The purpose of this study is to investigate (1) how mathematics instructors develop their students’ metacognitive abilities concretely within mathematics instruction and (2) whether these teachers feel adequately prepared to develop their students’ metacognitive abilities. Qualitative email interviews with credentialed secondary school mathematics teachers in Sweden were used. Analysis of the participants’ interview responses indicate that the participants reported a limited use of the metacognitive teaching strategies described in the research. Although teacher responses indicated stress, frustration, and irritation and their responses indicated limited proficiency in their intuitive declarative metacognitive knowledge of thinking skills, whether or not teachers feel adequately prepared to develop their students’ metacognitive abilities cannot be completely answered by this study.

This study was undertaken to investigate the role of self-efficacy in the career trajectories of women who are currently employed in STEM fields and women who had studied in any of these fields, but either never worked in STEM, or decided to leave at some stage. The assumption was that women remain in STEM careers because of the motivational effect of STEM self-efficacy. In order to do this investigation, two studies were included in a parallel convergent mixed-methods design and two samples were studied. The first sample of 15 women, which included both women in STEM (n = 8) and women who had left STEM (n = 7), were interviewed and invited to talk about their STEM studies and careers. The interviews were conducted according to a semi-structured interview. The second sample, which consisted of 108 participants of whom 88 were actively involved in STEM and 20 had left the field, completed an online survey that contained a biographical section, three self-efficacy scales and an Exploratory Questionnaire (EQ) that covered aspects such as motivation to study and work in STEM and barriers experienced. The three self-efficacy scales used were the General Self-Efficacy Scale (GSES), the New General Self-Efficacy Scale (NGSES) and the Occupational Self-Efficacy Scale (OSES). Bandura's Social Cognitive Theory (SCT) was chosen as the conceptual framework for the study and the development of Social Cognitive Career Theory (SCCT) was described from its inception to its current integrated models of career development, as applied to women in STEM careers. The integrated models show that a combination of self-efficacy and outcome expectations is crucial as a predictor of career success in the STEM fields, which can also be influenced by additional variables, such as career decision making, career and study satisfaction, persistence, contextual support and barriers. The Social Cognitive Theory (SCT) and Social Cognitive Career Theory (SCCT) provided the theoretical framework for themes for the qualitative thematic analysis. A top-down identification of themes was done by using the transcripts of interviews. Self-efficacy, outcome expectations and barriers were among the twelve themes that were identified. The survey data was described and statistically analysed. Descriptive statistics were provided for the selfefficacy scales and biographical information. The STEM and non-STEM groups were compared with a series of contingency tables on biographical information. A t-test was used to compare the self-efficacy scales by STEM status in order to find significant differences. The EQ was subjected to an exploratory principal component analysis (PCA) and 10 factors or components were identified. The factors ranged from motivation, barriers and perceptions about gender to STEM and education. Finally, the factors were compared with the qualitative themes to explore the role of self-efficacy in the careers of STEM and non-STEM women. The contribution made by this study is that it highlights the importance of the sources of selfefficacy in ensuring that women remain in their chosen fields. A frequently under-emphasised aspect is that of the emotional source of self-efficacy, which this study found to be the passion, focus, enjoyment and satisfaction that motivate women to remain in STEM. The relevant literature frequently observes that girls and women do not like STEM subjects and activities. However, the passion and commitment of women witnessed by the researcher while conducting this study counters this observation. Some women do enjoy science and it is by no means a proven fact that a lack of interest in STEM is gendered. Programmes focusing on motivating women to enter and remain in STEM ought to take this particular source of selfefficacy into account. The question is, of course, whether one can create interest, instil passion and make STEM attractive to women. However, this is a separate topic for further study. One of the clear findings of this study relates to the importance of inner-circle support and motivation to enter and remain in STEM. Programmes should find a way to encourage families who are already involved in STEM to include children, and especially girls. The very personal nature of encouragement, motivation and support received from parents and close family members function as a major source of self-efficacy. This calls for a creative approach to motivational programmes in order to make commitment to STEM inclusive. Another point that was emphasised by women in the qualitative sample, as well as in the quantitative results, was the major importance of personal interest in the field of science. In fact, this was even more important than the motivational support provided by close family. In essence, it relates to the passion expressed by women in STEM, but the importance of developing a strong interest in science cannot be overstated. Finally, several of the respondents working either in or outside STEM mentioned the pressures experienced in an attempt to balance family and work responsibilities. Some women manage this successfully, even though they are in STEM careers, while others deal with the problem by leaving STEM. However, one should point out that even in non-STEM careers the pressures and expectations of family life and children exist. Programmes dealing with women in STEM should take this problem very seriously and should assist women in effectively managing and dealing with the combined pressures of family and work. / Thesis (PhD)--University of Pretoria, 2017. / Psychology / PhD / Unrestricted

Many obstacles still exist toward improving safety standards, practices, and culture in the ready-made garment (RMG) industry in Bangladesh. Workers' beliefs and habits, employers' level of involvement, and gaps in the regulatory framework necessitate an examination of safety practices to build a foundation for safety culture in the workplace. The focus of this study was to contribute to regulatory reform aimed at creating a safe work environment by exploring the perceptions of workers, employers, and government regulators through the lens of the theory on reciprocal determinism. A total of 41 participants, categorized into three groups of workers, employers, and government regulators, consented to face-to-face interviews. The study provided individual and group perspectives of requirements for safe factories and development of safety culture. Interview data were inductively coded and subjected to a thematic analysis procedure. The results showed the groups collectively prioritized the need for training, collaboration, health, and safety, and they raised concern over civil unrest. The groups differed on the importance placed in areas such as protection of workers, profit, and legal enforcement. The study results can serve to contribute to effective government reform by developing self-efficacy of workers and improve collaboration between workers, employers, and government in the RMG industry of Bangladesh.

Syftet med denna systematiska litteraturstudie var att bidra med insikt i matematikångest i matematikundervisning i yngre åldrar genom att besvara frågeställningarna ”Vilka faktorer orsakar matematikångest hos elever i årskurs F-6?” och ”Vad kan lärare göra för att motverka matematikångest hos elever i årskurs F-6?”. Frågorna har besvarats med hjälp av Banduras teori om reciprok determinism. Resultatet visade att matematikångest ofta orsakades av flera faktorer samtidigt, såsom personliga faktorer, miljömässiga faktorer samt beteenderelaterade faktorer. För att motverka matematikångest behöver läraren göra någon förändring i den miljömässiga faktorn, för att i sin tur kunna påverka på elevernas personliga nivå. Lärare kan dock inte genomföra allt på egen hand, utan kan behöva ta hjälp av övrig personal på skolan, föräldrar samt av eleverna själva i kampen mot matematikångest. / The aim of this systematic literature study was to contribute with insight on mathematics anxiety in mathematics education in younger students by answering the research questions “Which factors causes mathematics anxiety in students in grade F-6?” and “What can teachers do to counteract mathematics anxiety in students in grade F-6?”. The questions were answered with help from Bandura’s theory on reciprocal determinism. The results showed that mathematics anxiety was often caused by several factors simultaneously, such as personal, environmental, and behavioral factors. To counteract mathematics anxiety, teachers need to make some form of change in the environmental factor, to be able to affect the students on the personal level. However, teachers are not able to do all of this by themselves, they need help from the school colleagues, parents, and the students themselves in the battle against mathematics anxiety

Bakgrund: Psykisk ohälsa är ett omfattande begrepp som innefattar såväl diagnoser, tillstånd och symtom. Behandlingen är idag psykologisk samt farmakologisk men även fysisk aktivitet rekommenderas. Främst beskrivs betydelsen av fysisk aktivitet i grupp. Exempel på fysioterapeutiska behandlingar gentemot patientgruppen är anpassad fysisk aktivitet och olika former av kropps-och medvetandeträning. Vidare kan fysioterapeuter med ett beteendemedicinskt synsätt arbeta med att integrera biologiska, psykologiska och sociala faktorer.  Syfte: Syftet med studien var att beskriva fysioterapeuters erfarenheter av gruppträning för patienter med mild till måttlig psykisk ohälsa. Metod: Deskriptiv kvalitativ design. Med ett ändamålsenligt urval och snöbollsurval rekryterades sex fysioterapeuter inom mellersta Sverige. Vidare tillämpades en kvalitativ innehållsanalys med induktiv ansats. Resultat: Studien resulterade i fem kategorier: ”Viktiga faktorer för deltagande”, ”Barriärer för följsamhet”, ”Upplevda effekter av rörelse i grupp”, ”Flera träningsformer och strukturer kan fungera” och ”Ledarens personliga egenskaper och yrkesskicklighet gynnar medverkan”.  Slutsats: Studien bidrar till en ökad förståelse av faktorer som fysioterapeuten anser vara betydande för patienters deltagande, motivation och följsamhet till gruppträning. I resultatet framkommer också erfarenheter av att gruppträning är ett bra behandlingsalternativ och att den gruppdynamiska processen är fördelaktig för patientgruppen. / Background: Mental illness is a comprehensive concept that includes both diagnoses, conditions, and symptoms. Treatment is currently psychological and pharmacological, but physical activity is also recommended. Mainly the importance of physical activity in a group is described. Examples of physiotherapeutic treatments for the patient group are adapted physical activity and various forms of body and mind training. Furthermore, physiotherapists with a behavioral medicine approach can work to integrate biological, psychological, and social factors. Aim: The aim of the study was to describe physiotherapists experiences of group exercise for patients with mild to moderate mental illness. Method: Descriptive qualitative design. Based on a purposive sampling and snowball sampling were six physiotherapists recruited in central Sweden. Furthermore, a qualitative content analysis with an inductive approach was applied. Results: The study resulted in five categories: “Important factors for participation”,” Barriers to compliance”, “Perceived effects of movement in a group”, “Several training forms and structures can work”, and “The leader's personal characteristics and professional skills favor participation”. Conclusion: The study contributes to an increased understanding of factors that the physiotherapist considers to be significant for patients' participation, motivation, and adherence to group training. The results also reveal experiences that group training is a good treatment option and that the group dynamic process is beneficial for the patients rehabilitation.