Based within the Self-Determination Theory (SDT), the overall objective of this thesis was to examine how motivational processes involved in the regulation of eating give rise to different self-regulation strategies in terms of eating quality and quantity, and how the adoption of these strategies influence women’s eating behaviors and life satisfaction over time. This objective was achieved through a series of eight studies, divided into four manuscripts. First, a measure that would allow us to assess healthy and unhealthy eating behaviors based on recent recommendations of Canada’s Food Guide was developed and validated. In Manuscript #1, we validated the Healthy and Unhealthy Eating Behavior Scale (HUEBS) by examining the structure of the scale (Study 1 N = 360; Study 2 N = 711) and by establishing convergent validity through the examination of the relationships between motivational concepts, healthy and unhealthy eating behaviors as measured by the HUEBS, and waist circumference (Study 2 N = 711; Study 3 N = 264). Results supported the factor structure of the scale. It was also demonstrated that as women moved along stages of change for eating regulation, they reported higher levels of self-determined (versus non-self-determined) motivation and a higher consumption of healthy (versus unhealthy) foods. Furthermore, findings showed that healthy eating fully mediated the relationship between self-determined motivation and waist-circumference, and that the relationship between self-determined motivation and healthy eating was moderated by stages of change. Since there was also a need to develop a scale that would allow us to measure planning and self-monitoring strategies in terms of eating quality (i.e., nutrient intake) and quantity (i.e., calories and portion sizes), Manuscript #2 validated the Planning and Self-Monitoring the Quality and Quantity Scale (PMQQS; Study 1 N = 355; Study 2 N = 318). Results supported the 6-factor structure of the scale and demonstrated that strategies related to the quality of eating were more strongly and positively associated with healthy eating and more strongly and negatively associated with unhealthy eating, whereas strategies related to the quantity of eating were more strongly and positively associated with bulimic symptoms and Body Mass Index (BMI). Manuscript #3 then examined if the strategies assessed by the PMQQS provided additional variance to eating behaviors over and above the effects of motivation (Study 1 N = 456) and if the strategies mediated the relationships between motivation and eating, while controlling for BMI (Study 1 N = 456; Study 2 N = 979). Overall, it was found that strategies played a significant role in explaining eating behaviors and that planning and self-monitoring the quality of eating mediated the relationships between autonomous motivation and healthy and unhealthy eating, whereas planning and self-monitoring the quantity of eating mediated the relationship between controlled motivation and bulimic symptoms. Finally, in Manuscript #4, we tested a longitudinal model (N = 230) examining the roles of goals and motivation in the prediction of the strategies and various types of eating and the effects of adopting these behaviors on life satisfaction over a 3-month period. Results revealed that intrinsic goals were positively associated with autonomous motivation whereas extrinsic goals were positively associated with controlled motivation for eating regulation at Time 1 (the baseline), and that autonomous motivation positively predicted quality strategies whereas controlled motivation positively predicted quantity strategies at Time 2 (1 month). Planning and self-monitoring quality then predicted healthy and unhealthy eating behaviors, whereas planning and self-monitoring quantity predicted bulimic symptoms at Time 3 (3 months). Finally, healthy eating was positively associated with life satisfaction, whereas bulimic symptoms was negatively associated with life satisfaction at Time 3. Overall, this thesis increases knowledge on why some women succeed, whereas others fail, to regulate their eating behaviors over time.

Self–regulation in writing is viewed as critically important in order to be a good writer. With the advent of cellular telephony, what passes as ‘good’ writing is being challenged with the introduction of the abbreviated form of SMS (Short Messaging Service) language. The purpose of this study was to determine the nature of the changes in SMS spelling and whether or not these changes affected the participants’ spelling age and their ability to write formally within the context of a formal SMS and the English language class. This study also aimed to determine whether a relationship exists between self–regulatory skills and writing in SMS. A sequential explanatory mixed–method research design was selected in order to address the research questions which had been posed. The study examined the nature of Short Messaging Service (SMS) language and the relationship between self–regulation and SMS, using a dominant quantitative survey design which was followed by a qualitative phase which explored and explained the phenomena which had been exposed in the quantitative phase of this study. The results of this study indicated that SMS language is an abbreviated form of digital writing, which is colloquial and informal in nature. SMS language is used in SMS text messages and within the forum of the chatroom MXit. The results also indicated that the participants in this study use the self–regulatory strategies of goal setting, strategic planning, self–recording, self–evaluation and self–reaction when writing SMS text messages that are more formal in nature. Furthermore, no evidence of SMS language could be found in an analysis of writing portfolios, indicating that SMS language does not affect the academic writing skills of the participants in this study. The main conclusion was that although this study was completed on a very small scale and that it would be inappropriate to generalise, the implementation of and research regarding the nature of SMS and self–regulation in SMS writing, require attention in order to ensure that the self–regulatory skills possessed by learners in our schools are used optimally in order to promote literacy and good writing practices. / Thesis (Ph.D. (Learning and Teaching))--North-West University, Potchefstroom Campus, 2011.

Self–regulation in writing is viewed as critically important in order to be a good writer. With the advent of cellular telephony, what passes as ‘good’ writing is being challenged with the introduction of the abbreviated form of SMS (Short Messaging Service) language. The purpose of this study was to determine the nature of the changes in SMS spelling and whether or not these changes affected the participants’ spelling age and their ability to write formally within the context of a formal SMS and the English language class. This study also aimed to determine whether a relationship exists between self–regulatory skills and writing in SMS. A sequential explanatory mixed–method research design was selected in order to address the research questions which had been posed. The study examined the nature of Short Messaging Service (SMS) language and the relationship between self–regulation and SMS, using a dominant quantitative survey design which was followed by a qualitative phase which explored and explained the phenomena which had been exposed in the quantitative phase of this study. The results of this study indicated that SMS language is an abbreviated form of digital writing, which is colloquial and informal in nature. SMS language is used in SMS text messages and within the forum of the chatroom MXit. The results also indicated that the participants in this study use the self–regulatory strategies of goal setting, strategic planning, self–recording, self–evaluation and self–reaction when writing SMS text messages that are more formal in nature. Furthermore, no evidence of SMS language could be found in an analysis of writing portfolios, indicating that SMS language does not affect the academic writing skills of the participants in this study. The main conclusion was that although this study was completed on a very small scale and that it would be inappropriate to generalise, the implementation of and research regarding the nature of SMS and self–regulation in SMS writing, require attention in order to ensure that the self–regulatory skills possessed by learners in our schools are used optimally in order to promote literacy and good writing practices. / Thesis (Ph.D. (Learning and Teaching))--North-West University, Potchefstroom Campus, 2011.

The current study seeks to investigate pre-service elementary mathematics teachers&rsquo / (PEMTs&rsquo / ) self-regulated learning (SRL) strategies within the context of their teaching practices in the field work. It was aimed to explore the SRL processes and strategies of four PEMTs while preparing mathematics lessons at their practice schools. In addition to PEMTs&rsquo / SRL strategies, the changes and adaptations through their teaching practices and reasons of those changes were also examined in the study. In total 22 pre-interviews and 22 post-interviews were made through the study. Observations were also performed for each teaching practice. Besides observations, PEMTs&rsquo / end of semester reflection papers in the context of Teaching Practice course were examined in the study. In addition to those multiple data sources, initial interviews representing detailed information about the participants were also analyzed. The overall data were analyzed by using the SRL framework combined and adapted from Zimmerman&rsquo / s and Pintrich&rsquo / s SRL models. The findings of the pre-interviews revealed that PEMTs began with a &lsquo / lesson planning process&rsquo / reflecting the forethought phase. This phase included searching resources, arranging and organizing the available sources, asking for help and feedback when needed, mental planning of the lesson, and setting goals for the teaching session. These strategies were considered as cognitive self-regulation strategies. In addition to cognitive SRL strategies, motivational factors such as self-efficacy, perception of task, and intrinsic interest were appeared in the study. Post-interviews reflecting the self-reflection phase revealed that PEMTs had a self-evaluation process covering various issues for their teaching sessions as a final step through the study. Finally, it was seen that contextual issues related to teaching practice played a substantial role in PEMTs&rsquo / SRL strategies.

This dissertation investigates the complex dynamics of digital communication, highlights the unique stressors it places on college students with attention-deficit/hyperactivity disorder (ADHD), and advocates for adopting interdisciplinary methods to enhance their participation in online communication environments. While online interviewing has become increasingly common in the employment domain, it poses unique difficulties for individuals with ADHD, who may struggle with self-regulation and communication skills. Due to the absence of physical presence, online interviews pose a significant challenge to individuals in perceiving and responding to the nuanced range of non-verbal cues, which can greatly impact the effectiveness of their communication. To advance this investigation, the dissertation presents three manuscripts examining the self-regulation behaviors of college students with ADHD during online job interviews. It also proposes strategic interventions to alleviate their challenges and actively participates in the discussion on empowering these individuals to navigate the digital communication realm successfully. The first manuscript provides a comprehensive literature review of the current use of technology in higher education to prepare students with disabilities for online interviewing. The second manuscript presents a research study investigating self-regulation behaviors in students with ADHD during simulated online interviews using physiological measurements. The third manuscript focuses on how postsecondary educators can integrate self-regulation and aspects of neuroscience in their daily pedagogy. Overall, the results from these chapters illustrate the specific challenges faced by students with ADHD in online interviews and emphasize the significance of self-regulation strategies. By equipping students with effective self-regulation skills, postsecondary institutions can enhance their employment opportunities and overall success. These manuscripts contribute to a broader understanding of ADHD, self-regulation, and online interactions, informing future research and support strategies in the evolving context of virtual employment interviews.

ABSTRACT In educational psychology and first language writing, many studies have established a link between self-regulation, key motivational factors associated with self-regulation, and academic achievement, but only a handful of research has examined this relationship in the context of L2 first-year writing. Using a sample of 170 non-native English speakers enrolled in different sections of two levels of first-year writing courses at an American university in Japan, the present study tested a hypothesized model of L2 first-year writing achievement using Structural Equation modeling. The model examined the impact of SRL strategy use, Academic Writing Self-Efficacy, Goal Orientation, Writing Attitude—key motivational factors associated with self-regulated learning—and general English proficiency, as measured by TOEFL iBT, on the writing achievement of students’ final essays, measured by their essay grades. The impact of gender on the hypothesized model of writing achievement was also investigated by conducting two separate Structural Equation modeling analyses on the hypothesized model for males and females. The study also examined the impact of SRL Strategy Use and Academic Writing Self-Efficacy on four levels of Writing Achievement, as well as the impact of four levels of Writing Experience on SRL Strategy Use and Academic Writing Self-Efficacy. The results of the study indicated that the hypothesized model had adequate fit to the data, and was, therefore, interpreted as being representative of the sample population examined in the current study. Statistically significant relationships in the model were found among the following variables: (a) English Proficiency and Essay Grade, (b) Academic Writing Self-Efficacy and Essay Grade, (c) Writing Attitude and Academic Writing Self-Efficacy, (d) Mastery Goal Orientation and SRL Strategy Use. These results corroborate findings in first-language and second-language writing research, which have reported statistically significant positive relationships among these variables, and lend support to the notion emphasized in socio-cognitive models of SRL that self-efficacy is a strong predictor of writing achievement. However, statistically significant relationships were not found among: (a) SRL Strategy Use and Essay Grade, (b) Writing Attitude and SRL Strategy Use, (c) Academic Writing Self-Efficacy and SRL Strategy Use, (d) Academic Writing Self-Efficacy and Goal Orientation. Possible explanations for the lack of statistically significant findings among the relationships between SRL and the other variables were attributed to the small sample size, and methods used to assess the use of SRL strategies. While the importance that the participants’ attribute to earning credits for the courses, as opposed to mastering writing skills, was considered a reason for the lack of a statistically significant relationship between Academic Writing Self-Efficacy and Goal Orientation. The examination of the influence of Gender on the hypothesized model of writing achievement indicated that the model for females had more adequate fit to the data than the model for males, suggesting that the model was more representative of the female participants. Differences in the models were found in the relationships between English Proficiency and SRL Strategy Use and the relationship between Academic Writing Self-Efficacy and Essay Grade. The results were in line with previous findings that have reported that female students use more SRL strategies and hold higher self-efficacy beliefs than male students. With regards to the influence of SRL Strategy Use and Academic Writing Self Efficacy on levels of Writing Achievement that ranged from Poor to Excellent, statistically significant differences were only found between the mean scores of the Poor and Excellent groups with regards to Writing Self-Efficacy. SRL Strategy Use did not exert a statistically significant difference on the mean scores of the groups. The results were in line with previous findings that reported the predictive influence of self-efficacy on writing achievement, but the results did not corroborate previous findings in relation to the predictive strength of SRL Strategy Use. The methodology used to assess the use of SRL strategies in the present study was considered a possible explanation for the lack of statistically significant results. In relation to the influence of Writing Experience on SRL Strategy Use and Academic Writing Self-Efficacy, the results also yielded non-significant differences between four groups with different levels of Writing Experience and SRL Strategy Use. This result was attributed to the broad nature of the method used to assess Writing Experience in the current study. Statistically significant differences were found between Academic Writing Self-Efficacy and Writing Experience, and the results supported previous findings in first language writing research, which have shown that learners with less experience often report higher levels of efficacy due to perhaps to overestimation of their skills. Overall, in the current study SRL did not predict the participants’ essay grades, and did not mediate the influence of other variables on essay grade. However, Academic Writing Self-Efficacy emerged as a powerful predictor of Essay Grades, and writing achievement. Therefore, while the current study supported social cognitive views about the predictive nature of self-efficacy on writing achievement, it did not corroborate theoretical assumptions about the relationship between the use of SRL strategies and writing achievement. / Teaching & Learning

This study was conducted in an attempt to integrate a number of cognitive, motivational and behavioral factors in elementary mathematics education, and to develop a theoretical model that explains the direct and indirect relationships among these concepts and their underlying dimensions. In particular, it was intended to examine the interrelationships among students&rsquo / achievement goal orientations, perception of classroom goal structure, self-efficacy, use of self-regulatory strategies, and academic achievement in mathematics. Participants were 1019 seventh grade students, enrolled in public elementary schools, located in four different urban and rural districts in Ankara. A self-report questionnaire and a mathematics achievement test were administered to the participants during their regular class periods. A pilot study was carried out with 250 seventh grade students, for conducting exploratory factor analysis. Structural equation modeling technique was used for data analysis. First, confirmatory factor analyses were conducted for each factor in the questionnaire. Then, a structural equation model was developed for the whole sample. Results revealed that students&rsquo / perceptions of classroom goal structure were directly linked to their adoption of achievement goal orientations. Among these goal orientations, only mastery goal orientation was associated with students&rsquo / use of learning strategies, which, in turn, related to their mathematics achievement. Among the learning strategies, only elaboration was significantly related to students&rsquo / mathematics achievement. Besides, self-efficacy was both directly and indirectly related to students&rsquo / adoption of achievement goals, use of learning strategies, and mathematics achievement.

This study was an investigation of the relationships among willingness to communicate, two motivational variables (intrinsic goal orientation and self-efficacy), three self-regulated learning strategies (metacognitive during-task self-regulation strategies, effort regulation strategies and peer learning strategies), and measures of English speaking and listening proficiency. The study primarily drew on the concept of self-regulation derived from educational psychology. A sample of 279 English majors studying at a private university in eastern Japan participated in this study. Data from a Japanese version of the Motivated Strategies for Learning Questionnaire (MSLQ) and scores of an in-house proficiency test designed to measure speaking and listening skills were collected. Factor analysis and Rasch analysis were conducted to develop a reliable shortened Japanese version of the MSLQ. Multiple one-way ANOVAs indicated that students with higher speaking and listening abilities as measured by an in-house proficiency test, tended to use more metacognitive during-task self-regulation strategies and effort regulation strategies compared with those with intermediate and lower speaking and listening proficiency. There were no statistically significant differences in peer learning strategies for speaking and peer learning strategies for listening. Finally, structural equation modeling was used to test hypothesized speaking and listening models of the relationships among willingness to communicate, intrinsic goal orientation, self-efficacy, metacognitive during-task self-regulation strategies, effort regulation strategies, peer learning strategies, and English speaking and listening proficiency. Modified models indicated that intrinsic goal orientation and self-efficacy influenced effort regulation strategies, which in turn predicted peer Learning strategies and metacognitive during-task self-regulation strategies. It was also found that peer learning strategies influenced metacognitive during-task self-regulation strategies. Finally, metacognitive during-task self-regulation strategies as well as willingness to communicate predicted speaking skills, but listening skills were only predicted by metacognitive during-task self-regulation strategies. Thus, the results illuminated the complex interrelationships among willingness to communicate, self-efficacy, intrinsic goal orientation, effort regulation strategies, and metacognitive during-task self-regulation strategies in predicting speaking and listening skills. Follow-up interviews with a focus group of students revealed that classroom teaching was mainly focused on speaking tasks that required proactive learning behaviors and effort and that listening tasks occupied only part of the class and that usually comprehension of main points served their purposes. The information helps explain why the speaking model had stronger interrelationships among willingness to communicate, motivational variables, self-regulation strategies, and the proficiency variable. / Educational Psychology

Quels sont les mécanismes motivationnels et cognitifs qui soutiennent les stratégies de recherche d'emploi mises en œuvre par les diplômés du supérieur ? Telle est la question qui fonde les analyses effectuées dans cette thèse. Les développements y relatifs s'articulent sur trois niveaux imbriqués. Le premier examine la relation entre les dimensions mises en évidence par la théorie sociale cognitive de la carrière (TSCC) (Lent, Hackett et Brown, 1994), et la performance en recherche d'emploi. Le second a pour objectif d'introduire les stratégies d'autorégulation (STARE) en vue d'analyser dans quelle mesure elles peuvent médiatiser la relation entre le sentiment d'efficacité personnelle (SEP), l'objectif professionnel (OPRO), le projet professionnel (PPRO), les difficultés perçues (DIFF) et la performance. Enfin, ces deux premiers niveaux d'analyse se justifient par le besoin d'appréhender les mécanismes motivationnels et cognitifs auxquels se greffent les facteurs contextuels et sous-tendent les dynamiques de recherche d'emploi. La configuration actuelle du marché du travail rend de plus en plus saillante une évidence : le processus d'insertion professionnel n'est pas linéaire et, même à parcours de formation égal, les diplômés ne sont pas égaux face aux difficultés marquant l'accès à l'emploi. En s'appuyant sur un échantillon de 50 curriculum vitae (CV) de demandeurs d'emploi (étude 1), deux échantillons de 410 salariés (étude 2) et 384 sans emploi (étude 3), tous diplômés du supérieur, cette recherche conduite au Cameroun et en France montre d'une part que les variables d'intention ou les attentes de résultats et le sentiment d'efficacité personnelle sont de bons prédicteurs de performance, conformément à la littérature internationale sur la TSCC. D'autre part, l'examen des liens entre les dimensions suscitées et la performance en recherche d'emploi, par le biais de médiations simples, multiples et modérées, montre que les stratégies d'autorégulation introduites dans le modèle TSCC constituent un médiateur significatif de l'effet de l'ensemble des variables sur la réussite des salariés, de l'objectif professionnel et du projet professionnel sur le devenir des sans emploi, et du sentiment d'efficacité personnelle uniquement lorsqu'on procède à une analyse différenciée selon le sexe. En conclusion, les résultats suggèrent que contrairement aux logiques et parcours de recherche d'emploi traditionnels établis, la configuration actuelle du marché du travail impulserait de nouvelles formes d'organisation et d'ajustement chez les acteurs qui y évoluent. / What are the motivational and cognitive mechanisms that support job search strategies implemented by the graduates? This question is the base of the analyses carried out in this thesis work. The related developments are based on three nested levels. The first one examines the relationship between dimensions highlighted by the social cognitive theory of career (TSCC) (Lent, Brown and Hackett, 1994), and performance in job search. The second objective introduce self-regulation strategies (STARE) in order to analyze to what extent they can mediate the relationship between self-efficacy (SEP), career objective (OPRO), professional project (PPRO), perceived difficulties (DIFF) and performance. Finally, the first two levels of analysis are justified by the need to understand the motivational and cognitive mechanisms associated to contextual factors and underly dynamics of job search. The current labour market setup increases the relevance of obviousness: professional insertion process is not linear and even with same training courses, graduates are not equals face to difficulties regarding employment access. Based on a sample of 50 curricula vitae (CV) of job seekers (Study 1), two samples of 410 employees (study 2) and 384 job seekers (study 3), all of them graduates, the research carried out both in Cameroon and France shows on one side that the variables of intent or outcome expectations and self-efficacy are good predictors of performance, in accordance with the international literature on the TSCC. On the other side, relationship analysis between these dimensions and performance aroused in job search through simple, multiple and moderate mediations, shows that self-regulation strategies introduced in the TSCC model constitute a significant mediator of the effect of all variables on the employees success, the professional goal and the professional project on the future of job seekers, and of self-efficacy solely when performing an analysis differentiated by gender. To end with, the results suggest that contrary to established logic and traditional path of job search, the current configuration of the labor market would boost new forms of organization and adjustment among actors who evolve in this sector.