The motivation behind the revival and development of roller derby may provide valuable insight to the structure of established sports regarding athlete engagement, drop-out, and well-being. To investigate the relationship of the cross-theoretical concepts, self-reported satisfaction and thwarting of basic psychological needs, and peer motivational climate of 255 high-level flat track roller derby athletes was examined in a cross-sectional design. Hierarchal regression analysis showed low effects of basic needs satisfaction on performance. Basic psychological need satisfaction and thwarting predicted 63% of the experienced task-involved motivational climate variance and 25% of ego-involved motivational climate. Relatedness proved strongest in predicting both types of peer motivational climates. In conclusion, the employed study method, limitations of the study, and recommendations for future research are discussed. / Motivationen bakom återuppväckandet och utvecklingen av roller derby kan bidra med värdefull insikt i etablerade idrotters struktur gällande idrottares engagemang, avhopp, och välmående. Studiens syfte var att undersöka relationen mellan tvär-teoretiska koncept. Med en tvärsnittsdesign undersöks självrapporterad upplevelse av tillfredsställda och nedtryckta psykologiska behov, samt motivationsklimat hos 255 högpresterande flat track roller derby idrottare. Hierarkisk regressionsanalys påvisade svag effekt av behovstillfredsställelse på prestation. Grundläggande psykologisk behovstillfredsställelse och nedtryck förklarade 63% av variansen i det uppgiftsorienterade motivationsklimatet, och 25% av det ego-orienterade motivationsklimatet. Samhörighet visade på störst förutsägbarhet på båda typerna av motivationsklimat. Avslutningsvis diskuteras studiens metod och begränsningar, samt förslag på framtida studier.

Call number: LD2668 .T4 1986 L48 / Master of Science / Psychological Sciences

Doctor Legum - LLD / Water is at the very core of sustainable development, critical for a thriving people, planet and prosperity. Water is regarded as a public good which is fundamental for health and life. Water is so important that it was debated as being a basic human right on many international platforms. Water access has plagued many parts of the world for a long period of time. In recent years, there have been increasingly urgent warnings of a global water crisis, as the human species consistently uses more water than is sustainably available. The international community tried to work towards overcoming these water-related issues by establishing the then Millennium Development Goals (hereafter referred to as MDGs), with MDG7.C focusing on access to safe drinking water. Even though MDG7.C was achieved in part, issues still remained regarding water access and quality. Sustainable Development Goal 6 (hereafter referred to as SDG 6) was then introduced and the scope of SDG6 is much wider than its predecessor, since the water access and scarcity problems are still prevalent today. The 2030 Agenda for Sustainable Development includes a dedicated goal on water and sanitation that sets out to ensure availability and sustainable management of water and sanitation for all. SDG6 expands the MDG focus on drinking water to now cover the entire water cycle, including the management of water, wastewater and ecosystem resources, with water at the very core of sustainable development. The goal has, in essence, extended to include a much broader spectrum of issues that need to be solved which, in essence, unravels even more challenges along the way. As a result, it is imperative to determine whether SDG6 can allow for actual sustainable development in terms of freshwater resources. Thus, this thesis will discuss the advent of the Sustainable Development Goals (hereafter referred to as SDGs), in particular SDG6, as well as analyse how SDG6 impacts on International Environmental Law, with particular emphasis on International Freshwater Law. The main aim of this research is to determine whether the creation and implementation of SDG6 can result in overall freshwater sustainability and whether this can result in the furtherance of sustainable development.

O objetivo do estudo foi investigar os efeitos do autoestabelecimento de metas na aprendizagem de habilidades motoras realizada com diferentes regimes de CR. Para tanto, três experimentos foram realizados, todos eles com três grupos distintos - meta autoestabelecida espontaneamente e de forma induzida e meta externamente controlada ou atribuída - para investigar a aprendizagem da habilidade motora de subir a escada de Bachman, realizada com CR, sem CR e com CR autocontrolado. Os grupos de cada experimento foram tratados como variáveis independentes. Os desempenhos dos participantes foram considerados como variáveis dependentes. As observações originais foram obtidas no ambiente de coleta do experimento por meio da anotação dos degraus subidos pelo aprendiz em cada tentativa. Os desempenhos foram analisados por meio da taxa de desempenho (TxD) caracterizada pelo número de degraus subidos dividido pelo número de degraus possíveis de serem alcançados. Foi realizado um ANOVA two way (3 grupos X 6 blocos) para medidas repetidas no fator bloco. Os dados foram organizados em blocos de 10 tentativas, sendo dois blocos referentes à fase de aquisição (AQ1, AQ30) e dois blocos referentes a cada teste (RET1, RET2, TR1, TR2). Os resultados em todos os experimentos foram semelhantes e os grupos não se diferenciaram entre si. Conclui-se que o processo de aprendizagem dos participantes que estabeleceram suas próprias metas e dos que tiveram a meta atribuída foi semelhante. Assim sendo, o estabelecimento de metas em si, seja atribuída ou externamente controlada (grupo yoked), autoestabelecida espontaneamente ou de forma induzida é favorável para a aprendizagem da tarefa de subir a escada de Bachman, e isso independe se o CR é fornecido, não é fornecido ou é autocontrolado. Conclui-se que pelo fato de tanto o estabelecimento de metas quanto o CR serem reconhecidos como fatores motivacionais eles se neutralizaram e não afetaram a aprendizagem motora de subir a escada de Bachman / This study aimed to investigate the effects of self-set goal on motor skills learning with different KR regimens. Three experiments were carried out, all of them with three distinct groups - spontaneously self-set goal and spontaneously self-directed goal and externally controlled or assigned goal - to investigate the learning of Bachman ladder climbing motor ability, performed with KR, without KR and with self-controlled KR. Groups of each experiment were the independent variables. Participants\' performances were the dependent variables. The original observations were obtained at the experiment data collection environment by notes of the steps reached by the apprentice in each attempt. Performances were analyzed by performance rate (TxD), obtained from the ratio between the number of reached steps and the highest possible step. Two way ANOVA (3 groups X 6 blocks) was performed for repeated measures in the block factor. Data were organized in blocks of 10 trials, two blocks referring to the acquisition phase (AQ1, AQ30) and two blocks referring to retention and transference tests, respectively (RET1, RET2, TR1, TR2). Results in all experiments were similar and its groups not differed from each other. In conclusion, the learning process of the participants who established their own goals and those who had the assigned goal was similar. Thus, goal setting itself, whether attributed or externally controlled (yoked group), self-established spontaneously or in an induced manner is beneficial for learning the Bachman ladder climbing task, regardless if KR is provided or not or if is self-controlled. It is conclued that as the goal setting and KR are both motivational factors, their effects were neutralized and didn\'t affect the motor learning of Bachman ladder task

Thesis advisor: George M. Barnett / There is currently a shortage of students graduating with STEM (science, technology, engineering, or mathematics) degrees, particularly women and students of color. Approximately half of students who begin a STEM major eventually switch out. Many switchers cite the competitiveness, grading curves, and weed-out culture of introductory STEM classes as reasons for the switch. Variables known to influence resilience include a student's implicit theory of intelligence and achievement goal orientation. Incremental theory (belief that intelligence is malleable) and mastery goals (pursuit of increased competence) are more adaptive in challenging classroom contexts. This dissertation investigates the role that college science grading policies and messages about the importance of effort play in shaping both implicit theories and achievement goal orientation. College students (N = 425) were randomly assigned to read one of three grading scenarios: (1) a "mastery" scenario, which used criterion-referenced grading, permitted tests to be retaken, and included a strong effort message; (2) a "norm" scenario, which used norm-referenced grading (grading on the curve); or (3) an "effort" scenario, which combined a strong effort message with the norm-referenced policies. The dependent variables included implicit theories of intelligence, perceived classroom goal structure, and self-efficacy. A different sample of students (N = 15) were randomly assigned a scenario to read, asked to verbalize their thoughts, and responded to questions in a semi-structured interview. Results showed that students reading the mastery scenario were more likely to endorse an incremental theory of intelligence, perceived greater mastery goal structure, and had higher self-efficacy. The effort message had no effect on self-efficacy, implicit theory, and most of the goal structure measures. The interviews revealed that it was the retake policy in the mastery scenario and the competitive atmosphere in the norm-referenced scenarios that were likely driving the results. Competitive grading policies appear to be incompatible with mastery goals, cooperative learning, and a belief in the efficacy of effort. Implications for college STEM instruction are discussed. / Thesis (PhD) — Boston College, 2015. / Submitted to: Boston College. Lynch School of Education. / Discipline: Teacher Education, Special Education, Curriculum and Instruction.

Uma das possíveis explicações para os efeitos benéficos da prática autocontrolada é que essa condição permite que os aprendizes elaborem e testem estratégias durante o processo de aprendizagem. Um estudo anterior nessa linha de investigação mostrou que fornecer uma meta de aprendizagem - informação sobre o contexto na qual a habilidade motora a ser aprendida será utilizada - em uma condição de prática autocontrolada modificou a elaboração de estratégias e também a aprendizagem da habilidade motora. No entanto, a restrição imposta pela condição de prática utilizada no referido estudo pode ter afetado o processo de elaboração de estratégias. Nesse sentido, o presente estudo teve como objetivo investigar os efeitos de uma condição que não restringe o número de tentativas em cada variação da tarefa (em cada possível velocidade de um estímulo visual) na elaboração de estratégias e na aprendizagem da habilidade motora. Adultos jovens entre 18 e 35 anos (n = 30), sem experiência na tarefa, participaram do Experimento 1 como voluntários. Foram separados em dois grupos: Meta, no qual os participantes foram informados sobre a meta de aprendizagem; Sem Meta, no qual os participantes não receberam meta de aprendizagem. A tarefa consistiu em sincronizar o pressionamento de um botão com a chegada de um alvo móvel a um retângulo de contato. Havia três velocidades possíveis para o alvo móvel, sendo a organização de prática das velocidades - quantidade de tentativas em cada velocidade e ordem - escolhida pelos aprendizes. Todos os participantes realizaram 90 tentativas de prática. Imediatamente após o término da prática, foram realizados os testes de transferência e, 24 horas após esses, o teste de retenção. Os resultados revelaram que os grupos utilizaram estratégias diferentes, mas nenhum efeito na aprendizagem foi encontrado. O Experimento 2 teve por objetivo investigar os efeitos da organização de prática gerada pelos participantes dos grupos Meta e Sem Meta, na ausência dos processos de tomada de decisão envolvidos no controle da prática. O equipamento, a tarefa e as fases do estudo foram os mesmos utilizados no Experimento 1. Os dois grupos yoked (Meta Yoked e Sem Meta Yoked), praticaram a tarefa com a organização das velocidades pareada aos seus respectivos grupos experimentais do Experimento 1. Participaram do estudo 30 adultos jovens entre 18 e 35 anos, pareados por sexo e sem experiência na tarefa. Os resultados mostraram que apenas o grupo Meta foi superior ao seu respectivo grupo yoked (Meta Yoked) no teste de retenção, indicando que a estrutura de prática resultante das estratégias elaboradas pelo grupo Meta não favoreceu a formação de memória de longo prazo na ausência do processo de tomada de decisão referente à organização da prática. Os dados dos dois experimentos indicam que a meta de aprendizagem modifica o processo de elaboração de estratégias e que receber apenas uma meta da tarefa não é suficiente para desencadear os efeitos benéficos que têm sido atribuídos a condições de prática autocontrolada / One of the possible explanations for the beneficial effects of self-controlled practice is that this condition enables learners to elaborate and test strategies during the learning process. A previous study has shown that providing a learning goal - information about the context in which the motor skill to be learned will be used - in a self-controlled practice condition has modified the development of strategies as well as the learning of the motor skill. However, the constraints imposed by the condition of practice may have affected the strategies elaboration process. Thus, the present study aimed to investigate the effects of a practice condition that does not restrict the number of trials in each task variation (each possible velocity of a visual stimulus) on the elaboration of strategies and skill learning. Young adults aged 18-35 (n = 30), with no experience in the task, participated in Experiment 1 as volunteers. They were separated into two groups: Goal, in which participants were informed about the learning goal; No Goal, in which the participants did not receive a learning goal. The task was to synchronize the push of a button with the arrival of a moving target to a contact rectangle. There were three possible velocities for the moving target, with the practice schedule - amount of trials in each velocity and order - chosen by the learners. All participants performed 90 practice trials. Immediately after the end of the practice, the transfer tests were performed and, after 24 hours, the retention test. The results revealed that the groups used different strategies, but no effect on learning was found. Experiment 2 aimed to investigate the effects of the practice organization produced by the participants of the Goal and No Goal groups, in the absence of the decision making processes involved in the control of practice. The equipment, task and phases of the study were the same as those used in Experiment 1. The two yoked groups (Goal Yoked and No Goal Yoked) performed the task with the order of velocities paired to their respective experimental group in Experiment 1. Participated of the study 30 young adults between 18 and 35 years of age, matched by sex and with no experience in the task. The results showed that only the Goal group was superior to its respective yoked group (Goal Yoked) in the retention test, indicating that the practice structure resulting from the strategies developed by the Goal group did not favor the formation of long term memory in the absence of the decision making process associated with the organization of practice. The data from the two experiments indicate that the learning goal modifies the strategy elaboration process and that providing the goal of the task only does not suffice to trigger the beneficial effects that have been attributed to self-controlled practice condititions

Denna studies syfte var att undersöka vilka uppgifter i matematikämnet som elever själva valde när de gavs möjlighet. Bakgrunden till studien har sitt ursprung i en systematisk litteraturstudie med syftet att se om undervisningens utformning kan påverka elevernas motivation och attityd inför matematikämnet. Studien och resultatet bygger på semistrukturerade intervjuer med 30 elever från två olika skolor. I intervjun fick eleverna börja med att själva berätta vad de tycker om att arbeta med inom matematik. Därefter utvärderades åtta olika matematikuppgifter och eleverna fick svara på vilka de föredrog att arbeta med. Denna studie visar att eleverna själva föredrog matematikuppgifter kopplade till den inre motivationen då de känner en tilltro till sin egen förmåga när de själva gav möjlighet att välja uppgifter. De uppgifter som eleverna föredrog är de uppgifter som ligger på en elevnära, spännande och lustfylld nivå som är rätt för varje enskild individ.

Internal N efficiency (IE) is defined as the amount of grain dry matter (GDM) produced per unit of N in the above ground plant at physiological maturity (PMN). Currently, a static value of IE (48 kg GDM kg^-1N) is used to define the optimal PMN in yield goal-based N recommendations used in 30 U.S. states and several N recommendation models. To evaluate the accuracy and variability of this value of IE at the economic optimum N rate (IE_E), experiments were conducted at 47 sites located in eight states over a three year period (2014-2016). To establish IE_E, N treatments ranged from 0 to 315 kg N ha^-1 in 45 kg N ha^-1 increments, applied either at-planting or split with 45 kg N ha^-1 at-planting and the remainder at the V9±1 V-stage. Average IE_E across all site-years was 53 kg GDM kg^-1 N with 79% of the observations between 46 and 60 kg GDM kg^-1 N, higher than the currently accepted value of IE. Half of the time the timing of N application affected IE_E, with greater IE_E with split N in 70% of these instances due to lower PMN arising from reduced stover dry matter. In most cases the timing of N did not affect IE_E. Across all site-years, GDM at the EONR or EONR were unrelated to IE_E. Plant N content at VT of the non-fertilized and 45 kg N ha^-1 at planting treatments were single variables most highly correlated with IE_E (<i>p</i> ≤ 0.10, r = -0.42 and -0.50, respectively). These variables reflected the amount of residual or available N retained in the plant and/or SDM at the optimal N rate. Other factors such as plant available water content at various depths and crop reflectance at the V9 leaf stage (sufficiency and simple ratio indices for both NDVI and NDRE at 0 and 45 kg N ha^-1) were negatively related to IE_E across all site-years, but only weakly. Predictive models for IE_E at planting and prior to sidedressing accounted for < 50% of the variation in IE_E. Internal N efficiency varied considerably, but was difficult to predict, thus contributing to the inaccuracy of the yield-goal based N recommendations.

The purpose of this study was to explore the impact of a writing workshop with a goal setting intervention on writing quality, quantity and self-efficacy. Students in Treatment 1 used the writing workshop process and received a teacher-supported goal setting intervention in the self-edit step of the writing process consistent with the Self-Regulated Strategy Development approach. Students in Treatment 2 received only writing workshop instruction and a generic checklist in the self-edit step. Students in the Comparator group received business-as-usual writing instruction in their language arts/social studies block. Writing measures document quality of writing through a holistic scale, quantity of writing through word counts, and the quantity of writing through parsable units. The Writer Self-Perception Scale, or WSPS, measured students' self-efficacy in writing for the Treatment 1 and Treatment 2 groups. This study expands on existing research that explores strategy interventions in writing workshops to increase student achievement in writing.

Metas de processo decisório (e.g., maximizar a precisão ou minimizar o esforço em uma escolha) determinam o número de opções consideradas antes de uma compra. Quatro experimentos são utilizados como evidência para mostrar que a relação entre as metas de benefício influencia na execução de metas de processo decisório. Quando metas de benefício estão em conflito (e.g., comprar um carro de prestígio, mas barato), torna-se mais difícil de se executar metas de processos decisórios. Consequentemente, a busca de informações termina antes (depois) quando uma pessoa está tentando maximizar a precisão (minimizar o esforço) em uma decisão. Quando metas de benefício são complementares (e.g., comprar um carro de prestígio e divertido), torna-se mais fácil de se executar metas de processo. Consequentemente, a busca de informações termina depois quando uma pessoa está tentando maximizar a precisão de uma decisão, mas não há efeito na execução da meta de minimização de esforço devido a um efeito de piso. Esses efeitos implicam que metas de processo decisório são possuídas com a utilização de meios de processo decisório (e.g., atividades de avaliação e de comparação) que podem se tornar menos ou mais eficazes na medida em que a busca de informações continua. / Decision process goals (e.g., maximize accuracy, minimize effort) determine de number of options considered prior to making a purchase. Four experiments are used to provide evidence that the relationship between benefit goals influences the execution of decision process goals. When benefit goals are in conflict (e.g., purchase a prestigious, thrifty car), it becomes more difficult to pursue a decision process goal. Consequently, search ends earlier (later) when a person is trying to maximize accuracy (minimize effort). When benefit goals are complementary (i.e., purchase a prestigious, fun car), it becomes easier to pursue a decision process goal. Consequently, search ends later when a person is trying to maximize accuracy, but there is no effect on the execution of the minimize effort goal due to a floor effect. These effects imply that decision process goals are pursued using decision process means (e.g., evaluative activities, comparison activities) that can become more or less efficacious as search proceeds.