States regularly use fear of terrorist threats to gain support for domestic political agendas and promote geostrategic interests. Consecutive U.S. presidents have cited the theory of the just war to defend these policies and particular violations of national sovereignty. Those doubtful of whether existing threats justify violations of privacy and territorial integrity also use fear -- of corruption, mission creep, and unintended consequences -- claiming that such interventions are a cure worse than the disease, yet one about which domestic audiences are easily misled. To combat abuse of moral arguments for the use of force, some in peace and conflict studies advocate military force be restricted to self-defense, per strict interpretation of the United Nations Charter (as in international legal positivism), or restricted completely (as in pacifism). Because the goal of reducing violent conflict is nearly universally acceptable, these varieties of noninterventionism are rarely scrutinized. In social psychological peace research (SPPR) on public opinion, however, positivism and prescriptive pacifism mask the diversity of opinion on whether and when intervention is necessary to curb aggression, prevent atrocity, and/or restore stability in failed states. This project critically examines SPPR's positivistic premises and the political implications of moral skepticism generally. In an intellectual history of the discipline, I contrast scientific emphasis on certainty in the formulation of threat and risk-avoidance with the humanities' appreciation of the ethical implications of uncertainty, also at the heart of just war theory. Taking Albert Bandura's social cognitive theory (SCT) of moral dis/engagement as a case study, I argue that SPPR skepticism of individual citizens' moral judgment implicitly endorses elite or consensus-driven models of social and political change. The determinism, consequentialism, and institutional gradualism of SPPR approaches, I argue, contradict stated progressive aims and the egalitarian individualism behind liberal conceptions of the rule of law and international human rights regime. Using just war's ethical framework and a non-consequentialist Kantian theory of moral judgment, I construct a reasoning model and coding manual for use in public opinion research on international conflict. These instruments operationalize moral dis/engagement in a manner consistent with political liberalism and humanitarian law, including the Responsibility to Protect.

I tested the relationship between self-efficacy and socioeconomic status and how the combination can affect major choices in African American students. I used the social cognitive career theory and process mediation models to analyze the results of different variables. At the University of Central Florida, the participants were 1200 students in the introduction to financial accounting course. They completed a survey that measured various social barriers, social supports, and self-efficacy. Implications of future research in the context of accounting fields are discussed.

Tidigare forskning visar att Albert Banduras begrepp självförmåga har ett samband med elevers skrivprestationer, och att en hög skrivsjälvförmåga verkar minska deras oro inför skrivande. Bandura (1997) identifierade fyra källor till självförmåga: personlig erfarenhet, fysiskt och psykologiskt mående, observation av andra samt verbal och social övertalning. Syftet med den här uppsatsen är att undersöka låg- och mellanstadieelevers erfarenheter av dessa fyra källor. Uppsatsens frågeställningar är: Hur beskriver elever i årskurs två och fem sina erfarenheter av de fyra källorna till självförmåga? Vilka likheter och skillnader går det att hitta mellan årskurserna?

In this mixed methods research study, I use student survey and interview data from English 11 students at a suburban, public high school to analyze the ways in which students' self-efficacy is impacted when a feedback intervention is introduced that creates the opportunity for students to ask questions about their writing. In this study, I found that as a result of the intervention students showed an increase in their writer-centered efficacy beliefs, reported an awareness of the control and autonomy the intervention provided, and expressed an appreciation for the ways in which teacher feedback can be useful in helping them develop their writing skills. These findings provide writing teachers with several implications for the ways in which traditional feedback methods may not be serving students' efficacy needs and proposes an alternative approach to offering students feedback on their writing.

No description available.

Disproportionately lower numbers of African- and Hispanic-American high school students are enrolled in advanced placement (AP) courses in U.S. high schools. Thus, the purpose of this exploratory case study was to explore the administrative practices that may expand enrollment of African- and Hispanic-American students in high school AP courses. The conceptual framework of the study was based on Bandura's social cognitive theory and its 4 elements: affective processes, motivational processes, selection processes, and cognitive learning. Research questions were designed to examine the perspectives of administrators about the disproportional enrollment of African- and Hispanic-American students in AP courses and administrative practices that may support proportional representation of these students. Semistructured interviews were used to collect data from 10 administrators from 2 high schools in the same school district. Data analysis involved open, axial, and a priori coding. The findings indicated that administrators agreed on the need to reevaluate prerequisites for AP courses that may create unintentional obstacles to enrollment of Hispanic- and African-American students. Additionally, administrative support for the counselors to provide academic advising may improve access for Hispanic- and African-American students. This study contributes to positive social change by creating a deeper understanding of how administrative practices can improve African- and Hispanic-American enrollment in high school AP courses.

The first purpose of this study was to investigate whether different modeling conditions (Aural and Aural/Notated Transcription) produced significant differences for improvisation achievement. Another purpose was to investigate whether music learning theory-based improvisation instruction had an effect on students' self-efficacy for improvisation and for instrumental music. Participants (N = 76) from an accessible population of 6th through 8th grade instrumental music students were assigned to either an aural model group or an aural and notated transcription model group based on scores from Gordon's Harmonic and Rhythmic Readiness Records (1998). All students were administered two researcher-designed self-efficacy scales before and after a 10 treatment session music learning theory-based improvisation instruction. Following the treatment sessions, each participant was individually recorded and assessed by three experienced music educators. The posttest improvisation scores were subjected to an ANOVA, while the pretest to posttest scores of the students' self-efficacies for music improvisation and instrumental music were subjected to two repeated measures ANOVAs. The Bonferroni technique was used to adjust the alpha level from .05 to .017. The statistical analysis showed that there was no significant difference in improvisation achievement for the modeling conditions of aural and aural/notated transcription. Further statistical analyses showed there were significant increases in students' self-efficacy for improvising and for instrumental music following improvisation instruction. This study's results suggest that music educators should consider using either modeling technique for improvisation learning experiences. Results also suggest that music educators may wish to consider using a music learning theory-based improvisation approach to facilitate greater confidence in improvising. Additionally, results suggest that classroom music educators may wish to consider improvisation instruction as a means for achieving greater student confidence in instrumental music. This study concludes with issues for further study.

Preparedness, efficacy, and commitment to a teaching career are important products of the teacher preparation process. Yet research on how the context of field experiences influences the development of these products is limited. The purpose of this study is firstly to confirm the existence of hypothesized differences between urban and suburban field placements and secondly to investigate the relationship between individual components of these contextualized field experiences and the outcomes of preparedness, efficacy, and commitment. Field experiences are examined through the lens of Bandura's (1997) sources of teacher efficacy belief development (mastery experiences, vicarious experiences, verbal persuasion, emotional arousal) and their interactions with student teaching contextual influences. The results suggest that urban-based student teachers have a qualitatively different experience from their suburban-based counterparts. Although the study did not find significant differences in resultant teacher efficacy, or preparedness for assuming fulltime teaching responsibilities, urban-based teachers report less long-term teaching commitment, but are more likely to be seeking an initial placement in an urban school. Regression analyses were performed to identify those components of the field experience and individual student characteristics that predict preparedness, efficacy and commitment. Location and on-site school contextual variables (school climate, school poverty) play an integral role in prediction of teaching efficacy. While long-term teaching commitment was most strongly predicted by emotional interpretations of the experience (satisfaction, stress, confidence) together with feeling supported by the field supervisor, intentions regarding teaching location were more dependent on support and encouragement received from mentor teachers in those locations, and viewing the mentor as a good career model. The findings of this study have important implications for teacher training since the results confirm that student teachers have very different experiences based on field site location and that these experiences do contribute differentially to the development of preparedness, efficacy and commitment. / Educational Psychology

The purpose of this study was to understand the factors that encourage midlife women to make exercise and dietary changes, the prevalence of those changes, the process by which women make them, the factors that support or impede them, and how we can enhance women’s capacity to make health behaviour changes in midlife. Since the literature highlighted the importance of self-efficacy in changing health behaviour, and of health-related quality of life as a widely recognized measure of women’s mental and physical wellbeing, the study sought to understand the relationship between exercise and dietary self-efficacy, health behaviour change and health-related quality of life (SF-36), by testing a modified version of Bandura’s 1977 and 2002/2004b models of self-efficacy. The methodology involved postal surveys as well as semi-structured interviews with a subsample of the women who completed the survey. Surveys were sent to 866 women aged 51-66 years from rural and urban locations in Queensland, Australia. Five hundred and sixty-four (69%) were completed and returned. Survey data was analysed using descriptive and bivariate statistics and structural equation modeling. Thematic analysis was used to analyse interviews. The results confirmed that midlife is a significant time for women to make positive health behaviour changes. Almost 40% of women made a change to their exercise and around 60% made a dietary change since turning 40. The main exercise change was doing more walking and the most common dietary change was reducing fat intake. Self-efficacy was shown to be a key influence on whether women made positive changes to their health in midlife. In the relationship between health behaviour change and health-related quality of life, making a positive change to exercise was significantly related to physical but not mental health, and making a dietary change was not related to either physical or mental health. Body mass index was shown to be an important influence on both self-efficacy and health-related quality of life (particularly physical health). Interviews were conducted with 29 of the participants. Interview data reinforced that the main motivations to make a positive health behaviour change among midlife women were being overweight, having an injury or being diagnosed with an illness or health condition. Witnessing the hardship experienced by others with a degenerative disease could also prompt a positive behaviour change. Successful changes mainly involved modifying existing practices and repeating new behaviours until they became part of the daily routine. The main facilitators of health behaviour change were having positive role models, having more time due to retirement, and having support from significant others (such as husbands), health professionals and organizations such as Weight Watchers. The main obstacles to making changes were work, care giving, illness and injury. Bandura’s (1977, 2000/2004b) model was partially supported, but the cross-sectional nature of the study may have been a limitation in demonstrating all aspects of the self-efficacy process. In summary, women are willing to make positive health behaviour changes in midlife, but they need education and support to have those changes be effective. It is anticipated that this research will lead to a greater understanding of the significance of midlife as a time for making healthy lifestyle changes that have the potential to improve women’s health and quality of life in later years.

In Suid-Afrika verskil onderwysers en leerders se moedertaal dikwels van die taal van leer en onderrig (Engels in dié studie). Aangesien hoërskoolonderwysers as vakspesialiste opgelei is, het hulle onvoldoende kundigheid om leerders by te staan om kerngeletterdheidsvaardighede in Engels te verwerf. Hierdie verkennende studie by ʼn plattelandse hoërskool het ten doel gehad om te bepaal wat die invloed van ʼn geletterdheidsintervensie op onderwysers in ʼn plattelandse skool se taal van onderrigpraktyke is. Die deelnemende aksienavorsingstudie het ʼn konstruktivistiese paradigma gevolg en is teoreties gerig deur die sosiale leerteorie. ʼn Geletterdheidsintervensie is ontwikkel vanuit die fonetiese beginsel en is geïmplementeer met ses doelgerig geselekteerde hoërskoolonderwysers (n=6, mans=1, vroue=5) in ʼn gerieflikheidsgeselekteerde plattelandse hoërskool wat al geruime tyd deel vorm van ʼn langtermyn studie oor veerkragtigheid in plattelandse skole. Data van onderwysers se taal van onderrigpraktyke is voor en na afloop van die geletterdheidsintervensie ingesamel aan die hand van twee fokusgroeponderhoude met die deelnemende onderwysers, asook observasies in twee klaskamers. Observasiedata is gedokumenteer as veldnotas, visuele data en oudio-opnames. Fokusgroeponderhoude is verbatim getranskribeer. Al hierdie databronne is tematies geanaliseer en die volgende temas is geїdentifiseer: onderwysers se persepsie van Engelse geletterdheid as kernvaardigheid vir leerders, die plek van hulpbronne in niemoedertaalonderrigpraktyke (in Engels) in plattelandse skole, die effek van ʼn geletterdheidsintervensie op onderwysers se tweede taal onderrigpraktyke (in Engels) en die profiel van deelnemende plattelandse onderwysers. Leer en onderrig in ʼn plattelandse hoërskool word bemoeilik deur hoërskoolleerders se onvermoë om te lees, die leerplanvereiste vir die gebruik van ʼn addisionele taal (soos Engels) as taal van leer en onderrig, gebrekkige opleiding van hoërskoolonderwysers rakende die aanleer van kerngeletterdheidvaardighede, beperkte hulpbronne en geografiese isolasie wat dit moeilik maak om indiensopleidingsgeleenthede te benut, Alhoewel die deelnemende plattelandse hoërskool se onderwysers nie opgelei was om leerders geletterdheidsvaardighede te leer nie, het dit geblyk dat hierdie onderwysers wel (i) weet welke kerngeletterdheidskernvaardighede deur leerders benodig word, (ii) gretig is om opgelei te word en positief is oor geletterdheidsintervensies, en (iii) naburige skole en onderwysers betrek in sulke kapasiteitsontwikkeling. Verder het dit geblyk dat die deelnemende plattelandse hoërskoolonderwysers hulle taal van onderrig en leerpraktyke kon aanpas nadat hulle aan ʼn geletterdheidsintervensie deelgeneem het. In dié verband het die onderwysers die volgende spesifieke strategieë gebruik, naamlik fisiese hulpbronne as ondersteuning vir die aanleer van nuwe klanke; taalvermenging; betrek leerders by die aanbieding van lesse, byvoorbeeld deur dramatisering; die implementering van ʼn leesperiode; en ook die benutting van die skool se mediasentrum. Hierdie gewysigde taal van onderrig en leerpraktyke het moontlik ʼn positiewe effek gehad op leerders se selfvertroue om in Engels betrokke te wees tydens leersituasies; hulle akademiese persentasies (in Engels) het ook verbeter. Onderwysers se ingesteldheid jeens leerders se motivering om te leer het ook verander. / Dissertation (MEd)--University of Pretoria, 2012. / Educational Psychology / unrestricted