Doctor of Philosophy / School of Family Studies and Human Services / Bronwyn S. Fees / Character development is core in building a moral society and in the development of an individual (Lickona, 1996; Park, 2009). Building character is a continual developmental process across the lifespan and is subject to a myriad of influences. Character is often defined as the respect an individual has for the rules of the community and cultural surroundings (Lerner, 2007; Lerner et al., 2006; Phelps et al., 2009; Roth & Brooks-Gunn, 2003; Snyder & Flay, 2012). Lickona’s theory of character (1999) distinguishes character development as a continual work in progress, and the morality of an individual contributes “to the cognitive element of character” (2001, p. 246). Additionally, Bronfenbrenner’s (1986; Bronfenbrenner & Morris, 1998) bioecological model more specifically identifies the potential relationships within the microsystem as well as between the elements of the microsystem and youth that affect character. The purpose of this study was first, to examine the predictive nature of specific elements of the microsystem including peer relationships, parental involvement, and adult mentors on the development of character during adolescence and, secondly, to examine the change in variance explained by these specific elements on the development of character over time during the high school years. Data to address these questions were drawn from Lerner and colleagues’ (2005) 4-H Study of Positive Youth Development. Results of hierarchical multiple regression analyses reveal parental involvement to be significant in predicting youth’s self-assessed character during their senior year, and each year between the freshman and senior years. The effects of peer relationships are significant only during the freshmen, sophomore, and senior years. Adult mentors reach positive significance only during the freshman year. When control variables are added, adult mentors are negatively significant during the junior and senior years. Results suggest parent’ involvement in predicting character is more enduring than peer relationships, which is consistent with previous research (Lickona, 2001; Park, 2004). With adult mentors reaching significance for only one year and with the other two years being negatively significant, the results of this study contradict what other research suggests as adult mentors’ integral role in youth development, particularly with frequent engagement in extracurricular activities wherein youth interact with adult advisors. Additional research is needed to understand specifically the role of adult mentors in character development, as well as other developmental areas of high school adolescents.

Submitted by IVAN WALLAN TERTULIANO null (ivanwallan@gmail.com) on 2016-12-12T13:25:34Z No. of bitstreams: 1 TERTULIANO_IVAN_TESE_VERSAO_FINAL_2016_EXPATRIACAO_DE_VOLEIBOLISTAS.pdf: 2878359 bytes, checksum: 84707042bfac0547d15538cf3bc6b1a3 (MD5) / Approved for entry into archive by Felipe Augusto Arakaki (arakaki@reitoria.unesp.br) on 2016-12-15T14:56:47Z (GMT) No. of bitstreams: 1 tertuliano_iw_dr_rcla.pdf: 2878359 bytes, checksum: 84707042bfac0547d15538cf3bc6b1a3 (MD5) / Made available in DSpace on 2016-12-15T14:56:47Z (GMT). No. of bitstreams: 1 tertuliano_iw_dr_rcla.pdf: 2878359 bytes, checksum: 84707042bfac0547d15538cf3bc6b1a3 (MD5) Previous issue date: 2016-11-29 / Expatriação é um fenômeno que cresce a cada ano, muito influenciada pelas dinâmicas econômicas ou pela busca de novos objetivos de carreira. No esporte, essa dinâmica tem o objetivo de levar o atleta a melhorias de vida ou de carreira. Sendo assim, o objetivo deste trabalho foi identificar os fatores que levam o jogador de Voleibol à mudança de equipe e país e sua adaptação ao processo de expatriação. Para isso, participaram do estudo 68 pessoas (48 atletas e 20 exatletas), sendo 43 homens e 25 mulheres, com idade média de 27 anos. Os participantes foram divididos em 2 grupos de investigação: G1 (Atletas Internacionais) e G2 (Atletas Nacionais). O grupo G1 foi composto por 30 participantes (19 homens e 11 mulheres) e o grupo G2 por 38 participantes (24 homens e 14 mulheres). Para este estudo foi desenvolvido um instrumento, em formato de questionário, dividido em 2 partes: a primeira parte procurou compreender as características gerais, de ordem socioeconômica e de dinâmicas da expatriação; a segunda parte procurou compreender a adaptação do participante ao processo de expatriação. O instrumento constou de questões estruturadas, as quais poderiam ter respostas abertas ou fechadas. Por se tratar de 2 grupos experimentais, o instrumento foi elaborado com questões que eram similares aos 2 grupos, mais questões exclusivas para cada grupo. O estudo envolveu a aplicação do instrumento via internet, por meio do Google Formulários. A análise dos resultados foi conduzida via análise descritiva e análise inferencial, tanto entre grupos quanto intragrupo. Além disso, para análise intragrupo utilizou-se: Anova one-way com medidas repetidas no último fator, Teste t pareado e teste de Correlação de Pearson ou Spearman. Para análise entre grupos, utilizou-se: Teste t para amostras independentes. Os resultados apresentaram que os atletas tiveram boa capacidade de adaptação ao novo contexto, seja ele ao clube ou à nova cidade (para os dois grupos), não apresentando diferenças significantes entre os grupos. Além disso, os resultados foram explicados por meio da Teoria Bioecológica, demonstrando que o processo de adaptação contribuiu com o desenvolvimento dos atletas, principalmente com a disponibilidade de recursos frente às adversidades que os atletas encontraram durante a expatriação. Pode-se concluir que a teoria Bioecológica apresenta constructo coerente e robusto, pois foi utilizada na explicação dos resultados, que a família é importante no processo de expatriação, já que a saudade da família foi determinante para o retorno do atleta ao Brasil e que existe a necessidade da elaboração de estratégias de treinamento para o processo de expatriação, assumindo a ambientação do atleta ao novo clube, a nova cidade, ao novo país e o envolvimento na família nesse processo. / Expatriation is a phenomenon that grows every year, greatly influenced by economic dynamics or the pursuit of new career goals. In sport, this dynamic has the goal of leading the athlete to life or career improvements. Therefore, the study aimed to identify the factors that lead volleyball players to change team and country and their adaptation on expatriation process. For this, 68 people had participated in the study which are 48 players and 20 former athletes, 43 men and 25 women, with an average age of 27 years. Participants were divided into two research groups: G1 (International Athletes) and G2 (National Athletes). G1 group was composed by 30 participants (19 men and 11 women) and G2 group had 38 participants (24 men and 14 women). For this research, it was developed a questionnaire-format tool, which was divided into two parts: the first part sought to understand the general socioeconomic characteristics and dynamics of expatriation; the second part focused on the adaptation of the participant to the expatriation process. The instrument consisted of structured questions with either open-ended or closed-ended answers. Since there were two experimental groups, the instrument was prepared with similar questions for both groups, and also unique topics for each one. The study involved the application of the instrument which was done by internet, through Google Forms. The analysis was conducted through descriptive and inferential analysis both of them between groups and intra-group. In addition, to intra-group analysis was used: one-way Anova with repeated measures on the last factor, paired to test and Pearson or Spearman correlation test. In the analysis between groups a test for independent samples were used. The results showed that athletes had good ability to adapt to the new context, either the new club or city (for both groups), which showed no significant differences between groups. Moreover, the results were explained through the Bioecological theory, demonstrating that the adaptation process contributed to the development of the athletes, especially with the availability of resources against the adversities that the athletes encountered during the expatriation. It can be concluded that the Bioecological theory presents a coherent and robust construct, since it was used in the explanation of the results, that the family is important in the process of expatriation, since the homesickness of the family was determinant for the return of the athlete to Brazil and that exists The need to elaborate training strategies for the expatriation process, assuming the athlete's environment to the new club, new city, new country and the involvement of the family in this process.

This study examined the developmental value of Japanese student intercultural interaction during short-term study abroad in the United States. It utilized a modified version of the Study Abroad Social Interaction Questionnaire for data collection and an approach to analysis framed by Bronfenbrenner and his colleagues’ bioecological theory of human development. Past research framed by the bioecological theory has identified sojourner personal characteristics as the most significant factors influencing the amount and quality of intercultural interaction that students experience during study abroad; this study, which included participants of two different programs, found characteristics of context and time to be equally if not more significant. Implications are presented as practical recommendations for programs, participants, policymakers, and other stakeholders in intercultural development during study abroad.

Humans are relational beings, as they are constantly in interaction with others and with their environment. In schools, learners spend at least nine years of their lives in formal schooling, and the relationships they have with their teachers are bound to have an impact on their self-configuration. According to the Field theory, the Bioecological theory and the Dialogical theory of self, which were used as theoretical frameworks for this study, individuals’ self-configuration is impacted by their environment, experiences and interactions with others. The focus of this study was on Grade 7 learners’ self-configuration experiences within the teacher-learner relationship. Grade 7 learners are at the beginning of the adolescent phase, which is characterised by many changes, transitions, challenges and uncertainties. One of these transitions is the forthcoming transition from primary school to high school and a healthy self-configuration could assist learners to adapt to these changes in a positive manner. The research was qualitative in nature and made use of the case study method. This allowed the researcher to use data gathering approaches through which the subjective experiences of the participants could be explored. Twelve participants volunteered to take part in this study, and data was gathered by means of individual interviews as well as group discussions. All interviews and group discussions were voice and video recorded, where after they were transcribed and analysed by means of thematic analysis. The analysis allowed for data to be organised into meaningful themes. It was found that learners’ experiences of relationships with teachers are both positive and negative. Self-regulation in learners takes place through encouragement and disapproval from teachers, as well as through lessons learnt from teachers and from past experiences. Further studies around self-configuration and teacher-learner relationships are recommended, in order to make teachers more aware of the importance of the teacher-learner relationship, and also to determine what the obstacles are in developing supportive and caring teacher-learner relationships. By highlighting the importance, and by determining the obstacles, more meaningful teacher-learner relationships could be encouraged and developed in order to enhance learners’ self-configuration experiences. / MA (Psychology), North-West University, Potchefstroom Campus, 2015

Humans are relational beings, as they are constantly in interaction with others and with their environment. In schools, learners spend at least nine years of their lives in formal schooling, and the relationships they have with their teachers are bound to have an impact on their self-configuration. According to the Field theory, the Bioecological theory and the Dialogical theory of self, which were used as theoretical frameworks for this study, individuals’ self-configuration is impacted by their environment, experiences and interactions with others. The focus of this study was on Grade 7 learners’ self-configuration experiences within the teacher-learner relationship. Grade 7 learners are at the beginning of the adolescent phase, which is characterised by many changes, transitions, challenges and uncertainties. One of these transitions is the forthcoming transition from primary school to high school and a healthy self-configuration could assist learners to adapt to these changes in a positive manner. The research was qualitative in nature and made use of the case study method. This allowed the researcher to use data gathering approaches through which the subjective experiences of the participants could be explored. Twelve participants volunteered to take part in this study, and data was gathered by means of individual interviews as well as group discussions. All interviews and group discussions were voice and video recorded, where after they were transcribed and analysed by means of thematic analysis. The analysis allowed for data to be organised into meaningful themes. It was found that learners’ experiences of relationships with teachers are both positive and negative. Self-regulation in learners takes place through encouragement and disapproval from teachers, as well as through lessons learnt from teachers and from past experiences. Further studies around self-configuration and teacher-learner relationships are recommended, in order to make teachers more aware of the importance of the teacher-learner relationship, and also to determine what the obstacles are in developing supportive and caring teacher-learner relationships. By highlighting the importance, and by determining the obstacles, more meaningful teacher-learner relationships could be encouraged and developed in order to enhance learners’ self-configuration experiences. / MA (Psychology), North-West University, Potchefstroom Campus, 2015

Title: Preschool – a social language environment and an arena for emergent literacy processes. Author: Martina Norling By focusing on preschool, as an arena for emergent literacy and language learning processes, this thesis put the lens on preschool staff´s approaches and strategies in the social language environment in Swedish preschools. Taking its point of departure in real preschool settings, the overall purpose of this thesis is to develop a greater understanding of this social language environment, with particular emphasis on the quality dimensions of strategies, such as the preschool staff´s sensitivity and approaches in the preschool environment. Two didactic issues are of special importance to the thesis: preschool staff´s descriptions of what kind of strategies and approaches they use in the social language environment as well as how preschool staff support children’s language learning processes in literacy-related activities. The thesis consists of four articles aimed at capturing, variations of dimensions of preschool staff strategies as well as approaches that contribute to highlighting essential strategies for supporting children in the social language environment. The theoretical framework in this thesis consists of social constructivism (Vygotsky, 1997) and bioecological theory (Bronfenbrenner, 2005). The four empirical studies in this thesis have made possible a mixed method design. The data production consists of questionnaires with questions regarding background information of the participants, observation instruments (scoring the quality of the social language environment), focus group interviews, video observations as well as a systematic literature review. In this thesis, three dimensions of preschool staff strategies in social language environment emerged: play strategies, emotional strategies and communicative strategies. The social language environment in Swedish preschool can be described in terms of those three strategy dimensions and continuous interplay processes among children, peers and preschool staff, over time. The quality dimensions of strategies focus, on preschool staff efforts and children’s prerequisites of learning processes, rather than focusing on children’s individual performance. Keywords: Preschool, social constructivism, bioecological theory, preschool staff, emergent literacy, social language environment, language learning processes

The United States has one of the highest teen pregnancy rates among developed countries and ranks third overall in rates of teen pregnancy out of thirty countries in the Organization for Economic Cooperative Development, OECD (UNICEF, 2007). However, as a country we are spending an enormous amount of money on teen pregnancy prevention programs. For example, the Office of Adolescent Health has implemented grant funding opportunities for teen pregnancy prevention programs and provides approximately $105 million to states to design these programs. These programs include personal responsibility education and abstinence only education (http://www.hhs.gov/ash/oah/oah-initiatives/tpp). If we are spending this much on these programs, why do we still have one of the highest teen pregnancy rates among developed countries? Based on what we have learned from current prevention efforts, the goal of this dissertation is two-fold, to introduce alternative theoretical approaches for prevention design and test determinants and protective factors of sexual risk-taking in adolescence. To obtain these goals, this dissertation was written using the three paper option that contains a theoretical paper and two empirical papers that test hypotheses of determinants of sexual risk-taking in adolescence and possible factors that protect youth from engaging in sexual risk-taking, such as school-wide communication and sexual education. The theoretical paper introduces alternative theoretical approaches to not only target individual behavior that may be risky, but also target the contextual constraints in which teens are operating. The empirical papers analyze possible determinants and protective factors for sexual risk-taking in youth.

Previous research suggests that parents can benefit from youth participation in after-school programs. However, little research has explored parent involvement in after-school programs as an important program characteristic leading to youth development. Bioecological Systems Theory suggests that individuals are influenced by the interactions of others within their environment. Building from this theory, it was posited that parent benefits resulting from involvement in after-school programs can facilitate positive youth development. Surveys were completed by 117 parents whose daughters participated in the Cool Girls, Inc. after-school program, a program serving primarily low-income, African American, urban youth. Using Exploratory Factor Analysis, a three factor structure of parent benefits was identified. Parent benefits include increased (1) parent-child communication, (2) parent social capital, and (3) parent-school involvement. A fourth parent benefit of help for working parents was identified in subsequent analyses using a smaller sample of only working parents (n = 86). Hierarchical regression analyses indicated that more parent after-school program involvement was associated with increases in each of the four parent benefits. As predicted, each of the four parent benefits mediated the association between parent involvement in after-school programs and parent reported changes in positive youth development outcomes due to participation in Cool Girls, Inc. These results suggest the importance of further research into ways parents benefit from their child’s participation in after-school programs and how those benefits can influence youth developmental trajectories. These findings also demonstrate the importance of involving parents in after-school programs.

[pt] O estudo teve como objetivo investigar à luz da Teoria Bioecológica do Desenvolvimento Humano que fatores impactaram de forma positiva o desenvolvimento de estudantes universitários diagnosticados com TDAH, que os fizeram alcançar e cursar o ensino superior. Participaram da pesquisa 10 estudantes de graduação de uma universidade privada do Rio de Janeiro. Os dados foram produzidos por meio de entrevista semiestruturada no contexto da própria universidade. As análises foram realizadas com uma abordagem qualitativa de análise de conteúdo. As categorias e subcategorias foram construídas a partir do que emergiu dos dados das entrevistas, considerando-se o modelo PPCT (Processo, Pessoa, Contexto, Tempo), característico das pesquisas aportadas no modelo Bioecológico. Os dados apontaram para um conjunto de fatores que impactaram positivamente a trajetória acadêmica desse grupo de estudantes, seja para a chegada à universidade, seja para lá permanecer, seja para ambos. Durante todo o ensino básico, os fatores foram: (a) um ambiente escolar atraente, acolhedor e incentivador; (b) uma sala de aula organizada, com poucos alunos, apresentando a possibilidade de diálogo entre os pares e professores; (c) mediação da aprendizagem com: os professores contratados pelos pais para reforço escolar, os familiares, os colegas de sala de aula e, os professores da escola durante a recuperação e; (d) as inciativas parentais que ajudaram a direcionar o percurso acadêmico. No ensino superior os fatores ressaltados pelos estudantes foram: (a) o tempo estendido para realização das avaliações e; (b) o suporte pedagógico, psicológico e psicopedagógico oferecido pela instituição de ensino. E durante toda a trajetória acadêmica, ou seja, da educação infantil até o ensino superior fatores como: (a) diagnóstico, (b) tratamento medicamentoso e/ou psicoterapêutico; (c) estratégias metacognitivas; (d) características do professor como ser atencioso e explicar devagar e de várias formas; (e) características pessoais; (f) identificação com o professor; (g) suporte afetivo familiar e escolar e; (h) socialização, foram os elementos que, segundo eles, trouxeram benefícios para suas trajetórias. Os resultados nos permitiram inferir que no contexto dessas trajetórias não existe um protocolo a ser seguido para que haja sucesso acadêmico de estudantes diagnosticados com TDAH. Conclui-se, entretanto que, os entrevistados deram indicações simples, porém relevantes sobre alguns aspectos que, se colocados em prática, podem contribuir grandemente para o desenvolvimento acadêmico de todos os discentes; não importando se têm algum diagnóstico ou não. Porém, entende-se que se existir por parte da família, da escola e da sociedade, atitudes que busquem destacar e fortalecer as características e habilidades particulares desses estudantes reduzindo a força da patologização, os resultados poderão ser melhores. Que para além dos estereótipos macrossistêmicos da sociedade contemporânea, que enfatizam deficiências e prejuízos, assim como um discurso determinista de fracasso acadêmico de estudantes diagnosticados com TDAH, que haja um olhar direcionado para o que eles pensam, o que conseguem realizar e o modo como aprendem. Por fim, recomenda-se a reflexão sobre o desenvolvimento de metodologias de ensino e aprendizagem que possam ser aplicadas na escola e fora do espaço escolar, de maneira que essa relação ocorra de maneira mais fluida e que abarque as diversas modalidades de aprendizagem, independente de diagnósticos. / [en] The objective of this study was to investigate, from the perspective of Bronfenbrenner s Bioecological Model of Human Development the factors that impact the development of university students diagnosed with ADHD so that they achieve success in admission to an undergraduate school. A total of 10 undergraduate students from a private university in Brazil took part in the study. Data were collected through a semi-structured interview carried out at the University. The analyses used the qualitative approach of content analysis. The categories and subcategories were built based on PPCT (Process, Person, Context, Time) which is a part of Bronfenbrenner s model. The results pointed to a positive trajectory for these students, be it for getting admitted into college, for remaining there, or for both. When looking at their basic and high school educational trajectory, we found that the presence of a few factors stood out in the data, such as (a) an attractive school that is welcoming and encouraging; (b) a structured classroom, with few students, which allows for ample interchange among students and between them and their teachers; (c) the mediation of learning by teachers hired by the parents as teaching aids, by family members, classroom mates and school teachers and; (d) parents initiatives in helping them gear their academic development towards a successful one. As for their college history the influencing factors encountered where: (a) extra time for tests and; (b) pedagogical, psychological, and academic support. When looking at their academic trajectory as a whole, that is, from early childhood education up to college, the factors to which students attributed their success were: (a) having had or not a diagnosis; (b) medicinal and/or psychotherapy treatment; (c) metacognitive strategies; (d) teachers characteristics – thoughtful and caring in explaining concepts slowly and using different methods; (e) personal characteristics; (f) identifying themselves with the teacher/professor; (g) family and school support and; (h) socialization.The results lead us to infer that in the context of these students academic history, there is no set protocol that can be followed that will ensure academic success. We saw that students gave us pointers which nonetheless were relevant, if considered as a practice that can greatly contribute to their development, whether or not they have been diagnosed. However, it is our understanding that if there are attitudes and actions from the part of the family, the school and society that highlight and strengthen the individual characteristics and abilities of such students, thus reducing the power of pathologizing, we should see a better outcome. We also understand that, beyond the macrosystemic stereotypes from today s society which emphasize deficiencies and impairments, as well as a deterministic discourse of school failure for students diagnosed with ADHD, one should focus instead on how those students think, what they can actually accomplish and how they learn. Finally, we recommend that more resources be allocated to the development of learning and teaching methods that can be applied in school, as well as in other contexts, so that the process can be smoother, including different modalities of learning, whether or not there is a diagnosis for the student.

Esta dissertação teve como objetivos conhecer a opinião de crianças angolanas a respeito de suas escolas, investigar como é a escola dos seus sonhos e averiguar como os direitos da criança estão sendo acolhidos nessas instituições. Para tanto foi realizado um estudo que englobou o sistema de ensino público primário do país, representado por 15 escolas localizadas em cinco províncias angolanas. As crianças participaram de entrevistas em grupo e o método utilizado foi a inserção ecológica. A análise dos dados foi realizada com base na Teoria Bioecológica do Desenvolvimento Humano e os resultados indicaram que as interações de crianças, professores, diretores e escolas são caracterizadas por desequilíbrio de poder e autoritarismo e, por isso, carecem de reciprocidade. A escola dos sonhos das crianças é um local com condições mínimas de infraestrutura, no qual se sentem acolhidas e respeitadas. A promoção e o respeito aos direitos da criança ainda são incipientes em Angola de maneira geral e nas escolas em particular. / This dissertation aimed to know the opinion of Angolan children with respect to their schools, investigate how the school of their dreams is and to verify how children’s rights are received in those institutions. This study encompassed Angola’s public primary education system, represented by 15 schools located in five Angolan provinces. The children participated in group interviews and the method used during data collection was the ecological engagement. Data analysis was done through the Bioecological Theory of Human Development and the results indicate that the interaction among children, teachers, directors and schools are characterized by the imbalance of power and authoritarianism, reason why the relationship lacks reciprocity. Children’s dream school is a place with minimal infrastructure where they feel welcomed and respected. In general, the promotion and respect to children’s rights are still incipient in Angola, especially in schools.