National dialogue and scholarly research illustrate the need for engaging science, math, technology, and engineering (STEM) innovations in K-12 environments, most importantly in low-income communities (President's Council of Advisors on Science and Technology, 2012). According to Educating the Engineer of 2020, "current curricular material does not portray STEM in ways that seem likely to excite the interest of students from a variety of ethnic and cultural backgrounds" (Phase, 2005). The National Educational Technology Plan of 2010 believes that one of the most powerful ways to transform and improve K-12 STEM education it to instill a culture of innovation by leveraging cutting edge technology (Polly et al., 2010). Augmented reality (AR) is an emerging and promising educational intervention that has the potential to engage students and transform their learning of STEM concepts. AR blends the real and virtual worlds by overlaying computer-generated content such as images, animations, and 3D models directly onto the student's view of the real world. Visual representations of STEM concepts using AR produce new educational learning opportunities, for example, allowing students to visualize abstract concepts and make them concrete (Radu, 2014). Although evidence suggests that learning can be enhanced by implementing AR in the classroom, it is important to take into account how students are processing AR content. Therefore, this research aims to examine the unique benefits and challenges of utilizing augmented reality (AR) as a supplemental learning technique to reinforce mathematical concepts while concurrently responding to students' cognitive demands. To examine and understand how cognitive demands affect students' information processing and creation of new knowledge, Mayer's Cognitive Theory of Multimedia Learning (CTML) is leveraged as a theoretical framework to ground the AR application and supporting research. Also, to enhance students' engagement, gamification was used to incorporate game elements (e.g. rewards and leaderboards) into the AR applications. This research applies gamification and CTML principles to tablet-based gamified learning AR (GLAR) applications as a supplemental tool to address three research objectives: (1) understanding the role of prior knowledge on cognitive performance, (2) examining if adherence to CTML principles applies to GLAR, and, (3) investigating the impact of cognitive style on cognitive performance. Each objective investigates how the inclusion of CTML in gamifying an AR experience influences students' perception of cognitive effects and how GLAR affects or enhances their ability to create new knowledge. Significant results from objective one suggest, (1) there were no differences between novice and experienced students' cognitive load, and, (2) novice students' content-based learning gains can be improved through interaction with GLAR. Objective two found that high adherence to CTML's principles was effective at (1) lowering students' cognitive load, and, (2) improving GLAR performance. The key findings of objective three are (1) there was no difference in FID students' cognitive load when voice and coherence were manipulated, and, (2) both FID and FD students had content-based learning gains after engagement with GLAR. The results of this research adds to the existing knowledge base for researchers, designers and practitioners to consider when creating gamified AR applications. Specifically, this research provides contributions to the field that include empirical evidence to suggest to what degree CTML is effective as an AR-based supplemental pedagogical tool for underrepresented students in southwest Virginia. And moreover, offers empirical data on the relationship between underrepresented students' perceived benefits of GLAR and it is impact on students' cognitive load. This research further offers recommendations as well as design considerations regarding the applicability of CTML when developing GLAR applications. / PHD / The purpose of this research is to examine the unique benefits and challenges of using augmented reality (AR) to reinforce underrepresented students’ math concepts while observing how their process information. Gamification and Mayer’s Cognitive Theory of Multimedia Learning (CTML) principles are applied to create tablet-based gamified learning AR (GLAR) applications to address three research objectives: (1) understanding the role of prior knowledge on cognitive performance, (2) examining if adherence to CTML principles applies to GLAR, and, (3) investigating the impact of cognitive style on cognitive performance. Each objective investigates how the inclusion of CTML in gamifying an AR experience influences students’ perception of cognitive effects and how GLAR affects or enhances their ability to create new knowledge. This research offers recommendations as well as design considerations regarding the applicability of CTML when developing GLAR applications for underrepresented students in southwest Virginia.

Objective: The aims of our present study were to develop a valid and reliable survey framed around the social cognitive theory, which would evaluate internal and external factors associated with food insecurity from the student's perspective, and to test the survey with a multi-state population. Design: The College Perspectives around Food Insecurity (CPFI) survey was developed through several revision and improvement steps using a mixed methods approach. In Phase 1 (2018-2019), data were translated into survey items and assigned to a theoretical concept (personal, behavioral, or environmental) in the social cognitive theory. In Phase 2 (2019-2020), content validity testing occurred through two rounds of expert reviews. In Phase 3 (2021), researchers conducted two rounds of cognitive interviews with college students to evaluate face validity. In Phase 4 (2022), the survey underwent stability and internal consistency reliability testing. Participants: Three expert reviewers evaluated the initial survey draft during Phase 2. Participants for Phases 3 and 4 were college students at least 18 years old. Analysis: Descriptive statistics (means and frequencies) were used for expert reviewer scores, timing data, and demographics. Researchers used test-retest and Cronbach's alpha to measure survey reliability. Results: The initial survey contained 143 items: 54 personal, 52 behavioral and 37 environmental. After several testing and revision steps the final survey contained 95 items: 40 personal, 26 behavioral, and 29 environmental. Test/retest reliability was 0.989 and Cronbach's alpha scores were 0.47 for personal, 0.39 for behavioral, and 0.74 for environmental. Mean length of time to complete the full survey was 16.38 min (SD=8.88 min). Conclusions and Implications: The CPFI survey can be used to better understand internal and external factors associated with food insecurity in college students which could inform interventions aimed at assisting this population.

Yes / In electronic government (hereafter e-government), a large variety of technology adoption models are employed, which make researchers and policymakers puzzled about which one to use. In this research, nine well-known theoretical models of information technology adoption are evaluated and 29 different constructs are identified. A unified model of e-government adoption (UMEGA) is developed and validated using data gathered from 377 respondents from seven selected cities in India. The results indicate that the proposed unified model outperforms all other theoretical models, explaining the highest variance on behavioral intention, acceptable levels of fit indices, and significant relationships for each of the seven hypotheses. The UMEGA is a parsimonious model based on the e-government-specific context, whereas the constructs from the original technology adoption models were found to be inappropriate for the e-government context. By using the UMEGA, relevant e-government constructs were included. For further research, we recommend the development of e-government-specific scales.E-

Det här arbetet är en studie i hur jag bäst motiveras till att öva. Jag har testat olika metoder men framför allt utvecklat min egen modell men avstamp i Flow, Social-Cognitve theory, Self-determination theory och Goal-orientation theory. Motivation är anledningen till att vi kan bli framgångsrika musiker och att fostra sin egen motivation borde vara grundläggande för alla blivande musiker. / <p>Etude in e minor - Pius Cheung</p><p> </p><p>Ripple - Akira Miyoshi</p><p> </p><p>Purity 2 - Thomasz Golinski</p><p>Magical Sphere - Rodrigo F. Marques</p><p> </p><p>Asventuras - Alexej Gerrasimez</p><p> </p><p>Octabones - Adi Morag</p><p>Tango Suite for two Guitars, Nr. 2 - Astor Piazzolla</p><p> </p><p>Annanstans - Erik Natanael</p><p> </p><p>Lemuria, the Fallen Civilization - Csaba Marján</p><p>Prelude in g minor - Sergei Rachmaninoff</p><p></p><p>Medverkande :</p><p>Elias Gustafsson</p><p>Rasmus Hansson Jönsson</p><p>Filmen är min Examenskonsert</p><p></p><p>Inspelningen av konserten startar först efter några minuter.</p>

Doctor of Philosophy / Curriculum and Instruction Programs / Margaret G. Shroyer / The purpose of this mixed methods case study was to examine the impact of lesson study professional development on teacher self-efficacy and outcome expectancy using Bandura’s Social Cognitive Theory as a framework (1977). The focus of this lesson study was implementing Common Core State Standards for mathematics. Thirteen K-6 teachers participated in the lesson study professional development, completed a pre/post Mathematics Teaching Efficacy and Expectancy Beliefs Inventory (MTEEBI) and completed ongoing journaling prompts while the researcher conducted observations throughout the process. Qualitative and quantitative data gathered in this research indicated the lesson study professional development had a positive impact on both self-efficacy and outcome expectancy of the teacher participants. Though the teachers possessed a satisfactory level of self-efficacy and outcome expectancy at the onset of the study, a measurable gain was evident. Comparison of the pre and post MTEEBI surveys, through statistical analysis using a Paired-Samples t-test, indicated a significant positive change in both self-efficacy and outcome expectancy scores. Though growth for both constructs was significant at the .05 level of probability, self-efficacy growth was greater than outcome expectancy. This finding is supported in historical research of the challenge of yielding outcome expectancy growth. The qualitative analysis of observations and journal prompts corroborated the MTEEBI results, indicating a majority of the teachers’ self-efficacy and outcome expectancy beliefs were positively impacted by the lesson study professional development. Bandura’s four sources of efficacy (mastery experiences, modeling, verbal/social persuasion, physiological responses) positively impacted personal self-efficacy, while three of the four sources (mastery experiences, modeling, physiological responses) impacted outcome expectancy. Qualitative data indicated mastery experiences were most critical for both constructs. Lesson study professional development is a natural catalyst for addressing Bandura’s four sources of efficacy and thus building self-efficacy and outcome expectancy. Given the demands of rigorous educational reform, lesson study professional development is a promising approach to positively impact teacher self-efficacy and outcome expectancy, through engaging Bandura’s four sources of efficacy to develop and strengthen these beliefs. Therefore lesson study ought to be a more frequent component of teacher professional development and teacher preparation.

Bakgrund: Befolkningen blir allt äldre och ökad ålder medför funktionsnedsättningar som minskad muskelmassa och balans. Det påverkar gången negativt, men genom att träna funktionellt eller träna upp muskelstyrkan och balansen kan äldres gångförmåga förbättras. Syfte: Syftet med studien är att undersöka hur äldres gångförmåga, self-efficacy och eventuell oro inför att gå påverkas av två olika åttaveckors interventioner med träning inom kommunal verksamhet, samt hur följsamhet till träning påverkas av self-efficacy och eventuell oro. Metod: Studiedesignen är en experimentell design i form av pretest-posttest control group som är en form av RCT. Nitton deltagare ≥65 år rekryterades via konsekutivt urval. Testresultat från TUG, självvald gånghastighet och skattningar på oro och self-efficacy inför att gå samlades in. Resultat: Ingen signifikant skillnad (p&gt;0,05) förekom mellan eller inom grupperna med avseende på testvariablerna. Korrelationsanalyserna visade på ingen, låga och moderata korrelationer, både positiva och negativa men inga signifikanta korrelationer observerades. Slutsats: Resultatet i studien kan inte generaliseras till en större population, men kan vara till grund för ytterligare studier med ett större stickprov som randomiseras utifrån populationen. Ytterligare studier krävs med syfte att undersöka om enbart gångträning är effektivt för att utveckla gångförmågan. / Background:  Since the population is aging the decrease in muscle function and balance impairments leads to increased disable. Which has a negative impact on walking ability, though through functional training, by training muscle strength and balance can enhance walking ability in elderly. Aim: The purpose of the study is to investigate how elderly people walking ability, self-efficacy and any anxiety about going, influenced by two different eight-week interventions within municipal operations, and how adherence to exercise is influenced by self-efficacy and anxiety. Method: The study design is an experimental variant of the pretest-posttest control group design. Nineteen participants’ ≥65 years recruited consecutively through selection. Test results from TUG, self-selected walking speed, and estimates on anxiety and self-efficacy before going was collected. Result: No significant difference (p&gt;0, 05) occurred between or within groups for the test variables. The correlation analysis showed none, low, moderate correlation, both positive and negative but no significant correlations was observed. Conclusion: The results of the study can’t be generalized to a larger population, but can be the basis for further studies with a larger sample to be randomized on the basis of population.  More studies are needed to investigate if only walking exercise is effective for developing the walking ability.

Background. Obesity has been associated with a number of negative health consequences (e.g., hypertension/heart disease, type-2 diabetes, osteoarthritis, and respiratory illnesses). Despite health communication campaigns to reduce overweight/obesity by encouraging lifestyle changes (e.g., eating healthier foods and exercising), the rates of overweight and obesity levels have continued to rise. Studies indicate that the rate of overweight and obesity in the U.S. is highest among Blacks. Messages targeted toward “Blacks” (African-Americans) in the United States treat this segment of the population as a homogenous group and fail to account for within-group cultural differences. Cultural values and beliefs related to food, physical activity, and ideal body size may contribute to overweight and obesity. Objective. This study was designed to gain a deeper understanding of the similarities and differences between African-American and Afro-Caribbean immigrant women living in the Metro Atlanta, Georgia, in terms of the role that culture and social environments play in forming obesity-related—food, physical activity, and body image—attitudes, values, and behaviors. Method. A social cognitive theory (SCT) framework informed the design of semi-structured interview guides. Study participants were comprised of 13 African-American women and 12 Afro-Caribbean women who recently immigrated to the United States from English-speaking countries. All participants were living in Atlanta, Georgia at the time of the study. They were recruited through convenience and snowball sampling and interviewed between October 5 and December 26, 2014. Data from audio-recorded in-depth interviews were transcribed and analyzed using textual analysis software package NVivo9. Results. African-American and Afro-Caribbean participants were similar in terms of some food-, physical activity- and body-image related attitudes and behaviors. Health-related concerns and matrilineal influence affected the food-related behaviors of both groups of participants. Physical activity and body image-related attitudes and behaviors of women in both groups were affected by the norms of their childhood and current social environments. Although a healthy physical activity lifestyle was important to women in both groups, not all women were consistently physically active. The study also revealed some differences between African-American and Afro-Caribbean participants. In general, the African-American women described the food-related norms of their childhood environments in negative terms and were more likely to have changed their food-related behaviors for health reasons. The Afro-Caribbean women described their childhood food-related norms in positive terms, and thus, strove to maintain healthy behaviors from their childhood. The norms of the current social environments of African-Americans, but the childhood social environments of Afro-Caribbean participants, influenced them more toward healthier food-, physical activity- and body image-related attitudes and behaviors. In terms of body ideals, Afro-Caribbean women typically identified a smaller “ideal body size” than African-American women. African-Americans from the South, or those with parents from the South tended to choose larger figures than women from the North. Conclusion. Consistent with other SCT studies, this study found attitudes and behaviors that were consistent with those modeled within the participants’ social environments. There are more cultural differences than similarities between African-American and Afro-Caribbean women. The similarities and differences revealed in this study have implications for the design of culturally relevant obesity-related messages.

Background. Obesity has been associated with a number of negative health consequences (e.g., hypertension/heart disease, type-2 diabetes, osteoarthritis, and respiratory illnesses). Despite health communication campaigns to reduce overweight/obesity by encouraging lifestyle changes (e.g., eating healthier foods and exercising), the rates of overweight and obesity levels have continued to rise. Studies indicate that the rate of overweight and obesity in the U.S. is highest among Blacks. Messages targeted toward “Blacks” (African-Americans) in the United States treat this segment of the population as a homogenous group and fail to account for within-group cultural differences. Cultural values and beliefs related to food, physical activity, and ideal body size may contribute to overweight and obesity. Objective. This study was designed to gain a deeper understanding of the similarities and differences between African-American and Afro-Caribbean immigrant women living in the Metro Atlanta, Georgia, in terms of the role that culture and social environments play in forming obesity-related—food, physical activity, and body image—attitudes, values, and behaviors. Method. A social cognitive theory (SCT) framework informed the design of semi-structured interview guides. Study participants were comprised of 13 African-American women and 12 Afro-Caribbean women who recently immigrated to the United States from English-speaking countries. All participants were living in Atlanta, Georgia at the time of the study. They were recruited through convenience and snowball sampling and interviewed between October 5 and December 26, 2014. Data from audio-recorded in-depth interviews were transcribed and analyzed using textual analysis software package NVivo9. Results. African-American and Afro-Caribbean participants were similar in terms of some food-, physical activity- and body-image related attitudes and behaviors. Health-related concerns and matrilineal influence affected the food-related behaviors of both groups of participants. Physical activity and body image-related attitudes and behaviors of women in both groups were affected by the norms of their childhood and current social environments. Although a healthy physical activity lifestyle was important to women in both groups, not all women were consistently physically active. The study also revealed some differences between African-American and Afro-Caribbean participants. In general, the African-American women described the food-related norms of their childhood environments in negative terms and were more likely to have changed their food-related behaviors for health reasons. The Afro-Caribbean women described their childhood food-related norms in positive terms, and thus, strove to maintain healthy behaviors from their childhood. The norms of the current social environments of African-Americans, but the childhood social environments of Afro-Caribbean participants, influenced them more toward healthier food-, physical activity- and body image-related attitudes and behaviors. In terms of body ideals, Afro-Caribbean women typically identified a smaller “ideal body size” than African-American women. African-Americans from the South, or those with parents from the South tended to choose larger figures than women from the North. Conclusion. Consistent with other SCT studies, this study found attitudes and behaviors that were consistent with those modeled within the participants’ social environments. There are more cultural differences than similarities between African-American and Afro-Caribbean women. The similarities and differences revealed in this study have implications for the design of culturally relevant obesity-related messages.

This study aimed to measure teachers’ self-efficacy for teaching students with autism spectrum disorder (ASD). Teacher self-efficacy refers to the belief teachers hold about their ability to affect student learning and has been shown to change teachers’ motivation, stress levels, and amount of given effort (Klassen, Tze, Betts, & Gordon, 2011). Numerous studies have dealt with the measurement of this construct and developed measures that assess teachers in different domains and populations; however, only one study (Ruble, Toland, Birdwhistell, McGrew, & Usher, 2013) has attempted to measure within the population of students with ASD. The purpose of the current study was to develop and pilot a new measure, the Teacher Self-Efficacy for Autism Scale (TSEAS), expand the construct to the target population, and provide sources of validity evidence. Results indicated that the TSEAS represented a unidimensional scale and latent correlation analyses suggested that the TSEAS has a positive correlation with a well-known teacher self-efficacy measure and has a low, positive correlation with a job satisfaction instrument. With continued refinement, the TSEAS can support others who wish to measure this construct and future application of the methods employed in building this scale can be applied to other scales with minor revisions.

This dissertation attempts to expand our understanding of the deficient self-regulation (DSR) of Internet use and media habit development. Drawing from a social cognitive perspective, DSR is described as lapses in effective self-control that are self-corrected over time. A shortcoming in this area of research is that factors relevant to the technology that may encourage the development of DSR or media habits are rarely, if ever, discussed. A large focus of existing research is instead narrowly placed on individual factors that motivate DSR and media habits. An extension is proposed to theory on DSR in this dissertation by examining the role played by novelty perceptions of technology. In the initial stages of technology use, when perceptions of novelty generally grow, perceived novelty is hypothesized to elicit a state of flow, which in turn diminishes the subfunctions of self-regulation and provokes DSR. The relationship between perceived novelty and flow is moderated by psychosocial problems, boredom proneness, and self-reactive outcome expectation. As perceived novelty of a technology decreases, it is presumed that self-control is restored given that flow no longer inhibits self-regulation. However, DSR and media habits are hypothesized to persist in later technology use if individuals experience psychosocial problems, boredom proneness, or high self-reactive outcome expectations. The manifestation of DSR in later stages of technology use increases the likelihood of forming media habits. The influence of novelty perceptions was evaluated on flow, DSR, and media habits at initial and later stages of technology use. The pretest demonstrated that a novelty frame successfully manipulated novelty perceptions of Second Life, the technology used in this experiment, in anticipated directions. In the main study, perceived novelty resulted in flow, which in turn predicted growth of DSR during initial stages of Second Life use. In the familiar stages of use, DSR led to the development of media habits over time; however, the relationship between novelty perceptions and DSR was not moderated by psychosocial problems, boredom proneness, or self-reactive outcome expectation. The findings of this investigation are discussed aside their implications for research, theory, and practice.