This study investigated the strategies academically successful college student athletes use to do well in their class work, where academic success was defined as a 3.5 GPA for 12 or more credits for the two semesters preceding the study. Data were transcriptions of individual interviews with five male and five female athletes in seven sports at an NCAA Division I university in the western United States. Independent coders analyzed the data and agreed upon themes related to challenges to academic success and strategies to meet those challenges. Findings add to the literature by detailing self-regulatory habits that academically underprepared athletes can adopt from their successful peers. Academic advisors can use these findings as they help athletes increase academic success and learn valuable life skills.

Digital wellbeing is a response to the current societal challenges of technology overuse and smartphone addiction. There is limited knowledge about designing for digital wellbeing, despite digital wellbeing tools becoming increasingly popular. This study looks beyond features and directs the research towards information architecture. This study examines choice architectures within contemporary digital wellbeing applications to better understand their design and structure. Specifically, it investigates how design influences decision-making processes and self-regulatory systems. Empirical data was gathered from six digital wellbeing applications and analysed abductively by adopting a qualitative content analysis approach. Despite all the applications having a high user rating, they are not designed to facilitate self-regulation. Instead of providing helpful tools to mitigate problematic smartphone use, the applications use strategies that emphasise overriding set time limits. Furthermore, digital wellbeing design principles can be considered ambiguous and lack sufficient understanding of information architecture and psychology. The results led to discussions about the motives behind digital wellbeing, contextual awareness, and how digital wellbeing challenges current views of ethics and design strategies.

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There are Stories that we are told, stories that we tell, and Stories that are told through us. This text sets out to ask whether self-regulation is a tool to support the progressivist educator or something that undermines the goals of progressivism. But we cannot avoid the footnotes or philosophy in educational research. What is ‘progressivism?’ How does its theory connect or disconnect from its practice? Can it function or live up to its name if those who call themselves ‘progressive’ teachers or parents are distracted by The Question of ‘How do I get them to do what I want them to do?’ And, what about the follow-up fear of control or chaos or the belief that ‘Those kids can’t handle their freedom?’ Employing an ‘out-of-the-box’ narrative academic writing approach, weaving stories from personal parenting and teaching moments with case studies, the questions surrounding self-regulation reveal some surprising answers. Can the narrative surrounding Classroom Management co-exist with progressivist educational goals or the tool of self-regulation? Can democracy be promoted, taught, or lived without praxis? / Graduate

The purpose of this study was to investigate the relationships among undergraduate applied music students' perceptions of autonomy support, competence, and task persistence. One assumption of self-determination theory was that competence would increase when social environment supported self-organization. A motivational-cognitive framework designed to promote sustained motivation in undergraduate applied music students was proposed. Three self-report scales administered in the form of a web survey were completed by undergraduate applied music students (N = 366) at six Florida universities. The scales were designed to measure perceived autonomy support, perceived competence, and perceived persistence in practice in the applied music studio setting. Internal consistency reliability estimates as measured by Cronbach's alpha were high for all three measures: perceived competence (alpha = .89), perceived autonomy support (alpha = 92), and perceived task persistence of musical practice (alpha = .87). All three constructs-perceived competence, perceived autonomy support, and perceived task persistence showed a significant positive correlation with each other. The use of perceived competence as a mediating variable in a hypothesized path model helps to illuminate the nature of the relationships among the three constructs. In the path analysis model, perceived autonomy support was found to have a significant direct effect on perceived task persistence. Thus, students who perceived that they had strong autonomy support in the applied studio setting were more likely to perceive themselves as more highly task persistent than students who perceived that they had less autonomy support. Also, in the path model, student perceived competence was found to moderately mediate the effect of their perceived autonomy support on perceived task persistence. Thus, in the investigation of the relationship between perceived autonomy support and task persistence, the path analysis also revealed that something in addition to perceived autonomy support, namely perceived competence, served to explain the relationship between perceptions of autonomy support and task persistence. It is hoped that this study may promote further understanding of the optimal conditions in higher education for the persistence of practice for applied music study.

This thesis is examining in which way the quantified self approach can have the effect on motivation in the process of education. The aim of this thesis is to determine whether the usage of application which is tracking and recording the study progress can have the influence on motivation of users and moreover, to evaluate the most effective motivational techniques used in these kinds of applications. Firstly, terms like motivation, self-regulated learning and the Quantified Self movement are clarified. Moreover, some of the researches from the field of tracking of educational and self-educational progress are described. Furthermore, various of motivational techniques are examined. In the part of the research, by the in-depth interviews it is examined the influence of the application Todait on the motivation of users and by the quantitative survey of questionnaire it is inquired what other functions would users prefer.

This work studies the role of self-regulation and self-efficacy during piano practice in improved self-assessment and performance, since in the last couple of decades, research has shown that number of hours of practice is not the only predictor of improved performance. Piano students at the Beirut and Prague conservatories wrote weekly journals assessing their self-regulation during practice for nine months and then performed in an exam, in addition to filling an online questionnaire. Results showed that students self-regulated mostly using the method and social factors dimension. Moreover, although students in Prague performed a harder repertoire, they were not better in self-regulation compared to the students in Beirut, except for the time dimension of self-regulation. A list of self-regulatory behaviors is presented at the end of the work, in addition to the implications for music educators and piano students and the contributions to the field of music education in terms of preparation for performance in the absence of a teacher. Keywords piano pedagogy, practice, self-assessment, self-efficacy, self-regulation

Mobility, which includes life space and driving behaviors, is an important functional domain for older adults (e.g., Webber, Porter, & Menec, in press). Low mobility is associated with sensory, physical, and cognitive deficits (e.g., Anstey, Wood, Lord, & Walker, 2005). However, few studies have investigated how mobility changes over time. This dissertation contains three longitudinal articles that explored mobility changes, with an emphasis on driving and cognition, among community-dwelling older adults. The first paper investigated patterns of driving self-regulation (i.e., adjustment of driving behaviors) among control-group participants from the Advanced Cognitive Training for Independent and Vital Elderly (ACTIVE) study (N=548). Self-regulation was defined by driving space, frequency, and perceived difficulty. Growth mixture models revealed one subgroup of drivers ("Decreasers") that showed declines in their driving, and two subgroups that were stable over time. Relative to the stable groups, Decreasers showed significantly more depressive symptoms and lower reasoning, speed of processing (Useful Field of View Test [UFOV]), self-rated health, balance, and everyday functioning at baseline. The second paper examined mobility changes in ACTIVE participants with psychometrically defined mild cognitive impairment (MCI; N=304). Group differences in life space and driving (space, frequency, and difficulty) were evaluated using random effects models, which were adjusted for baseline demographics, health, depression, balance, attrition, and cognitive training participation. Relative to normal participants, participants with MCI showed reduced baseline mobility for all outcomes, as well as faster rates of decline for driving frequency and difficulty. Finally, the third paper examined three-year changes in mobility for control-group participants in the Staying Keen in Later Life (SKILL) study (N=370). Outcomes were life space and driving (space, frequency, and difficulty). Latent change models revealed significant correlations between: changes in life space and age; changes in driving frequency and complex reaction time (Road Sign Test); and changes in driving difficulty and age, gender, mental status, and complex reaction time (Road Sign Test). Taken together, the articles in this dissertation show that older adults exhibit distinct patterns of mobility over time, and that demographic, health, and cognitive factors are associated with these patterns.