title: Peer Processes and Adolescent Behaviour

authors: Pope, James George

subjects: deviancy training

abstract: While research suggests that peer influence can lead to increases in undesirable behaviours of adolescents, there has been little focus on the specific mechanisms of influence. A relatively small literature examining social interactions between peers has found that the discussion of rule breaking topics by pairs of boys relates to how much problem behaviour the boys engage in. This research is limited by its reliance on a set of similar samples from a North American population base. This thesis explored the relationship between social interaction and behaviour with sample from New Zealand Aotearoa. Nine pairs of Year 10 boys were recruited primarily from two high schools. A half-hour conversation was video taped for each pair. These conversations were coded on the basis of the nature of the talk between pairs of participants following the coding system proposed by Poe, Dishion, Griesler and Andrews (1990). The coded behaviours were analysed and compared to measures of previous rule breaking behaviours. The duration of rule breaking talk was found to correlate with the level of previous rule breaking behaviour. It was not clear whether the amount of rule breaking talk was related to the amount of laughter following it. Possible explanations are discussed. While generalisations from these results are limited by an unexpectedly small sample size, they show similarity to the previous research findings. The findings, the difficulties in recruitment to the research and the implications of these for future research are discussed.

text: Peer Processes and Adolescent Behaviour While research suggests that peer influence can lead to increases in undesirable behaviours of adolescents, there has been little focus on the specific mechanisms of influence. A relatively small literature examining social interactions between peers has found that the discussion of rule breaking topics by pairs of boys relates to how much problem behaviour the boys engage in. This research is limited by its reliance on a set of similar samples from a North American population base. This thesis explored the relationship between social interaction and behaviour with sample from New Zealand Aotearoa. Nine pairs of Year 10 boys were recruited primarily from two high schools. A half-hour conversation was video taped for each pair. These conversations were coded on the basis of the nature of the talk between pairs of participants following the coding system proposed by Poe, Dishion, Griesler and Andrews (1990). The coded behaviours were analysed and compared to measures of previous rule breaking behaviours. The duration of rule breaking talk was found to correlate with the level of previous rule breaking behaviour. It was not clear whether the amount of rule breaking talk was related to the amount of laughter following it. Possible explanations are discussed. While generalisations from these results are limited by an unexpectedly small sample size, they show similarity to the previous research findings. The findings, the difficulties in recruitment to the research and the implications of these for future research are discussed.

year: 2008

title: Meta-analysis comparing the efficacy of ACT and CBT for academic procrastination

authors: Carter, Adrian

subjects: behaviour

abstract: The efficacy of acceptance and commitment therapy (ACT) and cognitive behavioural therapy (CBT) was meta-analytically examined to identify if they are effective interventions for reducing the academic procrastination of students. A comparison of the efficacies of ACT and CBT as the more effective treatment in reducing academic procrastination in students at post-treatment and follow-up was also assessed. I conducted a meta-analysis of nine randomised-control trials. A large overall pooled effect size of g = -1.96, 95% CI [-4.48, 0.57] was found in favour of ACT and CBT treatment interventions compared to control in reducing academic procrastination. CBT was more effective at reducing academic procrastination post-treatment with a moderate effect size, g = -0.69, 95% CI [-1.14, 0.24] compared to ACT, with a small effect size, g = -0.33, 95% CI [-1.38, 0.72]. This is one of the first meta-analyses to directly compare ACT and CBT interventions in relation to the academic procrastination of students. Limitations and future recommendations are discussed.

text: Meta-analysis comparing the efficacy of ACT and CBT for academic procrastination The efficacy of acceptance and commitment therapy (ACT) and cognitive behavioural therapy (CBT) was meta-analytically examined to identify if they are effective interventions for reducing the academic procrastination of students. A comparison of the efficacies of ACT and CBT as the more effective treatment in reducing academic procrastination in students at post-treatment and follow-up was also assessed. I conducted a meta-analysis of nine randomised-control trials. A large overall pooled effect size of g = -1.96, 95% CI [-4.48, 0.57] was found in favour of ACT and CBT treatment interventions compared to control in reducing academic procrastination. CBT was more effective at reducing academic procrastination post-treatment with a moderate effect size, g = -0.69, 95% CI [-1.14, 0.24] compared to ACT, with a small effect size, g = -0.33, 95% CI [-1.38, 0.72]. This is one of the first meta-analyses to directly compare ACT and CBT interventions in relation to the academic procrastination of students. Limitations and future recommendations are discussed.

year: 2023

title: One hundred years of Sylvia Ashton-Warner: An introduction.

authors: Middleton, Sue

subjects: Sylvia Ashton-Warner

abstract: A biography of Sylvia Ashton-Warner is presented. She was born on 17 December 1908 in New Zealand. She studied at the Auckland Teachers' Training College and taught in several native schools including Horoera Native School and Pipiriki Native School. Later she started writing, starting with "Teacher," a book about teaching schemes and followed by "Incense to Idols," "Bell Call," and "Greenstone." Also, her travels to various places are mentioned.

text: One hundred years of Sylvia Ashton-Warner: An introduction. A biography of Sylvia Ashton-Warner is presented. She was born on 17 December 1908 in New Zealand. She studied at the Auckland Teachers' Training College and taught in several native schools including Horoera Native School and Pipiriki Native School. Later she started writing, starting with "Teacher," a book about teaching schemes and followed by "Incense to Idols," "Bell Call," and "Greenstone." Also, her travels to various places are mentioned.

year: 2008