This study extended previous research by applying Higgins (2007) theory of Regulatory Fit to the context of performance feedback. Participants worked on an in-basket task in two 30 minute segments. Following the first 30 minutes segment, they were given recommendations for improving their performance framed in a manner that either did or did not fit their motivational orientation. Hypotheses predicted that compared to instances of non-fit, conditions of regulatory fit between recommendation frame (Eager vs. Vigilant) and motivational orientation (Promotion vs. Prevention) would have a significantly greater, positive impact on the following three outcomes: 1) Variety and Frequency of Feedback Use, 2) Feedback Recall, and 3) Attitudes Following Feedback. Overall results supported this assertion. Participants in condition of regulatory fit engaged in a significantly greater variety of behaviors and did so more frequently than those assigned to non-fit conditions. And while the effect of regulatory fit on feedback recall was not significant, it did approach significance (p = .07) and produced a pattern of results consistent with the predictions of regulatory fit. Counter to previous research, regulatory fit did not have significant impact on Attitudes Following Feedback in the current study. Implications and suggestions for future research are discussed. / Ph. D.

The present study sought to extend goal-setting research by examining the nature of individuals' self-regulation with respect to performance goals while pursuing multiple, simultaneous goals. It was proposed that goal revision and effort allocation would be influenced by goal-performance discrepancies (GPD), causal attributions for factors affecting performance, self-efficacy, and rate of progress toward task goals. Results indicated that GPDs predicted goal revision direction and magnitude, and that controllability attributions moderated the GPD – revision relation. GPD size determined prioritization between tasks, as did self-efficacy. Mixed results were found for self-efficacy moderating the relation between GPD size and task prioritization. Rate of progress toward a task goal generally predicted prioritization between tasks and the amount of exerted effort within a single task. Although many results were not in the anticipated form, they still fit with modern theoretical frameworks associated with work motivation. Implications and suggestions for future research are discussed. / Master of Science

Existing literature has demonstrated an association between higher adolescent religiousness and lower risk taking via higher self-regulation. However, the present study uniquely sought to elucidate whether particular dimensions of self-regulation (i.e., emotion regulation, effortful control, and executive function) play differential roles in establishing this relation. It was hypothesized in longitudinal analyses over one year that higher religiousness would be associated with higher emotion regulation, which in turn was hypothesized to be associated with higher effortful control and executive function, and, subsequently, higher effortful control and higher executive function to be associated with higher risk taking. Participants included 157 adolescents at Time 1 (mean age = 14 years, 52% male) and 140 adolescents returned for Time 2 (mean age = 15 years, 53% male). Structural equation models, including confirmatory factor analysis and path models tested significant individual paths and mediation via bias corrected bootstrapping supported hypotheses across multiple alternative models, except for hypotheses regarding mediation analyses, which received limited empirical support. The findings highlight that higher religiousness is associated with higher emotion regulation and, in turn, higher emotion regulation is associated with higher executive function and effortful control which, subsequently, are associated with lower adolescent risk taking. In light of this, religiousness is understood as a contextual protective factor for adolescents and intervention strategies targeting emotion regulation, executive function, and effortful control may be associated with lower adolescent risk taking. / Ph. D.

The purposes of this investigation were to develop and validate a comprehensive assessment instrument to measure academic self-regulation as a personal trait. The instrument was predicated upon an evidence-based conceptual framework of academic self-regulation which described the interactions between cognitive, motivational, volitional, and environmental variables and learners' activating purposeful goal oriented actions. Seven separate studies which included over 1000 undergraduate and graduate students at a large mid-Atlantic university provided reliability and validity evidence for this instrument. Data analysis included Rasch analysis, item response and item analysis, exploratory factor analysis, correlation analysis comparing the developed instrument with a version of an instrument frequently used in studies of academic self-regulation, multiple regression analysis predicting the scales of the frequently used instrument through the developed instrument, item-total correlations, and Cronbach's alpha for each scale and for the entire questionnaire. Findings included evidence that the model accurately represented academic self-regulation; that the developed instrument was reliable; that the instrument had excellent content, structural, substantive, and criterion validity; and that the instrument appeared to yield useful information about the degree to which learners engaged academic self-regulation skills. While additional validation studies are warranted, three potential applications of this instrument are: to investigate academic self-regulation variables; to design learning environments to promote academic self-regulation; and to assess and assist individual learners develop academic self-regulation skills and dispositions. / Ph. D.

Little is known about how students learn when using computer-assisted modular curriculum, if such curriculum truly promotes self-regulated learning, or if the cognitive principles of teaching and learning are integrated throughout the design of the modules. The purpose of this study was to investigate the phenomenon of student cognitive responses to learning with computer-assisted modular curriculum, based on the Phases and Subprocesses of Self-Regulation. This triangulation mixed methods case study connected qualitative and quantitative data derived from curriculum content analysis, student course evaluations, participant observations, and interviews. Thirty-six middle school students enrolled in an agricultural education course designed with computer-assisted modules served as the case study group. Data were transcribed, coded, and analyzed, leading to the emergence of six common themes. Overall, the design and content of the computer-assisted modules lack integral principles of teaching and learning. Participants prefer a mix of traditional and computer-assisted instruction because of the variety of instruction, opportunities for social learning, and the hands-on activities. When integrated properly, computer-assisted modules do not inhibit interactions among the teacher and the students. The activities associated with the modules do not encourage self-regulatory processes. However, self-regulation is innate and students engage in self-regulation at different levels during the learning experience. Despite intrinsic interest or value for a particular topic, participants felt it was always important to pay attention in school. Thus, when learning with computer-assisted modules, students engage in social learning with their peers and desire hands-on learning experiences, with or without the modules. / Master of Science in Life Sciences

Procrastination is a pervasive problem in education. In computer science, procrastination and lack of necessary time management skills to complete programming projects are viewed as primary causes of student attrition. The most effective techniques known to reduce procrastination are resource-intensive and do not scale well to large classrooms. In this thesis, we examine three course interventions designed to both reduce procrastination and be scalable for large classrooms. Reflective writing assignments require students to reflect on their time management choices and how these choices impact their classroom performance. Schedule sheets force students to plan out their work on an assignment. E-mail alerts inform students of their current progress as they work on their projects, and provide ideas on improving their work behavior if their progress is found to be unsatisfactory. We implemented these interventions in a junior-level course on data structures. The study was conducted over two semesters and 330 students agreed to participate in the study. Data collected from these students formed the basis of our analysis of the interventions. We found a statistically significant relationship between the time a project was completed and the quality of that work, with late work being of lower quality. We also found that the e-mail alert intervention had a statistically significant effect on reducing the number of late submissions. This result occurred despite students responded negatively to the treatment. / Master of Science

Regulatory focus theory is a motivational orientation theory encompassing two regulatory systems: promotion focus and prevention focus. Promotion focused individuals tend to seek success, implement risky tactics, and an eager goal pursuit. Prevention focused individuals tend to avoid failure, implement conservative tactics, and a vigilant goal pursuit. Scholer and Higgins (2011) propose an exception to the rule where individuals break the natural RF alignment, which individuals typically seek to maintain. Scholer and Higgins (2011) proposed that promotion (prevention) focused individuals in a state of gain (loss) become conservative (riskier) in their behavior while maintaining an eager (vigilant) goal pursuit. However, literature supporting this theory is between-subjects in methodology and does not measure GP strategy, only risk. The current study proposes two competing regulation patterns: 1) When individuals change in their risk, they maintain their GP strategy 2) when individuals change in their risk, their GP strategy also changes, becoming more eager with higher levels of risk and more vigilant with more conservative behavior. Therefore, the following study examined how tactics and GP strategies change within-person when experiencing loss and gain states. Specifically, examining change in risk and GP after positive and negative goal discrepancy feedback. In order to examine this self-regulation, participants who were primed to be in either a promotion or prevention focused state played three rounds of a simple risk-measuring game. Even though the RF prime did not produce the expected results, there was regulation occurring. After recategorizing the baseline risk and GP to create a high risk /eager GP and a low risk /vigilant GP groups, there was support for the idea that as behavior changes to be riskier, so too does GP change to become more eager. This finding is in contradiction to Scholer and Higgins' (2011) theory that there is a cognitive reappraisal of what it means to be risky, such that it can fit within the vigilant goal pursuit strategy. Additionally, latent profile analyses further supported the second of the competing regulation patterns, in that higher risk-taking corresponded with eager GP, and more conservative behaviors led to greater levels of vigilant GP. Future directions and limitations are discussed. / Doctor of Philosophy / Regulatory focus theory has two motivational orientations: promotion focus encompassing those who seek success and avoid the absence of success and prevention focus encompassing those who avoid failure and seek the absence of failure. Scholer and Higgins (2011) describe a level approach to regulatory focus where individuals typically seek alignment throughout these levels. However, they note an exception to the rule where individuals implement tactics incongruent with their current regulatory focus system. They propose that individuals maintain this incongruency by cognitively redefining the tactics to align with the current regulatory focus system. Drawing from this exception to the rule, and from Lord et al.'s (2010) self-regulation model, two competing self-regulation patterns were examined: 1) When individuals change in their risk behaviors, they maintain their current regulatory focus system 2) when individuals change in their risk behaviors, it causes bottom-up self-regulation and changes individuals' regulatory focus system to match the risk behavior. In order to test these competing regulation patterns, participants completed a writing task meant to place them in either a promotion or prevention regulatory focus state. They then played three rounds of a simple risk-measuring game. In addition, after each round of the game, the participants' goal pursuit strategies were measured to see if the general strategy changed as risk behaviors changed. In order to necessitate a change in in levels of risk, between rounds, participants were given negative and positive feedback (in a random order). Negative feedback was meant to cause individuals to be risky and positive feedback was meant to lead to more conservative behaviors from the participants. Results indicated the regulatory focus prime did not work, however, after examining exploratory analyses, there was some support for the idea that individuals implement self-regulation in order for their regulatory focus system to match their behaviors.

Academic success requires not only taking in content, but also understanding how to learn best. Self Regulated Learning (SRL) is process by which humans regulate their thinking, emotions, and behavior. It broadly describes the process of knowing (or learning) how to learn. Education research has found Self-Regulated Learning to be a key predictor of academic success along with other constructs like motivation and self-efficacy. It may be particularly critical in learning to program at the post-secondary level. Studies have shown that students benefit greatly from targeted instruction in these skills. Teaching students how to better self-regulate is both important and valuable for Computer Science students. The solution here may seem straightforward: educators should give instruction on self-regulation skills. However, there are a number of skills that encompass a student's proficiency with self-regulate; including time management, problem decomposition, and reflection. Self regulation also tends to be a highly cognitive and internal process making it difficult to observe directly, let alone measure. Which skills should be prioritized for targeted instruction? How could we empirically measure those skills? What limitations should we keep in mind when making such decisions? Within this dissertation, I will seek to address these questions. In order to get an idea of what skills the Computing Education Research community should be prioritizing, my co-authors and I conducted two studies. First, a Delphi Process study that expanded the field by gaining an understanding of what SRL skills CS post-secondary educators value most. This gave a more firm view of what skills were most important for CS students. Second, a systematic literature review to examine what skills had been studied within the Computing Education Research community. Ultimately, I created a finalized list of 12 SRL skills that appear to be particularly important to CS education. This list also includes behaviors an outside observer could use as indicators of the presence or absence of SRL. After creating this list, I then considered how best to measure these each of these 12 skills. One form of measurement comes from using data traces collected from educational software. These allow researchers to make strong inferences about a student's internal state empirically. They also allow for measurement of students at greater scale and through automated means, making them advantageous for large classes. For my third publication, I then set about identifying a set of data traces for these skills taking a theory-first approach. I also make the case that CS is well situated to make great gains in trace-based approaches as they make use of a whole ecosystem of data sources. This is important as it is currently common for studies to utilize just one. / Doctor of Philosophy / Knowing how to learn is a critical aspect to academic success. Self-Regulation is the process by which humans regulate their thinking, emotions, and behavior. It encompasses the process of knowing (or learning) how to learn. Several studies have argued that learning Computer Science especially requires a strong self-regulated learning, but studies show novice programmer's skills in this area are still weak and benefit from further instruction. This is true even for students entering post-secondary education. Thus teaching students how to better self-regulate is important for CS students, but creating such lessons is not straightforward. SRL is a broad field and covers a variety of different skills that students may need. What skills are most important for instructors to teach their students? Once we know what skills are most important for targeting, how do we measure those skills? These are the questions I examine. In order to get an idea of what skills the Computing Education Research community should be prioritizing, I conducted both a Delphi Process study. Following that I conducted a systematic literature review to get a better idea of what the Computing Education Research community is currently studying. I then considered the best way to measure these skills. While there are many approaches available to study SRL, I opted to examine these skills through student interactions with digital education software, called data traces. These traces are advantageous as they authentically capture learning in a way no other approach currently can. For my third paper I systematically derived a series of high-quality traces and made the case that CS classes already collect a lot of valuable traces through common digital education software systems.

The aim of this thesis is to present Bulgarian advertisement market from several different perspectives. You can see the development of advertisement from the beginning until 2010 in Bulgaria. There is a comparison of expenditures on advertisement with Czech advertisement market. When we are talking about advertisement, it is important to mention cultural differences. The biggest part of my thesis consists of legal and ethical regulation, when you can see the main differences in compare to Czech republic. The end of thesis belongs to Advertising self-regulation, which is represented by National Council for Self-Regulation in Bulgaria and Rada pro reklamu in Czech republic.

Submitted by SBI Biblioteca Digital (sbi.bibliotecadigital@puc-campinas.edu.br) on 2017-10-04T13:00:35Z No. of bitstreams: 1 SIMONE ALVES PEDERSEN.pdf: 2829069 bytes, checksum: 7fdf0c308b9011e695fe37e352c61e19 (MD5) / Made available in DSpace on 2017-10-04T13:00:35Z (GMT). No. of bitstreams: 1 SIMONE ALVES PEDERSEN.pdf: 2829069 bytes, checksum: 7fdf0c308b9011e695fe37e352c61e19 (MD5) Previous issue date: 2017-02-09 / The children's literature has been the object of much research in the reader?s development and has generated interest in several areas. In this study, it was assumed that the procedures used by teachers and the selection of literature books are essential elements for the development of the reader. Based on that, this master degree research, entitled "The Continued Formation of Teachers and Literature: strategies of reading and selection of literature book", had as a research problem the following question: the exploration of strategies of reading and selection of literature books, in a teaching training, can assist the participating teachers in their work with reading? The general objective was to verify if there were changes in the teachers' practice of exploration of reading modes, strategies of reading and selection of literature books. The specific objectives were to implement a reading course for teachers, to introduce self-regulation of reading, to discuss the selection of literary works for use in the classroom and to analyze the extent to which the participants applied the knowledge built in the course. The methodology adopted in this qualitative research with principles of action-strategic research, was constituted initially of national and international bibliographical survey. A reading course for teachers was offered to 12 teachers and 4 coordinators of the municipal network of a municipality in the state of S?o Paulo. During the 4 meetings, in a total of 9 hours, independent reading, double reading, close reading and other reading strategies were presented, based on the self-regulation and the studies of Social Cognitive Theory. The instruments used were: field diary, questionnaire, narrative and semi-structured interview. The participants of the research applied the content of the formative course, in the classroom. There was an exchange of experiences about reading and use of literary books in the classroom, which made it possible to think and rethink practices, to hear about the experience of other teachers and to narrate successes and challenges that are part of reading teaching. The data were analyzed by the content analysis and the implications of these analyzes showed that there were changes in the reading practices used by the participants in the classroom, there was an increase in reading comprehension with teaching practices that prioritized the student's role and there were also changes in the participants' conception of children?s literature and their selection. International research shows that self-regulation of reading, using reading strategies under the light of Social Cognitive Theory, is a promising path for the promotion of competent and critical readers. However, studies on self-regulation of reading practically do not exist in our country. / A literatura infantil tem sido objeto de muitas pesquisas na forma??o do leitor e tem gerado interesse em diversas ?reas. Nesse estudo, partiu-se do pressuposto de que os procedimentos utilizados pelos docentes e a sele??o de obras s?o elementos essenciais para a forma??o do leitor. Diante desse contexto, essa pesquisa de mestrado denominada A Forma??o Continuada de Professores e a Literatura: estrat?gias de leitura e sele??o de obra prop?s por problema de pesquisa a seguinte quest?o: a explora??o de estrat?gias de leitura e sele??o de obras, em um curso de forma??o continuada, pode auxiliar os professores participantes em seu trabalho com leitura? O objetivo geral foi verificar se houve mudan?as na pr?tica dos professores sobre a explora??o de modos de leitura, estrat?gias de leitura e sele??o de obras no trabalho com leitura. Os objetivos espec?ficos foram implementar um modelo de forma??o continuada em leitura, apresentar a autorregula??o da leitura, discutir a sele??o das obras liter?rias para uso em sala de aula e analisar em que medida as participantes aplicaram o conhecimento constru?do na forma??o. A metodologia adotada nessa pesquisa qualitativa com princ?pios da pesquisa a??o-estrat?gica constituiu-se, inicialmente, de levantamento bibliogr?fico nacional e internacional. Ministrou-se um curso de forma??o continuada para 12 professoras e 4 coordenadoras da rede municipal de um munic?pio do estado de S?o Paulo. Durante os 4 encontros, no total de 9 horas, apresentaram-se a leitura independente, leitura em dupla, close reading e outras estrat?gias de leitura, a partir dos pressupostos te?ricos da autorregula??o, pautados nos estudos da Teoria Social Cognitiva. Os instrumentos utilizados foram: di?rio de campo, question?rio, narrativa e entrevista semiestruturada. As participantes da pesquisa aplicaram o conte?do dos encontros formativos, em sala de aula. Houve troca de experi?ncias sobre leitura e uso de obras liter?rias durante os encontros, que possibilitaram o pensar e repensar pr?ticas, ouvir sobre a experi?ncia de outros professores e narrar sucessos e desafios que fazem parte da doc?ncia e da leitura. Os dados foram analisados a partir da an?lise de conte?do, e as infer?ncias decorrentes dessas an?lises mostraram que houve mudan?as quanto ?s pr?ticas de leitura usadas pelas participantes em sala de aula, houve aumento da compreens?o leitora com pr?ticas docentes que priorizam o protagonismo do aluno e houve, tamb?m, mudan?as na concep??o das participantes sobre as obras liter?rias e sua sele??o. Pesquisas internacionais demonstram que a autorregula??o da leitura, por meio do uso de estrat?gias de leitura sob a luz da teoria sociocognitiva, ? um caminho promissor para a promo??o de leitores competentes e cr?ticos. Todavia, estudos sobre a autorregula??o da leitura praticamente inexistem em nosso pa?s.