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The major purpose of this study was to evaluate the effect of an early intervention on distance learning outcomes, specifically learner behaviour associated with persistence and academic achievement, learner satisfaction, and intention to re-enroll. Social support theory was used as a conceptual framework to guide the development of an early intervention designed to enhance social integration by linking the distance learner into existing institutional support systems at a dual mode university. The social integration model proposes that students who are sufficiently integrated into the academic and social life of an institution through various kinds of interaction are more likely to experience goal satisfaction, develop institutional commitment, and, consequently, to persist in their studies. The project involved random assignment of paired study participants (all new to distance education) to either an experimental (n = 93) or a comparison (n = 93) group (the latter referred to herein as the control group). Both groups received a baseline service consisting of a printed orientation package called The Starter Kit that was designed specifically for this study. The experimental group, in addition to these materials, received an intervention consisting of two telephone calls and two follow-up letters from a member of the university staff. These interactions consisted of welcoming the learner, calling the learner's attention to the orientation materials, addressing issues common to distance learners, identifying any problems or needs, providing encouragement and positive emotional support, and strongly reinforcing the notion that help for distance learners is readily available from the institution. The first hypothesis was that the social support intervention provided to the experimental (intervention) group would be positively related to desired learning outcomes, both learner behaviour and learner satisfaction. The second hypothesis was that to the extent that a relationship was revealed between the treatment and the outcomes, it would be mediated by perceived social support. The results of t-tests and chi-square analyses revealed that there was no significant effect (at the p < .05 level) of the intervention on learner behaviour or satisfaction. It therefore seems appropriate to regard the two orientation efforts (i.e. print materials plus intervention by telephone and mail, versus print materials alone), as about equally (rather than differentially) effective in enhancing distance learner behaviour and satisfaction. Lack of adherence to design, a ceiling effect, and the absence of a no-treatment control group were identified as factors which may have contributed to not finding a direct relationship between the intervention and outcomes. Although no main effects were found for the intervention, a series of post-hoc regression analyses revealed a strong positive relationship between social support and learner satisfaction, including intention to re-enroll. This outcome supports and extends findings from other studies of learner support in distance education by confirming the relationship between perceived institutional support and learner satisfaction, and by providing a theory-based explanation of how interaction enhances the distance learner's experience. The results are consistent with the social support literature in that it was the individual's subjective appraisal of support availability which was associated with satisfaction. Future research should address what kinds of university processes might contribute significantly to perceived social support in a distance learning setting, and if outcomes other than satisfaction can be improved by enhancing perceived social support. Follow-up research will be enhanced by the development in this study of reliable multi-faceted measures of learner satisfaction and perceived social support.

Little is known about how individuals with an identified disability in reading (also termed learning disabled or dyslexic) acquire adult reading competence and succeed in workplaces which demand high levels of literacy skill. There are some recent studies of successful individuals and university students who succeed despite a persistent reading disability, but these tend to focus on their deficits and problems rather than their strengths and abilities. Interventionists need this information and they have recently focussed on teaching LD students the reading strategies that skilled, nondisabled (NLD) readers use to improve their overall comprehension of text. This did not necessarily improve performance and transfer was a problem. More information is needed about the processes and strategies that enable LD readers to acquire skilled literacy competence, so that future intervention programs are based on proven compensatory mechanisms. Frith (1985) theorized that compensated LD readers can develop orthographic reading skills to overcome their disability but this required empirical investigation. Stanovich's (1980) "interactive-compensatory model of reading " was supported by Kintsch's (1988) "construction-integration model of reading comprehension" as it provided a framework for exploring compensated reading. Within Enhanced Kintsch framework, compensated readers who had difficulty constructing a "textbase memory," or recalling text, used information from long-term memory to close gaps in word level comprehension. Readers could be aware of compensating in this way. Compensated readers were then able to construct a "model of the situation" and interpret text effectively, using building blocks of textbase memory. In this way readers were able to bypass their disability and comprehend text effectively. Eight LD readers were given two texts to read and their responses to interview questions were audio-taped. Readers' recall performance was coded using a template textbase for each text, constructed using Kintsch's (1988) semantic propositional analysis system. Using intercase as well as within-case findings, the following research questions were addressed: (1) How did compensated readers overcome their textbase difficulties? and (2) Are they aware of this? The results showed that compensated readers had difficulty recalling the main ideas of texts, particularly of unfamiliar texts, and often remembered only the supporting details. They overcame their textbase difficulties by using inference and metacognitive knowledge and strategies to close their gaps in understanding. This usually enabled them to successfully interpret or model the situation of text, although strong affective response to text could prevent readers from compensating this way. Strategies included rereading text to find the main idea and repeating unfamiliar words sub-vocally. The results also showed that compensated readers were sometimes aware of applying their compensatory processes and strategies.

Using a confirmatory factor analytic approach, the aim of the study was to examine the construct validity of an academic expansion of the Marsh/Shavelson model of self-concept (SC; Shavelson & Marsh, 1986; Marsh, 1990d), and its relations with academic achievement (AA) within and across gender. Participants were Grades 5 and 6 girls (n = 220) and boys (n = 205) drawn primarily from middle-class suburban communities in and around Ottawa, Canada. Four nonacademic SCs (i.e., physical appearance, physical ability, parents, and peers), one general-academic SC, and 11 subject-specific academic SCs were measured with the Self-Description Questionnaires (Marsh, 1990d, 1992b) and the Self-Perception Profile for Children (Harter, 1985). Specific academic SCs were measured for four Language Arts (i.e., Listening, Reading, Writing and Speaking), two mathematics (i.e., Arithmetic and Measurement), two science (i.e., Science and Social Studies), and three non-core (i.e., Religion, Art, and Physical Education/Gym) subjects. Grades and self-reported grades in eight of these subjects served as measures of AA. The hypothesized multidimensional SC measurement and structure was supported for both girls and boys. Tests of competing hierarchical SC structures provided support for five higher-order SCs (i.e., Nonacademic, Non-core Academic, and Verbal-, Mathematics-, and Science-Academic). Gym SC was better represented hierarchically under Nonacademic, rather than under Non-core Academic SC. Gender differences in the baseline hierarchical SC models related only to Parent SC, which was defined by only Non-core Academic SC for girls, but Verbal-Academic SC for boys. Reading, Writing, and Speaking in Language Arts AAs were not distinct, and thus, were represented as a single Language Arts Skills AA construct. A multidimensional pattern of relations in which SC and AA constructs were more highly correlated for corresponding than for non-corresponding academic subject areas was supported, albeit with two exceptions. A multidimensional pattern of SC/AA relations was not consistently found for the Language Arts constructs for both girls and boys, and was not found for Art AA for girls. An hierarchical pattern of SC/AA relations in which AA constructs were more highly correlated with first- than with second-order SCs was not consistently demonstrated for either girls or boys. Tests for the gender invariance of SC measurement and structure, and of SC/AA relations were generally tenable. Gender differences dud were of the largest magnitude indicated that, in comparison to girls, Art AA was more highly related to Art SC, but less correlated with both Speaking in Language Arts and Verbal-Academic SCs for boys.

La présente thèse a pour objectif d'appliquer la théorie de l'autodétermination (Deci & Ryan, 1985, 1991) au contexte de la participation des pères aux soins de leurs enfants. Un modèle de prédiction a été est formulé, combinant la perception qu'ont les pères de certains facteurs individuels et interpersonnels pertinents à leur engagement parental. Une première étude menée auprès de pères de families à deux revenus ( N = 110) ayant un enfant d'âge préscolaire (âgé entre 2 et 5 ans), a permis de démontré des propriétés psychométriques satisfaisantes pour quatre échelles développées, évaluant: (1) la perception de la participation des pères aux soins des enfants (ÉPSE), (2) la motivation des pères envers leur participation (ÉMPE), (3) la perception des comportements interpersonnels de la conjointe devant le rôle du père (ÉCIC) et (4) la perception de compétence parentale (ÉCP). Le modèle de prédiction a été vérifié auprès d'un deuxième échantillon de pères de families à deux revenus ( N = 205) ayant au moms un enfant d'âge préscolaire (âgé entre 2 et 6 ans), au moyen d'analyses par équations structurales. Les résultats présentent ces pères qui se perçoivent engagés et compétents daps leur rôle, soutenus par leer conjointe daps leur rôle, motivés dune façon autodéterminée et satisfaits de leer expérience. Les résultats ont soutenu daps l'ensemble le modèle proposé. Au sein du modèle final, la perception qu'ont les pères du soutien à leur compétence de leur conjointe était reliée positivement à leur compëtence parentale, cette dernière variable était ensuite reliée positivement à leur motivation. La perception qu'ont les pères du soutien interpersonnel de leur conjointe était reliée positivement à leur motivation. La motivation était ensuite reliée positivement à leur perception de participation aux soins de leurs enfants et à leur satisfaction parentale. Cette thèse offre une contribution théorique à l'étude des pères, tout en élargissant l'application de la théorie de l'autodétermination à un domaine d'activité relationnel. Les répercussions théoriques et appliquées de cette thèse sont présentées, suivis de certaines limites inhérentes aux résultats, ainsi que des perspectives d'avenir.

When a chronic medical condition, such as cancer, imposes limitations on a child's physical and/or cognitive abilities, the opportunities for the child to feel academically successful are reduced and thus these children are at risk of becoming underachievers and failures in their own eyes. These children miss out on experiences that normally lead to a development of self and a sense of control over their environment. From a social cognitive perspective, learning and educational development are dependent on whether students perceive that they can control the factors which allow them to manage their learning conditions and situations. However, since the constraints of being hospitalized and health impaired affect such perceptions, there should be an improved understanding of how self-efficacy beliefs contribute to oncology students' learning in the hospital setting. Therefore, the objectives of this research were to examine, through a multiple case study approach, how self-efficacy beliefs influence oncology students' motivation to learn in the hospital setting, their ability to regulate and master academic activities, their affective response to their hospital learning experiences, and their personal adjustment under adverse conditions. Attention was also devoted to these students' acquisition and use of self-regulatory skills. The cases presented in this study focus on the learning experiences of 5 hospitalized oncology students receiving educational services in one large Ontario children's hospital. The children ranged in age from 9 to 13 years. Data were collected using multiple qualitative methods over a 3 month period and were analyzed from a constructivist perspective. Results indicated that, motivationally, hospital education was valued most when the children's goal of returning to the community school was proximal and thus the purpose of the instruction was evident. For those students with no immediate expectation of returning to the classroom, the hospital education program provided them with important social contacts. Academic efficacy beliefs were strongly linked to the way oncology students attributed their difficulties---either to a lack of effort or ability. In the absence of peer social comparative information, the oncology students depended heavily on their hospital teachers to be credible sources of learning and development information. These children also depended on their teachers and mothers to structure their learning experiences and could not be considered self-regulated learners. Ultimately, the greatest source of academic anxiety for the oncology students stemmed from their inability to control the effects of their illness on their physical and academic capabilities and the difficulties inherent in the instructional context. Although this study focused on the theoretical and psychological aspects of learning and the child with cancer, the ability of a child to succeed is still partially dependent on the policies, practices, and scope of the educational program. Therefore, this thesis concludes by linking the theoretical findings with practical recommendations for the improvement of educational services offered to hospitalized oncology students.

The purpose of this study was to compare two methods to assess the dimensionality underlying a set of responses to test items; Stout's T statistic (Stout, 1987) and a form of non-linear factor analysis, the approximate $\chi\sp2$ statistic (De Champlain, 1992). Response data was simulated to compare the number of rejections of unidimensionality made using the approximate $\chi\sp2$ statistic and using Stout's T statistic. Two conditions have been identified as possibly affecting the accuracy of dimensionality assessment techniques; the degree of correlation among abilities and the amount of guessing present in the data. These two variables were manipulated in the generation of 100 different data sets, each with scores for 1000 examinees under each experimental condition for both two-dimensional and unidimensional response data. The dimensionality underlying each data set was assessed by the program NOHARM II (Fraser & McDonald, 1988) for the approximate $\chi\sp2$ and by DIMTEST (Stout, Douglas, Junker & Roussos, 1993) fot Stout's T statistic. Both statistics had higher Type I error rates when unidimensional data was simulated with pseudo-guessing present. As has been found in earlier studies, longer tests were also associated with lower Type I error rates for these statistics in the unidimensional data condition. Both statistics performed with acceptable levels of Type I errors (less than 5% in most conditions). Logit-linear analysis of the number of rejections of unidimensionality made by both statistics showed main effects of pseudo-guessing, test length and the level of correlation of the latent factors in the two-dimensional simulation condition. Longer tests had a greater number of (correct) rejections of unidimensionality. Rejections of unidimensionality were less frequent when the latent traits were highly correlated (r =.7). Both statistics performed well when latent traits were correlated at r =.5. There were more correct rejections of unidimensionality made with response data which contained no pseudo-guessing. (Abstract shortened by UMI.)

The research study was part of an ongoing project on the cognitive aspect of coaching amateur ice hockey. The purpose of the current research study was to identify the decision-making factors that youth ice hockey coaches consider during games. A single case study was conducted with a coach involved with a Major PeeWee "AA" competitive hockey team. Data were obtained through one background interview, 12 game videotapes, and 12 stimulated-recall interview game transcripts. An inductive analysis of the transcripts indicated that over half of the actions (n = 144) took place when the coach talked to one or more players (n = 76) and that the main goal was to inform or give feedback to his players. In general, the most common factors considered by the coach were: player(s) performance on the ice, game score/outcome, time of game/time restraints, habits/history of team or player, game official(s) performance, and skill level of team/player(s). Contrary to what has been suggested in some decision-making process models, the coach in this study used many different factors other than just players' performance in his decisions. (Abstract shortened by UMI.)

It is the underlying postulate of the present research that planning is a skill which enjoys a common mental representation and vocabulary across groups in society. Should this be the case, it may be beneficial to focus instruction on planning, as a vehicle for teaching and operationalizing metacognitive skills. Exploration of this postulate necessitates a fuller understanding of how both the nature and the function of planning are perceived by various representative groups. A deeper awareness of planning knowledge held by domain-related experts has potential to reveal similarities and dissimilarities of mental representations of planning. Toward this end, four groups of experts in academics from cognitive science, business, everyday life-planning, and teaching were provided with input from a telephone survey of the general public through a Delphi Methodology. The reiterative, three round process was undertaken by the participants to explore what is meant by the term planning, how it is done, and where and when it is used. This self-correcting technique permitted each group to generate an excellent and precise definition of planning, to clearly define the terminology used, and to articulate the functions of planning and their contextual applications. The Delphi Method achieved unusually high degrees of agreement both within and across cells as to the nature and function of planning. Additional comments from respondents brought elaboration of their perceptions to light for the purposes of understanding and comparison. There was a remarkable correspondence between the most recent literature on planning and the knowledge base of the respondents. The data confirm that there is a striking convergence, within and across the sampled groups about what planning is and the purposes for which it is used. For all cells, definitions of planning achieved a solid consensus and an impressive 97% agreement on all components of the definition and their descriptors, 89% on the function statements, and 95% for the 159 function descriptors. The analysis of data highlighted areas of similarity and dissimilarity of perceptions on aspects of planning. Cell differences between the Academic, Business, Lay, and Teacher cells were observed and reported. The findings substantiate the proposed use of planning and its vocabulary to assist learners to discuss, comprehend, and employ the underlying metacognitive thinking skills involved for problem solving in school and in real life situations throughout the life span. This valuable connector between ages and contexts has been under-utilized to date. The results of the present study justify planning as an umbrella process for instruction in metacognition. (Abstract shortened by UMI.)

In an effort to more fully understand the gifted adolescents' self concept and any changes that occur due to the transition to a congregated classroom setting, this study employed a combination of a quantitative instrument, the Harter Self Perception Profile for Adolescents (SPPA), used over time, and a qualitative interview technique. The sample was composed of 25 gifted adolescent students from a grade nine congregated program offered by College catholique Samuel Genest. The students showed significant changes in their Harter SPPA subscales over time. The self image of the students increased significantly in their SPPA subscales of romantic appeal and close friendship. There was also an interaction of time by gender on behavioral conduct with an increase for females, but a significantly larger decrease for males in the posttest. Significant changes in importance ratings also occurred over time. There were significant interactions of time by gender on scholastic competence, behavioral conduct, and close friendship. When comparing subscale scores and importance ratings, a drop in discrepancy scores from the pre to posttest was consistent for both genders. These findings suggest that various domains of the students' self concept were affected differently during the program. The interview and its assessment of the social, psychological, and coping selves highlighted the role the social environment played in the gifted adolescent's developing self concept. Gifted students enjoyed being with their gifted peers, establishing new social skills and opportunities while meeting their academic needs. They were, however, conscious of being labelled and didn't like to be singled out or treated differently. A fact reinforced by the correlation analysis which revealed that scholastic competence was strongly related to behavioral conduct and global self worth, but remained poorly related to social acceptance. (Abstract shortened by UMI.)