Thesis (M.Ed.)--University of Hong Kong, 2000. / Includes bibliographical references (leaves 91-99). Also available in print.

Thesis (Ed.D.)--Duquesne University, 2009. / Title from document title page. Abstract included in electronic submission form. Includes bibliographical references (p. 130-150) and index.

Thesis (M.A.)--University of Missouri-Columbia, 2005. / The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file viewed on (January 23, 2007) Includes bibliographical references.

Thesis (Ph. D.)--Texas State University-San Marcos, 2006. / Vita. Appendices: leaves 87-122. Includes bibliographical references (leaves 123-128).

Thesis (Ph. D.)--Psychology, Georgia Institute of Technology, 2008. / Fischer, U., Committee Member ; Fisk, A. D., Committee Member ; Catrambone, R., Committee Member ; Engle, Randall W., Committee Member ; Rogers, Wendy A., Committee Chair.

Thesis PlanB (M.S.)--University of Wisconsin--Stout, 2006. / Includes bibliographical references.

Thesis (Ph.D.)--Bowling Green State University, 2007. / Document formatted into pages; contains xi, 113 p. Includes bibliographical references.

Thesis (Ph. D.)--Texas State University-San Marcos, 2006. / Vita. Appendices: leaves 87-122. Includes bibliographical references (leaves 123-128).

The purpose of this study was to examine challenges encountered by Chinese-international students’ self-regulated learning (SRL) in university courses in Canada and compare them to challenges experienced by domestic students. Participants included 38 Chinese-international students and 106 Canadian-domestic students studied in a self-regulated learning (SRL) strategies learning course. Weekly over 10 weeks, participants (a) rated their experiences with a list of possible challenges, (b) identified their dominant challenges from a list, (c) identified one possible strategy for addressing the dominant challenge, and (d) rated how successful the strategy selected was. Findings indicated that domestic students reported higher proportional frequency of motivation challenges, compared to the other group. From the perspective of strategy use, domestic participants reported persisting strategies more often, but Chinese-international students more frequently reported social-regulation strategies. The most dominant challenge reported by both Canadian-domestic students and Chinese-international students is motivation challenge. For addressing the motivation challenge, domestic students most frequently reported an Adjust or change strategy, but Chinese-international students reported a Social-oriented strategy. Both groups identified that their strategies use was a moderate success. Findings from this study will inform policy and practice in the area of intercultural learning by identifying specific challenges to be addressed in supporting Chinese-international students and Canadian-domestic students. / Graduate

The use of investigative laboratory programs is one of the recommended methods of instruction for improving the outcomes of college science laboratory work. In such programs, students are expected to take more responsibility for their learning and to exercise manipulative skills as well as their thinking. One factor that contributes to students' learning success is their learning strategies. In order to increase our understanding of students' learning strategies in an investigative laboratory program, a qualitative research design was used in this study. The participants for this study were ten students who were enrolled in Principles of Biology Laboratory Hl15 which used an investigative approach. The primary data were gathered through interviews with the students. Additional data to provide a more holistic description of some aspects of the students' use of learning strategies were obtained from assessment of the students' learning style, a review of course syllabus and handouts, non-participant observations, and interviews with the instructors. / Ph. D.