本研究區分中介之精熟經驗與感知之精熟經驗。前者為玩家在角色扮演遊戲中所獲得之成功經驗，後者指玩家對此中介經驗之整體評估感受，且包含過去經驗。玩家在遊戲中不斷接受挑戰並破關的過程，即包含了成功的中介精熟經驗，此經驗與感知之精熟經驗應為正向相關，且為遊戲中必要之一環。角色依附是探討玩家與其角色關係之重要變項，當玩家越依附於其角色時，越能將此中介精熟經驗轉換成其感知之精熟經驗，越能對其效能感產生正面影響。本研究因此嘗試探討嚴肅遊戲中提供的中介精熟經驗是否會影響內部政治效能感，並探討在這影響機制中，感知精熟經驗，角色依附與內在政治效能感之路徑關係。 本研究採對照組前後測實驗設計。參與者為131位大學生，在本研究發展之政策嚴肅遊戲中，參與者被隨機分派到實驗組與控制組。兩組皆接受遊戲之中介精熟經驗處理，但為了檢驗遊戲中介之精熟經驗與玩家感知之精熟經驗之關係，實驗組提供不同場景以演練技巧之遊戲，控制組則未提供不同場景以演練技巧之遊戲。此實驗過程費時大約60分鐘。玩家在實驗前後於線上填寫問卷。本研究首先使用重複量數單因子變異數分析以檢驗不同性別與組別之實驗結果，接著，再以結構方程模型探討感知精熟經驗，角色依附與內在政治效能感之路徑關係。 研究結果發現：(一) 實驗組與控制組之內在政治效能感皆明顯提升，然而，實驗組之提升幅度並未顯著高於控制組。(二) 在路徑模式中，角色依附會透過感知之精熟經驗間接影響內在政治效能，而前測內在政治效能會透過感知精熟經驗間接影響後測內在政治效能，亦會對後測內在政治效能造成直接影響。 本研究有助於了解嚴肅遊戲之心理機制，其結果對於應用嚴肅遊戲設計與公民教育有重要啟示。 / This study distinguished “mediated enactive experience” and “perceived mastery experience”. The former referred to the experience when a player plays an avatar in a game and the latter referred to a player’s psychological evaluations of the experience including past experience. Mediated enactive experiences is positively related to perceived mastery experiences when players play and make progresses in a game. The experiences are an essential part of a game. Yet character attachment may influence the relationship between players and avatars. If a player attaches to his or her own avatar more, he or she may perceive the mediated enactive experiences more his or her mastery experience, therefore, character attachment should positively contribute to internal political efficacy through perceived mastery experience. A control group pretest-posttest experimental design was conducted in this study. Both groups received policy-related mediated enactive experiences from the serious game. In order to test if players who received more policy-related mediated enactive experiences will upgrade their internal political efficacy to a higher level, 113 college students were randomly assigned to one of the two groups: In the experimental group, players played an avatar with chances for practicing learned skills in three different settings; In the control group, players played an avatar without chances for practicing learned skills. Two repeated-Measure ANOVAs were conducted to analyze if there were gender and group differences on manipulation effects. Moreover, structural equation modelling (SEM) was employed to analyze the proposed path model of character attachment, perceived mastery experiences, prior and posttest internal political efficacy. The results showed that the internal political efficacy of both groups was significantly enhanced. However, the experimental group did not upgrade to a higher level than the control group. Furthermore, in the path model, character attachment influenced posttest internal political efficacy indirectly through perceived mastery experiences; moreover, prior internal political efficacy influenced posttest internal political efficacy through perceived mastery experiences indirectly and also influenced posttest internal political efficacy directly. To conclude, the findings of this study can help understand psychological mechanisms related to gaming as well as can be applied to civic education and serious game design in the future.

The present study examines the effects of immersion education on the English of two groups of advanced Swedish learners at upper secondary school. In immersion education, or CLIL, subject content is taught through a second language as a means of enhancing target language competence. In this study, language proficiency was measured in terms of the ratio of low frequency vocabulary (LFV) and the ratio of motivated tense shift (MTSh) in the learners’ free written production in English. An additional aim was to see whether the results were related to the students’ motivation as reported in a questionnaire. This longitudinal study was based on three sets of narratives, written by 86 students, half of them enrolled at the International Baccalaureate Diploma Programme (IB) where English is the medium of instruction, and the other half at national programmes (NP), where English is studied as a foreign language. At the outset, the IB and NP groups had similar results on a general diagnostic test, which was the basis for the formation of three subgroups: I, II and III, with above average, average and below average scores respectively. Mean LFV and MTSh ratios as well as different kinds of motivation were compared, both overall and in the subgroups. The IB students overall, and those in subgroup III in particular, showed the best results. As to the overall results, the IB students used significantly higher mean ratios of LFV and MTSh than the NP students in the final set of compositions. There were also a number of motivational factors that were stronger in the IB students. As to the subgroups, the most interesting results were found in subgroups I and III. While the IB students in subgroup I had high mean ratios already in the first composition, and retained them over time, their use of MTSh tended to grow subtler. The NP students had lower mean results initially, and while their mean MTSh ratio increased and ended up on a level similar to that of the IB students, their mean LFV ratio remained low. In subgroup III the results of the IB and NP students diverged over time. While the IB students progressed as reflected in their mean LFV and MTSh ratios, the NP students tended to regress. The difference in mean LFV ratios was statistically significant. The IB students were also better motivated than their NP peers. In all, this study suggests that immersion education has positive target language effects, especially on less proficient but motivated students.

Rapid scientific and technological advances in health care mean that nurses need to keep learning and engage in professional education so that they can continue to provide safe and quality care. Education programs which prepare nurses for practice as a registered nurse have a vital role to play in ensuring that graduates are self-directed in responding to the need for ongoing learning throughout their professional career. In many countries, improving students’ readiness for self-directed learning has thus gained increasing recognition as being an important goal of nursing education programs. This level of interest in developing self-directedness in learning is evident in many policy documents and research in Taiwan. The aim of this study was to investigate factors influencing self-directed learning readiness amongst Taiwanese nursing students. A conceptual framework adopted from Biggs’s ‘3P model of teaching and learning’ was constructed to guide this study’s investigation. This study employed a two-staged mixed-method design to obtain a better understanding of Taiwanese students’ experience of SDL in undergraduate nursing programs. Stage one of the present study was a qualitative approach using semi-structured interview to explore students’ experiences with learning activities which they perceived to be self-directed in their undergraduate programs. Eight students were interviewed. Findings from this stage reveal that participants perceived a shift in teaching and learning styles between their previous nursing programs and the university. The more frequent use of student-directed learning activities, in which students were encouraged to be active and to take responsibility for their learning tasks, was one of the changes in teaching and learning approaches perceived by participants. Participants further suggested a number of factors that influenced the outcomes of these learning activities, including teacher-student interaction, facilitation process and learning resources. Stage two of this study used a quantitative approach consisting of two phases: instrument pilot testing and a cross-sectional survey. In the first phase, the instruments were translated into Chinese through a rigorous translation process and tested with a convenience sample of nursing students in Taiwan. Results indicated the translated instruments were reliable and stable. The second phase, a cross-sectional survey, was conducted to examine the conceptual framework of this study. A total of 369 undergraduate nursing students completed the questionnaire. Results of data analysis provides support for the conceptual framework proposed for this study, suggesting that students’ achievement goals and their perceptions of the learning environment significantly influence their adoption of learning approaches and the development of SDL readiness. Based on the results, this study provides practical implications that nurse educators may adopt to enhance students’ SDL readiness. This study also provides theoretical implications and recommendations for future research. It is envisaged that these recommendations may help future researchers focus their research design and further understandings of how to help students develop their ability to become self-directed learners.

Cette thèse de psychopathologie psychanalytique est une réflexion théorico-clinique sur l'expérience d'une assistance médicale à la procréation (AMP), et plus particulièrement sur l’état psychologique des femmes infertiles en parcours de fécondation in vitro (FIV) et de don d'ovocytes. Cette recherche a pour but d'évaluer la psychopathologie de ces femmes et les éventuels remaniements psychiques qu'impose ce mode de procréation. L’hypothèse générale de cette étude soutient l’idée qu’il existe des particularités dans le fonctionnement psychique des femmes infertiles qui diffèrent selon que les femmes ont recours à une FIV ou à un don d’ovocytes. La méthodologie repose sur la base d'entretiens semi-directifs, de questionnaires et de tests projectifs (Rorschach et TAT) et l'analyse du matériel recueilli s'appuie sur la théorie psychanalytique. Les résultats montrent que ces femmes souffrent d’une blessure psychique qui est à mettre en lien avec le vécu d’une castration réelle de leur féminité dans sa valence maternelle châtrée. Les femmes infertiles se trouvent sous l’emprise de l’objet primaire et leur fonctionnement mental se caractérise par une pensée opératoire défensive. De plus, le recours à une FIV ou à un don d’ovocytes suscite des aménagements psychiques, notamment en termes de représentations maternelles, qui apparaissent spécifiques au type d’AMP. Enfin, l’AMP amène les couples à érotiser les interventions médicales conduisant notamment à un remaniement des théories sexuelles infantiles et à une reconstruction des fantasmes originaires. / This thesis psychoanalytic psychopathology is a reflection on the theoretical and clinical experience of medical assistance to procreation (MAP), and more particularly on the psychological status of infertile women in course of in vitro fertilization (IVF) and oocyte donation. This research aims to assess the psychopathology of these women and the possible psychological changes imposed by this mode of procreation. The general hypothesis of this study is as follows: there are specific aspects in the psychic functioning of infertile women, these characteristics differ between women using IVF or oocyte donation. The methodology is based on semi-directive interviews, questionnaires and projective tests (Rorschach and TAT) and analysis of collected material is based on psychoanalytic theory. The results show that these women suffer psychological injury that is to be linked with the experience of a real castration of their femininity in its valence maternal castrated. Infertile women are under the mastery of the primary object and mental functioning is characterized by a defensive operational thought. In addition, the use of IVF or oocyte donation leads to psychic adjustments, particularly in terms of maternal representations that appear specific to the type of MAP. Finally, MAP brings couples to eroticize medical interventions leading a redesign of infantile sexual theories and a reconstruction of primal fantasies.

Summaries in English and Afrikaans / Text in Afrikaans / Die doel van hierdie verkennende studie was om ondersoek in te stel na die prestasiewaardes onderliggend aan Affektiewe, Kontinulteits- en Normatiewe organisasieverbintenis van werknemers binne die motorywerheid in Suid-Afrika. 'n Steekproef van 113 werknemers is uit verskillende motorhandelaars geselekteer. Daarna is ondersoek ingestel na watter prestasiewaardes betekenisvolle voorspellers van organisasieverbintenis is. Daar is bevind dat die prestasiewaardes mededinging en materiele welvaart betekenisvolle voorspellers van affektiewe organisasieverbintenis is, en dat die prestasiewaardes materiele welvaart en strewe na uitmuntendheid betekenisvolle voorspellers van kontinuiteitsorganisasieverbintenis is, maar dat geeneen van die prestasiewaardes wat huidig wereldwyd erken word, betekenisvolle voorspellers van normatiewe organisasieverbintenis in die motomywerheid is nie. Dit het verreikende irnplikasies vir die Suid-Afrikaanse motorhandelaar. Hierbenewens is dit ook duidelik uit die navorsingsresultate dat die prestasiewaardes mededinging, materiele welvaart en strewe na uitmuntendheid hulself daartoe leen om op 'n geintegreerde wyse deur bestuur van motorhandelaars aangewend te word ten einde hul kumulatiewe invloed op organisasieverbintenis optimaal te kan benut. / The objective of this exploratory study was to investigate the performance values subjacent to affective, continuity and normative organisation commitment of employees in the motor industry in South Africa. A sample of 113 employees was selected from different dealerships. Thereafter an investigation was done to establish which performance values were meaningful predictors of organisation commitment. It was found that the performance values competition and material gain were meaningful predictors of affective organisation commitment, and the performance values material gain and excellence were meaningful predictors of continuity organisation commitment, but that none of the performance values which are contemporarily recognised world-wide were meaningful predictors of normative organisation commitment. This has far-reaching implications for South African motor dealers. It was also apparent from the results that the performance values competition, material gain and excellence can be utilized in an integrated way by management of motor dealers in order to ensure optimal utilization of their cumulative impact on organisation commitment. / Industrial psychology / M.Com. (Industrial Psychology)

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This applied dissertation was designed to provide a better understanding of the effectiveness of out-of-class safety net corrective instructional activity practices conducted beyond regular classroom instruction for lower secondary level (9th- and 10th- grade high school) students within mastery learning educational environments. The study was designed to shed light on the impact and implications of these practices on Bloom’s vanishing point (Bloom, 1971) and Arlin’s leveling effect (Arlin & Westbury, 1976). Seven mastery learning structured international schools in geographic proximity, of similar size, and utilizing the same program of study were used in this study. Three of the schools that employed a safety net program were the basis of this study, and the four schools that did not have in place a safety net program were used as a control for this observational research. Normed Measures of Academic Progress (MAP) RIT scores (Northwest Evaluation Association, 2005), grade point averages, and safety net program data were used in a series of case-control tests to determine the effectiveness of out-of-class corrective instructional activity safety net programs for above-average and below-average achieving students. The mean study and control group RIT percentile ranking scores for the students was nearly 1 standard deviation above the averages reported by the Northwest Evaluation Association (2005), so these relative comparisons involved bright students. This large volume of data enabled analysis of the effects of out-of-class safety net activities on school-wide and individual improvement in literature, writing, mathematics, and comprehensive results. Series of conclusive nonparametric analysis were used instead of normal distribution tests because of the out-of-bounds skewed nature of the data. Analysis of the data suggested that safety netting programs benefit all students, irrespective of whether or not students received out-of-class corrective instructional activities. The MAP RIT scores of below- average achieving students were not affected by attending a school with a safety net program but their GPA results improved in all subjects. Arlin’s leveling effect (Arlin & Westbury, 1976) most likely accounted for improvement of MAP RIT scores for above- average students who attended a school with a safety net program but their GPA results were not affected. These contrasting benefits masked the school-wide test results, which suggested that a school district might not realize an overall increase in MAP RIT and GPA results when adopting a safety net program. Students identified in need of safety netting services benefited by having been placed in the program up to twice in any respective course, but a point of diminishing returns was reached when a student fell 3 or more units behind in a course in relation to the progress of the class.

In The Souls of Black Folk (1903), W.E.B. Du Bois theorized that black peoples were viewed behind a metaphorical “veil” that consisted of three interrelated aspects: the skin as an indication of African Americans’ difference from their white counterparts, white people’s lack of capacity to see African Americans as Americans, and African Americans’ lack of capacity to see themselves outside of the labels white America has given them. This, according to Du Bois, resulted in the gift and curse of “double consciousness,” the feeling that one’s identity is divided. As African Americans fought for socio-political equality, the reconciliation of these halves became essential in creating a new identity in America by creating a distinct voice in the age of modernity. Intellectuals and artists of the Harlem Renaissance began to create new art forms with progressive messages that strove to uplift the race and ultimately lift the veil. William Grant Still (1895–1978), an American composer of African descent, accomplished this goal in his opera Blue Steel (1934) by changing how blackness—defined here as characteristics attributed to and intended to indicate the otherness of people of African or African-American descent—was portrayed on the operatic stage. Still exemplifies what Houston A. Baker called “mastery of form” by presenting double consciousness in the interactions of three characters, Blue Steel, Venable, and Neola, in order to offer a new and complex reading of blackness.

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