Age differences in the effects of informative feedback on continuous recognition learning
| dc.contributor.author | de Bosch Kemper, William Peter | |
| dc.contributor.supervisor | Spellacy, Frank Jared | |
| dc.date.accessioned | 2025-07-04T19:19:29Z | |
| dc.date.available | 2025-07-04T19:19:29Z | |
| dc.date.issued | 1979 | |
| dc.degree.department | Department of Psychology | |
| dc.description.abstract | Developmental psychology long established that some adolescents are at greater risk for negative developmental outcomes such as psychopathology and/or problem behaviors. The largely quantitative body of research identified risk and protective factors which may moderate and/or mediate adolescent development. The characteristics and nature of adolescent relationships may increase risk or protection based in part, on the perceptions the adolescent holds towards these relationships. This study was a qualitative exploration of six resilient adolescent females' relationships. Open interview technique was used to explore the participants' perceptions and possible attributed meaning to self, parental, peer, romantic, school and community relationships. Thematic analysis revealed themes related to self and parental relationships were most meaningful. Results are discussed as they related to the participant's development especially areas such as self-awareness, identity development, moral development and stress/coping. Parental themes centered on parenting style, attachment and reciprocal socialization. Implications and suggestions for future research are offered. | |
| dc.description.scholarlevel | Graduate | |
| dc.identifier.uri | https://hdl.handle.net/1828/22464 | |
| dc.language.iso | en | |
| dc.rights | Available to the World Wide Web | |
| dc.title | Age differences in the effects of informative feedback on continuous recognition learning | |
| dc.type | Thesis |