The present study examined Garland's cognitive mediation theory of goal setting in a three-minute basketball shooting task. The effects of different goal conditions were also investigated along with achievement motivation and self-motivation as mediating constructs of performance. Subjects (N=150) were males and females, assigned to one of five goal conditions: "do your best", easy, moderate, hard, and improbable. Results indicated no performance differences between the different goal conditions, with subjects in the "do your best" condition performing as well as subjects in the other goal conditions. Results also yielded partial support for Garland's cognitive mediation theory with task goals influencing performance through its influence on performance expectancy. Furthermore, a negative correlation between achievement motivation and performance was found for females in the improbable goal condition and a positive correlation was found between self-motivation and performance for females in the easy goal condition.

La notion d'autorité parentale est certes inscrite dans la loi, mais celle-ci ne nous dit pas grand chose quant aux processus qu'elle met en jeu. Ce travail essaie non seulement de différencier l'autorité du pouvoir, à l'instar de la légitimité et de la légalité, mais aussi de proposer une explication de cette notion, qui prend sa source dans ce que l'on appelle l'axiologie. L'étude menée propose de comprendre l'autorité autrement que par sa seule dimension de relation à autrui, pour la considérer selon un angle relevant d'un registre de la rationalité humaine dit éthico-moral, qui ne fait pas appel, du point de vue des processus qu'il suppose, à la dimension de l 'altérité. Par ailleurs, la prise en compte de l 'enfance et la compréhension de ce dont il est question lorsqu'on évoque la parentalité ne sont pas étrangères à la façon dont on considère l'autorité de nos jours. Il apparaît alors primordial de savoir déterminer les capacités de l'enfant, tout autant que la responsabilité des parents pour rendre compte du processus d'autorité chez les enfants, chez les parents, et bien sûr dans la relation éducative qui les lie. Nous considérerons le processus d'autorité comme un autocontrôle, une retenue dont chacun fait preuve, hors pathologie, et qui relève d'un fonctionnement spécifiquement humain. La dernière partie de notre travail s'attachera ainsi à comprendre dans quelle mesure nous pouvons aider l'enfant à mettre cette autorité en oeuvre et en quoi cela apparaît nécessaire à son développement, eu égard en particulier à la problématique de la liberté. / The idea of parental authority may appear in the law but the law tells very little when it comes to its process. This study is trying to distinguish authority from power, as legitimacy from lawfulness, but also to suggest an explanation of the notion through axiology. This research intends to understand authority differently than a sole relation to others, and harvests both the ethical and moral fields however not through otherness. Furthermore, the way we consider childhood and understand parenthood nowadays does not fall far from considering authority itself. Thus, it seems of primordial importance to be able to determine the child's capacities as much as his or her parents's responsibility in order to carry out a proper research on the authority process throughout the child's upbringing. Just like restraint lies in everyone, we consider this process comes from self-control (no pathology included), which falls within human specificities. The last part of this work will focus on understanding how the child can be helped to carry out this authority and why it appears necessary to his or her development, particularly if we take into account the moral liberty this process seems to enable us with.

Voice assistant technology on smartphones, smart speakers, or those on the wearable devices is one of the fastest-growing artificial intelligence applications in the market now. However, with the potential ethical issues related to the voice technology, it still has not been extensively covered in major markets such as Indonesia. Therefore, this study aims to explore Indonesians’ perception of voice assistant technology, mainly focusing on whether ethical concerns might play a role in their adoption and use of the technology. Firstly, the picture of the discussion about voice assistants and the possibilities of ethical issues is surrounding the technology in the Indonesian landscape by media is presented using Critical Discourse Analysis (CDA). The findings indicate that educational and informative material has a wider resonance compared to ethical concerns and the downsides received from the technology. Secondly, the study also explored the motivations to adopt and use the technology, focusing on whether ethical concerns might play a role in their perception of the technology, attitude, and experience toward voice assistants through semi-structured interviews. The data, then, was analyzed using the Technology Acceptance Model (TAM). It shows that the users who perceive the voice assistant useful or easy to use still use it to a varying extent. It indicates that TAM variables are not fully explaining the adoption of technology. Adding an ethical framework, we can see that most of the users do not have enough knowledge of the technology they use. It resonates with the portrayal of the subject in media. However, those who are unaware of or neglect the situation to adopt and use the technology still use voice technology influenced by peer pressure, their respect for authority, and other rationalization behavior. Meanwhile, mediation theory explores the influence of the human- technology relationship on the ethical behavior of the users. It also explains that the relation between technology and users is an alterity relationship.

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This thesis investigates what parental mediation strategies parents of children under twouse and what factors are involved that influence their decisions. To find that out, it isalso of interest to this work how these parents integrate media in daily routines withtheir children and for what purposes they turn to digital devices. To find out about theirmediation strategies, six families kept a media diary and ten first-time parents wereinterviewed as follow-up to the diaries. The results of both methods showed that parentsof children under two mainly used restrictive mediation, active mediation and distantmediation. Restrictions regarded time, content, devices, and location. However, theserestrictions were no clear formulated rules yet but affiliate to the high awareness that theparticipants stated regarding media use with their children, probably also influenced bymoral panics. The same applies to distant mediation: even though media was used inmoments when parents needed to do e.g. housework, most parents refrained fromreferring to media as a ‘babysitter’. The most intriguing finding is that first-time parentsrestrict their own media use so that their child’s screen time is as little as possible.Acting as role models, parents would hide their devices when their child becomes awareor look at it somewhere where their child cannot see it. Factors that influencedmediation strategy decisions were high awareness also due to official recommendations,concerns of parents, positive notions towards media use, tendency to show more aschild grows, and negative emotions connected to media. With these findings, this thesiscontributes to contemporary research on mediation strategies of parents under twowhich is still scarce now but needs to be considered in further research as this studyproves.

Submitted by Irene Nascimento (irene.kessia@ufpe.br) on 2016-06-28T17:45:27Z No. of bitstreams: 2 license_rdf: 1232 bytes, checksum: 66e71c371cc565284e70f40736c94386 (MD5) TESE FINAL_SILVIA CAUÁS ASFORA.pdf: 3365095 bytes, checksum: a39799eb8e64e2deca2accc20dd9525d (MD5) / Made available in DSpace on 2016-06-28T17:45:27Z (GMT). No. of bitstreams: 2 license_rdf: 1232 bytes, checksum: 66e71c371cc565284e70f40736c94386 (MD5) TESE FINAL_SILVIA CAUÁS ASFORA.pdf: 3365095 bytes, checksum: a39799eb8e64e2deca2accc20dd9525d (MD5) Previous issue date: 2015-09-09 / A Educação a Distancia mediada pela internet (iEaD) é uma modalidade de ensino na qual a mediação didático-pedagógica dos processos de ensino e aprendizagem ocorre com a utilização das Tecnologias de Informação e Comunicação (TIC’s), estando os estudantes e professores desenvolvendo atividades educativas em lugares ou tempos diversos. O objetivo deste estudo é investigar como a hipercultura está relacionada ao sucesso dos indivíduos em atividades de iEaD no contexto de cursos voltados para conteúdos ligados à administração de empresas, considerando as influências intervenientes de variáveis psicossociais e educacionais. O trabalho em questão apoia-se em três estudos hipotético-dedutivos, observacionais e transversais, possuindo como marco teórico a Teoria da Mediação Cognitiva (TMC) e o conceito de hipercultura. A estratégia utilizada na pesquisa foi quantitativa, seguida de análises estatísticas dos dados; quanto ao meio de investigação, foram utilizadas pesquisas de campo tipo survey com coleta de dados primários; para instrumento de coleta de dados, foram utilizados questionários e também bases de dados institucionais de uso e desempenho em sistemas de iEaD. Na análise e interpretação dos dados, foram utilizados métodos estatísticos diversos bem como conceitos da teoria das probabilidades. A sociodemografia das amostras foi caracterizada por meio de estatística descritiva, o mesmo ocorrendo com as principais variáveis dependentes. Testes de hipótese e coeficientes de correlação foram utilizados para avaliar o grau de associação entre pares de variáveis. A análise de aglomerados, análise fatorial, smallest space analysis e a teoria das facetas foram usadas para avaliações multivariadas. Em função dos resultados obtidos, foram empregadas ainda técnicas de regressão múltipla para o levantamento de modelos e análises de confiabilidade para determinar a consistência de indicadores. Os resultados da pesquisa revelaram que o sucesso de alunos no iEaD depende da combinação do grau de internalização da hipercultura dos alunos com o grau de hiperculturalidade do curso. A hiperculturalidade dos alunos está positivamente correlacionada a um melhor desempenho e a uma menor evasão quando os cursos apresentam características mais hiperculturais. Alunos de baixa hiperculturalidade tendem a um melhor desempenho, menor insatisfação e menor evasão em curso menos hiperculturais. Cursos de baixa hiperculturalidade exercem influência negativa nos alunos de alta hiperculturalidade levando-os a um pior desempenho e à evasão. Foi evidenciado também que as atitudes de demandantes do ensino superior em relação ao iEaD são positivamente influenciadas pelo seu grau de internalização da hipercultura e que existe correlação positiva e estatisticamente significativa entre os valores atribuídos a todos os aspectos do iEaD e a disposição em cursar o ensino superior nesta modalidade. Foi também observado que a hipercultura está associada a um determinado tipo de cognição (pensamento visual, busca por atualização e obtenção de notícias) e também associada a determinados tipos de atitudes (abertura, extroversão, sociabilidade) / Internet based distance education (iEaD) comprises teaching methods in which the didactic-pedagogic mediation of the teaching processes occurs with the use of Information and Communication Technology (ICT), with teachers and students developing educational activities in different sites at different times. The main goal of this research work is to investigate the hyperculture related with individuals accomplishments on iEaD, associated to Business Administration courses, considering the influence of psycho-social and educational variables. This research is based on three hypothetic-deductive, observational, and cross-sectional studies, using Cognitive Mediation Theory and Hyperculture as theoretical framework. This research utilizes a quantitative strategy, followed by data statistical analysis. Data collection was driven by students' surveys, as well as online institutions' information regarding iEaD use and performance. Data analysis was based on various statistical methods, and probability theory. The sampling frame socio-demographic aspect, as well as the dependent variables, were defined by descriptive statistics. Hypothesis tests and correlation coefficients were used to measure the degree of association between variables. Multivariate evaluation utilized cluster sample analysis, factorial analysis, smallest space analysis, and facet theory. On the basis of the results, consistency indicators were determined by using multiple regression techniques and reliability analysis. The results obtained showed that students' performance is based on students specific levels of Hyperculture and iEaD courses hyperculture. When students and courses are hypercultural, better performance and lower drop rate were found. Less hypercultural students have better performance with less hypercultural courses. Courses with less hypercultural aspects have a negative influence on hypercultural students showing a lower performance and higher drop rate. Students' attitude towards internet based distance education (iEaD) is influenced by their hypercultural aspects. There is a correlation between iEaD course value and the desire to take online classes for post-secondary education. This research also found that hyperculture is associated with some kinds of cognition (visual thinking, search for up-to-date information, news search), and attitudes (openness, extroversion, socialization).