Connell et Wellborn (1991) ont proposé un modèle qui postule une influence du contexte social sur le développement des processus du soi de l'élève et l'impact de ceux-ci sur son engagement au plan scolaire. Le but de cette étude est de vérifier la validité de ce modèle en regard de la procrastination académique. Plus précisément, ce modèle propose que l'autodétermination en famille (l'implication) et la qualité des relations parents-enfants (la structure) sont associés positivement aux processus du soi de l'enfant (sentiments de compétence, d'autodétermination et d'appartenance sociale). En retour, il est postulé que les processus du soi sont négativement liés à la procrastination académique de l'élève. Cent familles (mère, père et enfant) de la région de Québec ont participé à l'étude. Globalement, les résultats de l'analyse acheminatoire soutiennent les liens proposés par le modèle. Les résultats sont discutés à la lumière du modèle de Connell et Wellborn (1991).

The present study explored whether a significant relationship exists between academic procrastination and academic achievement in high school learners within South Africa. It furthermore examined whether certain personality traits of individuals are more prone to procrastination than others. It lastly investigated the relationships between gender and academic procrastination, age and academic procrastination, number of siblings and academic procrastination; and area of residence and academic procrastination. The research sample consisted of 349 high school learners aged between 12 and 19 years old (n=167 male, n=180 female, n=2 gender not disclosed). Data was collected by means of the Personal Information Questionnaire (PIQ), the Tuckman Procrastination Scale (TPS) and the Ten-Item Personality Inventory (TIPI). A significant negative correlation was found between procrastination and academic achievement. The correlations between procrastination and gender, age, area of residence and number of siblings respectively were not significant. Conscientiousness and Emotional Stability were both found to be significantly negatively related to procrastination, however, the relations between procrastination and Extraversion and Agreeableness respectively were not significant. An anomaly found in the present study was the negative relation between procrastination and Openness to Experience, and it is postulated that this finding may be due to the TIPI’s inability to measure the individual facets of each Big Five Factor domain or that it could be ascribed to the need for cognition. / Psychology / M.A. (Psychology)

The present study explored whether a significant relationship exists between academic procrastination and academic achievement in high school learners within South Africa. It furthermore examined whether certain personality traits of individuals are more prone to procrastination than others. It lastly investigated the relationships between gender and academic procrastination, age and academic procrastination, number of siblings and academic procrastination; and area of residence and academic procrastination. The research sample consisted of 349 high school learners aged between 12 and 19 years old (n=167 male, n=180 female, n=2 gender not disclosed). Data was collected by means of the Personal Information Questionnaire (PIQ), the Tuckman Procrastination Scale (TPS) and the Ten-Item Personality Inventory (TIPI). A significant negative correlation was found between procrastination and academic achievement. The correlations between procrastination and gender, age, area of residence and number of siblings respectively were not significant. Conscientiousness and Emotional Stability were both found to be significantly negatively related to procrastination, however, the relations between procrastination and Extraversion and Agreeableness respectively were not significant. An anomaly found in the present study was the negative relation between procrastination and Openness to Experience, and it is postulated that this finding may be due to the TIPI’s inability to measure the individual facets of each Big Five Factor domain or that it could be ascribed to the need for cognition. / Psychology / M.A. (Psychology)

本研究主要目的在探討有學業上拖延習慣的大學生之「防禦性悲觀」、「主動性拖延」、「自我設限」、「因應策略」對「幸福感」影響之探討。依此目的，本研究先探討不同背景變項的大學生在「防禦性悲觀」、「主動性拖延」、「自我設限」、「因應策略」及「幸福感」的差異情形，並建構「防禦性悲觀、主動性拖延、自我設限、因應策略對幸福感影響」之模式。研究採問卷調查法，以台灣15所大學922位有拖延習慣的大學生為對象。並以隨機方式將之分為兩組，用以驗證模式及探究不同背景變項的受試在各研究變項上的差異。研究工具包括防禦性悲觀量表、主動性拖延量表、自我設限量表、因應策略量表、及幸福感量表。資料分析方法為因素分析、信度分析、t考驗、單因子變異數分析及結構方程模式。 / 本研究以第一組樣本探討初始模式與觀察資料間的適配情形，並依據修正指標及相關理論進行模式修正，修正後的模式與資料適配後，再以第二組樣本驗證模式的穩定性，經驗證後模式具相當穩定性。 　　主要研究結果如下： 一、在背景變項方面：(一)不同性別有拖延習慣的大學生在「防禦性悲觀」、「自我設限」及「幸福感」等方面都有顯著差異。(二)不同年級有拖延習慣的大學生在「主動性拖延」及「幸福感」等方面都有顯著差異。 二、在模式方面：（一）防禦性悲觀對幸福感有負向直接效果；(二) 主動性拖延對自我設限有正向直接效果；（三）自我設限對因應策略有負向直接效果；(四) 自我設限對幸福感有正向直接效果；（五）因應策略對幸福感有正向直接效果。(六)主動性拖延經由自我設限及因應策略的中介影響而對幸福感有正向效果。 　　最後，根據研究結果，針對個人、學校輔導單位及未來相關研究提出建議，以供參考。 / The main purpose of this research was to study the relationships among Defensive-pessimism, Active-procrastination, Self-handicapping, Coping-strategy and Well-being of college student who had the habit of procrastination. The researcher first investigated the differences in terms of “Defensive-pessimism”, “Active-procrastination”, “Self-handicapping”, “Coping-strategy” and “Well-being” among the participants who had the different background variables, also studied the relationships among Defensive-pessimism, Active-procrastination, Self-handicapping, Coping-strategy and Well-being of college students who had the habit of procrastination by using the model of “The relationships among Defensive-pessimism, Active-procrastination, Self-handicapping, Coping-strategy and Well-being.” The study employed five questionnaires to collect data . The participants of the study were 922 Taiwan college students who had the habit of academic procrastination from 15 universities, and were randomly divided into two groups, to test model and study the differences in regards of different research variables among the participants who had the different background variables. The participants were evaluated by Defensive-pessimism scale, Active-procrastination scale, Self-handicapping scale, Coping-strategy scale, and Well-being scale. The data were analyzed by factor analysis, Cronbach α analysis, t-test，one-way ANOVA and SEM. / The initial models tested by group one did not fit well with the observed data. Therefore, applying the modification index and the theories, the researcher modified the model till the model fit the observed data, then tested the models’ stability by group two, and came to confirm the stability of model. The researcher found the model fit the observed data, and could effectively explain the relationships among the variables. The main results of this study were as follows: First, about the background variables: 1.The scores of “defensive-pessimism”, “self-handicapping”, and “well-being” had the differences between boys and girls. 2. The scores of “active-procrastination” and “well-being” had the differences between difference grades. Second, about the model: 1. Defensive-pessimism could directly negative affect well-being. 2. Active-procrastination could directly affect self-handicapping. 3. Self-handicapping could directly negative affect coping-strategy. 4. Self-handicapping could directly affect well-being. 5. Coping-strategy could directly affect well-being. 6. Active-procrastination could through the self-handicapping and coping-strategy to affect he well-being. Finally, based on the results of the study, the researcher made some further suggestions for individuals, school counseling and future researchers.

The aim of this theoretical and empirical thesis is to analyse the term of self-education and related issue, which are further developed in theory and philosophy of education, psychology and sociology. In the first part the thesis concentrates on theoretical concepts of self-education and their development in selected historical periods. The thesis accentuates a contemporary understanding of self-education and its aspects influencing the concept and practice of self- education in current society. Through several case studies in the empirical part, the thesis attempts to demonstrate personal, educational and experiential diversity backgrounding the contemporary concept of self-education. In conclusion, some options as well as difficulties of an individual self-education in contemporary society will be reflected. Key words: self-education, self-knowledge, historical perspective, psychological perspective, contemporary society, family, free time, procrastination, self-development books, case studies

A key challenge of the learning sciences is moving research results into practice. Educators on the front lines perceive little value in the outputs of education research and demand more “usable knowledge”. This work explores the potential instead of usable artifacts to translate knowledge into practice, adding scientists as stakeholders in an interaction design process. The contributions are two effective systems, the scientific and contextual principles in their design, and a research model for scientific research through interaction design. College student study practices are the domain chosen for the development of these methods. Iterative ethnographic fieldwork identified two systems that would be likely to advance both learning in practice and knowledge for applying the employed theories in general. Nudge was designed to improve students’ study time management by regularly emailing students with explicit recommended study activities. It reconceptualizes the syllabus into an interactive guide that fits into modern students' attention streams. Examplify was designed to improve how students learn from worked example problems by modularizing them into steps and scaffolding their metacognitive behaviors though problem-solving and self-explanation prompts. It combines these techniques in a way that is exceedingly easy to author, using existing answer keys and students' self-evaluations. Nudge and Examplify were evaluated experimentally over a full semester of a lecture-based introductory chemistry course. Nudge messages increased students’ sense of achievement and interacted with students’ existing time management skills to improve exam grades for poorer students. Among students who could choose whether to receive them, 80% did. Students with access to Examplify had higher exam scores (d=0.26), especially on delayed measures of learning (d=0.40). A key design decision in Examplify was not clearly resolvable by existing theory and so was tested experimentally by comparing two variants, one without prompts to solve the steps. The variant without problem solving was less effective (d=0.77) and less used, while usage rates of the variant with problem solving increased over time. These results support the use of the design methods employed and provide specific empirical recommendations for future designs of these and similar systems for implementing theory in practice.

ADHD affects executive functions and pharmacological treatment is the most common intervention. Medication is ineffective for some and psychosocial interventions are scarcely available. CBT that teaches organizational skills for managing ADHD-symptoms has shown promising results. Smartphones can help individuals perform executive tasks such as planning and organization and they could be efficacious as a support tool for ADHD patients. The current study is a RCT that compares an online course (n=29) based on previously effective CBT treatments for ADHD to a wait-list control (n=29). The intervention focused on teaching the use of an online calendar and smartphone apps. The intervention brought significant improvement (p < 0.001) to participants regarding ADHD symptoms and 38% of participants were considered clinically significantly improved. This indicates that online treatments using IT-tools for ADHD is effective and that smartphones can be used as a tool for aiding individuals with impairments in executive functions.

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Объектом исследования явилась личностная тревожность. Предметом исследования стала связь личностной тревожности с мотивацией достижения, прокрастинацией и копинг-стратегиями у мужчин и женщин зрелого возраста. Магистерская диссертация состоит из введения, двух глав, заключения, списка литературы (121 источник) и приложения, включающего в себя бланки применявшихся методик. Объем магистерской диссертации 120 страниц, на которых размещены 7 рисунков и 12 таблиц. Во введении раскрывается актуальность проблемы исследования, разработанность проблематики, ставятся цель и задачи исследования, определяются объект и предмет исследования, формулируются гипотезы, указываются методы и эмпирическая база, а также научная новизна исследования. Первая глава включает в себя обзор иностранной и отечественной литературы по теме тревожности, мотивации достижения, прокрастинации и копинг-стратегий. Представлены разделы, посвященные исследованию связи личностной тревожности с мотивацией достижения, прокрастинацией и копинг-стратегиями у мужчин и женщин зрелого возраста. Выводы по первой главе представляют собой итоги по изучению теоретического материала. Вторая глава посвящена эмпирической части исследования. В ней представлено описание организации и методов проведенного исследования и результатов, полученных по всем использованным методикам: тесту Шкалы личностной тревожности Спилбергера-Ханина (State-Trate Anxiety Inventory, STAI), опроснику «Способы совладающего поведения» Р. Лазаруса и С. Фолкман, опроснику А. А. Реана «Мотивация успеха и боязнь неудачи», тесту Шкалы общей прокрастинации С. H. Lay. Также в главе представлены сравнительный и корреляционный анализ результатов исследования. Выводы по главе 2 включают в себя основные результаты эмпирического исследования. В заключении в обобщенном виде изложены результаты теоретической и эмпирической частей работы, а также выводы по выдвинутым гипотезам, обоснована практическая значимость исследования и описаны возможные перспективы дальнейшей разработки данной проблематики. / The object of the study was personal anxiety. The subject of the study was the relationship between personal anxiety and achievement motivation, procrastination and coping strategies in men and women of mature age. The master's thesis consists of an introduction, two chapters, a conclusion, a list of references (121 sources) and an appendix that includes the forms of the applied methods. The volume of the master's thesis is 120 pages, which contain 7 figures and 12 tables. The introduction reveals the relevance of the research problem, the elaboration of the problematics, the goal and objectives of the research are set, the object and subject of the research are determined, hypotheses are formulated, the methods and empirical base, as well as the scientific novelty of the research, are indicated. The first chapter includes a review of foreign and domestic literature on the topic of anxiety, achievement motivation, procrastination, and coping strategies. The sections devoted to the study of the relationship between personal anxiety and achievement motivation, procrastination and coping strategies in men and women of mature age are presented. Conclusions for the first chapter represent the results of the study of theoretical material. The second chapter is devoted to the empirical part of the study. It presents a description of the organization and methods of the study and the results obtained by all the methods used: the Spielberger-Hanin Personal Anxiety Scale test (State-Trate Anxiety Inventory, STAI), the Coping Behavior Methods questionnaire R. Lazarus and S. Folkman, A. A. Rean's questionnaire "Motivation for success and fear of failure", the test of the General Procrastination Scale S. H. Lay. The chapter also presents a comparative and correlation analysis of the research results. Conclusions from Chapter 2 include the main findings of the empirical study. In the conclusion, in a generalized form, the results of the theoretical and empirical parts of the work are presented, as well as conclusions on the hypotheses put forward, the practical significance of the study is substantiated and possible prospects for the further development of this problem are described.

Educators in many disciplines are too often forced to rely on intuition about how students learn and the effectiveness of teaching to guide changes and improvements to their curricula. In computer science, systems that perform automated collection and assessment of programming assignments are seeing increased adoption, and these systems generate a great deal of meaningful intermediate data and statistics during the grading process. Continuous collection of these data and long-term retention of collected data present educators with a new resource to assess both learning (how well students understand a topic or how they behave on assignments) and teaching (how effective a response, intervention, or assessment instrument was in evaluating knowledge or changing behavior), by basing their decisions on evidence rather than intuition. It is only possible to achieve these goals, however, if such data are easily accessible. I present an infrastructure that has been added to one such automated grading system, Web-CAT, in order to facilitate routine data collection and access while requiring very little added effort by instructors. Using this infrastructure, I present three case studies that serve as representative examples of educational questions that can be explored thoroughly using pre-existing data from required student work. The first case study examines student time management habits and finds that students perform better when they start earlier but that offering extra credit for finishing earlier did not encourage them to do so. The second case study evaluates a tool used to improve student understanding of manual memory management and finds that students made fewer errors when using the tool. The third case study evaluates the reference tests used to grade student code on a selected assignment and confirms that the tests are a suitable instrument for assessing student ability. In each case study, I use a data-driven, evidence-based approach spanning multiple semesters and students, allowing me to answer each question in greater detail than was possible using previous methods and giving me significantly increased confidence in my conclusions. / Ph. D.