The role of relational interdependent self-construal in group-based learning tasks

Date of Publication

2008

Document Type

Bachelor's Thesis

Degree Name

Bachelor of Science in Educational Psychology

College

Br. Andrew Gonzalez FSC College of Education

Department/Unit

Counseling and Educational Psychology

Thesis Adviser

Maria Guadalupe C. Salanga

Defense Panel Chair

Nancy Rayos

Defense Panel Member

Jose Alberto S. Reyes

Abstract/Summary

We examined the role of relational interdependent self-construal in the context of group-based tasks. We made use of qualitative and quantitative data-gathering and analyses. The first segment of the research is for the identification of coping approaches that was used in the development of a coping approaches questionnaire for the subsequent parts of the study. The second part examined the relationship between relational self-construal and coping approaches. Findings suggest that students used varying coping approaches when confronted with different emotional expressions of the friends they work with. In addition, no statistically significant relation between relational self-construal and coping approaches was observed in the study.

Abstract Format

html

Language

English

Format

Print

Accession Number

TU15101

Shelf Location

Archives, The Learning Commons, 12F, Henry Sy Sr. Hall

Physical Description

ix, 66 leaves ; 28 cm.

Keywords

Adjustment (Psychology); Interpersonal relations

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