactivity Disorder. [Internet] [Doctoral dissertation]. Ohio University; 2015. [cited 2019 Oct 17]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1439832342.

Council of Science Editors:

Yost JS. Testing the Questions Central to the Theory of Change for Interpersonal Skills Group (ISG) for Adolescents with Attention-Deficit/Hyperactivity Disorder. [Doctoral Dissertation]. Ohio University; 2015. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1439832342


Kent State University

7. Garofalo, Giovanni J. The Effects of Social Comparisons on Happiness in a Motivational Context.

Degree: MA, College of Arts and Sciences / Department of Psychology, 2008, Kent State University

 Previous research has found a negative relationship between happiness and the importance an individual places on striving towards extrinsic goals. In contrast, happiness has been… (more)

Subjects/Keywords: Psychology; Social Comparison; Goals; Motivation; Emotion

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APA (6th Edition):

Garofalo, G. J. (2008). The Effects of Social Comparisons on Happiness in a Motivational Context. (Masters Thesis). Kent State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=kent1216330486

Chicago Manual of Style (16th Edition):

Garofalo, Giovanni J. “The Effects of Social Comparisons on Happiness in a Motivational Context.” 2008. Masters Thesis, Kent State University. Accessed October 17, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=kent1216330486.

MLA Handbook (7th Edition):

Garofalo, Giovanni J. “The Effects of Social Comparisons on Happiness in a Motivational Context.” 2008. Web. 17 Oct 2019.

Vancouver:

Garofalo GJ. The Effects of Social Comparisons on Happiness in a Motivational Context. [Internet] [Masters thesis]. Kent State University; 2008. [cited 2019 Oct 17]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=kent1216330486.

Council of Science Editors:

Garofalo GJ. The Effects of Social Comparisons on Happiness in a Motivational Context. [Masters Thesis]. Kent State University; 2008. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=kent1216330486


University of New Mexico

8. Crawford, Jennifer. COMPETING GOALS: THE EFFECT OF SOCIAL EXPECTATIONS ON WOMEN'S JUDGMENTS OF AND RESPONSES TO SEXUAL VICTIMIZATION RISK.

Degree: Psychology, 2016, University of New Mexico

  Researchers have identified many variables associated with the risk of sexual victimization among college women, including a previous history of sexual victimization and the… (more)

Subjects/Keywords: sexual victimization; college women; social goals; Psychology

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APA (6th Edition):

Crawford, J. (2016). COMPETING GOALS: THE EFFECT OF SOCIAL EXPECTATIONS ON WOMEN'S JUDGMENTS OF AND RESPONSES TO SEXUAL VICTIMIZATION RISK. (Doctoral Dissertation). University of New Mexico. Retrieved from http://hdl.handle.net/1928/33016

Chicago Manual of Style (16th Edition):

Crawford, Jennifer. “COMPETING GOALS: THE EFFECT OF SOCIAL EXPECTATIONS ON WOMEN'S JUDGMENTS OF AND RESPONSES TO SEXUAL VICTIMIZATION RISK.” 2016. Doctoral Dissertation, University of New Mexico. Accessed October 17, 2019. http://hdl.handle.net/1928/33016.

MLA Handbook (7th Edition):

Crawford, Jennifer. “COMPETING GOALS: THE EFFECT OF SOCIAL EXPECTATIONS ON WOMEN'S JUDGMENTS OF AND RESPONSES TO SEXUAL VICTIMIZATION RISK.” 2016. Web. 17 Oct 2019.

Vancouver:

Crawford J. COMPETING GOALS: THE EFFECT OF SOCIAL EXPECTATIONS ON WOMEN'S JUDGMENTS OF AND RESPONSES TO SEXUAL VICTIMIZATION RISK. [Internet] [Doctoral dissertation]. University of New Mexico; 2016. [cited 2019 Oct 17]. Available from: http://hdl.handle.net/1928/33016.

Council of Science Editors:

Crawford J. COMPETING GOALS: THE EFFECT OF SOCIAL EXPECTATIONS ON WOMEN'S JUDGMENTS OF AND RESPONSES TO SEXUAL VICTIMIZATION RISK. [Doctoral Dissertation]. University of New Mexico; 2016. Available from: http://hdl.handle.net/1928/33016


Drexel University

9. Kaye, Joanna L. Relative Effects of Goal-Setting, Values plus Goal-Setting, and Information Provision on the Adjustment of College Freshmen.

Degree: 2016, Drexel University

 The transition from high school to college can be difficult and often leads to maladjustment, psychopathological symptoms, and student attrition. Prevention efforts are needed to… (more)

Subjects/Keywords: Clinical Psychology; Psychology, Clinical; Goals; Social Adjustment

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APA (6th Edition):

Kaye, J. L. (2016). Relative Effects of Goal-Setting, Values plus Goal-Setting, and Information Provision on the Adjustment of College Freshmen. (Thesis). Drexel University. Retrieved from http://hdl.handle.net/1860/idea:6845

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):

Kaye, Joanna L. “Relative Effects of Goal-Setting, Values plus Goal-Setting, and Information Provision on the Adjustment of College Freshmen.” 2016. Thesis, Drexel University. Accessed October 17, 2019. http://hdl.handle.net/1860/idea:6845.

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

MLA Handbook (7th Edition):

Kaye, Joanna L. “Relative Effects of Goal-Setting, Values plus Goal-Setting, and Information Provision on the Adjustment of College Freshmen.” 2016. Web. 17 Oct 2019.

Vancouver:

Kaye JL. Relative Effects of Goal-Setting, Values plus Goal-Setting, and Information Provision on the Adjustment of College Freshmen. [Internet] [Thesis]. Drexel University; 2016. [cited 2019 Oct 17]. Available from: http://hdl.handle.net/1860/idea:6845.

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

Council of Science Editors:

Kaye JL. Relative Effects of Goal-Setting, Values plus Goal-Setting, and Information Provision on the Adjustment of College Freshmen. [Thesis]. Drexel University; 2016. Available from: http://hdl.handle.net/1860/idea:6845

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


University of the Western Cape

10. Nyawuyanga, Tafadzwa Maggie. Corporate social responsibility as a tool to accelerate the achievement of development goals in Zimbabwe .

Degree: 2015, University of the Western Cape

 The aim of this study is to critically analyse corporate social responsibility as a tool to accelerate the achievement of development goals in Zimbabwe. The… (more)

Subjects/Keywords: Corporate social responsibility; Millennium Development Goals (MDGs); Maternal health; National development goals; Zimbabwe

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APA (6th Edition):

Nyawuyanga, T. M. (2015). Corporate social responsibility as a tool to accelerate the achievement of development goals in Zimbabwe . (Thesis). University of the Western Cape. Retrieved from http://hdl.handle.net/11394/4771

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):

Nyawuyanga, Tafadzwa Maggie. “Corporate social responsibility as a tool to accelerate the achievement of development goals in Zimbabwe .” 2015. Thesis, University of the Western Cape. Accessed October 17, 2019. http://hdl.handle.net/11394/4771.

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

MLA Handbook (7th Edition):

Nyawuyanga, Tafadzwa Maggie. “Corporate social responsibility as a tool to accelerate the achievement of development goals in Zimbabwe .” 2015. Web. 17 Oct 2019.

Vancouver:

Nyawuyanga TM. Corporate social responsibility as a tool to accelerate the achievement of development goals in Zimbabwe . [Internet] [Thesis]. University of the Western Cape; 2015. [cited 2019 Oct 17]. Available from: http://hdl.handle.net/11394/4771.

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

Council of Science Editors:

Nyawuyanga TM. Corporate social responsibility as a tool to accelerate the achievement of development goals in Zimbabwe . [Thesis]. University of the Western Cape; 2015. Available from: http://hdl.handle.net/11394/4771

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


The Ohio State University

11. Rea, Jessica Nicole. What You See, What You Are, and What You Want: The Influence of Imagery Perspective, Imagined Performance, and Self-Schemas on Motivation.

Degree: MA, Psychology, 2011, The Ohio State University

 Three studies demonstrate the effect of imagining successes or failures towards a goal on subsequent motivation to pursue that goal depends on the imagery perspective… (more)

Subjects/Keywords: Social Psychology; social psychology; goals; motivation; imagery perspective; self-schemas

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APA (6th Edition):

Rea, J. N. (2011). What You See, What You Are, and What You Want: The Influence of Imagery Perspective, Imagined Performance, and Self-Schemas on Motivation. (Masters Thesis). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1316545280

Chicago Manual of Style (16th Edition):

Rea, Jessica Nicole. “What You See, What You Are, and What You Want: The Influence of Imagery Perspective, Imagined Performance, and Self-Schemas on Motivation.” 2011. Masters Thesis, The Ohio State University. Accessed October 17, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1316545280.

MLA Handbook (7th Edition):

Rea, Jessica Nicole. “What You See, What You Are, and What You Want: The Influence of Imagery Perspective, Imagined Performance, and Self-Schemas on Motivation.” 2011. Web. 17 Oct 2019.

Vancouver:

Rea JN. What You See, What You Are, and What You Want: The Influence of Imagery Perspective, Imagined Performance, and Self-Schemas on Motivation. [Internet] [Masters thesis]. The Ohio State University; 2011. [cited 2019 Oct 17]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1316545280.

Council of Science Editors:

Rea JN. What You See, What You Are, and What You Want: The Influence of Imagery Perspective, Imagined Performance, and Self-Schemas on Motivation. [Masters Thesis]. The Ohio State University; 2011. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1316545280


Duke University

12. Liu, Peggy Jie. A Multiple Goal Perspective on Eating Behavior .

Degree: 2016, Duke University

  Although people frequently pursue multiple goals simultaneously, these goals often conflict with each other. For instance, consumers may have both a healthy eating goal… (more)

Subjects/Keywords: Marketing; Social psychology; Public health; affiliation; eating; goals; health; social; taste

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APA (6th Edition):

Liu, P. J. (2016). A Multiple Goal Perspective on Eating Behavior . (Thesis). Duke University. Retrieved from http://hdl.handle.net/10161/12146

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):

Liu, Peggy Jie. “A Multiple Goal Perspective on Eating Behavior .” 2016. Thesis, Duke University. Accessed October 17, 2019. http://hdl.handle.net/10161/12146.

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

MLA Handbook (7th Edition):

Liu, Peggy Jie. “A Multiple Goal Perspective on Eating Behavior .” 2016. Web. 17 Oct 2019.

Vancouver:

Liu PJ. A Multiple Goal Perspective on Eating Behavior . [Internet] [Thesis]. Duke University; 2016. [cited 2019 Oct 17]. Available from: http://hdl.handle.net/10161/12146.

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

Council of Science Editors:

Liu PJ. A Multiple Goal Perspective on Eating Behavior . [Thesis]. Duke University; 2016. Available from: http://hdl.handle.net/10161/12146

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


Loyola University Chicago

13. Hacker, Jason Daniel. Perceived Social Class, College Interest, and Post-Secondary Goals: An Application of the Scat Interest and Choice Model.

Degree: PhD, Psychology, 2013, Loyola University Chicago

  The purpose of this study was to investigate the role of perceived social class (PSC) in the educational development of 176 racially and economically… (more)

Subjects/Keywords: College; Goals; Interests; Perceived Social Status; Social Class; Counseling Psychology

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APA (6th Edition):

Hacker, J. D. (2013). Perceived Social Class, College Interest, and Post-Secondary Goals: An Application of the Scat Interest and Choice Model. (Doctoral Dissertation). Loyola University Chicago. Retrieved from https://ecommons.luc.edu/luc_diss/671

Chicago Manual of Style (16th Edition):

Hacker, Jason Daniel. “Perceived Social Class, College Interest, and Post-Secondary Goals: An Application of the Scat Interest and Choice Model.” 2013. Doctoral Dissertation, Loyola University Chicago. Accessed October 17, 2019. https://ecommons.luc.edu/luc_diss/671.

MLA Handbook (7th Edition):

Hacker, Jason Daniel. “Perceived Social Class, College Interest, and Post-Secondary Goals: An Application of the Scat Interest and Choice Model.” 2013. Web. 17 Oct 2019.

Vancouver:

Hacker JD. Perceived Social Class, College Interest, and Post-Secondary Goals: An Application of the Scat Interest and Choice Model. [Internet] [Doctoral dissertation]. Loyola University Chicago; 2013. [cited 2019 Oct 17]. Available from: https://ecommons.luc.edu/luc_diss/671.

Council of Science Editors:

Hacker JD. Perceived Social Class, College Interest, and Post-Secondary Goals: An Application of the Scat Interest and Choice Model. [Doctoral Dissertation]. Loyola University Chicago; 2013. Available from: https://ecommons.luc.edu/luc_diss/671


University of Waterloo

14. Cwir, David. The Power of Social Connections: Feelings of Connectedness Result in Sharing Goals, Emotions, and Intergroup Empathy.

Degree: 2011, University of Waterloo

 The purpose of the following research was to test the prediction that a sense of social connectedness to a stranger would result in the tendency… (more)

Subjects/Keywords: Social Interaction; Social Connection; Emotion; Goals; Intergroup Relations; Empathy

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APA (6th Edition):

Cwir, D. (2011). The Power of Social Connections: Feelings of Connectedness Result in Sharing Goals, Emotions, and Intergroup Empathy. (Thesis). University of Waterloo. Retrieved from http://hdl.handle.net/10012/5838

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):

Cwir, David. “The Power of Social Connections: Feelings of Connectedness Result in Sharing Goals, Emotions, and Intergroup Empathy.” 2011. Thesis, University of Waterloo. Accessed October 17, 2019. http://hdl.handle.net/10012/5838.

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

MLA Handbook (7th Edition):

Cwir, David. “The Power of Social Connections: Feelings of Connectedness Result in Sharing Goals, Emotions, and Intergroup Empathy.” 2011. Web. 17 Oct 2019.

Vancouver:

Cwir D. The Power of Social Connections: Feelings of Connectedness Result in Sharing Goals, Emotions, and Intergroup Empathy. [Internet] [Thesis]. University of Waterloo; 2011. [cited 2019 Oct 17]. Available from: http://hdl.handle.net/10012/5838.

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

Council of Science Editors:

Cwir D. The Power of Social Connections: Feelings of Connectedness Result in Sharing Goals, Emotions, and Intergroup Empathy. [Thesis]. University of Waterloo; 2011. Available from: http://hdl.handle.net/10012/5838

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


The Ohio State University

15. Salley, Christina G. SOCIAL COGNITION AMONG CHILDREN WITH CANCER AND COMPARISON PEERS.

Degree: MA, Psychology, 2009, The Ohio State University

 The experience of cancer during childhood is marked by significant challenges. In addition to the broader danger of a life threatening illness, children undergo demanding… (more)

Subjects/Keywords: Psychology; social information processing; cancer; child; social cognition; social skills; self-efficacy; social goals; pediatric

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APA (6th Edition):

Salley, C. G. (2009). SOCIAL COGNITION AMONG CHILDREN WITH CANCER AND COMPARISON PEERS. (Masters Thesis). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1235006035

Chicago Manual of Style (16th Edition):

Salley, Christina G. “SOCIAL COGNITION AMONG CHILDREN WITH CANCER AND COMPARISON PEERS.” 2009. Masters Thesis, The Ohio State University. Accessed October 17, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1235006035.

MLA Handbook (7th Edition):

Salley, Christina G. “SOCIAL COGNITION AMONG CHILDREN WITH CANCER AND COMPARISON PEERS.” 2009. Web. 17 Oct 2019.

Vancouver:

Salley CG. SOCIAL COGNITION AMONG CHILDREN WITH CANCER AND COMPARISON PEERS. [Internet] [Masters thesis]. The Ohio State University; 2009. [cited 2019 Oct 17]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1235006035.

Council of Science Editors:

Salley CG. SOCIAL COGNITION AMONG CHILDREN WITH CANCER AND COMPARISON PEERS. [Masters Thesis]. The Ohio State University; 2009. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1235006035


University of Georgia

16. Quintrell, Elisabeth Anne. The association between children's temperament, social goal orientation, social behavior, and social status: a two-study examination.

Degree: PhD, School Psychology, 2017, University of Georgia

 Study 1: Some children who are rejected withdraw, whereas other children aggress towards their peers or display other disrupting externalizing behaviors (Rose-Krasnor, 2014 for review).… (more)

Subjects/Keywords: Social Goals; Social Behavior; Temperament; Social Status; Proactive Aggression; Reactive Aggression; Social Withdrawal

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APA (6th Edition):

Quintrell, E. A. (2017). The association between children's temperament, social goal orientation, social behavior, and social status: a two-study examination. (Doctoral Dissertation). University of Georgia. Retrieved from http://hdl.handle.net/10724/37479

Chicago Manual of Style (16th Edition):

Quintrell, Elisabeth Anne. “The association between children's temperament, social goal orientation, social behavior, and social status: a two-study examination.” 2017. Doctoral Dissertation, University of Georgia. Accessed October 17, 2019. http://hdl.handle.net/10724/37479.

MLA Handbook (7th Edition):

Quintrell, Elisabeth Anne. “The association between children's temperament, social goal orientation, social behavior, and social status: a two-study examination.” 2017. Web. 17 Oct 2019.

Vancouver:

Quintrell EA. The association between children's temperament, social goal orientation, social behavior, and social status: a two-study examination. [Internet] [Doctoral dissertation]. University of Georgia; 2017. [cited 2019 Oct 17]. Available from: http://hdl.handle.net/10724/37479.

Council of Science Editors:

Quintrell EA. The association between children's temperament, social goal orientation, social behavior, and social status: a two-study examination. [Doctoral Dissertation]. University of Georgia; 2017. Available from: http://hdl.handle.net/10724/37479


Miami University

17. Evans, Clifford D. LIFE GOALS: ANTECEDENTS IN GENDER BELIEFS AND EFFECTS ON GENDER-STEREOTYPICAL CAREER INTEREST.

Degree: MA, Psychology, 2006, Miami University

 This research employed a social role perspective to examine gender differences in life goals and career preferences, how life goals are informed by gender beliefs,… (more)

Subjects/Keywords: Psychology, Social; Gender; Goals; Life Goals; Occupational Sex Segregation

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APA (6th Edition):

Evans, C. D. (2006). LIFE GOALS: ANTECEDENTS IN GENDER BELIEFS AND EFFECTS ON GENDER-STEREOTYPICAL CAREER INTEREST. (Masters Thesis). Miami University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=miami1153327423

Chicago Manual of Style (16th Edition):

Evans, Clifford D. “LIFE GOALS: ANTECEDENTS IN GENDER BELIEFS AND EFFECTS ON GENDER-STEREOTYPICAL CAREER INTEREST.” 2006. Masters Thesis, Miami University. Accessed October 17, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=miami1153327423.

MLA Handbook (7th Edition):

Evans, Clifford D. “LIFE GOALS: ANTECEDENTS IN GENDER BELIEFS AND EFFECTS ON GENDER-STEREOTYPICAL CAREER INTEREST.” 2006. Web. 17 Oct 2019.

Vancouver:

Evans CD. LIFE GOALS: ANTECEDENTS IN GENDER BELIEFS AND EFFECTS ON GENDER-STEREOTYPICAL CAREER INTEREST. [Internet] [Masters thesis]. Miami University; 2006. [cited 2019 Oct 17]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=miami1153327423.

Council of Science Editors:

Evans CD. LIFE GOALS: ANTECEDENTS IN GENDER BELIEFS AND EFFECTS ON GENDER-STEREOTYPICAL CAREER INTEREST. [Masters Thesis]. Miami University; 2006. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=miami1153327423


University of Kansas

18. Mosley, Ariel Jasmine. SUBJECTIVITY UNCERTAINTY THEORY OF PREJUDICE: HOW LEARNING GOAL MOTIVES REDUCE EXPRESSIONS OF SUBTLE RACIAL BIAS.

Degree: MA, Psychology, 2016, University of Kansas

 When people are in situations when they want to have a positive social interaction with someone of a different race, but also feel uncertain about… (more)

Subjects/Keywords: Social psychology; Goals; Motivation; Prejudice; Prejudice Reduction; Racial Bias; Subjectivity Uncertainty

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APA (6th Edition):

Mosley, A. J. (2016). SUBJECTIVITY UNCERTAINTY THEORY OF PREJUDICE: HOW LEARNING GOAL MOTIVES REDUCE EXPRESSIONS OF SUBTLE RACIAL BIAS. (Masters Thesis). University of Kansas. Retrieved from http://hdl.handle.net/1808/25819

Chicago Manual of Style (16th Edition):

Mosley, Ariel Jasmine. “SUBJECTIVITY UNCERTAINTY THEORY OF PREJUDICE: HOW LEARNING GOAL MOTIVES REDUCE EXPRESSIONS OF SUBTLE RACIAL BIAS.” 2016. Masters Thesis, University of Kansas. Accessed October 17, 2019. http://hdl.handle.net/1808/25819.

MLA Handbook (7th Edition):

Mosley, Ariel Jasmine. “SUBJECTIVITY UNCERTAINTY THEORY OF PREJUDICE: HOW LEARNING GOAL MOTIVES REDUCE EXPRESSIONS OF SUBTLE RACIAL BIAS.” 2016. Web. 17 Oct 2019.

Vancouver:

Mosley AJ. SUBJECTIVITY UNCERTAINTY THEORY OF PREJUDICE: HOW LEARNING GOAL MOTIVES REDUCE EXPRESSIONS OF SUBTLE RACIAL BIAS. [Internet] [Masters thesis]. University of Kansas; 2016. [cited 2019 Oct 17]. Available from: http://hdl.handle.net/1808/25819.

Council of Science Editors:

Mosley AJ. SUBJECTIVITY UNCERTAINTY THEORY OF PREJUDICE: HOW LEARNING GOAL MOTIVES REDUCE EXPRESSIONS OF SUBTLE RACIAL BIAS. [Masters Thesis]. University of Kansas; 2016. Available from: http://hdl.handle.net/1808/25819


The Ohio State University

19. Stewart, Brandon D. Bringing automatic stereotyping under control: Implementation intentions as efficient means of thought control.

Degree: PhD, Psychology, 2007, The Ohio State University

 Evidence of automatic racial bias raises the question of whether, and how, unintended biases initiated in milliseconds can be brought under intentional control. Past research… (more)

Subjects/Keywords: Psychology, Social; automatic stereotyping; control; conscious intentions; process dissociation; goals

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APA (6th Edition):

Stewart, B. D. (2007). Bringing automatic stereotyping under control: Implementation intentions as efficient means of thought control. (Doctoral Dissertation). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1189544075

Chicago Manual of Style (16th Edition):

Stewart, Brandon D. “Bringing automatic stereotyping under control: Implementation intentions as efficient means of thought control.” 2007. Doctoral Dissertation, The Ohio State University. Accessed October 17, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1189544075.

MLA Handbook (7th Edition):

Stewart, Brandon D. “Bringing automatic stereotyping under control: Implementation intentions as efficient means of thought control.” 2007. Web. 17 Oct 2019.

Vancouver:

Stewart BD. Bringing automatic stereotyping under control: Implementation intentions as efficient means of thought control. [Internet] [Doctoral dissertation]. The Ohio State University; 2007. [cited 2019 Oct 17]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1189544075.

Council of Science Editors:

Stewart BD. Bringing automatic stereotyping under control: Implementation intentions as efficient means of thought control. [Doctoral Dissertation]. The Ohio State University; 2007. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1189544075


Miami University

20. Clark, Emily K. The role of romantic goals in sexism confrontation.

Degree: PhD, Psychology, 2013, Miami University

 Research indicates that there are benefits of confronting sexism, both for the psychological well-being of the confronting individual and for prejudice reduction. Based on theories… (more)

Subjects/Keywords: Social Psychology; Sexism; romantic goals; gender role traditionalism; discrimination; responses

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APA (6th Edition):

Clark, E. K. (2013). The role of romantic goals in sexism confrontation. (Doctoral Dissertation). Miami University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=miami1375712170

Chicago Manual of Style (16th Edition):

Clark, Emily K. “The role of romantic goals in sexism confrontation.” 2013. Doctoral Dissertation, Miami University. Accessed October 17, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=miami1375712170.

MLA Handbook (7th Edition):

Clark, Emily K. “The role of romantic goals in sexism confrontation.” 2013. Web. 17 Oct 2019.

Vancouver:

Clark EK. The role of romantic goals in sexism confrontation. [Internet] [Doctoral dissertation]. Miami University; 2013. [cited 2019 Oct 17]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=miami1375712170.

Council of Science Editors:

Clark EK. The role of romantic goals in sexism confrontation. [Doctoral Dissertation]. Miami University; 2013. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=miami1375712170


Miami University

21. Belanger, Aimee L. Helping to belong: Communal opportunities in STEM promote belonging in STEM.

Degree: PhD, Psychology, 2016, Miami University

 The National Science Board (2015) reports that strengthening paths into Science, Technology, Engineering, and Math careers is important to maintain the competitiveness of the United… (more)

Subjects/Keywords: Social Psychology; STEM; Belonging; Exclusion; Goal congruity; Communal goals

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APA (6th Edition):

Belanger, A. L. (2016). Helping to belong: Communal opportunities in STEM promote belonging in STEM. (Doctoral Dissertation). Miami University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=miami1480295182899148

Chicago Manual of Style (16th Edition):

Belanger, Aimee L. “Helping to belong: Communal opportunities in STEM promote belonging in STEM.” 2016. Doctoral Dissertation, Miami University. Accessed October 17, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=miami1480295182899148.

MLA Handbook (7th Edition):

Belanger, Aimee L. “Helping to belong: Communal opportunities in STEM promote belonging in STEM.” 2016. Web. 17 Oct 2019.

Vancouver:

Belanger AL. Helping to belong: Communal opportunities in STEM promote belonging in STEM. [Internet] [Doctoral dissertation]. Miami University; 2016. [cited 2019 Oct 17]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=miami1480295182899148.

Council of Science Editors:

Belanger AL. Helping to belong: Communal opportunities in STEM promote belonging in STEM. [Doctoral Dissertation]. Miami University; 2016. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=miami1480295182899148


Miami University

22. Brown, Elizabeth Renee. The influence of candidate sex on system justification beliefs: Exploring potential moderators and mediators.

Degree: PhD, Psychology, 2011, Miami University

 Experiments 1-3 revealed that exposure to a female versus a male candidate increased participants’ beliefs about the legitimacy of the status quo. In order to… (more)

Subjects/Keywords: Experimental Psychology; Gender; Psychology; Social Psychology; System Justification; Goals; Leadership; Gender

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

APA (6th Edition):

Brown, E. R. (2011). The influence of candidate sex on system justification beliefs: Exploring potential moderators and mediators. (Doctoral Dissertation). Miami University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=miami1311268921

Chicago Manual of Style (16th Edition):

Brown, Elizabeth Renee. “The influence of candidate sex on system justification beliefs: Exploring potential moderators and mediators.” 2011. Doctoral Dissertation, Miami University. Accessed October 17, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=miami1311268921.

MLA Handbook (7th Edition):

Brown, Elizabeth Renee. “The influence of candidate sex on system justification beliefs: Exploring potential moderators and mediators.” 2011. Web. 17 Oct 2019.

Vancouver:

Brown ER. The influence of candidate sex on system justification beliefs: Exploring potential moderators and mediators. [Internet] [Doctoral dissertation]. Miami University; 2011. [cited 2019 Oct 17]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=miami1311268921.

Council of Science Editors:

Brown ER. The influence of candidate sex on system justification beliefs: Exploring potential moderators and mediators. [Doctoral Dissertation]. Miami University; 2011. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=miami1311268921

23. Edholm, Fredrik. Education for all in Tanzania : A case study of the MDG footprint in Babati.

Degree: Life Sciences, 2009, Södertörn University College

  The aim of this paper is to investigate the impact of free education for all on the primary schools in Babati, Tanzania. The study… (more)

Subjects/Keywords: Millennium development goals; MDG; Primary education; Tanzania; Babati; SOCIAL SCIENCES; SAMHÄLLSVETENSKAP

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APA (6th Edition):

Edholm, F. (2009). Education for all in Tanzania : A case study of the MDG footprint in Babati. (Thesis). Södertörn University College. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-2710

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):

Edholm, Fredrik. “Education for all in Tanzania : A case study of the MDG footprint in Babati.” 2009. Thesis, Södertörn University College. Accessed October 17, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-2710.

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

MLA Handbook (7th Edition):

Edholm, Fredrik. “Education for all in Tanzania : A case study of the MDG footprint in Babati.” 2009. Web. 17 Oct 2019.

Vancouver:

Edholm F. Education for all in Tanzania : A case study of the MDG footprint in Babati. [Internet] [Thesis]. Södertörn University College; 2009. [cited 2019 Oct 17]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-2710.

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

Council of Science Editors:

Edholm F. Education for all in Tanzania : A case study of the MDG footprint in Babati. [Thesis]. Södertörn University College; 2009. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-2710

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


University of Delaware

24. Delpeche, Helene E. The implicit and the explicit: the impact of teaching academic mindsets and reading strategies on beginning college learners' reading comprehension .

Degree: 2018, University of Delaware

 The transition to college may present beginning college learners with novel academic opportunities and challenges, including the requirement to learn independently from complex college-level texts.… (more)

Subjects/Keywords: Psychology; Education; Achievement goals; Achievement motivation; Social cognitive theory

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APA (6th Edition):

Delpeche, H. E. (2018). The implicit and the explicit: the impact of teaching academic mindsets and reading strategies on beginning college learners' reading comprehension . (Doctoral Dissertation). University of Delaware. Retrieved from http://udspace.udel.edu/handle/19716/24006

Chicago Manual of Style (16th Edition):

Delpeche, Helene E. “The implicit and the explicit: the impact of teaching academic mindsets and reading strategies on beginning college learners' reading comprehension .” 2018. Doctoral Dissertation, University of Delaware. Accessed October 17, 2019. http://udspace.udel.edu/handle/19716/24006.

MLA Handbook (7th Edition):

Delpeche, Helene E. “The implicit and the explicit: the impact of teaching academic mindsets and reading strategies on beginning college learners' reading comprehension .” 2018. Web. 17 Oct 2019.

Vancouver:

Delpeche HE. The implicit and the explicit: the impact of teaching academic mindsets and reading strategies on beginning college learners' reading comprehension . [Internet] [Doctoral dissertation]. University of Delaware; 2018. [cited 2019 Oct 17]. Available from: http://udspace.udel.edu/handle/19716/24006.

Council of Science Editors:

Delpeche HE. The implicit and the explicit: the impact of teaching academic mindsets and reading strategies on beginning college learners' reading comprehension . [Doctoral Dissertation]. University of Delaware; 2018. Available from: http://udspace.udel.edu/handle/19716/24006

25. Rovenpor, Daniel R. Do Control Beliefs Help People Approach or Avoid Negative Stimuli? Context-Dependent Effects of Control Beliefs.

Degree: MS(M.S.), Psychology, 2014, U of Massachusetts : Masters

  Control beliefs are widely acknowledged to play a critical role in self-regulation and well-being, but their impact on decisions to approach or avoid emotionally… (more)

Subjects/Keywords: Control Beliefs; Situation Selection; Emotion Regulation; Goals; Motivation; Social Psychology

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APA (6th Edition):

Rovenpor, D. R. (2014). Do Control Beliefs Help People Approach or Avoid Negative Stimuli? Context-Dependent Effects of Control Beliefs. (Masters Thesis). U of Massachusetts : Masters. Retrieved from http://scholarworks.umass.edu/theses/1198

Chicago Manual of Style (16th Edition):

Rovenpor, Daniel R. “Do Control Beliefs Help People Approach or Avoid Negative Stimuli? Context-Dependent Effects of Control Beliefs.” 2014. Masters Thesis, U of Massachusetts : Masters. Accessed October 17, 2019. http://scholarworks.umass.edu/theses/1198.

MLA Handbook (7th Edition):

Rovenpor, Daniel R. “Do Control Beliefs Help People Approach or Avoid Negative Stimuli? Context-Dependent Effects of Control Beliefs.” 2014. Web. 17 Oct 2019.

Vancouver:

Rovenpor DR. Do Control Beliefs Help People Approach or Avoid Negative Stimuli? Context-Dependent Effects of Control Beliefs. [Internet] [Masters thesis]. U of Massachusetts : Masters; 2014. [cited 2019 Oct 17]. Available from: http://scholarworks.umass.edu/theses/1198.

Council of Science Editors:

Rovenpor DR. Do Control Beliefs Help People Approach or Avoid Negative Stimuli? Context-Dependent Effects of Control Beliefs. [Masters Thesis]. U of Massachusetts : Masters; 2014. Available from: http://scholarworks.umass.edu/theses/1198


Miami University

26. Fuesting, Melissa A. Engineering Persistence: Designing and Testing a Communal Strategies Intervention to Increase the Retention of Women in Engineering.

Degree: PhD, Psychology, 2019, Miami University

 Past work suggests that enhancing early college engineering experiences to highlight how engineering affords communal goals may improve engineering retention, particularly for women. The current… (more)

Subjects/Keywords: Social Psychology; STEM; motivation; goals; intervention; goal congruity

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APA (6th Edition):

Fuesting, M. A. (2019). Engineering Persistence: Designing and Testing a Communal Strategies Intervention to Increase the Retention of Women in Engineering. (Doctoral Dissertation). Miami University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=miami1556720605030989

Chicago Manual of Style (16th Edition):

Fuesting, Melissa A. “Engineering Persistence: Designing and Testing a Communal Strategies Intervention to Increase the Retention of Women in Engineering.” 2019. Doctoral Dissertation, Miami University. Accessed October 17, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=miami1556720605030989.

MLA Handbook (7th Edition):

Fuesting, Melissa A. “Engineering Persistence: Designing and Testing a Communal Strategies Intervention to Increase the Retention of Women in Engineering.” 2019. Web. 17 Oct 2019.

Vancouver:

Fuesting MA. Engineering Persistence: Designing and Testing a Communal Strategies Intervention to Increase the Retention of Women in Engineering. [Internet] [Doctoral dissertation]. Miami University; 2019. [cited 2019 Oct 17]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=miami1556720605030989.

Council of Science Editors:

Fuesting MA. Engineering Persistence: Designing and Testing a Communal Strategies Intervention to Increase the Retention of Women in Engineering. [Doctoral Dissertation]. Miami University; 2019. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=miami1556720605030989

27. Stout, Jane Gage. Mastering One's Destiny: Mastery Goals Promote Feeling Challenged in Identity Threatening Achievement Contexts.

Degree: PhD, Psychology, 2011, U of Massachusetts : PhD

  Three experiments integrated insights from achievement goal theory, social identity threat, and stress and coping research, to develop a theory-based strategy individuals can use… (more)

Subjects/Keywords: Achievement goals; Social identity threat; Stress appraisals; Psychology

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APA (6th Edition):

Stout, J. G. (2011). Mastering One's Destiny: Mastery Goals Promote Feeling Challenged in Identity Threatening Achievement Contexts. (Doctoral Dissertation). U of Massachusetts : PhD. Retrieved from https://scholarworks.umass.edu/open_access_dissertations/486

Chicago Manual of Style (16th Edition):

Stout, Jane Gage. “Mastering One's Destiny: Mastery Goals Promote Feeling Challenged in Identity Threatening Achievement Contexts.” 2011. Doctoral Dissertation, U of Massachusetts : PhD. Accessed October 17, 2019. https://scholarworks.umass.edu/open_access_dissertations/486.

MLA Handbook (7th Edition):

Stout, Jane Gage. “Mastering One's Destiny: Mastery Goals Promote Feeling Challenged in Identity Threatening Achievement Contexts.” 2011. Web. 17 Oct 2019.

Vancouver:

Stout JG. Mastering One's Destiny: Mastery Goals Promote Feeling Challenged in Identity Threatening Achievement Contexts. [Internet] [Doctoral dissertation]. U of Massachusetts : PhD; 2011. [cited 2019 Oct 17]. Available from: https://scholarworks.umass.edu/open_access_dissertations/486.

Council of Science Editors:

Stout JG. Mastering One's Destiny: Mastery Goals Promote Feeling Challenged in Identity Threatening Achievement Contexts. [Doctoral Dissertation]. U of Massachusetts : PhD; 2011. Available from: https://scholarworks.umass.edu/open_access_dissertations/486


Tampere University

28. Anwar, Muhammad. Privacy requirements of social networking services .

Degree: 2016, Tampere University

 Users privacy in the setting of an open internet environment, combined with a social networking environment has increased privacy related vulnerabilities. Privacy vulnerability represents the… (more)

Subjects/Keywords: privacy requirements; social networks; goals; goal based requirements

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APA (6th Edition):

Anwar, M. (2016). Privacy requirements of social networking services . (Masters Thesis). Tampere University. Retrieved from https://trepo.tuni.fi/handle/10024/99534

Chicago Manual of Style (16th Edition):

Anwar, Muhammad. “Privacy requirements of social networking services .” 2016. Masters Thesis, Tampere University. Accessed October 17, 2019. https://trepo.tuni.fi/handle/10024/99534.

MLA Handbook (7th Edition):

Anwar, Muhammad. “Privacy requirements of social networking services .” 2016. Web. 17 Oct 2019.

Vancouver:

Anwar M. Privacy requirements of social networking services . [Internet] [Masters thesis]. Tampere University; 2016. [cited 2019 Oct 17]. Available from: https://trepo.tuni.fi/handle/10024/99534.

Council of Science Editors:

Anwar M. Privacy requirements of social networking services . [Masters Thesis]. Tampere University; 2016. Available from: https://trepo.tuni.fi/handle/10024/99534


Arizona State University

29. Varley Lee, Allison H. Values, Goals, and Threats: Value Incompatibilities – More than Dissimilarities – Predict Prejudices.

Degree: Psychology, 2017, Arizona State University

 Existing work suggests that intergroup negativity is caused by dissimilarities of values between groups. In contrast, I propose that incompatible values – regardless of whether they… (more)

Subjects/Keywords: Social psychology; Conflict; Goals; Intergroup relations; Prejudice; Threat; Values

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APA (6th Edition):

Varley Lee, A. H. (2017). Values, Goals, and Threats: Value Incompatibilities – More than Dissimilarities – Predict Prejudices. (Doctoral Dissertation). Arizona State University. Retrieved from http://repository.asu.edu/items/43921

Chicago Manual of Style (16th Edition):

Varley Lee, Allison H. “Values, Goals, and Threats: Value Incompatibilities – More than Dissimilarities – Predict Prejudices.” 2017. Doctoral Dissertation, Arizona State University. Accessed October 17, 2019. http://repository.asu.edu/items/43921.

MLA Handbook (7th Edition):

Varley Lee, Allison H. “Values, Goals, and Threats: Value Incompatibilities – More than Dissimilarities – Predict Prejudices.” 2017. Web. 17 Oct 2019.

Vancouver:

Varley Lee AH. Values, Goals, and Threats: Value Incompatibilities – More than Dissimilarities – Predict Prejudices. [Internet] [Doctoral dissertation]. Arizona State University; 2017. [cited 2019 Oct 17]. Available from: http://repository.asu.edu/items/43921.

Council of Science Editors:

Varley Lee AH. Values, Goals, and Threats: Value Incompatibilities – More than Dissimilarities – Predict Prejudices. [Doctoral Dissertation]. Arizona State University; 2017. Available from: http://repository.asu.edu/items/43921


Arizona State University

30. Mathras, Daniele. Consumer Confessions.

Degree: Business Administration, 2015, Arizona State University

 When consumers fail in their environmental, dieting, or budgeting goals, they may engage in a consumer confession about their goal-inconsistent behavior. This dissertation seeks to… (more)

Subjects/Keywords: Marketing; Social psychology; compensatory consumption; confession; forgiveness; goals; religion; self-regulation

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

APA (6th Edition):

Mathras, D. (2015). Consumer Confessions. (Doctoral Dissertation). Arizona State University. Retrieved from http://repository.asu.edu/items/29761

Chicago Manual of Style (16th Edition):

Mathras, Daniele. “Consumer Confessions.” 2015. Doctoral Dissertation, Arizona State University. Accessed October 17, 2019. http://repository.asu.edu/items/29761.

MLA Handbook (7th Edition):

Mathras, Daniele. “Consumer Confessions.” 2015. Web. 17 Oct 2019.

Vancouver:

Mathras D. Consumer Confessions. [Internet] [Doctoral dissertation]. Arizona State University; 2015. [cited 2019 Oct 17]. Available from: http://repository.asu.edu/items/29761.

Council of Science Editors:

Mathras D. Consumer Confessions. [Doctoral Dissertation]. Arizona State University; 2015. Available from: http://repository.asu.edu/items/29761

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