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This study investigated the effects of grade level and gender on elementary school students&rsquo / motivation towards science learning. This study was carried out during 2007-2008 fall semester at 12 public elementary schools in Yenimahalle districts of Ankara. A total of 2231 students (1121 boys, 1093 girls, 17 did not report their gender) participated in the study. In terms of grade level, 1164 were enrolled in 6th grade level and 1055 in 8th grade (12 did not report their grade level). Data were collected through Students&rsquo / Motivation Towards Science Learning Questionnaire (SMTSL). Two-way Multivariate Analysis of Variance (MANOVA) was conducted in order to identify the effects of grade level and gender on six dimensions of motivation (i.e. self efficacy, active learning strategies, learning environment stimulation, science learning value, achievement goal and performance goal) towards science learning. Two-way MANOVA results showed that grade level and gender had a significant effect on the collective dependent variables. Follow-up univariate analysis indicated that there was a significant difference between 6th and 8th grade students&rsquo / motivation towards science learning regarding mean scores on each motivational variable. In addition, mean scores on each motivational variable, except leaning environment stimulation, were significantly different for boys and girls, in favors of girls. Result demonstrated that students&rsquo / motivation towards science learning declined as the grade level increased and girls had a higher motivation towards science learning than boys.

Made available in DSpace on 2016-06-02T19:46:02Z (GMT). No. of bitstreams: 1 2293.pdf: 443321 bytes, checksum: 6552e24437d5b9c98ebe9a739ed3e796 (MD5) Previous issue date: 2009-02-17 / Financiadora de Estudos e Projetos / The study evaluates the motivation of students from elementary school on the basis of the achievement goals adopted and the classroom goal structure from the students perceptions and teachers descriptions of educational practices. The participants were 106 students from seventh and eighth grade (brazilian educational system), a Spanish Language, an Arts and a Health and Life Quality teachers. The students personal goals were evaluated by the Scale of Evaluation of the Motivation to Learning. The educational practices were described from the Scale of the Classroom Goal Structure filled by the students and from the answers provided by the teachers in an interview. The percentages of the students from the classes 1, 2, 3 and 4, who adopted adaptive patterns of achievement goal were, respectively, 19,2%, 36,0%, 29,4% e 20,0%; the percentages of students who adopted non-adaptive patterns were 46,2%, 44,0%, 52,9% e 45,0%. The students from Class 1 agreed partially that the tasks given by the teachers were motivating and the evaluation by the domain; students from other classes partially disagreed. The teachers described the use of diversified activities and the evaluation based on different procedures. It is concluded that the educational practices, even if they present some positive aspects, do not have the basic characteristics of the practices associated with the promotion of motivation to learn. It is discussed the contributions of the Achievement Goal Theory for the understanding of the motivation at school. / O estudo avalia a motivação de alunos do Ensino Fundamental com base nas metas de realização adotadas e a estrutura de metas de sala de aula a partir das percepções dos alunos e de descrições dos professores sobre as práticas educativas. Os participantes foram 106 alunos de 7ª e 8ª séries e três professores de Espanhol, Artes e Saúde e Qualidade de Vida. As metas pessoais dos alunos foram avaliadas pela Escala de Avaliação da Motivação para Aprendizagem. As práticas educativas foram descritas a partir da Escala de Estrutura de Meta de Sala de Aula preenchida pelos alunos e das respostas fornecidas pelos professores em uma entrevista. As percentagens de alunos das turmas 1, 2, 3 e 4 que adotaram padrões adaptativos de metas de realização foram respectivamente 19,2%, 36%, 29,4% e 20%; as percentagens de alunos que adotaram padrões não adaptativos foram 46,2%, 44%, 52,9% e 45%. Os alunos da Turma 1 concordaram parcialmente que as tarefas dadas pelos professores eram motivantes e a avaliação pelo domínio; os alunos das demais turmas discordaram parcialmente. Os professores descreveram uso de atividades diversificadas e avaliação baseada em diferentes procedimentos. Conclui-se que as práticas educativas ainda que apresentem alguns aspectos positivos, não contemplam as características básicas das práticas associadas à promoção da motivação para aprender. Discutem-se as contribuições da Teoria de Metas de Realização para entendimento da motivação na escola.

Pour permettre de mieux comprendre la problématique du désengagement des adolescents en éducation physique et aussi à l’endroit de l’activité physique en général, la présente étude avait pour objectif d’examiner les liens entre, d’une part, le climat motivationnel en classe d’éducation physique (maîtrise et performance) et les besoins psychologiques des élèves des deux sexes (compétence, autonomie et appartenance) et, d’autre part, les buts d’accomplissement (maîtrise, performance-approche et performance-évitement) poursuivis en éducation physique. Elle visait aussi à examiner l’impact des buts d’accomplissement sur les attitudes et habitudes des adolescents à l’endroit de l’activité physique en général. Pour atteindre ces objectifs, 909 élèves (âge moyen = 13,87[0,94]) ont rempli des questionnaires à items auto-révélés à trois reprises pendant l’année scolaire. Des modèles d’équations structurelles (AMOS 22), des analyses d’invariance ainsi que l’approche sans contrainte ont servi à analyser les données. Les résultats indiquent que les buts d’accomplissement des élèves varient en fonction du climat motivationnel perçu et que le sentiment de compétence entretient une relation positive avec les trois buts d’accomplissement. Ces relations étaient invariantes selon le sexe des élèves. Par ailleurs, une seule interaction climat-besoin s’est avérée significative : l’interaction entre le climat de maîtrise et le sentiment d’autonomie prédit négativement l’adoption de buts de performance-évitement. Cela signifie que la perception d’un climat de maîtrise réduit l’adoption de buts de performance-évitement par les élèves, mais seulement lorsque ceux-ci affichent un fort sentiment d’autonomie. Finalement, l’adoption de buts de maîtrise et de buts de performance-approche en éducation physique exerce une influence positive sur les attitudes des élèves qui, à leur tour, influencent leurs habitudes en activité physique. Seule l’adoption de buts de performance-approche entretient une relation positive directe avec les habitudes des élèves. En conclusion, l’enseignant d’éducation physique peut agir sur la motivation et l’engagement des élèves en classe, mais aussi à l’extérieur des cours, en instaurant un climat motivationnel de maîtrise et en aidant les élèves à satisfaire leur besoin de compétence. / To better understand the issue of teenagers’ lack of motivation in physical education and towards physical activity in general, this study proposes to verify the relationships between, on one hand, the motivational climate (mastery and performance) and the basic psychological needs (competence, autonomy and relatedness) of students of both gender and, on the other hand, the achievement goals (mastery, performance-approach and performance-avoidance) they pursue in physical education. This research project also investigates the influence of achievement goals on the teenagers’ attitudes and habits towards physical activity in general. To meet these objectives, 909 students (age mean = 13,87[0,94]) filled self-reported questionnaires on three occasions during the school year. Structural equation models (AMOS 22), invariance analyses and the unconstrained approach were used to analyse the data. Results show that students’ achievement goals vary in accordance to the perception of the motivational climate and that the perceived competence has a positive relationship with the three types of achievement goals. Those relationships were invariant across groups (boys and girls). Furthermore, only one climate/need interaction was significant: the interaction between mastery motivational climate and perceived autonomy negatively predicts the adoption of performance-avoidance goals. This means that perceiving a mastery motivational climate reduces the adoption of performance-avoidance goals but only for students with high feelings of autonomy. Finally, pursuing mastery and performance-approach goals in physical education has a positive impact on students’ attitudes which, in turn, affect their habits in physical activity. Only the adoption of performance-approach goals has a direct positive relation with students’ habits in physical activity in general. In conclusion, physical education teachers can have a positive influence on students’ motivation and engagement during physical education classes—¬but also outside that environment—by promoting a mastery motivational climate and by satisfying their students’ competence need.

Grounded in self-determination theory and achievement goal theory, the purpose of this mixed-methods study was to examine the underlying motivational processes from social environments created by coaches, peers, and parents to motivational outcomes in high school athletes, with an emphasis on the relative influence of social agents in basic psychological needs (i.e., autonomy, competence, and relatedness). The quantitative part of this study tested a hierarchical model of high school sport motivation in a final sample of 311 student athletes (204 boys, 107 girls) using structural equation modeling: social factors (coach-, peer-, and parent-created motivational climates) -> psychological mediators (need satisfaction and frustration) -> types of motivation (autonomous motivation, controlled motivation, and amotivation) -> consequences (subjective vitality, athlete burnout, and intention to drop out). Invariance across gender and across team type (varsity vs. non-varsity) was also tested. Adequate model fits were achieved in separate "brighter side" and "darker side" models across the overall sample, gender, and team type. The follow-up qualitative part of this study explored "how" beyond "what" coaches, peers, and parents contribute to the social environments, need frustration, and negative motivational outcomes in sport in a subsample of 37 student athletes (24 boys, 13 girls) who reported high amotivation/burnout and higher than average dropout intentions in the quantitative survey. Content analysis and observation were conducted to interpret the focus group interview data among athletes across gender and team type. The results of both quantitative and qualitative parts were integrated and compared to summarize the roles of coaches, peers, and parents in the "brighter and darker sides" of athletic experience in high school athletes.

本論文主要在探討拖延行為及其相關因素，共分成以下三個研究： 研究一的目的是編製一份拖延行為量表及拖延時感受量表。在拖延行為量表方面，區分為「學業拖延量表」及「一般拖延量表」兩種。 研究二的目的是探討時間觀、成就目標與拖延行為的關係。其中，在時間觀部分，包含有「未來」、「現在快樂主義」、「現在宿命論」、「過去－正向」、「過去－負向」五種時間觀取向；而「成就目標」則分成「趨向精熟」、「趨向表現」、「逃避精熟」、「逃避表現」四種目標導向。除此之外，本研究亦針對不同性質任務的拖延情形及性別、年級、是否有兼職或打工、創新行為與拖延行為、拖延時感受的關係，進行探討。 研究三的目的是探討拖延行為、情緒調節與拖延時感受的關係。其中，情緒調節部份分成「重新評估」及「壓抑」兩種調節方式。 經由統計分析的結果，各研究有以下的發現： 研究一以大學生為對象，有效樣本277人，扣除性別漏填3人，男有88人，女有186人。經由主成份分析結果，拖延行為量表中的「學業拖延量表」、「一般拖延量表」均為單一因素的量表，並且該兩種量表在內部一致性的信度分析方面，Cronbach α值分別為.70（學業拖延量表）、.90（一般拖延量表），在效標關聯效度方面，也均與「自我概念」、「學業成績表現」呈顯著負相關（r=-.21&#12316;-.33，p<.001）。而「拖延時感受量表」經因素分析結果共得「自圓其說」、「自責後悔」、「僥倖心理」、「自我調適」、「灰心逃避」五個因素，這五個因素在內部一致性的信度分析方面，除了「自我調適」分量表（3題）的Cronbach α值為.56外，其他四個因素的α值則介於.74&#12316;.82之間。 研究二也是以大學生為對象，有效樣本541人，扣除性別漏填1人，男有193人，女有347人。利用研究一所編製的量表進行施測，結果發現無論是在學業拖延或是一般拖延上，約有50﹪以上的人認為自己的拖延情形在中間程度（五點量表，中數為3）以上；而在拖延時感受部分，人在拖延時最常出現的感受是「自責後悔」（M=3.60，SD=.70）與「自我調適」（M=3.52，SD=.65）。在不同性質任務的拖延程度上，「自己不想做但又必須做的事情」最會拖延（M=2.99，SD=.84），「自己想做也喜歡做的事情」最不會拖延（M=1.95，SD=.70）。而「性別」、「是否有兼職或打工」在拖延程度上並無顯著的差異存在；但是，在拖延時的感受部分，男生在拖延時比女生較常感到「自圓其說」，女生則比男生在拖延時較常感到「自責後悔」；「沒有兼職或打工」的人比「有兼職或打工」者在拖延時較常感到「自圓其說」。至於，拖延行為與創新行為的關係，拖延程度越高的人創新行為的表現越低；而拖延時較少感到「自我調適」，或較常感到「灰心逃避」的人，其創新行為表現也較低。 在時間觀、成就目標與拖延行為關係方面，除了時間觀中的「未來」時間觀與拖延行為呈顯著負相關（r=-41、-.47，p<.001）之外、「現在快樂主義」與「過去－負向」兩種時間觀則均與拖延行為呈正相關（r=.08&#12316;.20，p<.05），亦即時間觀越是「現在快樂主義」、「過去－負向」，越不是「未來」取向者，其拖延的情形越高。至於，成就目標與拖延行為的關係，無論是「趨向精熟」、「趨向表現」、「逃避精熟」還是「逃避表現」的目標導向，則或多或少均與拖延行為呈負相關（r=-.13&#12316;.22，p<.01）；但是，成就目標對拖延行為的影響，則因為時間觀的作用達顯著時而式微。 研究三則以研究一所編製的量表對研究二的樣本進行分析，主要想要了解情緒調節是否能作為拖延行為與拖延時感受的調節變項。應用階層迴歸分析的結果發現，基本上情緒調節與拖延行為對拖延時感受的影響並無顯著的交互作用存在。但是，若從情緒調節、拖延行為對拖延時感受的主要效果來看，兩者則分別對拖延時感受具有不同顯著的影響。以拖延行為對拖延時感受的影響來看，拖延程度越高的人在拖延時越常感到「僥倖心理」、「灰心逃避」、「自圓其說」。而以情緒調節對拖延時感受的影響來看，情緒調節越是以「重新評估」方式來調節的人，在拖延時則越常感到「自責後悔」、「自我調適」，越不會感到「自圓其說」、「灰心逃避」；情緒調節若越是以「壓抑」方式來調節的人，在拖延時則越常感到「自圓其說」。除此之外，本研究也發現，「重新評估」的情緒調節方式與學業拖延呈正相關（r=.09，p<.05），但是相關不大；而且若從時間觀與情緒調節的關係來看，「重新評估」情緒調節方式與「未來」、「現在快樂主義」時間觀呈正相關（r=.21&#12316;.27，p<.001），與「過去－負向」時間觀呈負相關（-.15，p<.001）。可見，這樣的結果與研究二中時間觀與拖延行為的關係加以對照來看，「重新評估」可能不是影響一個人是否經常學業拖延的直接原因，真正影響的是他站在怎樣的時間觀取向下來進行「重新評估」的情緒調節。 綜合三個研究結果，我們獲得以下幾個主要結論：（一）本論文所編製的學業拖延量表、一般拖延量表及拖延時感受量表，無論是在信、效度上均是可以接受的，可作為測量個體拖延程度與輔導其拖延問題的參考工具。（二）拖延已是大學校園內普遍的一種行為，而這種行為的程度並不因「性別」或「是否有兼職或打工」而有所不同；真正影響一個人是否經常拖延的原因主要與個體的時間觀取向有關，當一個人的時間觀越是傾向於「未來」時間觀，越不傾向於「現在快樂主義」、「過去－負向」的人，則越少拖延。（三）當任務是自己想做也喜歡做時，大學生比較不會拖延；相反地，當任務是自己不想做但又必須做時，大學生則比較會拖延。（四）雖然性別、是否兼職或打工在拖延行為程度上並無顯著的差異；但是，在拖延時感受的比較上，男生在拖延時比女生較常感到「自圓其說」，女生則比男生較常感到「自責後悔」，而沒有兼職或打工的學生則比有兼職或打工的學生在拖延時較常感到「自圓其說」。（五）拖延程度越高的人，在拖延時越常感到「僥倖心理」、「灰心逃避」、「自圓其說」。（六）情緒調節越是傾向以「重新評估」方式來調節的人，在拖延時越常感到「自責後悔」、「自我調適」，越少感到「自圓其說」、「灰心逃避」；而情緒調節越是以「壓抑」方式來調節的人，在拖延時則越常感到「自圓其說」。（七）拖延行為程度越高的人，其創新行為的表現也越低。 最後，本論文根據以上的研究發現，進行綜合討論與結論，並據以對學校、輔導及未來研究提出相關的綜合建議。 關鍵字：拖延、學業拖延、一般拖延、拖延時感受、創新行為、時間觀、成就目標、情緒調節。 / This dissertation mainly explores procrastination through three studies. Study 1’s objectives are to develop inventories about procrastination. The measurement instruments include academic procrastination, general procrastination , feelings when procrastinating. Study 2’s objectives are to explore relationships among time perspective（TP）, achievement goals and procrastination. The five factors of TP include future, present-hedonistic, present-fatalistic, past-positive and past-negative orientations（Zimbardo ＆ Boyd, 1999）. The achievement goal variable includes a 4-dimensional goal orientation: approach-mastery, approach-performance, avoidance-mastery and avoidance-performance（Elliot ＆ McGregor, 2001）. Furthermore, this study also investigates: a）procrastination of different tasks, b）the difference of procrastination behaviors and feelings when procrastinating based on different variables such as sex, grades, whether or not the students have part-time work, and c）relationship between procrastination and innovative behaviors（Scott ＆ Bruce, 1994）. Study 3’s objectives are to determine the relationships among procrastination, emotion regulation and feelings when procrastinating. The two forms of emotion regulation include reappraisal and suppression（Gross ＆ John, 2003）. The following are some findings based on the three studies: In study 1, the participants were 277 college students（88 males, and 186 females）.The data was analyzed using Principle Component Analysis. Results yielded the following: 1）Both academic procrastination and general procrastination were unidimensional scales. The former’s reliability was Cronbach’s alpha coefficient of .70 and the latter’s was .90. Two scales were related negatively to academic performance and self-concept（r=-.21&#12316;-.33, p<.001）. 2）Items of feelings when procrastinating were divided into five factors. These five factors were labeled as excuse-making（4 items, α=.82）, self-blame and regret（4 items, α=.74）, wishful thinking（3 items, α=.78）, self-adaptation（3 items, α=.56）, and dejection and avoidance（2 items, α=.78）. In study 2, the subjects were 541 college students（193 males, and 347 females）.All participants were measured by inventories developed in study 1. Results yielded the following: 1）More than 50﹪of students reported that their procrastination was higher than middle level. 2）People procrastinated more with tasks that they have to do but do not want to do; and less with tasks that they want to do and like to do. 3）No significant relationship was found between procrastination and sex, or whether or not the students have part-time work. However, males were more inclined to excuse themselves than females when they were procrastinating. In contrast, females were more inclined to blame themselves and feel regretful than males when they were procrastinating. Non-part-time workers were more inclined to excuse themselves than part-time workers when they were procrastinating. 4）People with higher procrastination levels tended to have lower scores of innovative behavior. 5）People with higher scores of future orientation, lower present-hedonistic TP and past-negative TP tended to have lower procrastination levels. In study 3, study 2’s participants were also part of study 3. The study primarily aimed to understand how “emotion regulation” functions as a moderator of the relation between procrastination level and feelings when procrastinating. Data was analyzed using Hierarchical Multiple Regression. Basically, we did not find the interaction between procrastination level and emotion regulation to explain variance of feelings when procrastinating. However, when examining the effects of procrastination level and emotion regulation individually, both variables significantly affected variance of feelings when procrastinating. When the analyzing between procrastination level and feelings when procrastinating, people with higher procrastination levels tended to have higher scores of wishful thinking, dejection and avoidance, and excuse-making when they were procrastinating. This indicated that the relationship between emotion regulation and feelings when procrastinating, people with higher reappraisal scores tended to have higher scores of self-blame and regret, higher scores of self-adaptation, lower scores of excuse-making, and lower scores of dejection and avoidance. Further, people with higher suppression scores tended to have higher scores of excuse-making. In addition, this study also found that emotion regulation by reappraisal was marginally related to academic procrastination（r=.09,p<.05）; but from the relationship between TP and emotion regulation, we found that reappraisal was related positively to future TP（r=.21, p<.001） and present-hedonistic TP（r=.27, p<.001）, and related negatively to past-negative TP（r=-.15, p<.001）.Therefore, in contrast with point 5 in the results of study 2 in this dissertation, academic procrastination may not be directly affected by reappraisal. In fact, the relation between reappraisal and academic procrastination was determined by one’s TP. Through the results of above three studies. From this dissertation 7 key points were concluded: 1） Reliability and validity of procrastination inventories which were developed in this dissertation were acceptable. Therefore, these inventories could be used when we want to measure one’s procrastination level and to resolve problems of procrastination. 2）Procrastination was a common behavior in campus. No significant relationship was found between procrastination level and sex, or whether or not the students have part-time work. Procrastination level was mainly affected by one’s TP. People with higher scores of future orientation, lower scores of present-hedonistic and past-negative TP tended to exhibit greater procrastination behavior. 3）People procrastinated more with tasks that they have to do but do not want to do; and less with tasks that they want to do and like to do. 4）There were differences when feelings when procrastinating were compared with different sex or whether or not the students have part-time work. Males were more inclined to excuse themselves than females when they were procrastinating. Females were more inclined to blame themselves and feel regretful than males when they were procrastinating. Non-part-time workers were more inclined to excuse themselves than part-time workers when they were procrastinating. 5）People with higher procrastination levels were more inclined to have scores of wishful thinking, dejection and avoidance, and excuse-making when they were procrastinating. 6）People with higher reappraisal scores of emotion regulation tended to have higher scores of self-blame and regret, higher scores of self-adaptation, lower scores of excuse-making, and lower scores of dejection and avoidance. People with higher suppression scores of emotion regulation tended to have higher scores of excuse-making. 7）People with higher procrastination level tended to exhibit lower scores of innovative behavior. Key words: procrastination, academic procrastination, general procrastination, feelings when procrastinating, innovative behavior, time perspective（TP）, 2×2 achievement goal, emotion regulation

Achievement Goal Theory (AGT) utgår ifrån att alla individer vill visa sin kompetens vilket tar sig uttryck i två målinriktningar; ego och task. Individen påverkas av omgivningen som driver ett motivationsklimat som kan uttryckas i samma typer av målinriktning. Motivationsklimatet och målinriktningarna anses påverka hur individen agerar och hanterar t.ex. ängslan/oro och prestation. Denna studie behandlar samband mellan individuella målinriktningar, upplevt motivationsklimat drivet av tränare, träningskamrater och föräldrar, tävlingsrelaterad ängslan/oro och upplevd prestation. Undersökningsdeltagare var femtonåriga svenska ungdomar som tävlade i alpin utförsåkning (N=56). Multipel regressionsanalys användes för att analysera samband och signifikanta förklaringsvarianser. Störst bidrag från omgivningen på tävlingsrelaterad ängslan/oro verkade mammor ha (negativt bidrag). Kamrater var viktigare för individen än övrigt socialt stöd. Den alpina gruppen var mer ego-orienterad jämfört med resultat i studier med andra ungdomar i samma ålder och uppvisade en individuell målorientering som snarare motsvarade äldre elitidrottares, samtidigt som den relativt sett skattade ett lägre taskinriktat motivationsklimat

The present study aimed to explore the culture specificity of student self-regulation and its supporting motivational attitudes. Specifically, it enquired about similarities and differences between Chilean and English 8 to 9 year-old students in terms of their expression of self-regulatory behaviours, the psychological factors underlying these behaviours, and the functionality of these behaviours for task performance. It also compared student adoption of achievement motivational attitudes as well as the functionality of these attitudes for investment of effort and self-regulatory activity between cultures. Finally, the role of classroom cultures for self-regulation was studied. In particular, it examined the effects of classrooms and the quality of teacher talk (teacher-to-student communicative interactions/demands), such as teacher ‘regulatory talk’ and ‘socio-motivational talk’, on student self-regulation. A quantitative approach to the analysis of qualitative data (i.e. videos of student behaviour engaged in 11 to 13 experimental tasks, semi-structured interviews, videoed literacy lessons) was adopted. Eight classrooms situated in different schools from Chile and England were part of the study. In total, 8 teachers and 49 students – one teacher and six to seven students per classroom – took active part in the study. Qualitative data was primarily analysed using observational scales (for student behaviour), thematic analysis (for interview data), as well as socio-cultural discourse analysis (for videoed lessons). Statistical techniques, such as Mann Whitney U test, Factor Analysis, Multinomial logistic regressions, and Multilevel regressions were then applied on numerical transformations of the data. Overall, results suggest that self-regulation and achievement motivational attitudes vary to important extents according to culture. Most interestingly, these varied between cultures not so much in terms of the degree to which children used or adopted them, but rather in terms of their functionality. Some key findings supporting this conclusion were: i) Strong similarities between English and Chilean children’s levels of self-regulatory behaviours; ii) substantial differences across country samples in relation to the psychological factors underlying the expression of specific self-regulatory behaviours; iii) the finding of evaluative actions being self-regulatory in England but not in Chile; iv) a higher variety of self-regulatory behaviours being predictive of task performance in England than in Chile; v) the fact that learned self-regulatory behaviours accounted for effects of effective metacognitive control on task performance in England but not Chile; vi) some important differences in the achievement motivational attitudes expressed by Chilean and English students; and vii) culture-specific functionalities of various achievement motivational attitudes with respect to student effort and self-regulatory behaviours. Moreover, results suggest that some aspects of children’s self-regulation and motivational attitudes develop as tools to adapt to classroom cultures, specifically to the learning interactions/demands socially afforded by teacher talk. Among key findings supporting this conclusion were: i) effects of classrooms on children’s cognitive, social, and motivational self-regulation behavioural strategies, and ii) clear effects of teacher ‘regulatory talk’ (e.g., teacher ‘self-regulatory talk’ predicting more planning and asking for clarifications in students) and ‘socio-motivational talk’ (e.g., teacher ‘talk against self-efficacy’ predicting higher dependency-oriented help-seeking in students) on those behaviours with respect to which classrooms were found to matter. Thus a theory about the culturally adaptive functionality (CAF) of self-regulation and motivational attitudes supporting self-regulation is developed throughout the thesis.

Text in English / Regular exercise has significant physical and psychological health benefits yet, paradoxically, may also have harmful effects. The purpose of this study was to investigate the physical and psychological health risks of distance running, a popular participation sport in South Africa. Structural equation modelling was employed to examine the personality and motivational antecedents of running addiction and its influence, in turn, on self-reported overuse injuries and upper respiratory tract infections in 220 athletic club members. The predictors and physical health effects of customary training load were also assessed. It was found that perfectionistic concerns, Type A behaviour pattern, and task goal orientation had a direct, positive impact on running addiction, which predicted higher running injury scores. In contrast, training workload (Volume × Intensity) was inversely related to injury risk. Neither running addiction nor any training load variables influenced infectious illness susceptibility. The findings of this study indicate that maladaptive perfectionism, Type A behaviour, and achievement goal orientation may be risk factors for running addiction, which may, in turn, contribute to increased injury incidence in South African distance runners. Conversely, heavier training loads may be protective against injury occurrences in this population. The results of this research may help to enhance current understanding of the possible health hazards of distance running. This knowledge may have practical implications for the health and well-being of runners of diverse levels of ability and experience. / Psychology / D.Litt. et Phil. (Psychology)