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A comparison of the effectiveness of...

Chang, ChaunLin.

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A comparison of the effectiveness of counseling or teaching Taiwanese university students with control theory/reality therapy as the model.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	A comparison of the effectiveness of counseling or teaching Taiwanese university students with control theory/reality therapy as the model./
作者:	Chang, ChaunLin.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 1995,
面頁冊數:	237 p.
附註:	Source: Dissertation Abstracts International, Volume: 56-05, Section: A, page: 1706.
Contained By:	Dissertation Abstracts International56-05A.
標題:	Educational psychology. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9529809

A comparison of the effectiveness of counseling or teaching Taiwanese university students with control theory/reality therapy as the model.
Chang, ChaunLin.

A comparison of the effectiveness of counseling or teaching Taiwanese university students with control theory/reality therapy as the model. - Ann Arbor : ProQuest Dissertations & Theses, 1995 - 237 p.

Source: Dissertation Abstracts International, Volume: 56-05, Section: A, page: 1706.

Thesis (Ed.D.)--Texas Tech University, 1995.

This study concerned itself with the feasibility of considering one particular theory as a model for counseling Taiwanese university and college students. The model presented here was created by William Glasser, MD. and is referred to as Reality Therapy. Control Theory (CT) is the neurological and psychological basis for the counseling process of Reality Therapy (RT).Subjects--Topical Terms:

517650
Educational psychology.

A comparison of the effectiveness of counseling or teaching Taiwanese university students with control theory/reality therapy as the model.
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245 1 2 $a A comparison of the effectiveness of counseling or teaching Taiwanese university students with control theory/reality therapy as the model.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 1995
300 $a 237 p.
500 $a Source: Dissertation Abstracts International, Volume: 56-05, Section: A, page: 1706.
500 $a Chairperson: Arlin Peterson.
502 $a Thesis (Ed.D.)--Texas Tech University, 1995.
520 $a This study concerned itself with the feasibility of considering one particular theory as a model for counseling Taiwanese university and college students. The model presented here was created by William Glasser, MD. and is referred to as Reality Therapy. Control Theory (CT) is the neurological and psychological basis for the counseling process of Reality Therapy (RT).
520 $a The purpose of the present study was to compare the effectiveness of CT/RT as a counseling strategy or teaching method with Taiwanese university and college students. It was hypothesized that there would be no significant differences in self-concept, locus of control, and psychological needs between gender and treatments. The students completed three self-report scales: the Personal Attribute Inventory to measure self concept, Internality-Externality Scale to measure locus of control, and Pete's Pathogram to assess three dimensions of psychological needs.
520 $a A total 217 Taiwanese university students voluntarily participated in the study from fall 1993 to spring 1994 at four university counseling centers at National Tsing-Hua University, National Chiao-Tung University, National Central University, and Chun-Hwa Poly Institution in Taiwan.
520 $a Results of this study showed that either the CT/RT group counseling or the CT teaching program can be effective in altering behaviors and attitudes considered important to the university and college students. The results revealed significant differences between the CT/RT counseling, the CT teaching groups, and the nontreatment group. Both treatment groups demonstrated significantly more responsible behaviors and more effective life control than did the nontreatment group. The CT/RT counseling group practiced the techniques for changing behaviors to a greater degree than did the CT teaching group. The results also indicated the CT/RT sessions seemed to have a greater impact on Taiwanese female students than male students. A descriptive difference was also found in the measurement taken four weeks after the counseling and teaching sessions. The follow-up test scores were higher than the posttest scores.
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