Theoretical part The theoretical part examines psychological resilience in pre-schoolers. It presents the terminology and factors influencing resilience. It describes the development of resilience in the context of the development of children. The following part describes the characteristics of resilience crucial for this research. An important part presents suggestions and tips for parents and teachers on how to foster and further develop these characteristics of psychological resilience. The last chapter of the theoretical part describes state-run, private and so called "forest" kindergartens and presents the legislative framework concerning pre-school education. Practical part The empirical part inspects the characteristics of resilience in pre-schoolers in private, state- run and the forest kindergartens. It examines the differences between the attitude of parents and teachers to initiative, self-regulation and relationship and bond forming in pre-schoolers in various types of kindergarten The key words resilience, preschool child, initiative, self-regulation, attachments and relationships, kindergarten

The thesis concerns itself with alcohol advertising. Alcohol is the most widespread habit-forming substance, yet its consumption is permitted in most countries all around the world, possibly restricted by the age of consumers only. Drinking alcohol cannot be either regulated or prohibited today. It has become commonplace for the majority of our lives. Being aware of its apparent risks, however, there is an effort to regulate at least alcohol advertising. The main objective of this work was to provide a comprehensive picture of alcohol advertising, with the focus on its regulation, concerning the legal regulation as well as the self-regulation. First, the thesis deals with advertising as such, its regulation in the course of time and how it has been regulated recently. The thesis further describes the adjustment of alcohol advertising, the legal amendment and its development, as well as the regulation through The Czech Advertising Standards Council and the development of this self- regulation. The next chapter focuses on the examination of alcohol advertising over the age. Based on the analysis of the advertising involvement of Pilsner Urquell, as the selected alcohol industry representative, it was found that advertising during the 20th century did not consider its legal, since it was very limited...

L’objectif de notre travail de recherche est de proposer une solution afin de rendre compte au tuteur des effets de ses interventions dans des situations de tutorat médiatisé. Fournir au tuteur des informations sur sa propre activité lui permet d’avoir une approche réflexive sur ses actions et ses processus, de les évaluer puis d’entreprendre les actions nécessaires afin de les ajuster pour qu’ils contribuent à l’atteinte de l’objectif préalablement fixé.Dans ce contexte, nous avons entrepris une étude théorique, dans le domaine des Sciences de l'Éducation et de l'Informatique, autour de des deux principales activités du tuteur que nous avons identifiées : la régulation de l’activité de l’apprenant et la régulation de sa propre activité de tutorat. De cette étude théorique, nous avons élaboré TEAMO (Teachers’ Activities Model), un modèle de description des processus liés à ces deux activités que le tuteur est amené à gérer de manière concomitante.Sur les fondements de ce modèle, notre proposition consiste à fournir au tuteur des informations précises sur les effets de ses interventions à travers une Approche Orientée Indicateurs. D'une part, cette approche consiste à fournir au tuteur des indicateurs pédagogiques sur l’activité de l’apprenant. Lorsque les valeurs de ces indicateurs n’appartiennent pas à leur domaine d’acceptabilité, le tuteur en est informé. S’appuyant sur cette information, il peut alors être amené à intervenir. D’autre part, l’approche consiste à fournir au tuteur des méta-indicateurs qui sont des indicateurs qui assurent le suivi des indicateurs à l’origine des interventions tutorales. Ces méta-indicateurs mesurent les effets d’une intervention tutorale en vérifiant si les valeurs des indicateurs initialement non acceptables retournent dans leur domaine d’acceptabilité.L’Approche Orientée Indicateurs a été élaborée et affinée au moyen des différentes expérimentations que nous avons menées dans le cadre de ce travail mais aussi grâce à la participation des tuteurs, cela conformément à la méthodologie de conception itérative et participative que nous avons adoptée dans notre travail. Lors de ces expérimentations, nous avons utilisé l’EIAH Hop3x dans le cadre d’activités de travaux pratiques relatives à l’apprentissage de la programmation orientée objet en Java. Cet EIAH a fait l’objet de conception des différents outils permettant d’instancier le modèle computationnel lié à notre approche.Les différentes expérimentations que nous avons menées ont été complémentaires et ont permis de valider notre approche. Elles ont abouti à l’observation, dans l’usage, de l’impact de la mise à disposition d’informations sur les effets des interventions tutorales à la fois sur les performances du tuteur et sur celles de l’apprenant. Les résultats ont montré que de telles informations fournies amélioraient les performances du tuteur de manière à la fois quantitative et qualitative. Par ailleurs, cette amélioration des performances tutorales tend à avoir un impact positif sur l’activité et la performance de l’apprenant et sur son activité puisqu’il résout mieux ses situations critiques lorsque le tuteur dispose d’un retour sur les effets de ses interventions. / Our work deals with teachers’ activities instrumentation within the framework of mediated tutoring. In this context, we want to provide teachers with information in order they better manage their activities. We conducted a theoretical study that allowed us to identify two main teachers’ activities. Indeed, as well as regulating learners’ activities, teachers have also to regulate their own tutoring activity. From this study, we designed TEAMO (Teachers’ Activities Model), a description model of processes related to the activities that teachers have to manage at the same time during learning sessions.Based on TeAMo, our proposal is to provide teachers with detailed information about the effects of their interventions through an Indictor-Based Approach. This approach is twofold: first, in order to support the regulation of learners’ activities, we supply teachers with indicators which reflect these activities quantitatively and qualitatively [10]. Second, in order to support teachers’ self-regulation, especially their interventions, we provide them with meta-indicators (indicators which follow the trends over time of other ones) which allow to measure the effects of their interventions.The indicator-based approach has been implemented in the TEL system Hop3x. We conducted several experimentations by using Hop3x, in the field of object-oriented programming. These experimentations allow us to validate our proposal. Indeed, experimental results show that supplying teachers with information about their interventions improves the effectiveness of these interventions in a quantitative and qualitative ways. Moreover, these results also highlight that the improvement of teachers’ performance has a positive influence on learners’ performance.

Imagining one’s physical activity (PA) possible self can lead to increased PA (e.g., Murru & Martin Ginis, 2010). This online experiment examined potential benefits of forming a self-regulatory PA possible self, which involves reflection on a PA possible self image and strategies to pursue this self. This intervention was compared to a standard PA possible selves intervention and a control condition in terms of impact on motivational, self-regulatory, and PA outcomes. Insufficiently active participants (n = 247) completed baseline measures, were exposed to the intervention or control procedures, and then completed outcome measures immediately and at two and four-weeks post-intervention. The mediational roles of action/coping planning in the intervention-PA relationships were explored. Results: ANCOVAs showed no differences on motivational or self-regulatory outcomes; action/coping planning were not mediators. The two intervention conditions, combined, led to significantly greater PA over the four weeks post-intervention than did the control condition (p. = .041).

This Diplomas thesis is focused on critical thinking. The main goal of this thesis is to define methods and tools leading to improvement of critical thinking in decision making and problem solving. The thesis is divided into five parts. First part is about characteristic of current world and importance of critical thinking in it. Second part defines fundamental errors in judgment and provides methods that could prevent these errors to occur. Third part is about fallacious arguments and philosophical concepts which define to which problems use of critical thinking is appropriate. These concepts could also help to simplify our decision making. Fourth part describes methods to enhance our cognitive abilities and rational thinking. Fifth part summarizes methods and tools leading to improvement of critical thinking.

This diploma thesis deals with the legal issues of online advertising directed towards children. At first, it focuses on the current situation of on-line advertising and describes its forms. Subsequently addressing the influence of advertisements on children. The substantial part of the thesis is the analysis of the advertising regulation in the Czech Republic and abroad. It analyses both legislation and self-regulatory measures. This thesis applies that regulation on the internet and determines whether it is sufficient. The necessity of dealing with this topic, is supported by the results of the research on relationship between children and the internet.

The aim of this thesis is to describe and explain legal and ethical regulation of advertising in the Czech Republic. It also aims to analyze relevant legislation in the Czech legal system in more detail and compare it to the means of self-regulation. We shall refer to their advantages, disadvantages and the interconnection of both systems.

This diploma thesis mainly deals with the ethical rules of advertisement. In the general part, the thesis contains the definiton of advertisement and ethics, description of self-regulation in the Czech Republic, relationship between ethical and legal regulation and also self-regulation in other states. The second part analyses the number of complaints and ads discussed by Arbitration Committee. The diploma thesis is concluded with the opinions of consumers on advertisement in general, situation of self-regulation in the Czech Republic and ethical principles in advertisement.

Orientador: Evely Boruchovitch / Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-18T14:27:01Z (GMT). No. of bitstreams: 1 Ganda_DanielleRibeiro_M.pdf: 1218693 bytes, checksum: 6519bcbbd5c5cfc9772842e167c7faaf (MD5) Previous issue date: 2011 / Resumo: Estudiosos da Psicologia e da Educação defendem que a meta da educação nos dias de hoje deve ser desenvolver nos estudantes a capacidade de serem autorregulados A presente pesquisa teve como objetivo investigar dois aspectos da autorregulação que são as atribuições de causalidade e o uso de estratégias autoprejudicadoras de 164 alunos, de ambos os sexos, de idades entre 18 e 48 anos, matriculados no 2º e 4º anos do curso de Pedagogia de universidades públicas brasileiras. Para a coleta de dados utilizou-se quatro instrumentos: dois compostos por questões abertas e duas escalas do tipo Likert, que versavam sobre o uso de estratégias autoprejudiciais em contexto acadêmico e sobre as atribuições causais dos alunos, as dimensões que se enquadram e as emoções a elas relacionadas. Os dados objetivos foram analisados de acordo com os procedimentos da estatística descritiva e inferencial e as questões abertas foram avaliadas por meio da análise de conteúdo e do levantamento de freqüência das respostas nas categorias. Os resultados mostraram que os alunos relataram utilizar diversas estratégias autoprejudicadoras no contexto acadêmico, principalmente a procrastinação e não fazer a leitura de textos teóricos. No que concernem às atribuições causais, os estudantes afirmaram que o sucesso é desencadeado predominantemente pelo esforço, o que suscita sentimentos de satisfação e felicidade. Já as causas mais citadas para o fracasso foram a desmotivação e a falta de esforço e os sentimentos a elas associadas foram frustração, culpa e tristeza. Observou-se também que os participantes que relataram maior frequência no uso de estratégias autoprejudicadoras foram aqueles que atribuíram causas internas ao fracasso e causas externas ao sucesso. Os resultados são discutidos em termos da importância de se investigar as crenças e comportamentos relacionados ao desempenho acadêmico de alunos universitários, especialmente os dos cursos de formação de professores. / Abstract: Scholars of Psychology and Education advocate that the goal of present education should be to develop whitin the students the ability to be self-regulated. The present research aimed to investigate two aspects of self-regulation, which are causal attributions and the use of self-handicapping strategies of 164 students of both genders, 18 to 48 years old, enrolled in the second and fourth- year of Pedagogy course at Brazilian public universities. To collect data were used four instruments: two of them consisting of two discursive questions and two Likert scales. These were related to the use of self-handicapping strategies in the academic context, the causal attributions of students, the attributional dimensions and the emotions related to them. The objective results were analyzed according to the procedures of descriptive and inferential statistics. The discursive data were evaluated using content analysis and counting the frequency of responses in categories. The results indicated that students reported using of several self-handicapping strategies in the academic context, primarily the procrastination and the not-reading of theoretical texts. Regarding to causal attributions, the students declared that success is predominantly triggered by effort, raising feelings of satisfaction and happiness. The causes most mentioned for failure were lack of motivation and lack of effort. The feelings associated with them were frustration, guilt and sadness. It was observed that participants who reported a frequent use of self-handicapping strategies were those who attributed failure to internal causes and success to external causes. The results are discussed in terms of the importance of investigating the beliefs and behaviors related to academic performance of college students, especially those in the teachers training courses. / Mestrado / Psicologia Educacional / Mestre em Educação

Submitted by Jakeline Ortega (jakortega@unoeste.br) on 2017-09-13T21:43:52Z No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Carmem Silva Lima Fluminhan.pdf: 1036010 bytes, checksum: d83833c8edea37362300daa5b12f08b8 (MD5) / Made available in DSpace on 2017-09-13T21:43:52Z (GMT). No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Carmem Silva Lima Fluminhan.pdf: 1036010 bytes, checksum: d83833c8edea37362300daa5b12f08b8 (MD5) Previous issue date: 2017-04-12 / Investigations of how students become self-regulating learners have been the target of researchers for decades. Research has provided evidence on the connection between the development of self-regulation in students, the proper use of learning strategies, and high school performance. In this sense, this research aims to investigate the impact of teacher actions in promoting and strengthening self-regulation of student learning. In order to reach these objectives, this dissertation is structured in three studies. The first study presented the panorama of national and international publications on self-regulation learning. The results indicated that most publications studied self-regulation learning related to 20 other constructs or variables, the Cognitive Social Theory is the predominant theoretical approach,empirical studies, using a qualitative approach, in higher education level and article format were prevalent. The second study investigated if 16 students from the sixth grade of a public school in the countryside of São Paulo State, Brazil, resort to the adequate use of learning strategies during the study; as well as verify if, after a period of intervention on self-regulation learning, the students demonstrated to make more use of learning strategies and to analyze the possible differences in the scores considering the variable sex. Data were obtained through the Learning Strategies Assessment Scale for Elementary Education (EAVAP-EF). The results showed that participants did not use learning strategies satisfactorily at the time of the study, there was no statistically significant difference between the results of the first and second application of the scale and, finally, the girls presented better scores in the total punctuation of the scale as well asin the metacognitive factor when compared to boys.The third study aimed to analyze the influence of the teacher's actions in the self-regulation learning of hersixth grade students; to investigate the teacher's conceptions regarding self-regulation learning; to promote interventions with the teacher in order to build actions that facilitate the self-regulatory learning process in her students and to analyze if, after the interventions, the students were more self-regulated in the perspective of the participants and the teacher. The results revealedthat the teacher should act explicitly as a mediator in the development of cognitive and metacognitive skills in order to develop and strengthen self-regulated learning.In addition, from the perspective of the participating teacher, after the intervention, students have become more aware of their responsibility towards learning as well as more attentive to the use of self-regulatory learning strategies in the context of study. / Investigações de como os alunos se tornam aprendizes autorregulados tem sido alvo de pesquisadores há décadas. As pesquisas proporcionaram evidências sobre a relação entre o desenvolvimento da autorregulação nos alunos, o uso adequado das estratégias de aprendizagem e o alto desempenho escolar. Neste sentido, esta pesquisa tem por objetivo investigar o impacto das ações de uma professora na promoção e no fortalecimento da autorregulação da aprendizagem dos seus alunos. Para tanto, esta dissertação está estruturada em três estudos. O primeiro estudo apresentou o panorama das publicações nacionais e internacionais acerca da autorregulação da aprendizagem. Os resultados indicaram que a maior parte das publicações estudou a autorregulação da aprendizagem relacionada a 20 outros constructos ou variáveis, a Teoria Social Cognitiva é a abordagem teórica predominante, os estudos empíricos, de abordagem qualitativa, em nível de ensino superior, com objetivo avaliativo, e no formato de artigo foram prevalentes. O segundo estudo teve como objetivo investigar se 16 alunos de sexto ano do ensino fundamental de uma escola pública no interior do Estado de São Paulo, participantes da pesquisa, recorrem ao uso adequado de estratégias de aprendizagem durante o estudo; verificar se, após um período de intervenção acerca da autorregulação da aprendizagem, os alunos demonstraram fazer mais uso de estratégias de aprendizagem e analisar as possíveis diferenças nos escores considerando a variável sexo. Os dados foram obtidos por meio da Escala de Avaliação das Estratégias de Aprendizagem para o Ensino Fundamental (EAVAP-EF). Os resultados revelaram que os participantes não recorrem às estratégias de aprendizagem de modo satisfatório no momento do estudo, não houve diferença estatisticamente significativa entre os resultados da primeira e da segunda aplicação da escala e, por fim, as meninas apresentaram melhor pontuação no total da escala e no fator metacognitivo da EAVAP-EF quando comparado aos meninos. O terceiro estudo objetivou analisar as ações da professora na autorregulação da aprendizagem de seus alunos do sexto ano do ensino fundamental; investigar as concepções da professora a respeito da autorregulação da aprendizagem; promover intervenções junto à professora com a finalidade de construir ações que facilitem o processo de aprendizagem autorregulatório em seus alunos e analisar se, após as intervenções, os alunos se revelaram mais autorregulados na perspectiva da professora participante. Os resultados evidenciaram que a docente deve atuar explicitamente como mediadora no desenvolvimento das habilidades cognitivas e metacognitvas com vistas ao desenvolvimento e ao fortalecimento de uma aprendizagem autorregulada. Além disso, na perspectiva da professora participante, ao término da intervenção, os alunos revelaram-se mais conscientes de sua responsabilidade frente à própria aprendizagem, bem como se tornaram mais cônscios acerca do uso das estratégias de aprendizagem autorregulatórias em contexto de estudo.