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Durham e-Theses
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Aspects of motivation, self-concept and coping strategies in boys in Australian independent schools: a contextual comparison

Cook, Bruce Alexander (2001) Aspects of motivation, self-concept and coping strategies in boys in Australian independent schools: a contextual comparison. Doctoral thesis, Durham University.



This thesis records an empirical study into psychological aspects reported by early adolescent and mid-adolescent boys. The research described in this thesis considered three different psychological characteristics, namely motivation, self-concept, and coping strategies, in 13-15 years old boys in Australian independent schools. These characteristics were considered within the context of two different school types, co-educational or single-sex boys. A total of 330 boys were tested, with samples from two year groups (Year 8 and Year 10) in each of two co-educational schools and two single-sex boys' schools. The four schools surveyed were located in large urban areas in two Australian states, and they were non-Catholic Christian day and boarding schools taking enrolments from pre-Grade 1 (four and a half years old) to the final year of secondary education. Year 12 (seventeen years old).The psychological tests used were the School Motivation Analysis Test (motivation), the Self- Description Questionnaire-ll (self-concept), and the Adolescent Coping Scale (coping strategies). Additionally, a demographic questionnaire obtained details of family background, socioeconomic status of children in the school, ethnic origin, occupation of parents, number of years spent in co-educational schools and single-sex schools, number of brothers, number of sisters, whether a day boy or a boarder, and date of birth. Statistically significant differences were found between the two groups in each of the three psychological characteristics studied; multiple regression analysis showed that these differences were indicated by school type more frequently than any other independent variable. Finally, suggestions for future work in this area are made.

Item Type:Thesis (Doctoral)
Award:Doctor of Education
Thesis Date:2001
Copyright:Copyright of this thesis is held by the author
Deposited On:01 Aug 2012 11:41

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