En este estudio se contrasta un modelo para el estudio de la intención emprendedora entre académicos y académicas, particularmente, se pretende investigar la configuración de la intención emprendedora y sus antecedentes cognitivos más próximos, así como analizar el papel del género en la formación de tales intenciones. La muestra de estudio ha sido 500 de académicos responsables de proyectos de investigación en universidades españolas. Los resultados obtenidos señalan que el modelo de estudio explica un buen grado de variabilidad en la intención emprendedora. Además, la existencia de una actitud favorable hacia el emprendimiento es un componente esencial para que estos desarrollen en algún punto una intención para comprometerse en actividades emprendedoras. Por otra parte, dadas las diferencias encontradas en la configuración de la intención emprendedora entre académicos y académicas sugieren que las mujeres enfrentan un panorama que difiere al de los hombres. / This study tests a model for the study of entrepreneurial intention among academics, in particular, the aim of the study is to investigate entrepreneurial intention and its closest cognitive antecedents, also to analyze the role of gender in the formation of such intentions. The sample was formed by 500 academics in Spanish universities in who had been research projects leaders. Results show that the study model explains a high degree of variability in entrepreneurial intention. Moreover, the existence of a favorable attitude toward entrepreneurship was found to be an essential component for an academic to develop at some point an intention to engage in entrepreneurial activities. Moreover, given the differences in the configuration of entrepreneurial intention among scholars and academics, results suggest that women face a scenario that differs from men.

The purpose of this study was to identify seventh grade students&rsquo / computational estimation strategies and factors associated with these strategies. A case study was conducted with five students. They were selected among 116 seventh grade students from a public elementary school in Aegean region. Two sessions of clinical interviews were carried out with each participant. In the first interview session, the Computational Estimation Test, which was consisted of 15 estimation questions, was administered to students with requesting explanations of solving procedure. In the second interview session, students answered to semi-structured questionnaire prepared by the researcher to understand their feelings and thoughts on estimation. The results of the study indicated that students used three kinds of computational estimation strategies, which were reformulation, translation, and compensation. Reformulation was the most used types of estimation and by all interviewees. It was divided into four sub-strategies, which were observed during the interviews, among them rule based rounding was the most preferred one. The most sophisticated strategy was compensation, which was used least frequently by the participants. The other kind of computational estimation strategy was translation, which means changing the operation for handling the questions more easily. Translation strategy was used students who performed well in number sense. Based on interviews and observations, there were some cognitive and affective factors, which were associated with the specified strategies. Number sense and mental computation were two sub categories of the cognitive factors. Besides these cognitive factors, confidence in ability to do mathematics, perception of mathematics, confidence in ability to do estimation, perception of estimation and tolerance for error, which were identified as affective factors, played important role for strategy selection and computational estimation. Good number sense may lead to use of multiple representations of numbers and use of translation strategies. Moreover, mental computation ability may enable students both to conduct reformulation and use compensation strategy easily. Interviewees who had both high confidence in ability to do mathematics and low confidence in ability to do estimation, preferred exact computation and more rule dependent estimation strategies, like rule based rounding. Low tolerance for error may influence students&rsquo / answers, in order to produce them in a narrow interval. Additionally, perception of estimation may lead students recognize estimation as useful and use of variety of computational estimation strategies. According to data analysis, feelings and thoughts about computational estimation may influence interviewees&rsquo / strategy usage, such as students, who had negative feelings on estimation and thoughts about mathematics wanted exactness, generally preferred exact computation process and did not use diverse computational estimation strategies. Students who had poor in number sense and mental computation could not conduct computational estimation strategies. Therefore, the research study may lead to better understanding of students&rsquo / perspectives on computational estimation. With understanding used strategies, and related factors are affecting computational estimation strategies, it might be produce effective instructional designs for teaching computational estimation.

The purpose of the current study was to examine personal cognitive variables (adolescents&rsquo / beliefs supporting aggression, adolescents&rsquo / self-efficacy for alternatives to aggression, and adolescents&rsquo / personal value on achievement) as potential mediators of the relationship between perceived family factors (parental support for aggression, family conflict, and parental monitoring) and adolescents physical aggression among Turkish adolescents living in Ankara. Volunteered students (2443 sixth, seventh, and eighth graders) from randomly selected schools (36 primary school) participated in the study. Physical Aggression Scale, Beliefs Supporting Aggression Scale, Self- efficacy for Alternatives to Aggression Scale, Personal Value on Achievement Scale, Parent Adolescent Relationship-Monitoring Scale, Parental Support for Aggression Scale, and Family Conflict Scale were used in the data collection. Results of the SEM analyses showed that the models adequately described the data for the sample of male and female adolescents and the fit indices were all within the acceptable thresholds. When considering the explained variance in physical aggression / the latent model accounted for 48% of the variance in physical aggression among girls and 40% of the variance in physical aggression among boys. In general, the results suggested that the influence of perceived family factors on physical aggression can be mediated by personal cognitive factors. Moreover, the patterns of interactions and the strength of the relationships differed in boys and girls model. The results revealed that the proposed model of physical aggression, which was based on integration of problem behavior theory (Jessor, 1987) and social information processing model (Huesmann, 1998) was supported by the data.

This research investigates the public perception of hurricane forecasting and warning systems with a view to improving response activities. The hazard literature shows that the effectiveness of such systems is contingent upon on the smooth operation of all components of the system and that warning recipients fully understand the implications of the warning message by taking appropriate action. It is argued that public perception of warning systems will vary depending on various socio-demographic factors, such as age, gender, level of education, socioeconomic status and area, factors that will ultimately influence overall effectiveness. To test this, a questionnaire survey was undertaken of local residents in Lake Wales, Florida, a town that was severely impacted by three hurricanes in the 2004 season. Results indicate that some demographic factors appear to influence an individual's willingness and ability to respond. Overall, level of education and income seem to have a larger affect on response than age or gender. The two sampling areas in Lake Wales elicited more significant differences than do the other variables but, the area variable takes into account all of the other factors of age, gender, level of education, and socioeconomic status. In fact, what is argued here is that area actually acts as a surrogate variable for the others. Therefore, it is not where one is located that makes a difference but the composition of the people in the location itself.

The main goal of this project was to enhance the use and usability of Interactive Voice Response Systems (IVR) for older people. The objective of study one was to examine older people’s perceptions of the technology and identify the most common difficulties experienced by older people when interactive with IVR using focus groups. Twenty-six people aged 65 and older took part in the study. Data were analyzed using frequency and chi square analyses. The results revealed negative attitudes towards the technology. Long menus, frustration about not being able to reach an operator and absence of shortcuts were some of the most common difficulties reported by participants. Study two examined the cognitive factors predicting successful IVR interaction in four commercially available IVR systems in a sample of 185 older adults. Linear regressions were performed on the data. Results indicated that working memory and auditory memory were the best predictors of successful IVR interaction. Using the same sample of participants as study two, study three examined older adults’ attitudes towards the four IVR systems in relation to their success in interacting with the technology. The study also evaluated the impact of gender on success and attitudes towards IVR. There was a significant positive correlation between success with IVR and favorable attitudes towards the technology. No gender differences emerged in both performance on IVR tasks and attitudes towards the technology. Study four evaluated the feasibility of using a voice-activated IVR to administer and score three short neuropsychological tests using a sub sample of the original sample of 185 older adults involved in study two and three. One hundred and fifty eight participants took part in the study. Results showed high correlations between the IVR and clinician scoring of the three tests. Nevertheless, a number of discrepancies and technical issues were discovered.

The main goal of this project was to enhance the use and usability of Interactive Voice Response Systems (IVR) for older people. The objective of study one was to examine older people’s perceptions of the technology and identify the most common difficulties experienced by older people when interactive with IVR using focus groups. Twenty-six people aged 65 and older took part in the study. Data were analyzed using frequency and chi square analyses. The results revealed negative attitudes towards the technology. Long menus, frustration about not being able to reach an operator and absence of shortcuts were some of the most common difficulties reported by participants. Study two examined the cognitive factors predicting successful IVR interaction in four commercially available IVR systems in a sample of 185 older adults. Linear regressions were performed on the data. Results indicated that working memory and auditory memory were the best predictors of successful IVR interaction. Using the same sample of participants as study two, study three examined older adults’ attitudes towards the four IVR systems in relation to their success in interacting with the technology. The study also evaluated the impact of gender on success and attitudes towards IVR. There was a significant positive correlation between success with IVR and favorable attitudes towards the technology. No gender differences emerged in both performance on IVR tasks and attitudes towards the technology. Study four evaluated the feasibility of using a voice-activated IVR to administer and score three short neuropsychological tests using a sub sample of the original sample of 185 older adults involved in study two and three. One hundred and fifty eight participants took part in the study. Results showed high correlations between the IVR and clinician scoring of the three tests. Nevertheless, a number of discrepancies and technical issues were discovered.

Chronic neck pain (CNP) is a common and disabling condition, accounting for substantial healthcare and societal costs. Previous studies have demonstrated that certain cognitive factors are related to levels of adjustment (levels of disability, pain and depression) in chronic pain conditions. However, this association has not been adequately explored in patients with CNP. The aim of study one was to determine the relationship between specific cognitive factors and levels of adjustment in participants with CNP. Furthermore, study two explored whether the relationship between the cognitive factors and levels of adjustment differed between those patients with idiopathic CNP and those with Chronic Whiplash Associated Disorder (CWAD). Finally, study three compared the efficacy of a physiotherapy led intervention, specifically designed to modify cognitive factors to a conventional physiotherapy intervention.Study one: Hierarchical multiple regression analyses were performed. Greater catastrophizing and lower functional self-efficacy beliefs were associated with greater levels of pain and disability. Additionally, lower functional self-efficacy beliefs were also associated with greater levels of depression. Study two: Data were dichotomised into two groups: those with CWAD and those with idiopathic CNP. T-tests were performed to compare differences in the cognitive scores and the same regression analyses as study one were performed for each sub-group. No significant differences existed between the two groups in terms of levels of pain, disability, depression or the cognitive factors. In both groups greater catastrophizing and lower functional self-efficacy beliefs were related to levels of disability. Likewise, lower self-efficacy beliefs were related to levels of depression in those participants with idiopathic CNP and those with CWAD. However, amongst those with idiopathic CNP, greater levels of catastrophizing and lower levels of pain vigilance and awareness were related to greater pain intensity. In contrast, amongst those with CWAD, none of the cognitive measures were significantly related to levels of pain intensity.Study three: Participants were randomly allocated to either a progressive neck exercise programme or an intervention which specifically targeted the modification of cognitive factors. T-tests revealed that treatment targeting cognitive factors resulted in greater improvements in pain and pain-related fear. Moreover, Χ2 tests revealed that a greater proportion of patients made clinically meaningful reductions in pain and disability in the group targeting cognitive factors. This thesis highlights that cognitive factors play an important role in determining levels of adjustment in patients with CNP. Furthermore, treatments designed to specifically target these factors result in superior clinical outcomes when compared to conventional physiotherapy interventions.

Whether it is the accumulation of capital or capabilities that accounts for rapid development of Newly Industrialized Countries (NICs) has been a focus of debate. The former, which informs approaches to development often adopted by international agencies, reflects neoclassical perspectives. The later, by contrast, reflects evolutionary approaches with deliberate learning and innovation as dominant factors. The purpose of this thesis is to understand development by exploring how it is influenced by learning and innovation focusing on the factors, mechanisms and institutional conditions that foster learning and innovation in Malawi. This thesis has adopted quantitative and qualitative methods informed extensively by theoretical perspectives on the knowledge, learning, innovation and development nexus. Using primary survey and secondary data, a conceptual framework that emerged from contrasting perspectives on theories of the firm has situated a quantitative understanding of how firms in Malawi learn and innovate and the impact of institutional conditions. A qualitative approach, however, has enabled identification of underlying mechanisms that foster learning and innovation thus, providing bases for articulating how evolutionary perspectives can enhance Malawi's development prospects. The thesis finds that successful development is conditioned on understanding it as an interactive process of learning and innovation hinged on addressing systemic failure regarding acquisition and utilization of knowledge by producers, firms especially. We find that failures related to institutional conditions on market and social capabilities, governance and communication and knowledge infrastructure have created a business environment in Malawi that does not foster firm learning and innovation. Thus, firms are more inclined to exploiting existing capabilities leading to static rather than dynamic efficiency. This behaviour reflects dominance of neoclassical perspective of development by stakeholders. We find, therefore, that Malawi's development prospects are predicated on innovation in the delivery of knowledge-related services to producers thus, innovation in public goods. At firm-level, action that: promotes firms' investment in on-the-job training, engenders dialogue, fosters collaboration; and builds knowledge stock positively influences learning and innovation capability. We find that high learning firms, under entrepreneurial leadership, exemplify an evolutionary understanding of the role of knowledge in production. They deliberately foster these behavioural and cognitive factors for which they are rewarded with superior performance. At national level, we find that contrary to neoclassical perspectives, Malawi's development is conditioned on purposive action by all stakeholders, government in particular, to mitigate constraints on learning and innovation arising from idiosyncratic aspects of the business environment. This evolutionary perspective entails entrepreneurial leadership in government and adoption of a national learning and innovation system approach to development. We argue that building coalitions focused on fostering knowledge flows to firms, especially those in the manufacturing sector which we find to be the basis for structural change of the economy, is a necessary though not sufficient pre-condition for Malawi's development.

The explicit teaching of reading comprehension strategies has been proposed as a means to better prepare secondary school-aged students for today's information-dense, fast-paced, fast-changing global society, and to improve the academic performance of struggling adolescent readers. This proposition of a direct and positive impact of reading comprehension strategies on reading achievement for all students has not been investigated with English language learners (ELLs) who, by definition, do not possess the same level of English language skills as their native-English speaking peers. This mixed-method study investigated linguistic, cognitive, as well as affective factors that impact adolescent ELLs' performance on a standardized state reading achievement test. The quantitative portion examined the relative contributions of second language proficiency and reading comprehension strategies to a prediction model of reading achievement in 110 ninth and tenth grade ELLs. The qualitative portion of the study involved individual interviews and was aimed at deepening the understanding of ELLs' use of strategies during the standardized reading test, while also investigating affective factors that may impact their performance on this measure of academic achievement. Quantitative findings include two statistically significant prediction models of reading achievement with reading comprehension strategies and English language proficiency as predictor variables. However, only language proficiency made a significant unique contribution to the prediction variable. Qualitative findings suggest that the participants had relatively little metacognitive awareness of their comprehension during the standardized test, had overestimated their use of reading strategies as reported on a 30-item strategy survey instrument, had concentrated on sentence-level comprehension due to unknown vocabulary, and may have been hindered by testing anxiety in being able to wholly concentrate on the task. Recommendations made for the instruction of comprehension strategies consist of the raising of metacognitive awareness through the explicit modeling of the thought processes involved in reading comprehension, including determining the meaning of unknown words.

No description available.