Thesis--Washington University. / eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

published_or_final_version / Educational Psychology / Master / Master of Social Sciences

published_or_final_version / abstract / toc / Educational Psychology / Master / Master of Social Sciences

Thesis--University of Texas. / Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

Thesis--Washington University. / eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

Thesis (M.S.)--University of Wisconsin--Madison, 1969. / eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

M.Ed. / Please refer to full text to view abstract

D.Ed. / The child constitutes his world by experiencing the content of life in a particular society. This content is included in the school curriculum as learning content after careful selection on the basis of its intrinsic value for education. Owing to the fact that the child attains adulthood by internalizing content, it is of the utmost importance that the pupil be motivated in such a manner by the content of the teaching-learning situation, that he learns because he wants to learn. When the selected content is presented to the child as a factual statement and not as a problem which concerns him, it may be experienced as an answer to a question which was never put. \~hen the child does not experience the content which is presented to him as a real life problem with which he can identify, the result is often meaningless learning by rote in order to avoid punishment, to pass a test, or to win the favour of a teacher. The interdependent nature of teaching and learning has made it possible for the researcher to show empirically how teacher strategies, focusing on the learning content as an object of wonder, relate to a willingness on the part of the pupil to learn in a meaningful way. It was also shown that the absence of teacher behaviour, concentrating on the learning content as an object of wonder, is associated with the absence of an inquiring attitude in pupils. In categories 2, 4 and 6 below, the contingency of the learning content is accentuated, whereas...

Few research efforts have tested Bandura's Self-Efficacy Theory in an educational setting. Though the results from these studies have provided support for this theory's applicability in this setting, the effects of certain model behaviors and characteristics have not yet been determined. The purpose of this study was to examine the effects of videotaped peer models on children's self-efficacy judgments and persistence times on an intellectual task. One hundred and sixty-two fourth grade children were randomly assigned to one of eight experimental conditions or one control condition with equal numbers of males and females in each condition. Eight videotapes constituted the eight experimental conditions. Each tape consisted of either a male or female peer model trying to solve a block puzzle at one of two levels of persistence and success. Children's persistence on the insolvable block puzzle was measured by time in seconds, while an efficacy scale assessed children's conviction that they could master the block puzzle. It was found that children's persistence times and self-efficacy judgments regarding a block puzzle task were influenced by a model's persistence and success behaviors. Model persistence was more influential than model success on children's persistence, while self-efficacy was influenced only by model success. Sex of the model and sex of the subject did not affect children's persistence times; however, sex of the subject did affect children's self-efficacy judgments. The research findings were discussed in terms of: (1) The role of self-efficacy as a cognitive mediator, (2) Same-sex versus different sex modeling, (3) The utility and strength of videotaped modeling relative to live modeling, and (4) Peer models versus adult models.

As the primary source of officers for the Navy and Marine Corps team, the Naval Academy's reputation is marked by the quality of its graduates. At the United States Naval Academy, the Color Company Competition annually honors the highest performing company within the Brigade of Midshipmen. This competition includes measures of academic, athletic and professional measures of performance. Using data obtained through the Institutional Research Department, the Physical Education Department, as well as the Activities and Operations Offices, this study examines the validity of the current performance measurement tool at the Academy. Through the use of linear regression models, this study found that the current procedures do meet the intent of published guidance but that those procedures require revision and updating. Conclusions and recommendations for future improvement are provided at the completion of the study. Included as a recommendation is a proposed program combining both the Color Company Competition and the Company Incentive Program. This program and other initiatives are intended to intensify the Naval Academy's focus on fostering esprit de corps and improving the development of midshipmen. / US Navy (USN) author.