This dissertation consists of three empirical analyses examining the interactive and evolving nature of government regulations and how the regulated industries respond to the changes in the regulatory climate. Using the U.S. pulp and paper mills as an example, the three essays bring together a number of strands of literature in environmental economics and policy studies discussing how changes in the U.S. environmental policy are shaped by industry concerns and which strategies firms choose in order to adjust to the changes in policy. Essay 1 examines if, in addition to the standard input factors, indirect costs associated with tax and environmental policies affect papermakers’ ‘stay put’ investment decisions. The findings suggest that state environmental stringency has a negative impact on investments, but it is statistically insignificant and higher taxes do not deter investments. The Essay 2 studies whether voluntary abatement and prevention efforts at pulp and paper mills affects regulatory stringency they face. The analysis tests the hypotheses of ‘responsive regulation’ and whether regulators are driven by numerical pollution targets or budgetary constraints. The findings suggest that voluntary pollution abatement and prevention have greater impact on regulatory stringency than government budgets. Finally, Essay 3 analyzes the relationship between pollution prevention (P2) policy instruments and adoption of P2 modifications. The study tests the hypotheses of whether P2 policy instruments have positive impact on P2 adoptions. The results suggest that the policy instruments have different effects on different types of P2 modifications and that regulatory and political threat is a strong predictor of P2 adoptions.

The teaching profession is widely regarded as being very stressful (Klassen, Usher & Bong, 2010; Otero, Castro, Santiago & Villardefrancosl, 2010). South African teachers, especially Black teachers working in previously disadvantaged areas, have to cope with serious stressors such as overcrowded classrooms and limited resources on a daily basis (Ngidi & Sibaya, 2002; Moloi, 2010). Occupational stress of this nature is known to have significant negative implications for well-being, and chronic stress has been linked to mood and anxiety disorders, and other forms of psychopathology (Bellingrath, Weigl & Kudielka, 2009; Brock & Buckley, 2012; Mundai, 2010). However, psychological buffers could enable individuals to sustain normal development and even experience well-being, despite the presence of long-term stress (Friborg, Hjemdal, Rosenvinge & Martinussen, 2003; Ryff & Singer, 2003). Noted among these so-called protective factors, the process of self-regulation has been found to be predictive of positive outcomes with regard to physiological and psychological well-being (Hofer, Busch & Kärtner, 2011; Peterson & Seligman, 2004). Self-regulation has, however, been found to represent a resource susceptible to depletion with repeated use, and there have been contradictory reports regarding the long-term sustainability of self-regulation capacity (Converse & DeShon, 2009; Ryan & Deci, 2008). No longitudinal studies could be found that explore the natural progression of self-regulation in a highly stressful context, and how changes in self-regulation are associated with changes in stress and well-being levels. This thesis consists of three sub-studies that are reported in three manuscripts. In the first of these sub-studies the levels of occupational stress and mental well-being in a cohort of Black South African teachers were investigated, including how these two variables are related to each other. The second sub-study aimed firstly to investigate the association between self-regulation and Black South African teachers’ self-reported levels of mental well-being. Secondly, it aimed to determine the role of the sub-constructs of the self-regulation process in the teachers’ selfreported levels of mental well-being. The aim of the third article was also two-fold. It first aimed to determine the natural progression of self-regulation within a highly stressful work context over a period of three years. It then aimed to determine how long-term changes in the selfregulation of individuals finding themselves in high-stress working conditions are associated with changes in their self-reported levels of stress and mental well-being. Black South African teachers (N=200, 101 men, 99 women) of ages ranging from 25 to 65 years from the North-West province of South Africa participated in the baseline phase of the SABPA project in 2008. Of the original 200 participants, a total of 173 teachers (88 men, 85 women) took part in data collection for the follow-up study in 2011. Data were collected by making use of quantitative measures (Teacher Stress Inventory (Boyle, Borg, Falzon & Baglion, 1995); General Health Questionnaire-28 (Goldberg & Hillier, 1979); Mental Health Continuum-Short Form (Keyes, 2006); Short Self-Regulation Questionnaire (Carey, Neal & Collins, 2004)) that have been validated for use in the South African context. The findings indicate that this group of teachers experienced high levels of stress, and symptoms indicative of mental illness to an extent that warrants psychiatric intervention. However, participants also reported higher than expected levels of mental health. The findings further indicated that self-regulation contributed positively to the participants’ mental health levels. The longitudinal findings also indicated improvements in this group of teachers’ selfregulation levels over time, and that these long-term changes in self-regulation were positively associated with changes in participants’ mental health. Recommendations for future investigations on the role of self-regulation in well-being that flowed from this research include extending research to other cultural groups and general populations; use of multiple or mixedmethod approaches to provide more insight into the participants’ short- and long-term experience of their working environment, their levels of stress and well-being and their self-regulation levels; investigating the psychological perspective on stress and exploring the concept of optimal self-regulation and the maintenance thereof. The study provided a holistic insight into the importance of self-regulation as protective factor in a highly stressed context, especially with regards to the promotion of mental well-being on a short term and long term basis. / PhD (Psychology), North-West University, Potchefstroom Campus, 2014

Diabetes mellitus is a complex disease that requires constant patient compliance to diet, life style, glucose level monitoring and medication. Non-compliance to medication can be associated with the development of complications, avoidable hospitalization, disease progression, premature disability and death. Noncompliance is also very costly and therefore compliance to medication regimens is very important. A promising, yet under-explored approach to compliance is self-regulation. Selfregulation refers to the process of goal setting and striving. Self-regulation has specifically been associated with success in reaching one’s goals. The key selfregulation processes include goal establishment, planning, striving towards a goal and revising it. Although a large number of studies have been conducted on compliance related to diabetes, there is a lack of research findings from a selfregulation perspective. The aim of this study is to investigate the relationship between self-regulation and patient compliance to type I and type II medication. Specific aims are (a) to determine whether there is a significant difference in the mean self-regulation scores for participants high and low in compliance and (b) to determine whether there are significant differences in the mean self-regulation scores between compliant and non-compliant participants within different gender and age groups. The participants consisted of an availability sample of 50 (31 female and 19 male) type I and type II diabetes patients collecting their medication at the Clicks Pharmacy in Potchefstroom and Trans 50 retirement villages in Pretoria, Bloemfontein and Kimberley. The ages of the participants ranged between 20 and 87 years. Compliance was measured by investigating the participants’ repeat scripts as well as the Clicks Medication Therapy Management Questionnaire (MTM-Q), developed in 2009 by pharmacists at Clicks to measure patients’ self-report of compliance. Selfregulation was measured with the Shortened Self-Regulation Questionnaire (SSRQ) (Carey, Neal, & Collins, 2004). The study used the factor structure proposed by Potgieter and Botha (2009), based on a factor analysis of the SSRQ in the South- African context. Data capturing and analysis was done in consultation with the Statistical Consultation Services of the North-West University. A total number of 28 (56%) participants in this study were classified as compliant, which is lower than compliance figures reported in most international studies. Differences between compliant and non-compliant participants were primarily noted with regard to Mindful Awareness, Monitoring and Decision making. No differences were noted between any of the groups regarding Learning from mistakes, Perseverance, or Self-evaluation. Compliant participants in the total, female and older groups scored higher on Mindful Awareness than non-compliant participants. For older participants, this difference was practically significant. Compliant participants in the female and older group also obtained higher scores on Monitoring, with the difference in the female group practically significant. Surprisingly, noncompliant female participants scored higher on Decision Making than compliant female participants. Compliant and non-compliant male and younger participants, however, did not differ on any of the self-regulation factors. The study emphasizes the fact that diabetes is perceived as a significant challenge to the current goals of the patient. Subsequently, this study confirms, to a large extent, the importance of self-regulation in compliance to type I and type II diabetes medication, providing support for international studies that emphasise the importance of behavioural factors in diabetes. Mindfulness and Monitoring emerged as important factors in this study, and was explained in relation to compliance as a challenge to one’s perceptual awareness and ability to continuously generate feedback regarding one’s health status. The reason for gender and age related differences in the relationship between compliance and self-regulation, however, is not totally clear and needs to be explored in further research. An important limitation of the study is the small sample size that was used. Future research should explore the trends emerging from this study in larger, random samples. / MA (Research Psychology), North-West University, Potchefstroom Campus, 2014

The teaching profession is widely regarded as being very stressful (Klassen, Usher & Bong, 2010; Otero, Castro, Santiago & Villardefrancosl, 2010). South African teachers, especially Black teachers working in previously disadvantaged areas, have to cope with serious stressors such as overcrowded classrooms and limited resources on a daily basis (Ngidi & Sibaya, 2002; Moloi, 2010). Occupational stress of this nature is known to have significant negative implications for well-being, and chronic stress has been linked to mood and anxiety disorders, and other forms of psychopathology (Bellingrath, Weigl & Kudielka, 2009; Brock & Buckley, 2012; Mundai, 2010). However, psychological buffers could enable individuals to sustain normal development and even experience well-being, despite the presence of long-term stress (Friborg, Hjemdal, Rosenvinge & Martinussen, 2003; Ryff & Singer, 2003). Noted among these so-called protective factors, the process of self-regulation has been found to be predictive of positive outcomes with regard to physiological and psychological well-being (Hofer, Busch & Kärtner, 2011; Peterson & Seligman, 2004). Self-regulation has, however, been found to represent a resource susceptible to depletion with repeated use, and there have been contradictory reports regarding the long-term sustainability of self-regulation capacity (Converse & DeShon, 2009; Ryan & Deci, 2008). No longitudinal studies could be found that explore the natural progression of self-regulation in a highly stressful context, and how changes in self-regulation are associated with changes in stress and well-being levels. This thesis consists of three sub-studies that are reported in three manuscripts. In the first of these sub-studies the levels of occupational stress and mental well-being in a cohort of Black South African teachers were investigated, including how these two variables are related to each other. The second sub-study aimed firstly to investigate the association between self-regulation and Black South African teachers’ self-reported levels of mental well-being. Secondly, it aimed to determine the role of the sub-constructs of the self-regulation process in the teachers’ selfreported levels of mental well-being. The aim of the third article was also two-fold. It first aimed to determine the natural progression of self-regulation within a highly stressful work context over a period of three years. It then aimed to determine how long-term changes in the selfregulation of individuals finding themselves in high-stress working conditions are associated with changes in their self-reported levels of stress and mental well-being. Black South African teachers (N=200, 101 men, 99 women) of ages ranging from 25 to 65 years from the North-West province of South Africa participated in the baseline phase of the SABPA project in 2008. Of the original 200 participants, a total of 173 teachers (88 men, 85 women) took part in data collection for the follow-up study in 2011. Data were collected by making use of quantitative measures (Teacher Stress Inventory (Boyle, Borg, Falzon & Baglion, 1995); General Health Questionnaire-28 (Goldberg & Hillier, 1979); Mental Health Continuum-Short Form (Keyes, 2006); Short Self-Regulation Questionnaire (Carey, Neal & Collins, 2004)) that have been validated for use in the South African context. The findings indicate that this group of teachers experienced high levels of stress, and symptoms indicative of mental illness to an extent that warrants psychiatric intervention. However, participants also reported higher than expected levels of mental health. The findings further indicated that self-regulation contributed positively to the participants’ mental health levels. The longitudinal findings also indicated improvements in this group of teachers’ selfregulation levels over time, and that these long-term changes in self-regulation were positively associated with changes in participants’ mental health. Recommendations for future investigations on the role of self-regulation in well-being that flowed from this research include extending research to other cultural groups and general populations; use of multiple or mixedmethod approaches to provide more insight into the participants’ short- and long-term experience of their working environment, their levels of stress and well-being and their self-regulation levels; investigating the psychological perspective on stress and exploring the concept of optimal self-regulation and the maintenance thereof. The study provided a holistic insight into the importance of self-regulation as protective factor in a highly stressed context, especially with regards to the promotion of mental well-being on a short term and long term basis. / PhD (Psychology), North-West University, Potchefstroom Campus, 2014

Diabetes mellitus is a complex disease that requires constant patient compliance to diet, life style, glucose level monitoring and medication. Non-compliance to medication can be associated with the development of complications, avoidable hospitalization, disease progression, premature disability and death. Noncompliance is also very costly and therefore compliance to medication regimens is very important. A promising, yet under-explored approach to compliance is self-regulation. Selfregulation refers to the process of goal setting and striving. Self-regulation has specifically been associated with success in reaching one’s goals. The key selfregulation processes include goal establishment, planning, striving towards a goal and revising it. Although a large number of studies have been conducted on compliance related to diabetes, there is a lack of research findings from a selfregulation perspective. The aim of this study is to investigate the relationship between self-regulation and patient compliance to type I and type II medication. Specific aims are (a) to determine whether there is a significant difference in the mean self-regulation scores for participants high and low in compliance and (b) to determine whether there are significant differences in the mean self-regulation scores between compliant and non-compliant participants within different gender and age groups. The participants consisted of an availability sample of 50 (31 female and 19 male) type I and type II diabetes patients collecting their medication at the Clicks Pharmacy in Potchefstroom and Trans 50 retirement villages in Pretoria, Bloemfontein and Kimberley. The ages of the participants ranged between 20 and 87 years. Compliance was measured by investigating the participants’ repeat scripts as well as the Clicks Medication Therapy Management Questionnaire (MTM-Q), developed in 2009 by pharmacists at Clicks to measure patients’ self-report of compliance. Selfregulation was measured with the Shortened Self-Regulation Questionnaire (SSRQ) (Carey, Neal, & Collins, 2004). The study used the factor structure proposed by Potgieter and Botha (2009), based on a factor analysis of the SSRQ in the South- African context. Data capturing and analysis was done in consultation with the Statistical Consultation Services of the North-West University. A total number of 28 (56%) participants in this study were classified as compliant, which is lower than compliance figures reported in most international studies. Differences between compliant and non-compliant participants were primarily noted with regard to Mindful Awareness, Monitoring and Decision making. No differences were noted between any of the groups regarding Learning from mistakes, Perseverance, or Self-evaluation. Compliant participants in the total, female and older groups scored higher on Mindful Awareness than non-compliant participants. For older participants, this difference was practically significant. Compliant participants in the female and older group also obtained higher scores on Monitoring, with the difference in the female group practically significant. Surprisingly, noncompliant female participants scored higher on Decision Making than compliant female participants. Compliant and non-compliant male and younger participants, however, did not differ on any of the self-regulation factors. The study emphasizes the fact that diabetes is perceived as a significant challenge to the current goals of the patient. Subsequently, this study confirms, to a large extent, the importance of self-regulation in compliance to type I and type II diabetes medication, providing support for international studies that emphasise the importance of behavioural factors in diabetes. Mindfulness and Monitoring emerged as important factors in this study, and was explained in relation to compliance as a challenge to one’s perceptual awareness and ability to continuously generate feedback regarding one’s health status. The reason for gender and age related differences in the relationship between compliance and self-regulation, however, is not totally clear and needs to be explored in further research. An important limitation of the study is the small sample size that was used. Future research should explore the trends emerging from this study in larger, random samples. / MA (Research Psychology), North-West University, Potchefstroom Campus, 2014

The current research explored the thesis that cognitive self-recognition might have an executive function in 3- and 4-year-olds. Although it is well established that children recognise themselves in mirrors by the end of infancy, the cognitive and behavioural impact of this capacity has yet to be elucidated. Experiments 1 to 6 showed that preschool children could form and maintain a cognitive link between the self and external stimuli, as a result of which, self-referent stimuli were given mnemonic priority. Experiments 4 to 8 indicated that in tasks involving self-recognition, 3- and 4-year-olds’ ability to process other-referent stimuli was compromised by self-focus. Finally, Experiments 9 and 10 demonstrated that mirror self-recognition increased preschoolers’ tendency to self-regulate, leading them to behave in line with socially accepted standards. Together, these experiments provide novel evidence to confirm that cognitive self-recognition has a role in preschoolers’ performance on tasks requiring memory, attention, inhibition, and planning. This implies that when salient, the self may become the ultimate executer of behaviour. By observing 3- and 4-year-olds’ differential processing of self- and other-referent stimuli we infer the existence of a functionally active, self-reflective agent. Moreover, the role of the self is temporally extended, influencing children’s cognition and behaviour in the past (Experiment 1 to 3), present (Experiments 4 to 8) and future (Experiments 9 to 10). This implies that preschool children may have developed the foundations necessary to build the experience of personal identity.

This dissertation attempts to expand our understanding of the deficient self-regulation (DSR) of Internet use and media habit development. Drawing from a social cognitive perspective, DSR is described as lapses in effective self-control that are self-corrected over time. A shortcoming in this area of research is that factors relevant to the technology that may encourage the development of DSR or media habits are rarely, if ever, discussed. A large focus of existing research is instead narrowly placed on individual factors that motivate DSR and media habits. An extension is proposed to theory on DSR in this dissertation by examining the role played by novelty perceptions of technology. In the initial stages of technology use, when perceptions of novelty generally grow, perceived novelty is hypothesized to elicit a state of flow, which in turn diminishes the subfunctions of self-regulation and provokes DSR. The relationship between perceived novelty and flow is moderated by psychosocial problems, boredom proneness, and self-reactive outcome expectation. As perceived novelty of a technology decreases, it is presumed that self-control is restored given that flow no longer inhibits self-regulation. However, DSR and media habits are hypothesized to persist in later technology use if individuals experience psychosocial problems, boredom proneness, or high self-reactive outcome expectations. The manifestation of DSR in later stages of technology use increases the likelihood of forming media habits. The influence of novelty perceptions was evaluated on flow, DSR, and media habits at initial and later stages of technology use. The pretest demonstrated that a novelty frame successfully manipulated novelty perceptions of Second Life, the technology used in this experiment, in anticipated directions. In the main study, perceived novelty resulted in flow, which in turn predicted growth of DSR during initial stages of Second Life use. In the familiar stages of use, DSR led to the development of media habits over time; however, the relationship between novelty perceptions and DSR was not moderated by psychosocial problems, boredom proneness, or self-reactive outcome expectation. The findings of this investigation are discussed aside their implications for research, theory, and practice.

This research examines a multi-level language ability ESL secondary school classroom in relation to Lave and Wenger’s (1991) community of practice and Dörnyei and Ottó’s (1998) L2 motivation conceptual frameworks. Both qualitative and quantitative methodologies were employed. Case study data were collected through monthly interviews, semi-monthly observations, and monthly written journals over 3 months in Toronto from 6 participants (5 students and 1 teacher). Also, students who had been in Canada 5 years or less, and ESL teachers were invited to complete an on-line questionnaire. Results indicate that the multi-level classroom positively and negatively impacts participation and motivation. Participants define the most striking factor to impact participation and motivation as themselves; this links the two conceptual frameworks because “self-regulation” in the Actional Phase (Dörnyei & Ottó, 1998) can be better understood by legitimate peripheral participation or the ability to “imagine” and “align” oneself (Lave & Wenger, 1991). In this multi-level classroom, self-regulation is when students actively imagine possible selves who are aligned with their family or peer goals, or when faced with disengagement, students envision new roles for themselves in the classroom to overcome barriers and realign themselves with shared family or peer goals. In these cases, alignment drives imagination; however, students also use imagination to create alignment. When lower level learners see advanced students as possible selves, they feel hope for their future. Similarly, advanced learners recall their past selves when seeing their lower level peers and feel empathy for them. This interaction cements student alignment and sets a context conducive to cooperative learning which enhances students’ abilities to remain aligned with their families. Overall, this research highlights the interplay of imagination and alignment which impacts student identity. Moreover, it reveals that one aspect of the Post-actional Phase in Dörnyei and Ottó’s (1998) model, “self-concept beliefs,” can be enhanced by the notion of identity in Lave and Wenger’s (1991) framework. Finally, these findings could serve to change policy and improve programming and serve as an archive for future research.

Within western societies the act of consumption is not merely concerned with satisfying basic human needs. Rather, consumption has become a source of leisure and self expression for the masses (Belk, 1988). This has meant that humankind’s wants have tended to outstrip the world’s finite resources available, leading to environmental damage, questionable farming practice and the widespread abuse of human labour. In response to these issues the phenomena of ethical consumption was born. Ethical consumption attempts to limit the environmental, human and animal costs of our spending via the favouring of products that are deemed to be for the betterment of wider society. At face value ethical consumption has been hugely successful in terms of market share, with sales of products stressing their ethical credentials having grown rapidly in recent years (Cooperative Bank 2011). However, despite this success, ethically branded products still represent a minority of purchases (Thøgersen, 2006). Psychological research exploring the reasons why consumers purchase ethically is dominated by papers focusing upon consumers’ attitudes, values and intentions (Andorfer & Liebe, 2012, Milfont & Duckitt, 2004). However, consumers’ attitudes do not always mirror actual spending (Auger, Burke, Devinney & Louviere., 2003; Auger & Devinney, 2007). Whilst one third of consumers describe themselves as being ethical spenders, only 1-3% of products purchased are Fair Trade certified (Cowe & Williams, 2000). The divergence between attitude and behaviour has been referred to as the ‘ethical purchasing gap’ (Andorfer & Liebe, 2012, Clayton & Brook, 2005). One factor that may be partially responsible for the divergence between purchase intention and actual behaviours is self-regulatory fatigue (ego depletion). Chapter one of the thesis presents the argument for ethical spending being affected by, amongst other things, our ability to suppress our impulsive desires via a process known as self-regulation (Bagozzi, 1992; Baumeister, 2002; Baumeister & Vohs, 2007). According to the self-regulatory fatigue literature, self-control requires the expenditure of blood glucose (Gailliot, 2008, Inzlicht & Gutsell, 2007). However, the available level of blood glucose temporarily diminishes with continued use of the self-regulatory system. In response to the lower availability of blood glucose, individuals begin to limit all non-essential cognitive expenditure, including further acts of self-regulation. Individuals who have exhausted their capacity for self control are said to be ego depleted or in a state of self-regulatory fatigue (Baumeister & Heatherton, 1996; Hofmann. Friese & Strack, 2009; Muraven & Baumeister, 2000) Chapter one argues that self-regulatory fatigue may restrict an individual’s capacity to consider the social and long-term impacts of their spending to resist the temptation of cheap consumer goods. As a result, it is predicted that ethical spending may be negatively affected by self-regulation fatigue. Following this theoretical foundation, Chapter two presents the methodological rationale for the research project that set out to test various aspects of this foundational hypothesis. Chapter three presents the findings of the first empirical study. The purpose of the study was to use open-ended questionnaires to explore the principles that guided participants’ spending, as well gaining an insight into instances where there was a discrepancy between spending and principle. The study is included within the thesis primarily to show the genesis of the research agenda. The study indicated that consumers within the sample were primarily concerned with traditional forms of ethical consumption, namely environmental, human and animal welfare concerns. Participants justified non-principled purchasing as being a result of financial consideration or impulsive urge. It was thus decided to explore the possibility that self-regulation fatigue may have a potentially negative impact upon ethical spending, due to its known relationship with impulsive spending (Vohs & Faber, 2007). Chapter four explores the effects of self-regulation fatigue upon socially-minded economic behaviour within the controlled setting of a social dilemma game. Ethical consumption can be considered to be a prime example of a ‘social dilemma’ in the sense that decisions relating to whether or not to consume ethically involve a direct conflict between an individual’s short term interests (e.g. to save money) and the collective interests of wider society (Gattig & Hendrickx, 2007; Milfont & Gouveiac, 2006). Therefore it was decided to measure the effects of self-regulatory fatigue within an experimental social dilemma task. The task used was based upon the forest game, which was first outlined by Sheldon and McGregor (2000), with the white bear thought suppression task (Wegner, Schneider, Carter, & White, 1987) being utilised to manipulate self-regulatory fatigue. The results revealed a clear divergence in behaviour within the game as a function of the manipulation of self-regulatory fatigue, with non-depleted groups sustaining the central resource longer than their depleted counterparts. Chapter five builds on the findings of chapter four through an exploration of the relationship between ego depletion and participants’ willingness to pay for ethical goods. The study utilised a discrete choice measure in order to measure participant’s willingness to pay for ethical goods. The findings did not show a significant effect of self-regulatory fatigue on the willingness to pay for ethical goods. However a potential explanation for this result was the fact that the decision-making processes involved in this study were less arduous than those required within a real-life shopping environment (or, for that matter, than the decisions required in the forest game reported in chapter four). It is possible that the complexity of the choice presented may have been insufficient for the decision to be negatively affected by self-regulatory fatigue. The study is thus included in order to illustrate the importance of utilising more realistic measures of spending that incorporate more of the complexity of decision-making required in real-world contexts. Chapter six presents four separate experiments exploring the relationship between self-regulatory fatigue and ethical spending. The first study utilised an online supermarket simulation and asked participants to go shopping for one week’s worth of groceries after either completing, or not completing, the white bear thought suppression task. The simulated supermarket allowed participants to select from a range of over 1900 products. The pattern of results indicated that participants in a state of self-regulatory fatigue spent significantly less on ethically branded products than their non-depleted counterparts. However, this was only true for individuals with a high food budget. Those with a low budget were not significantly affected, presumably due to having relatively little flexibility in terms of product choice and/or having established shopping habits focusing upon value. The second study in chapter six explored the ways in which social appeals interact with self-regulatory fatigue. Participants were presented with an attention control task before reading either an article praising students for their ethical behaviours or a control article. Participants were then asked to “go shopping” within the online store. Results once again indicated that self-regulatory fatigue reduced spending on ethically branded goods. However, contrary to predictions, the social appeal had no significant effect on levels of ethical spending either as a main effect or in interaction with self-regulatory fatigue.

<p>Predmet istraživanja ove disertacije jesu strategije čitanja na engleskom jeziku<br />koje čitaoci koriste prilikom razumevanja pročitanog teksta. Osnovni cilj istraživanja<br />jeste najpre prikaz strategija čitanja koje koriste studenti koji pohađaju nastavu<br />engleskog na univerzitetskom nivou, a zatim i analiza uspe&scaron;nosti posebno<br />koncipiranog programa pod nazivom Kolaborativno strategijsko čitanje &ndash; KSČ<br />(Klingner &amp; Vaughn, 1996) u razvijanju ve&scaron;tine čitanja na engleskom jeziku, inventara<br />strategija čitanja tekstova na engleskom i učestalosti u njegovom kori&scaron;ćenju.<br />Istraživanje sprovedeno za potrebe ove disertacije postavljeno je u kognitivni teorijski<br />okvir koji čitaoce tretira kao razumne, aktivne učesnike u procesu čitanja. U takvom<br />okviru najpre se tumači ve&scaron;tina čitanja na stranom jeziku i analizira se na koji način<br />različite kognitivne sposobnosti doprinose razumevanju pročitanog teksta; zatim se<br />razmatraju strategije u okviru &scaron;ireg teorijskog koncepta samoregulacije; konačno,<br />Hipotezom inputa i interakcije postavlja se okvir za tumačenje interakcije u procesu<br />čitanja na stranom jeziku.<br />Četiri ključna pitanja na koje je ovo istraživanje poku&scaron;alo da pruži odgovor su:<br />(1) U kojoj meri je razvijeno strategijsko znanje u razumevanju teksta kod studenata<br />koji pohađaju časove engleskog jezika na univerzitetskom nivou? (2) Da li postoji<br />značajna razlika u razumevanju pročitanog teksta kod studenata koji su izloženi<br />strukturisanom strategijskom inputu u okviru kooperativnih aktivnosti i onih koji su<br />takvom inputu izloženi u okviru tradicionalne, frontalne metode nastave? (3) Da li<br />postoji značajna razlika između metakognicije i strate&scaron;ke kompetencije u razumevanju<br />pročitanog teksta kod studenata koji su izloženi strukturisanom strategijskom inputu u<br />okviru kooperativnih aktivnosti i onih koji su takvom inputu izloženi u okviru<br />tradicionalne, frontalne metode nastave? (4) Da li postoji razlika između strategija<br />čitanja koje koriste uspe&scaron;ni i manje uspe&scaron;ni čitaoci prilikom razumevanja teksta na<br />engleskom jeziku u zavisnosti od nastavne metode kojoj su čitaoci bili izloženi?<br />Imajući u vidu složenost cilja i istraživačkih pitanja koja iz njega proističu u<br />istraživanju su primenjene me&scaron;ovite metode istraživanja tokom dve faze. Tokom prve<br />faze izvr&scaron;eno je kvantitativno istraživanje deskriptivnog tipa s obzirom na to da je cilj<br />bio da se opi&scaron;e inventar strategija čitanja kod ispitanika i izmeri učestalost u njegovom<br />kori&scaron;ćenju. U prvoj fazi je u istraživanju učestvovalo 487 studenata koji studiraju na<br />filozofskim fakultetima u okviru jednog od tri univerziteta u Srbiji: na Filozofskom<br />fakultetu u Novom Sadu (N1=203), na FILUMu u Kragujevcu (N2=132) i na<br />Filozofskom fakultetu u Ni&scaron;u (N3=152). Ispitanici su popunili Inventar strategija<br />čitanja (Mokhtari &amp; Sheorey, 2002), putem koga su prikupljeni podaci i izvr&scaron;ena<br />statistička analiza. Za potrebe istraživanja u drugoj fazi usvojen je istraživački nacrt u<br />kome se kombinuju kvantitativne i kvalitativne metode. Primenjena je eksperimentalna<br />metoda nacrta pred-test &ndash; post-test sa nejednakom kontrolnom grupom. U drugoj fazi<br />istraživanja učestvovalo je ukupno 50 studenata koji su na prvoj i drugoj godini<br />Filozofskog fakulteta u Novom Sadu pohađali časove vežbanja iz predmeta Engleski<br />4<br />jezik B2.1 i B2.2. U eksperimentalnoj grupi bilo je 24 studenta, dok je u kontrolnoj<br />bilo 26 studenata. U ovoj fazi istraživanja podaci su prikupljeni putem eksperimenta,<br />upitnika i protokola čitanja naglas u cilju smanjenja subjektivnosti pri tumačenju<br />rezultata. Kvantitativni podaci su prikupljeni u tri navrata, i to pre početka<br />eksperimenta, na polovini i po okončanju eksperimenta, dok su kvalitativni podaci<br />prikupljeni nakon eksperimentalnog toka.<br />Rezultati prve faze istraživanja pokazali su da se navike u upotrebi strategija<br />čitanja kod studenata mogu dovesti u vezu sa polom, kontekstom učenja, prethodnom<br />izloženosti strategijama i samoprocenom znanja. Rezultati druge faze istraživanja<br />pokazali su da strukturisana grupna interakcija prilikom čitanja na engleskom jeziku<br />generalno povoljno utiče na razvoj ve&scaron;tine čitanja i razumevanja teksta, kao i na razvoj<br />ve&scaron;tina samoregulacije. Glavna pedago&scaron;ka implikacija sprovedenog istraživanja tiče se<br />izražene potrebe za uvođenjem eksplicitne nastave strategija koje bi učenicima<br />poslužile kao pomoćno sredstvo za postizanje uspeha u razumevanju složenih tekstova<br />i zahtevnih tema.</p> / <p>This dissertation analyzes reading strategies that are employed by readers<br />during the process reading comprehension. The main goals of the research was first to<br />establish which reading strategies are used by students who are taking a course in EFL<br />at the university level and then to analyze the effects of Collaborative strategic<br />reading &ndash; CSR (Klingner &amp; Vaughn, 1996), a specially designed instructional<br />treatment aimed at improving students&rsquo; reading skills in the English language, their<br />strategic inventory and the frequency of its use. The research reported in this thesis is<br />set within a cognitive theoretical framework, which views readers as logical, active<br />participants in the process of learning. The theoretical considerations first included an<br />analysis of the reading skill in the context of foreign language learning and focused on<br />the ways in which different cognitive processes contributed to reading comprehension,<br />which was followed by an examination of reading strategies within a broader<br />theoretical concept of self-regulation. The introduction of the Input and Interaction<br />Hypothesis set the basis for the interpretation of student interaction in the process of<br />foreign language reading comprehension.<br />The research reported in this dissertation investigated the following questions:<br />(1) What is the extent to which strategic competence is developed among university<br />EFL students? (2) Is there a significant difference in reading comprehension scores<br />between the students who are engaged in cooperative reading activities within a<br />structured strategic framework and the students who are taught within a teachercentered<br />approach to reading instruction? (3) Is there a significant difference between<br />metacognition and strategic competence between the students who are engaged in<br />cooperative reading activities within a structured strategic framework and the students<br />who are taught within a teacher-centered approach to reading instruction? (4) Is there a<br />significant difference between reading strategies used by successful and less successful<br />readers during the process of reading comprehension with respect to the teaching<br />approach the students were exposed to?<br />Bearing in mind the complexity of the research aim and its corresponding<br />research questions, this investigation adopted a mixed methods design during two<br />research phases. The first phase was conducted within a quantitative framework since<br />the goal was to describe the students&rsquo; strategic inventory and to measure the frequency<br />of its use. The investigation in the first phase included a total of 487 students studying<br />at the Faculty of Philosophy in Novi Sad (N1=203), at the Faculty of Philology and<br />Arts in Kragujevac (N2=132) and at the Faculty of Philosophy in Ni&scaron; (N3=152). The<br />instrument used in this phase included the Survey of Reading Strategies developed by<br />Mokhtari and Sheorey (2002). In the second phase, the research included a<br />combination of qualitative and quantitative methods within a pre-test &ndash; post-test<br />experimental design. The experiment included a total of 50 first and second year<br />students studying at the Faculty of Philosophy in Novi Sad who were taking a course<br />in English as a faculty requirement. The experimental group included a total of 24<br />students, whereas the control group included 26 students. Data collection methods<br />included reading comprehension tests, questionnaires and think-aloud protocols in<br />order to minimize the risk of a subjective interpretation of the results. The quantitative data were collected before the beginning of the experimental treatment, at the middle</p><p>and in the end of the experiment, whereas the qualitative data were collected after the<br />experimental treatment was completed.<br />The results of the first phase of research indicate that the use of reading<br />strategies among students can be tied to gender, the learning context, the previous<br />exposure to reading strategies and the self-reported proficiency. The results of the<br />second phase imply that the structured group interaction during the process of reading<br />English texts has a favorable effect on the development of the students&rsquo; reading and<br />comprehension skills, as well as their self-regulatory techniques. The main<br />pedagogical implication of the research concerns the need to introduce explicit strategy<br />instruction in EFL classes which would enable students to achieve success in<br />comprehending complex texts and difficult topics.</p>