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    • Page 10

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    • EFFECTS OF BACKGROUND MUSIC 6 other. The time that the brain is the most capable to learn new items falls between the ages of newborn to early teen. Learning to play an instrument is very beneficial during this time. However, the brain is always...
    • Page 100

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    • PERCEIVED OUTCOMES OF TLIM PROGRAM 93 Figure 31. Percentage of student (n = 34) and teacher/administrator (n = 3) “agree” and “strongly agree” responses compared by question. Comparisons of the student and teacher/administrator results at the level...
    • Page 101

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    • PERCEIVED OUTCOMES OF TLIM PROGRAM 94 social competence and TLIM program, and even less strongly hold a positive view of TLIM program itself. The adults, when taken as a whole, perceived the converse: They viewed the weakest relationship as between...
    • Page 102

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    • 96 Appendix E Self Student Informed Consent Pine View Middle School Student Informed Consent Girls’ Physical Education Dear Girls, I am currently working on an educational project. Please respond to the questions on this perception assessment...
    • Page 107

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    • PERCEIVED OUTCOMES OF TLIM PROGRAM 100 fifth graders vs. third, fourth and fifth graders), the results cannot be directly correlated. Yet, the similarity in results supports the notion that students at this school perceived that they knew TLIM...
    • Page 109

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    • PERCEIVED OUTCOMES OF TLIM PROGRAM 102 they plan to use in their future, all seven habits were ranked relatively high. This was the only student question on which they selected each of the seven habits with relatively equal frequency. This...
    • Page 11

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    • 8 Parental influence. Over 40 years of research has been documented stating that the greatest influence on a student’s choice is his or her family (Engberg & Wolniak, 2010). Horn and Chen (1998) found that general parental involvement increases the...
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    • EFFECTIVE ORGANIZATIONAL COMMUNICATION AFFECTS EMPLOYEE ATTITUDE, HAPPINESS, AND JOB SATISFACTION 7 Chapter 2: Literature Review Bi-directional communication, individual happiness, and attitude have much to do with job satisfaction and the overall...
    • Page 110

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    • PERCEIVED OUTCOMES OF TLIM PROGRAM 103 In contrast to these two studies, this research did discover ambivalent and negative attitudes about the TLIM program among students. While these were minority views in this research, both Klag (2012a) and...
    • Page 112

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    • PERCEIVED OUTCOMES OF TLIM PROGRAM 105 But, “Be Proactive” and “Think Win/Win” were the most frequently selected habits. Interestingly, these habits are about thinking ahead and thinking of the purpose of one’s actions, then taking those actions....
    • Page 113

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    • PERCEIVED OUTCOMES OF TLIM PROGRAM 106 this perception may maintain or increase student investment in the program at the school. Additionally, this perception demonstrated that TLIM program positively affected a mediating variable of academic...
    • Page 114

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    • PERCEIVED OUTCOMES OF TLIM PROGRAM 107 habits. This indicated that students perceived that the Private Victory habits were also useful towards working better in groups, in addition to the Public Victory habits. Covey maintained that the second...
    • Page 115

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    • PERCEIVED OUTCOMES OF TLIM PROGRAM 108 Additionally, students selected the same two Public Victory habits—“Seek First to Understand, Then to Be Understood” and “Think Win/Win”—as they did in question 2, again ranking these two habits higher than...

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