This thesis takes a departure from a view of scientific literacy as situated in participation in civic practices. From such a view, it becomes problematic to assess scientific literacy through decontextualised test items only dealing with single aspects of participation in contexts concerned with science. Due to the complexity of transferring knowledge, it is problematic to assume that people who can explain scientific theories will automatically apply those theories in life or that knowledge will influence those people’s behaviour. A common way to more fully include the complexity of using science in different practices is to focus participation around issues and study how students use multiple sources to reflect critically and ethically on that issue. However, participation is situated in practices and thus becomes something specific within those practices. For instance, shopping for groceries for the family goes beyond reflecting critically and ethically on health and environment since it involves considering the family economy and the personal tastes of the family members. I have consequently chosen to focus my studies on how to assess scientific literacy as participation in civic practices. The thesis describes a praxis development research study where I, in cooperation with teachers, have designed interventions of assessments in lower secondary science classrooms. In the research study I use the theory of Community of Practice and Expansive Learning to study affordances and constraints for assessing communication, source critique and decision-making in the science classroom. The affordances and constraints for students’ participation in assessments are studied through using a socio-political debate as an assessment tool. The affordances and constraints for communicating assessment are studied through peer assessments of experimental design. The affordances and constraints for teachers to expand their assessment repertoire are studied through assessment moderation meetings. Finally, the affordances and constraints for designing authentic assessments of scientific literacy are studied through a review of different research studies’ use of authenticity in science education. The studies show that tensions emerge between purposes of practices outside the classroom and practices inside the classroom that students negotiated when participating in the assessments. Discussion groups were influential on students’ decisions on how to use feedback. Feedback that was not used to amend the designs was still used to discuss what should count as quality of experiments. Teachers used the moderation meetings to refine their assessments and teaching. However, conflicting views of scientific literacy as either propositional or procedural knowledge were challenging to overcome. Different publications in science education research emphasised personal or cultural aspects of authenticity. The different uses of authenticity have implications for authentic assessments, regarding the affordances and constraints for how to reify quality from external practices and through students’ engagement in practices. The results of the studies point to gains of focussing the assessment on how students negotiate participation in different civic practices. However, this approach to assessment puts different demands on assessment design than assessments in which students’ participation is compared with predefined ideals for performance. / <p>At the time of the doctoral defense, the following papers were unpublished and had a status as follows: Paper 1: Accepted. Paper 2: Submitted. Paper 3: Submitted. Paper 4: Manuscript.</p>

This study examined contextual influences on the relationship between peer norms for condom use and risky sexual behavior among African-American men who have sex with men. Analyses assessed the moderating effects of socio-demographic, socio-contextual, and health-related variables. One thousand forty African-American men, who have sex with men, ages 17 to 25 years, were surveyed as part of the Community Intervention Trial for Youth (CITY) from 1999 to 2002 in Atlanta, Georgia. Findings supported the hypothesis that participants who engaged in unprotected insertive anal intercourse, socio-contextual variables moderated the relationship between peer norms and risky sexual behavior. Findings also supported the hypothesis that participants who engaged in unprotected receptive anal intercourse, both socio-demographic variables and a health variable moderated the relationship between peer norms and risky sexual behavior. Findings have implications for intervention, policy, and research, including a need for interventions that recognize the contexts of influence that shape African-American MSM sexual behavior and that support norms for consistent condom use in both steady and casual sexual relationships.

The aim of the study was to investigate whether social support moderates the relationship between stress and psychological well–being. The inverse relationship between the experience of stress and psychological well–being is supported on the one hand (Chang, 1998; Skok, Harvey, & Reddihough, 2006), while social support’s reducing effect on psychological distress has also been reported (Cohen & McKay, 1984; Sherbourne & Stewart, 1991). It is possible that social support may interact with the influence of stress on well–being in such a way as to moderate the relationship. Social support was conceptualised in terms of Pretorius’ (1998) model, which describes social support as a resource of fortitude, and originates from various sources, namely, positive appraisal of self, support from family, and support from friends and others. Although social support is considered to be a well–researched phenomenon, an empirical study exploring its effect on the influence of stress on well–being in an African context is yet to be conducted. A sample of 459 participants completed the Setswana versions of the General Health Questionnaire (GHQ; Goldberg & Hillier, 1979) to measure the experience of stress, the Affectometer 2 (AFM; Kammann & Flett, 1983) to measure the affective component of wellbeing, the Satisfaction With Life Scale (SWLS; Diener, Emmons, Larsen, & Griffin, 1985) to measure the cognitive component of well–being, and the Fortitude Questionnaire (FORQ; Pretorius, 1998) to measure social support. Data were collected in a quantitative, crosssectional survey, with random sample selection. After data exploration by using descriptive statistics and inter–scale correlations, stepwise multiple regression analyses were conducted to investigate the relationships and to explore moderation effect of social support. Results showed inverse relationships between the experience of stress, as operationalised by the GHQ subscales, and psychological well–being, operationalised by positive and negative affect (AFM–PA and AFM–NA) and satisfaction with life (SWL). Receiving social support from various sources, namely positive appraisal of self, support from family, and support from friends and others, was found to moderate relationships between the experience of stress and the affective components of psychological well–being. Social support from family moderated most effectively of the three sources of support. It was found that social support, particularly familial support, had a protective effect on the maintenance of psychological well–being when experiencing psychological distress. It is thus a possible protective factor to be developed and encouraged in psychological interventions with individuals from this population in particular. / Thesis (M.A. (Psychology))--North-West University, Potchefstroom Campus, 2011.

The aim of the study was to investigate whether social support moderates the relationship between stress and psychological well–being. The inverse relationship between the experience of stress and psychological well–being is supported on the one hand (Chang, 1998; Skok, Harvey, & Reddihough, 2006), while social support’s reducing effect on psychological distress has also been reported (Cohen & McKay, 1984; Sherbourne & Stewart, 1991). It is possible that social support may interact with the influence of stress on well–being in such a way as to moderate the relationship. Social support was conceptualised in terms of Pretorius’ (1998) model, which describes social support as a resource of fortitude, and originates from various sources, namely, positive appraisal of self, support from family, and support from friends and others. Although social support is considered to be a well–researched phenomenon, an empirical study exploring its effect on the influence of stress on well–being in an African context is yet to be conducted. A sample of 459 participants completed the Setswana versions of the General Health Questionnaire (GHQ; Goldberg & Hillier, 1979) to measure the experience of stress, the Affectometer 2 (AFM; Kammann & Flett, 1983) to measure the affective component of wellbeing, the Satisfaction With Life Scale (SWLS; Diener, Emmons, Larsen, & Griffin, 1985) to measure the cognitive component of well–being, and the Fortitude Questionnaire (FORQ; Pretorius, 1998) to measure social support. Data were collected in a quantitative, crosssectional survey, with random sample selection. After data exploration by using descriptive statistics and inter–scale correlations, stepwise multiple regression analyses were conducted to investigate the relationships and to explore moderation effect of social support. Results showed inverse relationships between the experience of stress, as operationalised by the GHQ subscales, and psychological well–being, operationalised by positive and negative affect (AFM–PA and AFM–NA) and satisfaction with life (SWL). Receiving social support from various sources, namely positive appraisal of self, support from family, and support from friends and others, was found to moderate relationships between the experience of stress and the affective components of psychological well–being. Social support from family moderated most effectively of the three sources of support. It was found that social support, particularly familial support, had a protective effect on the maintenance of psychological well–being when experiencing psychological distress. It is thus a possible protective factor to be developed and encouraged in psychological interventions with individuals from this population in particular. / Thesis (M.A. (Psychology))--North-West University, Potchefstroom Campus, 2011.

Thesis (M.A.)--Ohio University, August, 2008. / Title from PDF t.p. Includes bibliographical references.

Thesis (Ph.D.)--Victoria University of Wellington, 2010. / Includes bibliographical references.

This thesis presents the first sustained analysis of the reception of the Aristotelian golden mean in early modern Spanish literature. It argues that the critically-neglected ethical credo of moderation was an important part of the classical inheritance on which Golden-Age authors frequently drew, and that despite its famous origins in moral philosophy rather than literature, it was subject to just the same kind of imitative reworking as has long been acknowledged for literary predecessors. The analysis is divided into two sections. The first takes a synoptic view of the period, assessing the transmission of Aristotle's doctrine to the Renaissance and exploring what it meant to the Golden-Age mind. That includes identifying a particular early modern reformulation of the mean, which I argue was an important factor in the popularity of the Icarus and Phaethon myths, as analogues for Aristotle's moral. The body of the thesis then comprises three case studies of the role of moderation in works which span the period's chronological and generic range: the poetry of Garcilaso; Calderón's 'El médico de su honra'; and Gracián's 'Criticón'. These studies explore three important general trends in the reception of the mean: the association of excess and moderation with particular literary models; the incorporation of the mean into Christian thought; and its parallel existence as non-technical, commonplace wisdom. However, each chapter also constitutes an innovation within its own field, offering a reassessment of Garcilaso's relationship to literary tradition; a re-reading of the characters and plot structure of 'El médico', including the controversial King Pedro; and an analysis of the elusive moral approach behind Gracián's allegorical novel. The mean is thus remarkable for both the breadth and depth of its incorporation into literature, and a focus on its treatment offers substantial new insights into some of the canonical works of the age.

abstract: Despite some prevailing attitudes that bullying is normal, relatively innocuous behavior, it has recently been recognized as a serious problem in schools worldwide. Victimized students are more likely to evidence poor academic and semi-academic outcomes, experience social difficulties, and drop out of school in comparison to their non-victimized peers. Although anti-bullying programs have proliferated during the last decade, those aimed at helping children cope with bullying often suffer from a lack of basic research on the effectiveness of children's responses to bullying. The focus of this study was to delineate the ways in which elementary school-aged children typically cope with peer victimization, then to examine which strategies reduce future risk for harassment and associated adjustment problems to inform prevention and intervention program development. A cohort-sequential design was used to examine the effectiveness of children's strategies for coping with peer victimization. The sample included 317 children (157 boys; 49.5% Caucasian, 50.5% Hispanic; M age =10 years 5 months at T1) who were surveyed in the Fall and Spring of two academic years. Confirmatory factory analysis was used to validate the factor structure of the coping measure used and internal reliability was verified. Comparison of means indicated differences in children's coping based upon sex and age. For example, girls tend to cope more emotionally and cognitively, while boys are more behavioral in their coping. Regression results indicated that a number of specific relationships were present between coping, victimization, loneliness, and anxiety. For example, support seeking behavior was effective at decreasing victimization for younger children (fourth graders) who experienced high initial victimization. In contrast, revenge seeking behavior was predictive of increased victimization for both girls and highly victimized students. Problem solving was effective at reducing adjustment problems over time for younger students and, although results for older students were non-significant, it appears to be a promising strategy due to a lack of association with negative future outcomes. Results highlight the importance of identifying influential characteristics of individual children in order for prevention and intervention programs to successfully decrease the incidence and adverse impact of bullying behavior. / Dissertation/Thesis / Ph.D. Educational Psychology 2010

abstract: Researchers are often interested in estimating interactions in multilevel models, but many researchers assume that the same procedures and interpretations for interactions in single-level models apply to multilevel models. However, estimating interactions in multilevel models is much more complex than in single-level models. Because uncentered (RAS) or grand mean centered (CGM) level-1 predictors in two-level models contain two sources of variability (i.e., within-cluster variability and between-cluster variability), interactions involving RAS or CGM level-1 predictors also contain more than one source of variability. In this Master’s thesis, I use simulations to demonstrate that ignoring the four sources of variability in a total level-1 interaction effect can lead to erroneous conclusions. I explain how to parse a total level-1 interaction effect into four specific interaction effects, derive equivalencies between CGM and centering within context (CWC) for this model, and describe how the interpretations of the fixed effects change under CGM and CWC. Finally, I provide an empirical example using diary data collected from working adults with chronic pain. / Dissertation/Thesis / Masters Thesis Psychology 2015

abstract: The moderating effects of five characteristics of peers--their effortful control, anger, sadness, aggression, and positive peer behavior--were investigated in two separate series of analyses of preschooler's social behavior: (a) the relation between children's own effortful control and social behavior, and (b) the relation between children's shyness and reticent behavior. Latent variable interactions were conducted in a structural equation framework. Peer context anger and effortful control, albeit with unexpected results, interacted with children's own characteristics to predict their behavior in both the EC and shy model series; these were the only significant interactions obtained for the EC model series. The relation between shyness and reticent behavior, however, showed the greatest impact of peer context and, conversely, the greatest susceptibility to environmental variations; significant interactions were obtained in all five models, despite the limited range of peer context sadness and aggression observed in this study. / Dissertation/Thesis / M.A. Psychology 2012