Thesis (M.S.)-- Springfield College, 2005. / Bibliography: leaves 109-117.

Thesis (Ph. D.)--University of North Texas, May, 2007. / Title from title page display. Includes bibliographical references.

Thesis (D. Ed.)--Ball State University, 2008. / Title from PDF t.p. (viewed on Nov. 09, 2009). Includes bibliographical references (p. 104-112).

This is an empirical study about factors that motivate pupils to speak English as a foreign language. The aim of this study is to investigate when pupils in the classroom situation, in Grades 4-6 in a school in Sweden, are motivated to speak English as a foreign language, and why they are motivated to speak English in these situations. To implement this study, questionnaires and interviews have been chosen as methods. 51 pupils in Grades 4-6 took part of the study. Since being able to communicate orally in a foreign language is of great advantage for one, and creates opportunities both for work and for study abroad, it is important for pupils to learn how to communicate orally in English. It is important to be able to use the language. In the English curriculum in Swedish schools, speaking English is a skill pupils must possess. Since this is the requirement it is important that teachers in Sweden relate to this. Many pupils do not like to speak in front of the rest of the class and some pupils only like to speak in informal situations. Therefore, teachers must use various strategies to create a willingness to communicate among pupils and various strategies to motivate them to speak English. The results show that pupils are motivated to use the language in class when they have recently been abroad. It also shows that they are motivated when they can decide the topic and speak about something they are interested in. / <p>Engelska</p>

This research investigated cultural and social factors that influenced or allowed Saudi women to become leaders. It also examined those values that are synchronous with cultural and social factors that improved their access to leadership opportunities. An understanding of the factors and values that enabled these Saudi women to succeed leads to better knowledge of formation of leadership character. The context in which these Saudi women achieved their successful goal of becoming leaders, provides insight into their development as leaders and contribute to leadership studies in a traditional and religious context. The empirical data, gathered through in depth structured interviews using multiple rounds of interviews, was interpreted to produce a framework focused on the achievement of leadership and the cultural and social factors that enable or inhibit women leadership. The research revealed culturally based constructs related to gender. Whilst men are given responsibility and favoured for responsible positions, women are not inferior to men. Significantly, the women regarded themselves as no different from men in terms of bearing responsibility, being independent and achieving success. It confirmed the expectation depicted in the conceptual framework that women’s attributes or values are critical and significant in their successful journey to leadership. Sixteen such values and attributes emerged from the data. Significant among them were empathy with employees, ability to adapt, strength of character, expert knowledge and solidarity among women. By understanding the values that help women to achieve, sustain and evolve their leadership skills, which social and cultural dynamics enable or inhibit them in becoming leaders, and which organisational factors are critical for their success, this research has contributed better knowledge of Saudi women leadership achievement. Knowledge about women leadership in the Saudi context is thus advanced. This reveals that there is a role of the family and especially the father’s role, individual’s aspirations and action, the personal and professional struggle that Saudi women leaders experience, and the interpersonal relationships that they establish with their male counterparts to succeed. The research contributed understanding and knowledge of those values held by successful women leaders that are both unique and shared with successful leaders around the world. It revealed the social and cultural factors and dynamics, in the opinion of the participants that inhibit or enhance their ability to gain leadership roles and to work as effective leaders. The research revealed the organisational factors or dynamics affect women leaders.

Although the number of nursing programs has increased in Florida, the number of hospital sites available for clinical experiences have not, resulting in limited clinical time for each nursing program. To address this shortage of clinical time, local colleges are increasing the use of simulations in the curriculum. Guided by andragogy, this sequential mixed methods study was conducted to explore differences in students' perceptions of satisfaction, self-confidence, and critical thinking between two groups of students with different amounts of clinical simulation. In an associate degree nursing program, 34 nursing students completed a single survey on student perceptions of satisfaction and self-confidence, 12 students completed a critical thinking test, 37 student reflection papers were reviewed, and 4 faculty members were interviewed. Independent t tests were used in analyzing quantitative data, and content analysis was used in the analysis of qualitative data. Statistical analysis and content analysis showed no difference between the groups of students for satisfaction, self-confidence, and critical thinking. However, results should be interpreted with caution because quantitative analyses were underpowered, increasing the risk of type II error. Overall, students had positive comments about simulations in regard to satisfaction, self-confidence, and critical thinking. The results of this study will allow nursing faculty in the local setting to make better decisions with regard to using additional simulation in their programs. The results may benefit nursing students and the patients they care for in their future nursing careers in providing quality healthcare.

No description available.

No description available.

Lenney (1977) concluded that achievement gender differences were predicted by females' lower self confidence and expectancies in competitive situations, identifying three variables that mediated female self confidence in achievement situations, (1) task appropriateness. (2) social comparison, and (3) feedback. The present study manipulated all three mediating variables with 240 undergraduate 18-25 year old female subjects with the pursuit rotor task that requires tracking a moving (40 rpm's) white light with a hand-held stylus for 60 seconds. Response measurement was based upon time on target. Subjects were tested over five trials while setting goals for each trial. Females were randomly assigned to a male appropriate, female appropriate, or gender neutral task condition, a competition or alone condition, and to one of four feedback conditions (no feedback, feedback about own performance only, feedback about own performance that provided the perception that subject was performing better than an opponent and/or average on each trial, or feedback about own performance that provided the perception that subject was performing poorer than an opponent and/or average on each of the five trials). Results from the 2 (social comparison) X 3 (task appropriateness) X 4 (feedback) ANOVA were contradictory to previous findings (Corbin, 1981; Petruzzello & Corbin, 1988) as females performed significantly better in competition than alone. Data support the conclusion that presentation of clear and unambiguous feedback enhanced female self-confidence (Corbin, 1981; Petruzzello & Corbin, 1988; Lenney, 1977). Data also provide null findings for the task appropriateness condition which contradicts the previous research (Corbin, 1981; Lenney, 1977) in that females perceiving the task as male appropriate did not exhibit less self-confidence and perform poorer than when the task was perceived as either female appropriate or gender neutral. Conclusions reflect methodological differences from previous research and changes in gender role identification that have significantly impacted on female self-confidence and performance in competitive situations.

Learning styles and readiness for self-directed learning were identified for 125 adult employees enrolled in self-paced training courses. The success of the self-paced instruction was measured by confidence to perform learned skills on the job. Confidence scores were compared across learning style types and self-directed learning readiness. It was concluded that self-paced training programs can be effective for a variety of learning style preferences. Additionally, adult employees who are highly self-directed will experience greater success in self-paced instruction than those less self-directed. The implication for businesses and academic institutions seeking to employ technology based, self-instructional programs is that a return on investment can be maximized by an examination of the target audience. Training programs which are self-paced may not generate the desired success which will translate into effective job performance for those adults who are not ready for self-directed learning.