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Academic performance has long been the focus of educational research. There are so many factors that can affect the results of the academic performance of a student. This study focuses on how university students in Hong Kong self-regulate their academic learning. Two factors were investigated for their self-regulation: the use of metacognitive skills and the punctuality for learning. Three hundred and fourteen students from two universities participated in this study by filling out a self-administered questionnaire, which consists of three instruments measuring metacognitive awareness, procrastination, and academic performance. The results show that ‘high metacognitive awareness’ and ‘low procrastination tendency’ are two positive elements for academic learning. For analysis purposes, the data were divided into four categories by using the mean scores of each variable: students with high level of metacognitive awareness and high level of procrastination; students with low level of metacognitive awareness and low level of procrastination; students with high level of metacognitive awareness but low level of procrastination; students with low level of metacognitive awareness but high level of procrastination. The results show that the students without any of these positive elements are significantly lower in G.P.A. than students from the other three groups; however, it is surprising to find that the students who have two positive elements do not get a higher G.P.A. than those who have only one of these positive elements.

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This study is unique in providing an in-depth analysis of the process of learning when linked to an epistemological authority. Applying this to the Christian tradition, and in particular its faith authorities as identified in its textual sources and ecclesiastical representatives, the thesis demonstrates how these affect a) the processes of learning as identified by Jarvis in his developing model (1987, 1995, 2001); b) the process of internalisation as understood through the construction of personal biographies and selves, and through the act of reflection; and c) the form/content relationship as approached through the concept of learning styles and with reference to Belenky et al's Women's Ways of Knowing (1986). The potential for the ideological and authoritative dimensions of Christian faith to affect learning adversely is something already identified by Hull (1991 [1985]). The study therefore builds on this to demonstrate not only how Christians don't learn, but how they do. In response to a research question which hypothesised that the faith of adult Christians influenced the way they learnt, the inductive analysis of twenty-one semi-structured interviews resulted in the compilation of four distinct 'ways of believing', each of which reveals learning characteristics which the thesis argues are specific to their faith context, confirming hence the hypothesis. An original contribution to knowledge is therefore made in two areas: the field of adult learning in furthering understandings of experiential learning and associated processes, and that of Adult Christian Education in providing a unique analysis of Christian learning. In the context of the latter, its results challenge other studies into the 'form' of faith, notably Fowler's Stages of Faith (1981), as well as theories of theological reflection. In that of the former, student-centred theories of learning able to do justice to the process of internalisation are called for. Subsequent areas of research are therefore identified.

This study investigated the reading behaviour of school children following participation in a rhythm-based music intervention. The investigation was inspired by pupils' progress in music lessons after using the rhythm-based music intervention. Little empirical work has been done on metre and learning. This project has focused upon 'temporal regulation' and 'temporal integration' as a possible learning pathway linking the music intervention, as an entrainment activity to reading behaviour. The theoretical framework draws upon multi-disciplinary areas of literature to converge on metre as an organisational feature common to music and language. The methodology of this small scale research project involved three stages. First, three empirical explorations of the music intervention used a mixed experimental design. The randomly selected participants were school children, 8-10 years of age. Secondly, a small, randomly selected sample of school children with below average capability in reading comprehension or reading fluency, took part in a two-treatment experimental design comparing the music intervention and a phonics intervention. The third stage, a trial in two schools, investigated whether the effects of the rhythm-based music intervention were sustained when the music intervention was directed by school staff. Although only small samples were involved, a consistent effect was found in gains in reading comprehension for below average capability readers, following participation in the music intervention. In the two-treatment design, positive effects were found for rate of reading, reading comprehension and phonological discrimination but not for reading accuracy. In the trial in two schools, effects were found for reading comprehension, reading accuracy in both schools and rate of reading in one school suggesting that the music intervention may be suitable for use as part of the music or the literacy programme in schools. Overall the data suggested that the rhythm-based music intervention had a positive effect on children's reading behaviour.

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This dissertation focusses on pupils who do not act according to the expectations of their educators. They are restrained in their becoming actualising persons. On the basis of the description of becoming as a phenomenon, criteria are formulated in order to identify children restrained in their becoming. These children's actualisation is investigated in accordance with the criteria for adequate actualisation. By way of observation, questionnaires and personal interviews it has been empirically established that the restrained child has relational difficulties, especially with parents, and that these difficulties result in inadequate exploration, emancipation, differentiation, distantiation and objectification. One restraint can affect every area of the child's actualisation. Educators may assist the restrained child by ensuring that his basic educational needs are met. But the chief need of the child restrained in his becoming has emerged as the security and protection an adequate father-figure (all be it a teacher) provides. / Educational Studies / M. Ed. (Empirical Education)

Τα κίνητρα αποτελούν σημαντικό στοιχείο στην εκπαιδευτική διαδικασία. Κίνητρο είναι ό, τι ωθεί ή κινεί το άτομο σε δράση. Η παρούσα έρευνα έχει σκοπό να διερευνήσει τις απόψεις παιδιών, εκπαιδευτικών και γονέων για τα κίνητρα μάθησης των παιδιών προσχολικής ηλικίας. Συγκεκριμένα, τα ερωτήματα της έρευνας είναι τα εξής: 1. Σε τι βαθμό τα παιδιά προσχολικής ηλικίας επιλέγουν να εμπλακούν σε μια δραστηριότητα με σκοπό την ικανοποίηση της εκπαιδευτικού; 2. Σε τι βαθμό τα παιδιά προσχολικής ηλικίας επιλέγουν να εμπλακούν σε μια δραστηριότητα με σκοπό την αμοιβή; 3. Σε τι βαθμό τα παιδιά προσχολικής ηλικίας εμπλέκονται σε μια δραστηριότητα με δική τους πρωτοβουλία; 4. Σε τι βαθμό τα παιδιά προσχολικής ηλικίας αναζητούν νέες γνώσεις και μαθησιακές εμπειρίες; 5. Σε τι βαθμό συγκλίνουν οι απόψεις εκπαιδευτικών και γονέων για τα κίνητρα των παιδιών για μάθηση; 6. Υπάρχει συσχέτιση ανάμεσα στις απόψεις γονέων, εκπαιδευτικών και παιδιών; Το δείγμα αποτέλεσαν 45 παιδιά προσχολικής ηλικίας, με τις εκπαιδευτικούς και τους γονείς τους. Χρησιμοποιήθηκε η κλίμακα Children’s achievement rating scale (CARS) που μεταφράστηκε και προσαρμόστηκε στα ελληνικά και δόθηκε σε γονείς και εκπαιδευτικούς. Για τα παιδιά δομήθηκε ένα εργαλείο βασισμένο στην κλίμακα της Harter για εσωτερικά και εξωτερικά κίνητρα. Τα συμπεράσματα της έρευνας μας δείχνουν πως υπάρχουν παιδιά προσχολικής ηλικίας που έχουν εσωτερικά κίνητρα για μάθηση. Δεν απουσιάζουν, ωστόσο, τα εξωτερικά και τα κοινωνικά κίνητρα. Γονείς και εκπαιδευτικοί φαίνεται να μην διαφοροποιούνται στις απαντήσεις τους σχετικά με τα κίνητρα των παιδιών, αλλά οι γονείς αναγνωρίζουν σε μεγαλύτερο βαθμό στη συμπεριφορά των παιδιών τους κίνητρα, απ’ ότι οι εκπαιδευτικοί. Τέλος, οι απόψεις γονέων, εκπαιδευτικών και παιδιών φαίνεται να συγκλίνουν, χωρίς να λείπουν, ωστόσο, μικρές παρεκκλίσεις. / Motivation constitutes an important element in the educational procedure. Motivation is whatever motivates or leads a person to action. Current research investigates children’s, teachers’ and parents’ views about learning motivation of pre-school age children. Particularly, the questions of the research are the following: 1. Do pre-school age children choose to get involved in an activity in order to satisfy the teacher? 2. Do children of pre-school age choose to get involved in an activity with the goal of reward? 3. Do children of pre-school age get involved in an activity with their own initiative? 4. Do children of pre-school age seek for new knowledge and learning experience? 5. Do the teacher’s and parent’s views converge about the motivation of children towards learning? 6. Is there a correlation among the parent’s, teacher’s and children’s views? The sample consisted of 45 children pre-school age with their teachers and parents. The scale Children’s Achievement Rating Scale (CARS) was used which was translated and adjusted in Greek was given to parents and teachers. A tool based on the scale of Harter about intrinsic and extrinsic motivation was structured for the children. The analysis of results shows that there are children of pre-school age who have intrinsic motivation for learning. However, the extrinsic motivation are not absent, as well as the social motivation. Both parents and teachers seems to agree concerning children’s motivation, but parents recognize higher motivation in their children learning behavior than the teachers. Finally, parent’s, teachers’ and children’s views seem to converge, although, there is some divergence.

This dissertation focusses on pupils who do not act according to the expectations of their educators. They are restrained in their becoming actualising persons. On the basis of the description of becoming as a phenomenon, criteria are formulated in order to identify children restrained in their becoming. These children's actualisation is investigated in accordance with the criteria for adequate actualisation. By way of observation, questionnaires and personal interviews it has been empirically established that the restrained child has relational difficulties, especially with parents, and that these difficulties result in inadequate exploration, emancipation, differentiation, distantiation and objectification. One restraint can affect every area of the child's actualisation. Educators may assist the restrained child by ensuring that his basic educational needs are met. But the chief need of the child restrained in his becoming has emerged as the security and protection an adequate father-figure (all be it a teacher) provides. / Educational Studies / M. Ed. (Empirical Education)