Syftet med denna studie var att undersöka skillnader i svenskastudenters attityd till bestraffning utifrån faktorer såsomutbildningsområde, rädsla för brott, könsskillnader samt attributionsstil. Dessutom undersöktes den potentiella interaktionen mellan kön och rädsla för brott. En tvärsnittsundersökning genomfördes och besvarades av 280 deltagare, varav 79 män och 201 kvinnor. Utav dessa var 79 kriminologistudenter, 133 juridikstudenteroch 96 studenter i socialt arbete. Resultaten visade en skillnad mellan dessa tre grupper, där kriminologistudenter hade en mildare attityd till bestraffning än studenter i juridik- och socialt arbete. Vidare visade resultaten på att kvinnor och individer som hade en hög rädsla för brott även har en mer positiv attityd till bestraffning. Däremot fann studien ingen interaktion mellan kön och rädsla för brott. Vidare var endast kausalitetslokus relaterad till attityd till bestraffning. Sammanfattningsvis visar detta på att individers perception av brottoch brottslingar kan ha signifikant effekt på deras attityder till hur bestraffning ska användas i relation till brottslighet. Slutligen rekommenderas vidare forskning inom ämnet för att få mer kunskapom hur attityder till bestraffning formas. / The aim of this study was to examine difference in attitudes towards punishment among Swedish students on factors such as, field of study,fear of crime, gender and attributional style. The potential interactionbetween gender and fear of crime was also explored. A cross sectionalsurvey was answered by 280 participants, consisting of 79 men and201 women. The sample consisted of 79 criminology students, 133law students, and 96 social work students. The results showed adifference between the three groups of students, with criminologystudents being slightly less punitive compared to law- and social workstudents. Results further showed that women and individuals with ahigher degree fear of crime tend to have more positive attitudestowards punishment. However, no interaction was found betweengender and fear of crime. Lastly, only locus of causality was related tomore punitive attitudes. In conclusion, individuals’ perception ofcrime and criminals can have a significant effect on their attitudes onhow punishment should be used in response to crime. Future researchis needed to further deepen our knowledge of how punitive attitudesare formed.

Students at a private high school in New Jersey exhibited low academic self-confidence as compared to other indicators on the ACT Engage exam. The purpose of this qualitative case study was to gain an understanding of academic self-confidence, academic performance, and learning within a sample of students. This research explored students' and teachers' perceptions of self-confidence and their impact on academic performance. The research was guided by Weiner's attribution and Bandura's self-efficacy theories. The research questions focused on 3 areas: students' and teachers' perceptions of academic self-confidence as factors impacting students' academic performance; and the perceived relationship between academic self-confidence, academic performance, and learning. Data were collected from a sample of 10 sophomore students and 10 teachers of sophomore students through 2 separate focus groups using a semistructured focus group guide. Using Clarke and Braun's framework for thematic analysis, the data were analyzed. Results revealed 2 student themes: (a) developing confidence and (b) set for success, and 3 themes from the teacher focus group: (a) student academic performance, (b) creating a positive space, and (c) student confidence. Professional development was designed for local application, including strategies to enhance students' academic self-confidence to lead to enhanced academic performance. Implications for social change includes increased student success as they transition to college.

Tediousness, fear and boredom are all part of everyday’s life for a student. How can a teacher counteract these feelings of boredom and replace them with a feeling of pleasure of learning? Students have to be motivated and want to go to school every day. By comparing student’s experiences of motivation this essays purpose is to create a theory about factors for motivation in education. However, the concept of motivation is far from easy to understand. Understanding what a student is motivated by is no less complex, and in relation to everyday’s teaching the situation is hard to grasp. A theory in this area is useful as a model of how to analyze a student’s motivation. After using focus groups the result was categorized into five categories. Strain, interest, the teacher, social and the future. By analyzing the results and the five categories a theory was formulated in which students were grouped by two criteria’s: motivation and prerequisites. Prerequisites are internal factors for motivation, motivation meaning external factors. Group 1 consists of students with less than average prerequisites and low motivation. Students in group 2 have good prerequisites but low motivation. Group 3 has bad prerequisites but are motivated. Thus group 4 students are motivated and have good prerequisites. To create motivation in education, a teacher could use this theory to better understand how a student is motivated. Thus creating a better understanding for how to motivate that student. / Leda, rädsla och långtråkighet utgör stora delar av elevens vardag. Hur kan en lärare verka för att byta dessa känslor mot mer lust att lära? Motivationen och viljan att komma till skolan varje dag måste finnas. Genom att jämföra elevers erfarenhet av motivation är syftet med denna uppsats att skapa en modell om motivationsfaktorer för undervisningen. Begreppet motivation är så komplext att det är svårt att finna dess kärna. Vad är en elev motiverad till? Motivation i undervisningen är inte mindre komplext. En modell inom detta område kan alltså användas för att analysera en elevs motivation. Genom fokusgrupper kategoriserades resultatet i fem kategorier, press, intresse, läraren, socialt och framtiden. Ur en analys av resultatet och dessa fem kategorier formulerades en modell där eleverna grupperas i fyra grupper efter två skalor: motivation och förutsättningar. Förutsättningar är interna faktorer till motivation och motivation innebär externa faktorer. I grupp 1 befinner sig elever med dåliga förutsättningar och låg motivation. Grupp 2 är elever med bra förutsättningar och låg motivation. De i grupp 3 har dåliga förutsättningar men bra motivation. Grupp 4 har både bra förutsättningar och är motiverade. För att skapa motivation i undervisningen kan en lärare använda sig av modellen för att förstå hur en elev ska motiveras. Därmed kan en lärare bättre förstå hur en elev ska motiveras.

This study reports a reflection upon the experience of a multiyear elementary school learning community designed for improved teaching and learning. The exploration uses interview data to describe the perceptions and reflections of the principal and teachers directly engaged in this project of educational reform. The goal of this process is to gain a deeper understanding of the experience and to determine to what factors the participants attribute the outcomes of this project. Through an auto-ethnographic reflective critical practice inquiry and extended interviews, this study describes the context and environment of this learning community and how the participants reflect on their experiences in that community. It also provided an opportunity for participants to review and explain their perceptions and attributions regarding both the measured and the unintended outcomes associated with this learning community project. Results from teacher and administrator reflections indicate that the strength of a multiyear learning community is the positive relationships that they foster and the institutional consistency for both parents and students. Evidence from the interviews indicates that teachers' expectations for outcomes of multiyear learning communities may differ from those of administrators, and be less concerned with improved achievement measures than other, relationship-focused outcomes. A key implication of this study is that, although the principal players involved in the creation and implementation of this learning community use terms that describe or refer to the overall experience as very successful, test scores did not respond significantly to this innovation. This suggests that comprehensive plans need to be developed in advance to assure appropriate and accurate methods of measuring success in innovations such as this.

Résumé : Au Québec, la crise de l’industrie porcine a particulièrement affecté la coopérative La Coop fédérée. En réponse à cette crise, la marque de certification Porc certifié La Coop a été développée afin de personnaliser le produit et se différencier sur les marchés. Considérant le succès du Porc certifié La Coop sur les marchés d’exportation et les préoccupations grandissantes de consommateurs pour la qualité des aliments, La Coop fédérée envisage maintenant de mettre en valeur la marque de certification Porc certifié La Coop auprès de consommateurs québécois. Une résidence au sein de La Coop fédérée nous a permis d’identifier trois principaux enjeux liés à cette mise en valeur : la stratégie de communication, la stratégie de marque et la stratégie de certification. La stratégie de communication correspond au nombre et à la nature des signaux à mettre en valeur sur l’emballage (ex. : respect du bien-être animal, porc nourri à 100 % de grains végétaux et porc élevé sans antibiotiques), la stratégie de marque a trait à la présence ou non d’une marque sur l’emballage (ex. : Lafleur) et la stratégie de certification concerne la présence ou non d’une marque de certification (ex. : Porc certifié La Coop). La principale hypothèse de l’étude précise deux éléments. D’abord, la propension à payer pour la stratégie de communication comportant trois signaux est plus élevée que la propension à payer pour la stratégie de communication comportant un seul signal. La nature additive du modèle multiattributs permet de comprendre ce phénomène. Ensuite, la propension à payer est plus élevée lorsque la stratégie de marque utilise une marque réputée et une marque de certification réputée. Selon la théorie des signaux, il y a alors un lien de vulnérabilité à la marque réputée et un lien de vulnérabilité à la marque de certification réputée, ce qui renforce la crédibilité des signaux. Une expérimentation a été réalisée au moyen d’un panel Internet. L’échantillon final de l’étude est de 1 060 consommateurs québécois. Deux principaux résultats ressortent de l’étude. Premièrement, la propension à payer pour la stratégie de communication comportant trois signaux n’est pas toujours plus élevée que la propension à payer pour la stratégie de communication comportant un signal. Ce résultat s’explique par la dominance du signal bien-être animal au Québec. Deuxièmement, les résultats montrent l’absence d’effet modérateur des stratégies de marque et de certification. Il semble donc que le lien de vulnérabilité ne permet pas toujours de renforcer la crédibilité des signaux. Une autre variable est à considérer pour renforcer la crédibilité des signaux, soit la responsabilité sociale perçue. // Abstract : In Quebec, the crisis in the pork industry particularly affected La Coop fédérée cooperative. In response to this crisis, the certification mark “Porc certifié La Coop” was developed to customize the product and differentiate it in the marketplace. Given the success of the certification mark on the export market and the growing concerns of consumers about food quality, La Coop fédérée is now planning to promote the certification mark Porc certifié La Coop to Quebec consumers. A residency within La Coop fédérée has helped identify three main issues related to this campaign: the communication strategy, the branding strategy and the certification strategy. The communication strategy is the number and nature of the signals presented on the packaging (e.g., animal welfare, 100% grain-fed pork, pork raised without antibiotics), the branding strategy is the presence or absence of a brand on the packaging (e.g., Lafleur) and the certification strategy is the presence or absence of a certification mark on the packaging (e.g., “Porc certifié La Coop”). The main hypothesis of this study specifies two elements. First, the willingness to pay for the communication strategy with three signals will be higher than the willingness to pay for the communication strategy with only one signal. The additive nature of the multi-attribute model explains this phenomenon. Second, the willingness to pay will be higher when the branding strategy uses a reputed brand and the certification strategy uses a reputed certification mark. According to the signaling theory, there is then a vulnerable bond to the reputed brand and a vulnerable bond to the reputed certification mark, which strengthens the credibility of the signals. An experiment was conducted using an Internet panel. The final study sample totaled 1060 Québec consumers. Two main results emerged from the study. First, the willingness to pay for the communication strategy with three signals is not always higher than the willingness to pay for the communication strategy with one signal. This result is explained by the dominance of the animal welfare signal in Québec. Second, results show that the branding and the certification strategies have no moderating effect. This result seems to indicate that the vulnerable bond does not always strengthen the credibility of the signals. Another variable strengthens the credibility of the signals – that of perceived social responsibility.

Title from first page of PDF document. Includes bibliographical references (p. 22-25).

<p> </p><p>Tediousness, fear and boredom are all part of everyday’s life for a student. How can a teacher counteract these feelings of boredom and replace them with a feeling of pleasure of learning? Students have to be motivated and want to go to school every day. By comparing student’s experiences of motivation this essays purpose is to create a theory about factors for motivation in education. However, the concept of motivation is far from easy to understand. Understanding what a student is motivated by is no less complex, and in relation to everyday’s teaching the situation is hard to grasp. A theory in this area is useful as a model of how to analyze a student’s motivation. After using focus groups the result was categorized into five categories. Strain, interest, the teacher, social and the future. By analyzing the results and the five categories a theory was formulated in which students were grouped by two criteria’s: motivation and prerequisites. Prerequisites are internal factors for motivation, motivation meaning external factors. Group 1 consists of students with less than average prerequisites and low motivation. Students in group 2 have good prerequisites but low motivation. Group 3 has bad prerequisites but are motivated. Thus group 4 students are motivated and have good prerequisites. To create motivation in education, a teacher could use this theory to better understand how a student is motivated. Thus creating a better understanding for how to motivate that student.</p><p> </p> / <p>Leda, rädsla och långtråkighet utgör stora delar av elevens vardag. Hur kan en lärare verka för att byta dessa känslor mot mer lust att lära? Motivationen och viljan att komma till skolan varje dag måste finnas. Genom att jämföra elevers erfarenhet av motivation är syftet med denna uppsats att skapa en modell om motivationsfaktorer för undervisningen. Begreppet motivation är så komplext att det är svårt att finna dess kärna. Vad är en elev motiverad till? Motivation i undervisningen är inte mindre komplext. En modell inom detta område kan alltså användas för att analysera en elevs motivation. Genom fokusgrupper kategoriserades resultatet i fem kategorier, press, intresse, läraren, socialt och framtiden. Ur en analys av resultatet och dessa fem kategorier formulerades en modell där eleverna grupperas i fyra grupper efter två skalor: motivation och förutsättningar. Förutsättningar är interna faktorer till motivation och motivation innebär externa faktorer. I grupp 1 befinner sig elever med dåliga förutsättningar och låg motivation. Grupp 2 är elever med bra förutsättningar och låg motivation. De i grupp 3 har dåliga förutsättningar men bra motivation. Grupp 4 har både bra förutsättningar och är motiverade. För att skapa motivation i undervisningen kan en lärare använda sig av modellen för att förstå hur en elev ska motiveras. Därmed kan en lärare bättre förstå hur en elev ska motiveras.</p>

Este trabalho tem como objetivo avaliar se há impacto da sinalização de mudanças de procedimentos da auditoria independente sobre as escolhas contábeis feitas pelo agente auditado. Mudanças na natureza, tempo e extensão dos procedimentos de auditoria podem provocar diferentes percepções e consequentes mudanças de comportamento e nas escolhas dos executivos da empresa auditada. Para capturar a mudança de escolha dos executivos, utilizei-me de um quase-experimento com alternativas distintas de arranjos de Unidades Geradoras de Caixa que, ao serem submetidas aos testes de impairment, produziam resultados financeiros antagônicos e, consequentemente, benefícios e riscos diferentes. Os 132 participantes do quase-experimento foram alunos de MBA, de mestrado e doutorado em contabilidade e auditores. Com base nas teorias da dissuasão, da ilusão interpessoal e da atribuição, observei que há evidências de que a sinalização de mudanças na natureza dos procedimentos de auditoria influencia na escolha contábil considerada contra as políticas da firma. Para a análise dos resultados, apoiei-me em conhecimentos de disciplinas, como a psicologia, que discorrem sobre as escolhas dos gestores sob a influência de determinados incentivos e nas teorias expostas acima. / This study aims to evaluate whether the signaling of changes in the independent audit procedures affect the audited agent\'s accounting choices. Changes in the nature, timing and extent of audit procedures can cause different perceptions and consequent changes in behavior and in the choices of executives in the audited company. To capture the change in the executives\' choices, a quasi-experiment is undertaken with different alternative arrangements of cash-generating units which, when subject to impairment tests, produce antagonistic financial results and, hence, different benefits and risks. The 132 participants in the quasi-experiment were MBA students and auditors. Based on the deterrence, interpersonal deception and attribution theories, the evidence shows that the signaling of changes in the nature of the audit procedures influences the accounting choice that is considered as going against the firm\'s policies. The analysis of the results rests on knowledge from disciplines like psychology, which discuss the managers\' choices under the influence of certain incentives and in the theories indicated above.

Few studies research about the causes of teacher motivation. Teachers should be considered as human beings and social actors, with problems and perspectives, people who struggle to achieve their goals and have a full career. They are motivated like any other professional, and by understanding these causes we can work on improving teaching and the effective process of teaching and learning. Thus, the aim of this study is to analyze the motivation of Accounting teach- ers from the perspective of attribution theory. The methodology used was descriptive and quantitative data collection approach. A survey was conducted among Accounting professors from three institutions in the State of Santa Catarina. Data analysis was performed using multidimensional scaling with SPSS software. Results pointed out the motives Accounting professors have to exercise their profession: love for the career; teaching and research; interpersonal relation- ships; career path; personal and professional satisfaction; working for a university; financial; learning and knowledge; vocational and professional status. The relationship between professor, students and their co-workers, effort and luck were the main causes of the motivation among these professionals. / Pocos estudios se preocupan por investigar qué motiva a los docentes. Los maestros deben ser considerados como seres humanos, actores sociales con problemas y perspectivas, personas que luchan por alcanzar sus metas y tener una carrera plena. Ellos están motivados por distintas causas, como cualquier otro profesional, y al comprender estas causas se puede trabajar para mejorar el trabajo de docencia y el proceso efectivo de enseñanza y aprendizaje. Por lo tanto, el objetivo de este estudio fue analizar la motivación de los docentes de la carrera de Contabilidad desde la perspectiva de la teoría de la atribución. La metodología utilizada fue descriptiva y cuantitativa. Se hizo un cuestionario dirigido a profesores que enseñan la carrera de Contabilidad en tres instituciones del Estado de Santa Catarina. Se analizaron los datos utilizando la técnica de escalamiento multidimensional y el software SPSS. Los resultados señalaron los motivos por los que los profesores de Contabilidad ejercen la profesión: amor por la carrera; enseñanza e investigación; relaciones interpersonal; línea de carrera; satisfacción personal y profesional; trabajo para una universidad; financiera; el aprendizaje y el conocimiento; vocación y status profesional. La relación entre profesores, alumnos y sus compañeros de trabajo, esfuerzo y suerte fueron las principales causas de motivación en estos profesionales. / Poucos estudos preocupam-se com a investigação das causas da motivação docente. Os professores devem ser considerados como seres humanos, atores sociais com problemas e perspectivas, que lutam para atingir seus objetivos e ter uma carreira plena. São motivados por causas, como outro profissional, e entendendo-se estas causas pode-se trabalhar para a melhora do trabalho docente e o processo eficaz do ensino e aprendizagem. Desta forma, o objetivo do presente estudo foi analisar a reação motivacional de docentes do curso de Ciências Contábeis sob a perspectiva da Teoria Atri- bucional. A metodologia utilizada foi descritiva, levantamento de dados e quantitativa. Aplicou-se questionário aos docentes do curso de graduação em Ciências Contábeis de três instituições do Estado de Santa Catarina. A análise dos dados foi realizada por meio da Técnica de Escalonamento Multidimensional com a utilização do software SPSS®. Os resultados apontaram como motivos dos docentes do curso de graduação em Ciências Contábeis em exercer a profissão: o amor pela carreira; ensino e pesquisa; relacionamento interpessoal; plano de carreira; satisfação pessoal e profissional; atividade junto a uma universidade; financeiro; aprendizado e conhecimento; vocação e status profissional. O relaciona- mento dos docentes com os alunos e seus colegas de trabalho, o esforço e sorte foram às principais causas evidenciadas sobre a motivação destes profissionais.

Orientador: Nelson Antonio Pirola / Resumo: A transição do 5º para o 6º ano é marcada por mudanças na vida escolar dos alunos que envolvem tanto os aspectos cognitivos, como os afetivos e atitudinais. Pesquisas desenvolvidas na área da Psicologia da Educação Matemática têm mostrado que tais aspectos articulam-se no processo de ensino e aprendizagem da Matemática, afetando significativamente o desempenho. A presente pesquisa teve como objetivo investigar as relações entre algumas variáveis consideradas importantes para o desenvolvimento do aluno, a saber: as crenças de autoeficácia, as atitudes e a atribuição de causalidade de alunos no período de transição do 5º para o 6º ano. A abordagem metodológica adotada na investigação foi a mista, ou seja, combinou o método quantitativo e o método qualitativo. A proposta consistiu na realização de duas coletas de dados: o primeiro momento, com os alunos cursando o 5º ano do Ensino Fundamental, e o segundo momento, com o mesmo grupo de alunos cursando o 6º ano do Ensino Fundamental. Os participantes foram 95 alunos do 5º ano e 78 alunos do 6º ano, oriundos de quatro escolas públicas estaduais do município de Bauru, SP, que ofereciam os anos iniciais e os anos finais do Ensino Fundamental, concomitantemente. Os instrumentos utilizados foram: um questionário de caracterização, uma escala de crenças de autoeficácia e uma escala de atitudes em relação à Matemática, aplicados na primeira etapa da coleta de dados, um questionário de atribuições causais e uma prova de Matemática, aplica... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: The transition from year 5 to year 6 is marked by changes in students' school life that involve cognitive, affective and attitudinal aspects. Research developed in the area of Psychology of Mathematics Education has shown that these aspects are articulated in the teaching and learning process of Mathematics, significantly affecting performance. This research aimed to investigate the relationships between some variables considered important for student development such as self-efficacy beliefs, attitudes towards mathematics and causal attribution by students in the transition period from year 5 to year 6. The methodological approach adopted in the investigation was the mixed one, that is, it combined the quantitative and the qualitative methods. The proposal consisted of two data collections: the first moment, with students attending year 5 of elementary school, and the second, with the same group of students, then attending year 6. The participants were 95 year-5 students, and 78 year-6 students from 4 public state schools in Bauru, SP, which offered the initial and final grades of elementary school, at the same time. The instruments used were: a characterization questionnaire, a self-efficacy belief scale, and an attitude scale towards mathematics, which were applied in the first stage of data collection, a causal attributions questionnaire and a math exam, applied in the second stage of the data collection, and a semi-structured interview, used in the third and last stage. ... (Complete abstract click electronic access below) / Mestre