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131	Harcèlement moral au travail et inducteurs organisationnels, quels impacts sur l’engagement affectif, l’intention de quitter et la détresse psychologique : le soutien social et la théorie de l'autodétermination comme mécanisme explicatifs / Workplace moral harassment and organizational failures, what impact on emotional engagement, intention to leave, and psychological distress : social support and the theory of self-determination as an explanatory mechanism Malola, Pascal 12 December 2018 (has links) La présente thèse porte sur le harcèlement moral au travail (HMT). Elle a pour objectif d’étudier d’une part ses effets sur la justice organisationnelle (JO), le climat de sécurité psychosociale (PSC), la détresse psychologique, l’intention de quitter l’entreprise et l’engagement affectif. D’autre part, elle cherche à étudier le rôle médiateur du soutien social de la hiérarchie et de la théorie de l’autodétermination (TAD) (satisfaction et frustration des besoins psychologiques).Afin de répondre à ces objectifs, trois études ont été réalisées. La première étude évalue d’une part les effets du HMT sur la détresse psychologique et l’intention de quitter l’entreprise et, d’autre part,le rôle médiateur du soutien social de la hiérarchie. La deuxième étude propose de tester le rôle médiateur de la satisfaction des besoins psychologiques entre les inducteurs organisationnels (HMTet JO) et individuels (l’intention de quitter l’entreprise et l’engagement affectif). Une troisième étude examine, les effets du HMT et le PSC sur les inducteurs individuels (l’intention de quitter l’entreprise et l’engagement affectif) dans le secteur de la santé. Cette dernière étude montre également le rôle médiateur de la frustration des besoins psychologiques. Pour conclure, les résultats de la thèse montrent l'impact négatif du HMT et d'autres facteurs tels que l'OJ et PSC chez les salariés. Soulignons que ces résultats révèlent également que les besoins psychologiques(satisfaction et frustration) jouent un rôle déterminant en milieu organisationnel. La discussion générale de la thèse dégage les implications et les conclusions découlant des études. / This thesis deals with workplace bullying (WB). It aims to study on one hand its effects onorganizational justice (OJ), psychosocial safety climate (PSC), psychological distress, intention toleave the company and emotional commitment. On the other hand, it seeks to study the mediatingrole of the social support of the hierarchy and the theory of self-determination (SDT) (psychologicalneed satisfaction and frustration). To meet these objectives, three studies were conducted. The firststudy evaluates, firstly, the effects of WB on psychological distress and the intention to leave thecompany and secondly the mediating role of the social support of the hierarchy. The second studyproposes to test the mediating role of the satisfaction of psychological needs between theorganizational and individual inducers (WB, OJ, the intention to leave the company and theemotional commitment). A third study examines the effects of BWP and PSC on individual inducers(intention to leave the company and emotional engagement) in the health sector. This last study alsobrings out the mediating role of the frustration of psychological needs. In conclusion, the results ofthe thesis attest the negative impact of bullying at work and other factors such as OJ and PSCamong employees. It should be noted that these results also reveal that psychological needs(satisfaction and frustration) play a determinant role in an organizational environment. The generaldiscussion of the thesis therefore releases the implications and conclusions of the studies. Harcèlement moral au travail Justice organisationnelle Climat de sécurité psychosociale Soutien social de la hiérarchie Intention de quitter l'entreprise Détresse psychologique Engagement affectif Besoins psychologiques (TAD) Workplace bullying Organizational justice Psychosocial safety climate Social support of the hierarchy Social support of the hierarchy Psychological distress Emotional commitment Psychological needs (SDT).
132	Playing mind gamification : Theoretical evidence of addictive nature of gamification and identification of addictive game elements used in mobile application design Abbasi, Bushra Qazi, Awais, Samrah January 2022 (has links) Gamification is a modern concept that makes physical and digital activities engaging and enjoyable just like games. Game elements are added to mobile applications for user retention and engagement. One of the dark sides of gamification i.e., addiction is explored in this novel study in the context of mobile application design. It uses a mixed-method approach to lay the foundation of the relation between gamification and Smartphone Addiction, which is critically explained in a limited literature review using existing theories and studies on gamification. Interviews with behavioral experts confirm the psychological aspects of the research. The study also identifies game elements that contribute to smartphone addiction by a survey analysis of 269 participants. Results reveal Scrolling and Tapping as most addictive game elements. Some elements also show a statistically significant relationship with daily smartphone usage in hours. There are many effective applications of gamification, and in the context of mobile application design, it indeed helps to increase user engagement, however, there is an ethical need to reflect on what the exaggerated form of this engagement can lead to. As future research, a longitudinal study and experiments are suggested to find out this relationship with the use of empirical data. Gamification addiction game elements Self- Determination Theory (SDT) Smartphone Addiction (SA) Intrinsic Motivation (IM) Extrinsic Motivation (EM) Flow Five-Factor Model (FFM)/Big Five Model Hexad framework Human Computer Interaction Computer Sciences Datavetenskap (datalogi) Other Computer and Information Science Annan data- och informationsvetenskap
133	<b>Integration of Ethnochemistry in a General Chemistry Course</b> Ilayda Kelley (18390249) 17 April 2024 (has links) <p dir="ltr">Student attitudes towards chemistry are a contributing factor to their success in chemistry courses and retention in STEMM in higher education. In the last decade, STEMM attrition rates have been an area of concern in the United States. Research in K12 classrooms has demonstrated that culturally relevant pedagogies (CRP) can improve student learning and attitudes toward STEMM. CRP consists of instructional practices and lessons that connect with students’ cultural backgrounds, experiences, and interests. However, few studies on these practices address long term improvements or treatments in a higher education setting. Integration of ethnoscience in course material is a CRP strategy that utilizes cultural systems of knowledge in relation to coursework. This strategy is now an area of interest in the field of chemistry education. This study uses an action research methodology to integrate ethnochemistry into a large, multicultural, first-year general chemistry course and evaluate the impact on student attitudes towards chemistry.</p> Higher education Inclusive education Other education not elsewhere classified Chemistry Education Research chemical education and teaching Culturally Relevant Pedagogy Ethnochemistry Self Determination Theory (SDT) general chemistry courses
134	Enhancing Inclusivity in Swedish ESL Classrooms : Integrating Generative AI for Personalized Learning / Inkludering i engelska som andraspråk-klassrummet : Generativ AI för individualiserat lärande Mohammad Ali, Abrar January 2024 (has links) Focusing on personalized grammar tasks, this study dives into the integration of Generative Artificial Intelligence into English as a Second Language education. By utilizing a mixed methods approach, incorporating both qualitative and quantitative analyses the study explores how personalized learning can be improved by employing ChatGPT. Results from the study indicate that GAI-driven personalization significantly enhances student engagement and motivation. This offers a promising path for tailoring education to individual learner needs toward a more inclusive classroom. A central outcome of this study is the proposal of a new theoretical framework the Personalization-Motivation Integration Framework (PMIF). This framework clarifies the synergistic effects of integrating content and topic personalization to significantly boost student motivation and reach a more inclusive learning environment. This adds to the growing research about AI's potential in education as it indicates that these technologies can significantly enhance teaching and offer a more tailored and inclusive learning environment. ChatGPT GAI-based tools Personalized language learning ESL classroom ESL L2 Individualized learning Tailored tasks digital tools SDT Self-Determination Theory Chatbots Artificial Intelligence SAMR Adaptive learning educational tools Generative AI Inclusive teaching Inclusive education Didactics Didaktik Educational Sciences Utbildningsvetenskap Learning Lärande Pedagogy Pedagogik
135	L'OMC et l'accès des pays en développement au marché agricole de l'Union Européenne : entre traitement spécial et différencié et statut particulier de l'agriculture / The WTO and the access of developing countries to the EU agricultural market : between special and differential treatment and the special status of agriculture Ngom, Abdoulaye 25 April 2017 (has links) L’adoption par l’OMC de mesures de TSD utiles pour promouvoir l’agriculture des PED par le commerce agricole a favorisé l’accès des PED au marché rémunérateur de l’UE par des schémas multiples qui ne sont pas encore répartis équitablement entre les PED. Les préférences tarifaires de l’UE accordées aux PED figurent parmi les plus importants instruments de développement commercial utilisés par les pays développés. Cependant, l’effectivité des mesures de TSD reste relative à cause des limites inhérentes à leur contenu influencé par le statut particulier de l’agriculture à l’OMC. L’UE continue de bénéficier d’arrangements spéciaux et pratique un protectionnisme agricole très complexe et très décrié sur le plan externe. Les politiques commerciales, agricoles, sociales, environnementales et sécuritaires en vigueur dans le marché agricole européen neutralisent les efforts consentis par les PED, plus particulièrement les PMA et les pays ACP, pour exploiter les préférences. L’avenir de l’accès des PED au marché agricole de l’UE est actuellement lié à l’aboutissement incertain des négociations du Cycle Doha sur le TSD et l’agriculture. Les Conférences ministérielles de Bali (décembre 2013) et de Nairobi (décembre 2015) ont permis de mettre sur pied des accords partiels et a minima qui semblent maintenir le déséquilibre subtil entre un TSD peu contraignant et un statut particulier de l’agriculture toujours résistant à l’OMC, sans apporter une solution définitive au statu quo de l’accès des PED aux marchés agricoles des pays développés. Les enjeux et les perspectives de l’accès des PED au marché agricole de l’UE dépendent de la direction que prendront les travaux en cours pour répondre aux questions de développement et de libéralisation agricole dans le cadre d’un vrai cycle de développement. / The adoption by the WTO of special and differential treatment (SDT) measures that are useful for promoting the agriculture of developing countries through agricultural trade has favored the access of developing countries to the remunerative market of the EU through multiple schemes that are not yet evenly distributed between developing countries. EU tariff preferences for developing countries (DCs) are among the most important trade development instruments used by developed countries. However, the effectiveness of SDT measures remains relative because of the limitations inherent in their content influenced by the special status of agriculture in the WTO. The EU continues to benefit from special arrangements and practices agricultural protectionism that is very complex and highly criticized externally. The commercial, agricultural, social, environmental and security policies in force in the European agricultural market neutralize the efforts made by developing countries, in particular least developed countries (LDCs) and ACP countries, to exploit preferences.The future access of developing countries to the agricultural market of the EU is currently linked to the uncertain outcome of the Doha Round negotiations on SDT and agriculture. The Ministerial Conferences in Bali (December 2013) and Nairobi (December 2015) have led to the establishment of partial and minimum agreements that seem to maintain the subtle imbalance between a non-constraining SDT and a particular status of agriculture that is still resistant to The WTO without providing a definitive solution to the status quo of DCs access to agricultural markets in developed countries. The challenges and prospects of developing countries' access to the EU agricultural market depend on the direction of work in progress to address agricultural development and liberalization issues within a real development cycle. Omc Accès aux marchés Pays en développement Pays les moins avancés Marché agricole européen Union européenne Pac Pma Acp Traitement spécial et différencié Statut particulier de l'agriculture Tsd Cycle de négociations de Doha Cycle de développement Wto Special and differential treatment (SDT) Agriculture of developing countries Aricultural trade Least developed countries (LDCs) ACP countries Agricultural market of the EU Doha Round negotiations Particular status of agriculture Development cycle.
136	En studie i elevmotivation genom självreglerande lärande som metod för inlärning i moderna språk / A study on Learner Motivation by means of Learner Autonomy as Studying Technique in Modern Language Learning Gehrke, Karina Wiebke January 2022 (has links) Onödiga språkvalsbyten i moderna språk kan anses vara resultat av motivationsbrist kopplat till intrycket att glädje i språkvalsstudier inte leder till gymnasiebehörighet. Denna studie ämnar undersöka och fördjupa kunskap om a) samband mellan självreglering och elevmotivation, samt b) samband mellan glädje och motivation. Hattie och Zierer (2019) konstaterar att mer självreglering leder till ökad elevmotivation. För att pröva om denna slutsats kan verifieras, genomfördes en empirisk studie med lärarintervjuer som besvarade följande fråga: Vad anser lärare är en bra återkoppling till eleverna? För att kunna nå en slutsats i frågan om samband mellan självreglering och elevmotivation etablerades först en definition av begreppet självreglering. I detta syfte användes en teori som står för uppsatsens analytiska ramverk. Ramverket baseras på författare som arbetar i linje med Richard M. Ryans och Edward L. Decis Self-Determination Theory (SDT). Då slutsatsen att mer självreglerande lärande leder till ökad elevmotivation inte kunde verifieras i min empiriska studie, genomfördes en noggrann litteraturstudie. Utifrån denna kunde jag sedan göra en analys av mina frågeställningar med anslutande diskussion. Resultatet antyder att lärare bör fokusera på elevmotivationens kvalitet, med den prototypiska intrinsiska motivationen som mål, för att kunna motverka motivationsbristen i skolan. I detta forskningsarbete kom jag dessutom fram till slutsatsen att en högre motivation i allra högsta grad kan leda till ett mer effektivt lärande i allmänhet. Nyckelord: effektivt lärande, elevmotivation, intrinsisk motivation, motivationsbrist, Self-Determination Theory, självreglering, återkoppling formative assessment learner autonomy Self-Determination Theory motivation language studies language learner autonomy SDT intrinsic motivation extrinsic motivation learning motivation self-regulation student motivation modern languages language learning formative feedback self-regulated learning effective learning task level process level self-regulation level feedback long-term goals learning goals high school eligibility curriculum primary school language choice multilingual society result-oriented curriculum learning system language skills curriculum in modern languages upper secondary school motivation difficulty motivation problem German lack of motivation planning phase implementation phase self-reflection phase metacognition metacognitive strategy metacognitive process thought process visible learning controlled learning autonomous self-regulation sense of autonomy social values personal values self-regulation style identified regulation integrated regulation SDT work method self-reflection goal setting learning activity formative Motivation im Unterricht Lernermotivation Autonomie Fremdsprachenunterricht Formative Diagnostik Lernerautonomie Lernmotivation Selbstregulation Autonomie Schülermotivation moderne Sprachen Sprachenlernen formative Beurteilung formatives Feedback selbstgesteuertes Lernen effektives Lernen Freude am Lernen Aufgabenebene Prozessebene Selbstregulationsebene Feedback Lernziele Lehrplan Grundschule mehrsprachige Gesellschaft ergebnisorientierter Lehrplan Lernsystem Sprachkompetenz Lehrplan in Moderne Sprachen Sekundarstufe II Motivationsschwierigkeit Motivationsproblem Fach Deutsch DaF Motivationsmangel Planungsphase Umsetzungsphase Selbstreflexionsphase Metakognition metakognitive Strategien metakognitiver Prozess Denkprozess sichtbares Lernen intrinsische Motivation extrinsische Motivation kontrolliertes Lernen autonome Selbstregulation Autonomiegefühl soziale Werte persönliche Werte Selbstregulationsstil identifizierte Regulation integrierte Regulation SDT Arbeitsmethode Selbstreflexion Zielsetzung Lernaktivität lärandemotivation självreglering autonomi elevmotivation moderna språk språkinlärning formativ bedömning formativ återkoppling självreglerande lärande effektivt lärande glädje i undervisning uppgiftsnivå processnivå självregleringsnivå återkoppling långsiktiga mål lärandemål gymnasiebehörighet läroplan språkvalslektion grundskola språkval flerspråkig samhälle resultatorienterad lärosystem språkkunskap kursplan i moderna språk högstadiet motivationssvårighet motivationsproblematik tyska motivationsbrist planeringsfas genomförandefas självreflektionsfas metakognition metakognitiv strategi metakognitiv process tankeprocess synligt lärande inneboende motivation yttre motivation kontrollerad autonom självreglering extrinsisk motivation intrinsisk motivation autonomikänsla sociala värden personliga värden självregleringsstil identifierad reglering integrerad reglering SDT arbetsmetod självreflektion målsättning inlärningsaktivitet formativ Learning Lärande
137	Fostering self-regulation through positive discipline during free play in early childhood education Msipha, Zenzile 10 June 2021 (has links) Abstract in English, Afrikaans and Zulu / The fostering of self-regulation is of great importance in the Early Childhood Development (ECD) phase, because it leads to future self-discipline. The aim of the study was to understand the participants’ ways of fostering self-regulation during free play in three primary schools in Zimbabwe. The theoretical frameworks of the study, namely positive psychology and Deci and Ryan’s Self-Determination Theory (SDT), as well as the Basic Psychological Needs Theory (BPNT), regarded the learners’ support for autonomy, competence and relatedness as key characteristics of positive discipline that support the development of self-regulation. Benner’s interpretive phenomenology method was used with the aim of describing and interpreting participants’ experiences of the phenomenon under study. The social constructivism paradigm underpinned the study and the approach was qualitative. Data collection and analysis were guided by Benner’s interpretive phenomenological method. A paradigm case, themes and exemplars were used in data presentation, discussion and interpretation. Findings showed that free-play activities consisted of, for instance, socio-dramatic play, indoor play in play corners and outdoor play. The common practices used by the participants to foster self-regulation through positive discipline were co-regulation, positive reinforcement, time-out and logical consequences. Teachers and learners often perceived the teachers’ use of time-out and logical consequences as punishment rather than positive discipline, because of the rigidity of its application without considering psychosocial needs. The findings, however, were consistent with an understanding of fostering self-regulation through positive discipline during free play by nurturing the learners’ psychological needs for autonomy, competence and relatedness, as well as mindfulness. Research proposed mindfulness as a possible fourth basic psychological need. In line with the Sustainable Development Goals (SDGs) for achieving a better and sustainable future for all people by 2030, participants perceived the fostering of self-regulation through positive discipline as part of gender education for eradicating gender-based violence and to foster resilience. / Selfregulering moet in die vroeë kinderjare reeds by klein kinders gekweek word sodat hulle later in die lewe in staat sal wees om selfdissipline aan die dag te lê. Die doel van hierdie studie was om vas te stel hoe die deelnemers by drie laerskole in Zimbabwe gedurende vrye spel selfregulering by leerders gekweek het. Die drie teoretiese raamwerke waarop hierdie studie berus, is die positiewe sielkunde, Deci en Ryan se selfbeskikkingsteorie (SBT) en die teorie van basiese psigososiale behoeftes (TBSB). Hiervolgens is die bevrediging van kinders se behoefte aan outonomie, bedrewenheid (‘competence’) en verhoudings (‘relatedness’) voorvereistes vir die positiewe dissiplinering waarmee selfregulering by hulle gekweek word. Benner se metode van interpretatiewe fenomenologie is gevolg om deelnemers se belewing van die fenomeen te beskryf en te vertolk. Die sosiale konstruktivisme het die grondslag van hierdie studie gevorm, en die benadering was kwalitatief. Data is volgens Benner se metode van interpretatiewe fenomenologie ingewin en ontleed. ŉ Paradigmageval, temas en voorbeelde (‘exemplars’) is in die aanbieding, bespreking en interpretasie van data gebruik. Volgens die bevindings het vryespelaktiwiteite bestaan uit onder meer sosiaal-dramatiese spel, binnenshuise spel in speelhoekies, en buitelugspel. Die praktyke waarvolgens deelnemers selfregulering deur positiewe dissiplinering gekweek het, was onderlinge regulering, positiewe versterking, afkoeltyd en logiese gevolge. Onderwysers en leerders het afkoeltyd en logiese gevolge nie as positiewe dissiplinering nie, maar eerder as straf belewe aangesien dit streng toegepas word en nie met die kind se psigososiale behoeftes rekening hou nie. Die bevindings strook egter met ons siening van die kweek van selfregulering deur positiewe dissiplinering tydens vrye spel deur leerders se psigososiale behoefte aan outonomie, bedrewenheid (‘comptetence’), verhoudings (‘relatedness’) en bewustheid (‘mindfulness’) te bevredig. Navorsers stel bewustheid (‘mindfulness’) as ŉ vierde basiese psigososiale behoefte voor. In ooreenstemming met die Doelwitte vir Volhoubare Ontwikkeling (DVO’s) vir ŉ beter en volhoubare toekoms vir alle mense teen 2030, het deelnemers gevind dat die kweek van selfregulering deur positiewe dissiplinering deel uitmaak van genderopvoeding as teenvoeter vir geslagsgeweld, en vindingrykheid aanwakker. / Ukukhuthaza ukuzilawula kubaluleke kakhulu esigabeni sokuThuthukiswa Kwabantwana Abasebancane (i-ECD phase), ngoba kuholela ekuzikhalimeni esikhathini esizayo. Inhloso yalolu cwaningo bekuwukuqonda izindlela zababambiqhaza zokukhuthaza ukuzilawula ngesikhathi sokudlala ngokukhululeka ezikoleni ezintathu zamabanga aphansi eZimbabwe. Izinhlaka zombono wezinzululwazi zalolu cwaningo, ezaziwa ngokuthi okuhle kwengqondo kanye noMbono Wenzululwazi kaDeci noRyan Wokuzimisela (i-SDT), kanye noMbono Wenzululwazi Wezidingo Eziyisisekelo Zokuphathelene Nenggqondo (i-BPNT), zithathe ukwesekwa kwabafundi njengokuzimele, ikhono kanye nokuhlobana njengezimpawu ezisemqoka zokukwazi ukuzikhalima okuhle okusekela ukuthuthukiswa kokuzilawula. Kusetshenziswe indlela kaBenner yokuhumusha okwenzekile ngenhloso yokuchaza nokuhumusha okwenzeke kubabambiqhaza kulokho okufundwa ngako. Inqubo yokwakhiwa kwezenhlalakahle iyona esekele ucwaningo kanti futhi indlela yokwenza ibibheka amaqiniso. Ukuqoqwa kwemininingo nokuhlaziywa bekuncike endleleni kaBenner yokuhumusha okwenzekile. Kwasetshenziswa izimo semiqondo, izingqikithi kanye nezibonelo ukwethula imininingo, izingxoxo nokuhumusha. Okutholakele kukhombisile ukuthi ukudlala ngokukhululeka kubandakanya, ngokwesibonelo, ukudlala ngokulingisa ezenhlalo, ukudlala endlini emakhoneni okudlala kanye nokudlala ngaphandle. Imikhuba ejwayelekile esetshenziswa ngababambiqhaza ukukhuthaza ukuzilawula ngokusebenzisa ukukhalima okukahle kwakungukulawula ngokubambisana, ukukhuthaza okuhle, ukuqedwa komdlalo kanye nemiphumela eyenza umqondo. Othisha nabafundi babevame ukubona ukuqedwa komdlalo nemiphumela eyenza umqondo njengento esetshenziswa ngothisha njengesijeziso kunokukhalima okuhle, ngenxa yobukhuni bokusetshenziswa kwako ngaphandle kokubheka izidingo zomqondo. Okutholakele, nokho, bekuhambisana nokuqonda kokukhuthaza ukuzilawula ngokukhalima okukahle ngesikhathi sokudlala ngokukhululeka ngokunakekela izidingo zabafundi zokuphathelene nengqondo ekuzimeleni, ikhono kanye nokuhlobana, kanye nokuqaphela izinto. Ucwaningo luhlongoze ukuqaphela izinto njengesidingo sesine esiyisisekelo kokuphathelene nengqondo. Ngokuhambisanayo neziNjongo Zokuthuthukiswa Okusinokusimama (ama-SDG) ukuze kufezeke ikusasa elingcono nelinokusimama kubantu bonke ngonyaka ka- 2030, ababambiqhaza babona ukukhuthaza ukuzilawula ngokuzikhalima okukahle njengengxenye yemfundo yobulili ukuze kuncishiswe udlame oluncike ebulilini futhi kukhuthazwe ukuqina. / Psychology of Education / D. Ed. (Psychology of Education) Basic Psychological Needs Theory (BPNT) Benner’s interpretive phenomenology Discipline Early Childhood Development (ECD) phase Early Childhood Education (ECE) Free play Positive psychology Positive discipline Punishment Self-regulation Benner se interpretatiewe fenomenologie Dissiplinering Vroeëkinderjare-ontwikkeling (VKO) Vroeëkinderjare-onderwys Vrye spel Positiewe sielkunde Positiewe dissiplinering Straf Selfregulering Indlela kaBenner yokuhumusha okwenzekile Ukukhalima Ukudlala ngokukhululeka Okuhle kwengqondo Okuhle maqondana nokukhalima Ukujezisa Ukuzilawula 370.158096891 Self-control in children -- Zimbabwe Child development -- Zimbabwe Discipline of children -- Zimbabwe Behavior modification -- Zimbabwe

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