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  • About
  • The Global ETD Search service is a free service for researchers to find electronic theses and dissertations. This service is provided by the Networked Digital Library of Theses and Dissertations.
    Our metadata is collected from universities around the world. If you manage a university/consortium/country archive and want to be added, details can be found on the NDLTD website.
231

Play-based design: participatory design method for developing technologies with 3 and 4 year-old children

Superti Pantoja, Luiza 01 August 2019 (has links)
Young children in the United States are widely using technology at ages 3 and 4, but to date there are no well documented participatory design methods for including this age group in the development of technologies. A few attempts at using methods designed for older children were unsuccessful. To address this gap in methods, this research developed Play-based Design, a novel participatory design method inspired by make-believe play in the style of Tools of the Mind, an evidence-based preschool curriculum. Play-based Design first sets the context for play and design through stories. It then enables children to plan play by selecting roles and contribute their ideas as they act and speak during make-believe play activities in which they interact with other children, voice agents, adult facilitators, and generic props. This research includes four sets of design sessions with 3-4 year old children. The first provided the design of StoryCarnival a web-based app to set up Tools of the Mind style play. The second set of design sessions led my research team through the development of voice agents to support Tools of the Mind style play as it happens. These two sets of sessions provided inspiration and insight for using StoryCarnival combined with voice agents to support design activities for technologies with physical and social components. The last two sets of sessions gave me an opportunity to understand whether Play-based Design could be applied to obtain design requirements from children for technology unrelated to make-believe play by focusing on obtaining ideas for Internet-of-Things applications in the home. The research presented in this dissertation required an interdisciplinary journey through child development theories, storytelling for children, graphic design, qualitative methods, software development, and related approaches from the literature. Participant observations, group discussions, and video analysis were used to collect and analyze data. Results from the last two sets of design sessions focused on obtaining ideas for Internet-of-Things technologies to provide evidence that Play-based Design can enable 3-4 year old children to contribute their ideas to the design of technologies. More specifically, in this dissertation, I provide supporting evidence for my thesis statement: “When applied to participatory design sessions with young children, Play-based Design can: (1) allow young children to express their ideas through make-believe play, which is a developmentally appropriate activity; (2) enable children to act out design ideas or verbally express them by conversing with researchers or voice agents; (3) support fluid communication between adult researchers and children; and (4) inform the design of technologies that facilitate activities that have social and physical components (e.g. tangible user interfaces, voice agents, IoT).”
232

School Leaders' Perceptions of Students' Antisocial Behaviors

Britt, Faye 01 January 2015 (has links)
There was a problem regarding students' antisocial behavior in a small rural school district in Washington State. Public data within the district indicated increasing incidents of students' antisocial behaviors. However, perceptions of school leaders regarding this problem were not known. As a result, there was a need to gain an understanding about school leaders' perceptions of students' antisocial behaviors in order to suggest potential solutions to reduce students' antisocial behaviors, as these perceptions are closely associated with their intent to address the problem. Bandura's theory of self-regulation provided the conceptual framework for collecting and analyzing data. Using an instrumental case study, the research questions explored school leaders' experiences in working with students who failed to manage their behavior and who exhibited antisocial behavior. Semi structured interviews were conducted with 13 school leaders in the district, and an iterative, inductive process of data collection, open coding, and thematic analysis was used. The themes that emerged from analysis of the data indicated a gap in the school leaders' practice regarding participation in ongoing, job-embedded professional development and an absence of a systematic school-wide positive behavior support approach to prevention and intervention. The findings indicated the need for professional development training to address these issues related to school leaders' practice. The suggested training could create positive social change by reducing students' antisocial behaviors, thus leading to an improvement in academic achievement. The recommended job-embedded professional development training resulting from exploring school leaders' perceptions can increase the capacity of the school leaders to manage students' antisocial behaviors.
233

LOSING CONTROL: THE CONSEQUENCES OF INDIVIDUAL- AND GROUP-BASED SOCIAL EXCLUSION ON LATINA WOMEN’S SELF-REGULATION OF UNHEALTHY EATING

Stewart, Dorris Kamiya 01 September 2017 (has links)
Social exclusion is a psychologically stressful experience that impairs people’s ability to control specific behaviors or events. In the current study, I attempted to reconcile competing predictions regarding whether exclusion is especially harmful to control, or self-regulate, when it is attributed to individual- or group-based characteristics of a person. Per the self-evaluation maintenance (SEM) model, social exclusion should be most detrimental to self-regulation when it is directed at a person’s unique traits, or individual self. In contrast, social identity theory (SIT) predicts that exclusion is especially damaging when it is directed at a person’s group membership. I examined whether the seemingly contradictory predictions made by SEM and SIT are because they relate to different circumstances concerning the fairness of the exclusion experience. Most research regarding individual-based exclusion involves situations in which the exclusion seems fair, or deserved, whereas research regarding group-based exclusion focuses on discrimination, or unfair exclusion. An online exclusion paradigm (i.e., “College Survivor”) was used to examine the role of fairness. During the Survivor game, Latina women experienced either individual- or group-based exclusion that was either fair or unfair. Afterwards, participants were asked to taste and rate three bowls of chocolate that were ostensibly manufactured in three countries that used different recipes. The findings demonstrated that participants consumed the most calories (i.e., showed the greatest loss of self-control) when exclusion was fair and directed towards their individual selves, or when exclusion was unfair and directed towards their group selves.
234

Adverse Childhood Experiences Indirectly Affect Child Telomere Length Through Self-Regulation

Sosnowski, David 01 January 2019 (has links)
The goals of present study were: (a) to examine associations between adverse childhood experiences (ACEs) and telomere length during childhood using ACE composite scores both with and without “new” adversities (i.e., parental death and poverty), and (b) to determine if ACEs indirectly affect telomere length through children’s self-regulatory abilities (i.e., effortful control and self-control). The analytic sample consisted of national data from teachers, biological parents, and their children (N = 2,527; Mage = 9.35, SD = .36 years; 52% male; 45% Black). Results from linear regression analyses revealed a statistically significant main effect of updated (but not traditional) ACEs on child telomere length, controlling for hypothesized covariates, although the additional amount of variance explained by ACEs was negligible. Results from mediation analyses revealed an indirect effect of ACEs on child telomere length through self-control, assessed via a teacher-reported Social Skills Rating System, but not effortful control. While longitudinal studies are needed to strengthen claims of causation, the present study clarifies the association between ACEs and telomere length during middle childhood, and identifies a pathway from ACEs to changes in telomere length that should be explored further.
235

The Relationship Between Attachment, Self-Regulation, and Resilience in Undergraduate Students' College Adjustment

Tanner, Scott 01 January 2018 (has links)
Difficulty adjusting to college life is noted in nearly 20% of freshmen who fail to return to college. The purpose of this quantitative survey design study, grounded in attachment theory, was to investigate the best predictor (e.g., secure parental attachment, self-regulation, or resilience) of college adaptation, the combined contribution of the variables in predicting college adaptation, and whether a bivariate relationship existed between the variables and subcomponents of college adaptation. The Connor Davidson Resilience Scale Revised, Parental Attachment Questionnaire, Short Self-Regulation Questionnaire, and Student Adaptation to College Questionnaire were securely administered online to a sample of 68 full-time students from one university's freshmen class. In a multiple regression analysis, the combination of variables accounted for nearly 58% of the variance in college adaptation, with self-regulation as the single best predictor. A series of Pearson correlations revealed significant large positive relationships between self-regulation, resilience, and each of the college adaptation subcomponents. Secure parental attachment had a significant large positive relationship with personal/emotional adaptation and a significant medium positive relationship with academic adaptation. Based on the results, it is recommended that self-regulation and resilience be investigated as mediators between attachment and adaptation to college. This research, while making an important contribution to the literature, contributes to positive social change by highlighting key components to college adaptation, thereby focusing efforts on strengthening these qualities in students.
236

Apport des modèles de l’autorégulation dans la compréhension de l’adhésion pour les patients diabétiques de type 2 : rôle des représentations, de la motivation et de l’acceptation

Fall, Estelle 29 June 2012 (has links)
L'objectif de cette recherche est d'examiner le rôle des représentations, de la motivation et de l'acceptation sur l'adhésion dans le diabète de type 2. Pour cela, nous avons examiné les modèles de l'autorégulation, en considérant conjointement le modèle du sens commun de Leventhal (1996) et le modèle de l'autodétermination des comportements de santé (Deci & Ryan, 2008). Trois études ont été réalisées. La première a été menée à partir d'auto-questionnaires auprès de 253 patients recrutés par l'intermédiaire des associations de malades. Cette étude met en évidence que l'adhésion peut être conceptualisée comme une stratégie spécifique influencée par les représentations du patient et influençant sa santé physique et mentale. Elle relève également l'impact des représentations, plus particulièrement du contrôle et de la menace perçus, sur les actions et la qualité de vie. La deuxième étude a été réalisé à partir d'auto-questionnaires complétés par 60 adhérents de deux associations de patients. Cette étude confirme que la motivation autonome médiatise la relation entre le soutien à l’autonomie perçu de la part des professionnels de santé et l'adhésion. Elle met aussi en avant l'existence de liens entre les représentations, l'acceptation et les motivations. Enfin, une étude expérimentale visant à modifier les représentations (menace vs. contrôle) par le biais du rappel autobiographique a été réalisée auprès de 80 participants recrutés dans le service d'endocrinologie du CHU. Les résultats montrent que les participants ayant reçu une induction de menace reportent moins de menace perçue que les autres participants. De plus, pour les participants les moins âgés, l'induction de contrôle conduit à plus de motivation autonome que l'induction de menace. L'ensemble de ces résultats mettent en évidence que les représentations, l'acceptation et la motivation autonome sont des déterminants de l'adhésion et pourraient être ciblées dans les prises en charges destinée à améliorer l'adhésion. / The aim of this research is to examine the role of representations, motivation and acceptance on adherence in type 2 diabetes. For this, we relied on self-regulation models, considering jointly the common sense model of Leventhal (1996) and that of self-determination of health behaviors (Deci & Ryan, 2008). We performed three studies. Regarding the first one, data were gathered among 253 patients coming from associations using self-questionnaires. The results show that adherence can be conceptualized as a specific strategy influenced by the patients representations and influencing their physical and mental health. It also underlines the impact of representations, especially perceived control and threat, on actions and quality of life. The second study was conducted using self-questionnaires from 60 patients coming from two different associations. This study confirms that autonomous motivation is a mediator between perceived autonomy support from health professionnals and adherence. It also highlights the existence of links between representations, acceptance and motivation. Finally, we conducted an experimental study to modify representations (threat vs. control) using autobiographical recall with 80 participants recruited from the diabetes department. The results show that participants receiving a threat induction report less perceived threat on diabetes than the other participants. In addiction, for younger participants, the control induction was associated with more autonomous motivation compared to the threat one. All these results show that representations, acceptance and autonomous motivation are major determinants of adherence and should be targeted in interventions aiming at improving adherence.
237

Three essays examining the influence of goal progress on subsequent goal pursuit

Park, Joo Young 01 May 2014 (has links)
This dissertation comprises three essays that investigate how goal progress influences information processing and subsequent goal pursuit. Essay 1 demonstrates how perceived goal progress influences construal level. I propose that people perceiving low progress will pay more attention to specific means or subacts, which are required to effectively achieve their goals (a lower level of construal), whereas people perceiving high progress will consider the general meaning or value of their goal (a higher level of construal). Based on this relationship between goal progress and construal level, I further predict that fit between goal progress and goal construal (i.e., abstract vs. concrete goal construal) will enhance self-regulation as a result of increasing engagement. Across various domains of self-regulation, I show that fit between goal progress and goal construal increases engagement, which in turn influences subsequent self-regulation. Extending the motivational influence of fit between goal progress and construal level, essay 2 shows how to effectively persuade people to pursue their goals depending on goal progress. Based on the relationship between goal progress and construal level in essay 1, I propose that fit between goal progress and the construal level of message framing leads to greater persuasion than would nonfit. Three studies reveal that as people perceive greater progress, messages framed in an abstract, high construal level are perceived to be more persuasive than messages framed in a concrete, low construal level. Finally, essay 3 demonstrates how goal progress affects subsequent goal pursuit, specifically perceptions of and preferences for means that serve a single (i.e., unifinal means) or multiple goals (i.e., multifinal means). Based on cognitive theories of goals and motivation, I show that greater goal progress leads people to structure goals more inclusively than lesser goal progress. The inclusive structures further increase perceived instrumentality and preferences for multifinal means versus unifinal means. Across three studies, I demonstrate that greater goal progress increases perceived instrumentality of multifinal means relative to unifinal means. I further show that the inclusive representations of goals and means underlie the impact of greater goal progress on the perceived instrumentality of and preferences for multifinal means.
238

The impact of psychosocial factors on achievement gains between eighth and tenth grade

Kuo, Yi-Lung 01 May 2011 (has links)
This study investigated the roles of the psychosocial factors (PSFs) of motivation, social control, and self-regulation, in the prediction of 10th grade academic achievement for a large sample of 8th grade students. The differential effects of PSFs for male and female students with different levels of 8th grade achievement were also examined. Of the 4,660 middle-school students in the ACT database, 1,384 8th grade students were included in the study. The Student Readiness Inventory-Middle School (SRI-MS) was used to assess three broad PSFs based on ten scales, which were named motivation (consisting of Academic Discipline, Commitment to School, and Optimism), social control (consisting of Family Attitude toward Education and Family Involvement, Relationships with School Personnel, and School Safety Climate), and self-regulation (consisting of Managing Feelings, Orderly Conduct, and Thinking before Acting). The students' EXPLORE and PLAN Composite scores served as measures of initial and later academic achievement, respectively. Multiple regression models were constructed for each PSF to test the hypotheses. Post hoc probing techniques were used if significant interaction terms were found. If no significant interaction terms were found, the effects of PSFs on achievement gains were examined using a psychosocial mediation model. The results showed that 8th grade females demonstrated greater motivation, social control, and self-regulation than 8th grade males. Also, motivation and social control each interacted significantly with sex and 8th grade achievement when predicting 10th grade achievement. Specifically, among female students, effects were positive for females with higher prior achievement and negative for females with lower prior achievement for both motivation and social control. For male students, neither motivation nor social control added significantly to the prediction of later achievement. There were no interactions between self-regulation and either sex or prior achievement. Instead, self-regulation partially mediated the effects of initial achievement when predicting later academic achievement.
239

Supporting students' motivation in college online courses

Russell, Jae-eun Lee 01 May 2013 (has links)
Students' motivation has been identified as a critical factor for meaningful engagement and positive academic achievement in various educational settings. In particular, self-regulation strategies have been identified as important skills in online learning environments. However, applying self-regulation strategies, such as goal setting, strategic planning, and reflect performance takes significant effort. Without motivation, students will not enact these types of strategies. Autonomous self-regulation has been investigated in traditional classroom settings and there is ample empirical evidence of a significant relationship between autonomous self-regulation and engagement and academic achievement. However, such research was limited in online learning environments. The purpose of this study was to investigate the factors that affected students' autonomous or self-determined forms of regulation as defined in self-determination theory (SDT). The study examined the relations between students' self-regulated motivation and four other variables (students' interests in the course, students' perception of their instructor's interaction type, students' technology self-efficacy, and students' perception of the degree to which their online learning environment used constructivist-based pedagogy), and the interactions among these variables in college online courses. In addition, the study examined the relationship between students' autonomous forms of regulation and their engagement, learning achievement, interaction behaviors, and satisfaction in the online course. For students' interaction behaviors, the total number of authored and read messages, the total number of visits to the content page, the total number of visited topics in the content page, and total duration spent in the content page were examined. One hundred forty students in 19 online courses participated in this study. The results of hierarchical linear modeling analyses revealed: (a) Both environmental factors, instructors' autonomy-supportive interaction and learning environments using constructivist-based pedagogy predicted students' autonomous self-regulated motivation (b) Students' autonomous self-regulated motivation predicted students' self-reported engagement, achievement, and satisfaction (c) Two personal factors, interest in the course and technology self-efficacy did not predict students' autonomous self-regulation (d) Students' autonomous self-regulated motivation did not predict any interaction behaviors. The findings from this study are largely congruent with prior theory and research in the fields of academic motivation, self-determination, and online learning, which note that environmental factors, instructors' autonomy-supportive interaction and constructivist-based pedagogy significantly affect students' autonomous self-regulation in online learning environments.
240

Self-Regulation and Wisdom in Relationship Satisfaction

Charker, Jillian H, n/a January 2003 (has links)
This thesis describes a program of research which aimed to explore the role of relationship self-regulation (or relationship "effort") and wisdom in relationship satisfaction. Three separate studies were conducted to examine the association between self-regulation and satisfaction, and the mechanisms for this association. Study 1 examined self-regulation, wisdom and satisfaction, using a sample of 61 couples in long-term relationships, and found that while wisdom shared little association with satisfaction, self-regulation was a significant correlate of satisfaction for men and women. Study 2 examined whether the association between self-regulation and satisfaction was mediated by communication skills in a sample of 101 couples in the early stages of their relationship. Results replicated the self-regulation/satisfaction association found in Study 1, but provided no evidence for mediation by communication. Study 3 tested for mediation of the self-regulation/satisfaction association by attributions in a sample of 73 newly-wed couples. The association between self-regulation and satisfaction was partially mediated by attributions, but self-regulation also had a direct relationship with satisfaction. It was concluded that self-regulation is an important correlate of satisfaction in relationships, and that this association cannot be fully explained by communication or attributions. Several directions for future research were provided, including the need to examine self-regulation and its predictors longitudinally, ways in which a behavioural measure of self-regulation could be developed, and the implications of self-regulation for couple therapy.

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