Through the development and implementation of modified learning contexts, the current study encouraged undergraduate teacher education students to modify their approaches to learning by reducing their reliance on surface approaches and progressively adopting deeper approaches. This outcome was considered desirable because students who employed deep approaches would exit the course having achieved higher quality learning than those who relied primarily on surface approaches. It was expected that higher quality learning in a preservice teacher education program would also translate into greater self-confidence in the management of teaching tasks, leading to improvements in students� teaching self-efficacy beliefs. Altered learning contexts were developed through the application of action research methodology involving core members of the teaching team. Learning activities were designed with a focus on co-operative small-group problem-based learning, which included multiple subtasks requiring variable outcome presentation modes. Linked individual reflection was encouraged by personal learning journals and learning portfolios. Students also provided critical analyses of their own learning during the completion of tasks, from both individual and group perspectives. Assessment methods included lecturer, peer and self-assessment, depending on the nature of the learning task. Often these were integrated, so that subtasks within larger ones were assessed using combinations of methods. Learning approach theorists (Biggs, 1993a, 1999; Entwistle, 1986, 1998; Prosser & Trigwell, 1999; Ramsden, 1992, 1997) contend that learning outcomes are directly related to the learning approaches used in their development. They further contend that the approach adopted is largely a result of students� intent, which in turn, is influenced by their perception of the learning context. The present study therefore aimed to develop an integrated and pervasive course-based learning context, constructively aligned (after: Biggs, 1993a, 1996), achievable within the normal constraints of a university program, that would influence students� adoption of deep learning approaches. The cognitive processes students used in response to the altered contexts were interpreted in accordance with self-regulatory internal logic (after: Bandura, 1986, 1991b; Zimmerman, 1989, 1998b). Longitudinal quasi-experimental methods with repeated measures on non-equivalent dependent variables were applied to three cohorts of students. Cohort 1 represented the contrast group who followed a traditional program. Cohort 2 was the main treatment group to whom the modified program was presented. Cohort 3 represented a comparison group that was also presented with the modified program over a shorter period. Student data on learning approach, teaching efficacy and academic attributions were gathered from repeated administrations of the Study Process Questionnaire (Biggs, 1987b), Teacher Efficacy Scale (Gibson & Dembo, 1984) and Multidimensional-Multiattributional Causality Scale (Lefcourt, 1991). In addition, reflective journals, field observations and transcripts of interviews undertaken at the beginning and conclusion of the course, were used to clarify students� approaches to learning and their responses to program modifications. Analyses of learning approaches adopted by Cohorts 1 and 2 revealed that they both began their course predominantly using surface approaches. While students in Cohort 1 completed the course with approximately equal reliance on deep and surface approaches, students in Cohort 2 reported a predominant use of deep approaches on course completion. The relative impact of the modified learning context on students with differing approaches to learning in this cohort were further explained through qualitative data and cluster analyses. The partial replication of the study with Cohort 3, across the first three semesters of their program, produced similar effects to those obtained with Cohort 2. The analyses conducted with teaching efficacy data indicated a similar pattern of development for all cohorts. Little change in either personal or general dimensions was noted in the first half of the program, followed by strong growth in both, in the latter half. While a relationship between learning approach usage and teaching efficacy was not apparent in Cohort 1, developmental path and mediation analyses indicated that the use of deep learning approaches considerably influenced the development of personal teaching efficacy in Cohort 2. The current research suggests that value lies in the construction of learning environments, in teacher education, that enhance students� adoption of deep learning approaches. The nature of the task is complex, multifaceted and context specific, most likely requiring the development of unique solutions in each environment. Nevertheless, this research demonstrates that such solutions can be developed and applied within the prevailing constraints of pre-existing course structures.

Through the development and implementation of modified learning contexts, the current study encouraged undergraduate teacher education students to modify their approaches to learning by reducing their reliance on surface approaches and progressively adopting deeper approaches. This outcome was considered desirable because students who employed deep approaches would exit the course having achieved higher quality learning than those who relied primarily on surface approaches. It was expected that higher quality learning in a preservice teacher education program would also translate into greater self-confidence in the management of teaching tasks, leading to improvements in students� teaching self-efficacy beliefs. Altered learning contexts were developed through the application of action research methodology involving core members of the teaching team. Learning activities were designed with a focus on co-operative small-group problem-based learning, which included multiple subtasks requiring variable outcome presentation modes. Linked individual reflection was encouraged by personal learning journals and learning portfolios. Students also provided critical analyses of their own learning during the completion of tasks, from both individual and group perspectives. Assessment methods included lecturer, peer and self-assessment, depending on the nature of the learning task. Often these were integrated, so that subtasks within larger ones were assessed using combinations of methods. Learning approach theorists (Biggs, 1993a, 1999; Entwistle, 1986, 1998; Prosser & Trigwell, 1999; Ramsden, 1992, 1997) contend that learning outcomes are directly related to the learning approaches used in their development. They further contend that the approach adopted is largely a result of students� intent, which in turn, is influenced by their perception of the learning context. The present study therefore aimed to develop an integrated and pervasive course-based learning context, constructively aligned (after: Biggs, 1993a, 1996), achievable within the normal constraints of a university program, that would influence students� adoption of deep learning approaches. The cognitive processes students used in response to the altered contexts were interpreted in accordance with self-regulatory internal logic (after: Bandura, 1986, 1991b; Zimmerman, 1989, 1998b). Longitudinal quasi-experimental methods with repeated measures on non-equivalent dependent variables were applied to three cohorts of students. Cohort 1 represented the contrast group who followed a traditional program. Cohort 2 was the main treatment group to whom the modified program was presented. Cohort 3 represented a comparison group that was also presented with the modified program over a shorter period. Student data on learning approach, teaching efficacy and academic attributions were gathered from repeated administrations of the Study Process Questionnaire (Biggs, 1987b), Teacher Efficacy Scale (Gibson & Dembo, 1984) and Multidimensional-Multiattributional Causality Scale (Lefcourt, 1991). In addition, reflective journals, field observations and transcripts of interviews undertaken at the beginning and conclusion of the course, were used to clarify students� approaches to learning and their responses to program modifications. Analyses of learning approaches adopted by Cohorts 1 and 2 revealed that they both began their course predominantly using surface approaches. While students in Cohort 1 completed the course with approximately equal reliance on deep and surface approaches, students in Cohort 2 reported a predominant use of deep approaches on course completion. The relative impact of the modified learning context on students with differing approaches to learning in this cohort were further explained through qualitative data and cluster analyses. The partial replication of the study with Cohort 3, across the first three semesters of their program, produced similar effects to those obtained with Cohort 2. The analyses conducted with teaching efficacy data indicated a similar pattern of development for all cohorts. Little change in either personal or general dimensions was noted in the first half of the program, followed by strong growth in both, in the latter half. While a relationship between learning approach usage and teaching efficacy was not apparent in Cohort 1, developmental path and mediation analyses indicated that the use of deep learning approaches considerably influenced the development of personal teaching efficacy in Cohort 2. The current research suggests that value lies in the construction of learning environments, in teacher education, that enhance students� adoption of deep learning approaches. The nature of the task is complex, multifaceted and context specific, most likely requiring the development of unique solutions in each environment. Nevertheless, this research demonstrates that such solutions can be developed and applied within the prevailing constraints of pre-existing course structures.

Sociologists have described the characteristics of individuals who become involved in social movements, their motivations for becoming involved, and the methods used to recruit participants. One group that has been underrepresented in the existing literature is feral cat caretakers. The purpose of this study is to examine the traits of this group, information which would be valuable to groups dedicated to educating the public about the plight of feral cats, groups which offer information and resources to caretakers, individuals wishing to network with other feral cat caretakers, and policy makers in need of knowing what options exist to deal with feral cats. A small sample of fifteen participants was interviewed either face-to-face or by email. Questions were open-ended to facilitate individual discussion and expression. The sample was drawn from personal acquaintances, recruitment letters posted in spay/neuter clinics, email blasts to members of feral cat networks, and referrals from participants. Results demonstrated that while the demographics of the participants were similar to others involved in social movements, there were some differences in their recruitment methods and involvement in organized groups. Feral cat caretakers demonstrated a very strong sense of personal efficacy and self motivation.

Made available in DSpace on 2014-12-17T13:53:29Z (GMT). No. of bitstreams: 1 SandraMSF_DISSERT.pdf: 351165 bytes, checksum: 059a5dcce66f4873813d7cbe4611649c (MD5) Previous issue date: 2010-08-31 / The current study presents the characteristics of self-efficacy of students of Administration course, who work and do not work. The study was conducted through a field research, descriptive, addressed quantitatively using statistical procedures. Was studied a population composed of 394 students distributed in three Higher Education Institutions, in the metropolitan region of Bel?m, in the State of Par?. The sampling was not probabilistic by accessibility, with a sample of 254 subjects. The instrument for data collection was a questionnaire composed of a set of questions divided into three sections: the first related to sociodemographic data, the second section was built to identify the work situation of the respondent and the third section was built with issues related to General Perceived Self-Efficacy Scale proposed by Schwarzer and Jerusalem (1999). Sociodemographic data were processed using methods of descriptive statistics. This procedure allowed characterizing the subjects of the sample. To identify the work situation, the analysis of frequency and percentage was used, which allowed to classify in percentage, the respondents who worked and those that did not work, and the data related to the scale of self-efficacy were processed quantitatively by the method of multivariate statistics using the software of program Statistical Package for Social Sciences for Windows - SPSS, version 17 from the process of Exploratory Factor Analysis. This procedure allowed characterizing the students who worked and the students who did not worked. The results were discussed based on Social Cognitive Theory from the construct of self-efficacy of Albert Bandura (1977). The study results showed a young sample, composed the majority of single women with work experience, and indicated that the characteristics of self-efficacy of students who work and students who do not work are different. The self-efficacy beliefs of students who do not work are based on psychological expectations, whereas the students who work demonstrated that their efficacy beliefs are sustained by previous experiences. A student who does not work proved to be reliant in their abilities to achieve a successful performance in their activities, believing it to be easy to achieve your goals and to face difficult situations at work, simply by invest a necessary effort and trust in their abilities. One who has experience working proved to be reliant in their abilities to conduct courses of action, although know that it is not easy to achieve your goals, and in unexpected situations showed its ability to solve difficult problems / O presente estudo apresenta as caracter?sticas de autoefic?cia de alunos do curso de Administra??o que trabalham e que n?o trabalham. O estudo foi realizado atrav?s de uma pesquisa de campo, descritiva, abordada quantitativamente com utiliza??o de procedimentos estat?sticos. Foi estudada uma popula??o composta por 394 alunos distribu?dos em tr?s Institui??es de Ensino Superior na regi?o metropolitana de Bel?m no Estado do Par?. A amostragem foi n?o-probabil?stica por acessibilidade com uma amostra de 254 sujeitos. O instrumento de coleta de dados foi um question?rio composto por um conjunto de quest?es divididas em tr?s se??es: a primeira, relacionada aos dados s?ciodemogr?ficos, a segunda identifica a situa??o de trabalho do respondente e a terceira se??o foi elaborada com quest?es relacionadas ? Escala de Autoefic?cia Geral Percebida, proposta por Schwarzer e Jerusal?m (1999). Os dados sociodemogr?ficos foram tratados com a utiliza??o de m?todos de estat?stica descritiva. Este procedimento permitiu caracterizar os sujeitos da amostra. Para identificar a situa??o de trabalho utilizou-se a an?lise de frequ?ncia e porcentagem o que permitiu classificar em percentual os respondentes que trabalhavam e os que n?o trabalhavam; os dados relacionados ? escala de autoefic?cia foram tratados quantitativamente pelo m?todo de estat?stica multivariada a partir da utiliza??o do software de programa estat?stico Statistical Package for the Social Sciences for Windows SPSS, vers?o 17 a partir do processo da An?lise Fatorial Explorat?ria. Este procedimento permitiu caracterizar os alunos que trabalhavam e os alunos que n?o trabalhavam. Os resultados foram discutidos ? luz da Teoria Social Cognitiva a partir do constructo de autoefic?cia de Albert Bandura (1977). Os resultados do estudo apontaram uma amostra jovem, composta por maioria de mulheres solteiras com experi?ncia de trabalho e indicaram que as caracter?sticas de autoefic?cia de alunos que trabalham e alunos que n?o trabalham s?o distintas. As cren?as de autoefic?cia dos alunos que n?o trabalham est?o baseadas em expectativas psicol?gicas enquanto que os alunos que trabalham demonstraram que suas cren?as de efic?cia est?o sustentadas em experi?ncias anteriores. O aluno que n?o trabalha demonstrou-se bastante confiante em suas capacidades para alcan?ar desempenhos de sucesso em suas atividades, acreditando ser f?cil alcan?ar seus objetivos e enfrentar situa??es dif?ceis no trabalho, bastando investir esfor?o necess?rio e confiar nas suas habilidades. Aquele que tem experi?ncia de trabalho mostrou-se confiante em suas capacidades para realizar cursos de a??o, embora saiba que n?o ? f?cil alcan?ar seus objetivos e em situa??es inesperadas demonstrou ter desenvoltura para resolver os problemas dif?ceis