Show simple item record

dc.contributor.authorBurgess, Sherri T.en_US
dc.date.accessioned2009-05-21T13:25:21Z
dc.date.available2009-05-21T13:25:21Z
dc.date.issued1999-05-21T13:25:21Z
dc.identifier.urihttp://hdl.handle.net/10464/1290
dc.description.abstractThe present study was a phenomenological investigation of adolescent constructs of stress and academic achievement. The study utilised a modified version of George Kelly's Repertory Grid Technique to provide direct insight into adolescent stress and academic achievement. The premise of the study was that only students who exhibited extreme cases of stress and academic achievement levels would be examined. The investigation identified and examined the adolescents who exhibited these extremes and explored the underlying constructs that defined these differences. It was expected that if adolescents were able to identify the stressors in their lives, how these stressors affect their lives, and how these stressors affect their academic performance, then suggestions could be made to help students to better cope with stress and to improve their academic achievement level. Further, based on the results of the study, the pedagogical implications for classroom research are provided. Phenomenological inquiries, using modified, and less complex versions of the repertory grid, can be conducted pre-, mid-, and postacademic terms, to determine and to monitor the stressors and the academic performance of the students in a classroom. Specific assessments for individual students will help teachers to better exercise their knowledge and understanding of the realm of teaching and learning strategies (e.g., Gardiner's Multiple Intelligences) that exist.en_US
dc.language.isoengen_US
dc.publisherBrock Universityen_US
dc.subjectStress in adolescence.en_US
dc.subjectAcademic achievement.en_US
dc.titleAn investigation of adolescent constructs of stress and academic achievement /en_US
dc.typeElectronic Thesis or Dissertationen_US
dc.degree.nameMaster of Educationen_US
dc.degree.levelMastersen_US
dc.contributor.departmentDepartment of Graduate and Undergraduate Studies in Educationen_US
dc.degree.disciplineFaculty of Educationen_US
refterms.dateFOA2021-07-30T02:08:41Z


Files in this item

Thumbnail
Name:
Brock_Burgess_Sherri_1999.pdf
Size:
13.22Mb
Format:
PDF

This item appears in the following Collection(s)

Show simple item record