Thesis (Ph. D.)--University of Missouri-Columbia, 2000. / Typescript. Vita. Includes bibliographical references (leaves 125-133). Also available on the Internet.

System requirements: Adobe Acrobat Reader. Includes bibliographical references (p. 107-134).

Thesis (Ph. D.)--University of Missouri-Columbia, 2000. / Typescript. Vita. Includes bibliographical references (leaves 69-74). Also available on the Internet.

Thesis (Ph.D.)--University of Nebraska-Lincoln, 2008. / Title from title screen (site viewed Feb. 17, 2009). PDF text: vi, 199 p. : ill. ; 6 Mb. UMI publication number: AAT 3325855. Includes bibliographical references. Also available in microfilm and microfiche formats.

abstract: More than 30% of college entrants are placed in remedial mathematics (RM). Given that an explicit relationship exists between students' high school mathematics and college success in science, technology, engineering, and mathematical (STEM) fields, it is important to understand RM students' characteristics in high school. Using the Education Longitudinal Survey 2002/2006 data, this study evaluated more than 130 variables for statistical and practical significance. The variables included standard demographic data, prior achievement and transcript data, family and teacher perceptions, school characteristics, and student attitudinal variables, all of which are identified as influential in mathematical success. These variables were analyzed using logistic regression models to estimate the likelihood that a student would be placed into RM. As might be expected, student test scores, highest mathematics course taken, and high school grade point average were the strongest predictors of success in college mathematics courses. Attitude variables had a marginal effect on the most advantaged students, but their effect cannot be evaluated for disadvantaged students, due to a non-random pattern of missing data. Further research should concentrate on obtaining answers to the attitudinal questions and investigating their influence and interaction with academic indicators. / Dissertation/Thesis / Ph.D. Educational Leadership and Policy Studies 2011

I det här arbetet undersöks tre frågeställningar. För det första undersöks huruvida teorier om sambandet mellan elevers självförmåga och prestation i matematik stämmer i TIMSS 2015 för elever i årskurs 4 i Sverige. Högt skattad självförmåga förväntas leda till ett bättre faktiskt resultat. Den här undersökningen visar att elevers självförmåga har ett samband med kunskaper i matematik. Självförmåga kan förklara 15,5 procent av skillnaderna i elevernas testresultat. Det har tidigare konstaterats att elever födda utanför Sverige har sämre resultat på kunskapstestet i matematik i TIMSS 2015. Den andra frågeställningen undersöker om det finns ett samband mellan resultat och i vilken utsträckning eleverna talar svenska i hemmet. Undersökningen visar att det fanns ett samband. Sammantaget förklarar huruvida eleven är född i Sverige eller inte tillsammans med i vilken utsträckning eleven talar svenska i hemmet 6,3 procent av det faktiska resultatet. Den tredje frågan som besvaras i det här arbetet är om det finns ett samband mellan i vilken utsträckning elever talar svenska i hemmet och hur elever skattar sina kunskaper i matematik. Undersökningen visar att det inte finns något samband. Resultaten ger skäl att påstå att självförmåga spelar en större roll för elevers faktiska kunskaper än vad födelseland och talat språk i hemmet gör, samt att självförmåga inte är direkt kopplad till i vilken utsträckning eleven talar svenska i hemmet.

Overweight and obesity are serious health concerns facing American children today. The number of children (2 to 19 year olds) who are overweight has increased from 13.9% in 1999-2000, to 15.4% in 2001-2002, and 17.1% in 2003-2004. The prevalence in overweight and obesity rates is increasing. Since it is well documented that physical activity attenuates the overweight and obesity crises, physical activity has been deemed as a leading health indicator for improving our nation's health, and is an effective approach to preventing and/or reducing overweight and obesity. In a 2003 study, it was discovered that 72.3% of middle school children participated in vigorous intensity physical activity at least three days of the previous week and 33.6% participated in moderate intensity physical activity at least five days the previous week. Yet, it is recommended that middle school age children participate in at least 60 minutes of moderate to vigorous intensity physical activity every day. The primary purpose of this study was to determine if differences in after-school physical activity participation existed among middle school children from different socioeconomic statuses (SES). The secondary purpose was to identify which predisposing, reinforcing, and enabling factors predicted after-school physical activity participation among middle school children. The PRECEDE-PROCEED planning model was utilized in a cross-sectional, descriptive, survey research design. The study sample consisted of 158 middle school children (24.9% participation rate). The gender breakdown of the sample was almost even, 81 females (51.3%) and 76 males (48.1%). The socioeconomic status of the sample were 39.2% low SES and 58.9% were not-low SES. Almost two-thirds of the children (60.8%) were physically activity for one hour or more after-school each day. Somers' d tests revealed that there was a significant difference (p = .035) in children's after-school physical activity level and their socioeconomic status. Low SES children were more active than not-low SES children. Ordinal logistic regression analysis revealed that of the fourteen predisposing, reinforcing, and enabling factors that were tested, physical activity self-efficacy (p = .03), attraction to physical activity (p = .01) (predisposing factors), and access to sports equipment (p = .01) (enabling factor) were statistically significant predictors of middle school children's after-school physical activity level. Children who held a higher level of physical activity self-efficacy were 3.4 times more likely to be physically active after school that children with a lower level. Children who were attracted to physically active games, sports, and activities were 3.48 times more likely to be physically active after school that children with lower levels of physical activity attraction. Children who felt that they had active toys, games, equipment, and supplies at home were 2.46 times more likely to be physically active after school than children who did not perceive adequate access to equipment. Middle school children have approximately 6 ½ hours of time after school each day to devote to a variety of pursuits. Although almost two-thirds of children in this study met the daily physical activity recommendation, research shows that as children grow older, their physical activity levels decrease. Furthermore, most research also shows that low socioeconomic status adults engage in less physical activity that their not-low counterparts. Consequently, the area in which this study was conducted was rural and poor Eastern Kentucky; health educators must continually strive to cultivate children's physical activity behavior. This study also found that the average time children devoted to watching television and playing computer/video games was 3 hours and 43 minutes per day. Communities will see long-term health benefits when strong foundations for physically active lifestyles are established and sedentary activities are minimized.

Sexually transmitted diseases have reached epidemic proportions, especially among African Americans. However, African American women have emerged as being one of the hardest hit groups by the most fatal of sexually transmitted diseases - the Human Immunodeficiency Virus (HIV) and the Acquired Immune Deficiency Syndrome (AIDS). Although there has been much speculation regarding contributing risk factors specific to this group, previous research has focused mostly on low-income, uneducated or drug-addicted individuals. Still, these factors do not account for the infection rates among educated, non-addicted and financially stable women. In this study, psychological variables of self-efficacy and locus of control were explored study as potential risk factors in sexual decision making for African American women enrolled at two Midwestern universities. Locus of control was a significant predictor of normative beliefs regarding safer sex practices, while self-efficacy was not found to be a significant predictor for sexual decision-making. However, there was a significant interaction between self-efficacy and locus of control in relation to participants' intentions to practice safer sex. The results and implications for counseling, counselor education, research and prevention are discussed.

With this study, we will test the interrelations between the psychological concept of self-efficacy of managers and its influences on the resistance to change. The results show that it makes a qualitative difference, if change in competences occurs in a positive or a negative direction and that there is a clear predisposition of managers concerning change. Both results have to be taken into account in designing changes processes.

Background: Self-efficacy is an important determinant of physical activity. Yet it remains unclear which behaviour change techniques (BCTs) are most effective at changing self-efficacy for physical activity. This PhD thesis aimed to explore issues surrounding which individual BCTs and clusters of BCTs that are most effective in initiating and maintaining changes in self-efficacy and physical activity behaviour across different adult populations through a systematic review with meta-analysis. This thesis consists of three linked papers which examined: 1) the individual and clusters of BCTs that are most effective in initiating and maintaining changes in self-efficacy and physical activity behaviour across all adult populations, 2) the individual BCTs which are effective in initiating self-efficacy and physical activity in two clinical samples (hypertension or heart disease, and pain or arthritis), and 3) the extent of theory use in interventions and examination of BCT use across theories. Methods: One hundred and eighty randomised trials which reported changes in self-efficacy were included into the review. Intervention content was reliably coded using the BCT Taxonomy v1 by two independent coders. From the 180 randomised trials, 204 comparisons were identified for the meta-analyses and moderator analyses. Meta-regressions examined whether the presence and absence of individual BCTs and intervention characteristics were associated with effect size changes for self-efficacy and physical activity. Chi-square analyses were conducted in Journal Article Three to examine for differences in BCT use across theories. Results: In Journal Article One, lack of meaningful clustering of BCTs was found. Interventions had small but significant effects on self-efficacy for the initiation of physical activity (d=0.26; 95%CI: [0.21, 0.31]) and physical activity (d= 0.21; 95%CI: [0.17, 0.26]) across all adult populations. Small effects were also found for the maintenance of physical activity self-efficacy behaviour, and these were non-statistically significant. In Journal Article Two, the interventions had small to medium sized significant effects on the initiation of physical activity self-efficacy and behaviour in hypertension or heart disease, and pain or arthritis samples. Few BCTs were found to moderate intervention effects on self-efficacy or physical activity in either clinical sample. In Journal Article Three, theory was not used extensively in interventions. Differences in the use of BCTs were found across theories, some of which mapped onto the constructs of the adopted theoretical frameworks. Conclusions: It seems that there are no specific sets of BCTs that are effective for changing self-efficacy and physical activity across all adult populations. In addition to BCTs, there needs to be further research into how communication styles and delivery characteristics can influence intervention effectiveness. It is also important to understand how BCTs and theory can be used optimally together, as there appears to be discrepancy between what theories proposes to be effective and what empirical evidence generated by this review suggests may be effective.