Global ETD Search

311	A social cognitive perspective on student learning engagement in blended learning programmes in private higher education / Sosiaal-kognitiewe perspektief van studente se leerbetrokkenheid by gemengdeleerprogramme in private hoër onderwys / Umqondo womphakathi kwimfundo yokuxoxisana nabafundi kwizinhlelo ezihlanganisiwe zokufunda emazikweni aphakeme angasese/azimelea Green, Shawn Lourens 09 November 2020 (has links) Abstract in English, Afrikaans and Xhosa / Blended learning is referenced as the “best of both worlds” (Snart, 2010:xvi), which integrates Face-to-Face instruction with online learning. With interest in incorporating blended learning within the higher education curricula expanding, many private higher education institutions seek to understand how they can use educational technology effectively in blended learning to enhance undergraduate students’ learning engagement. This study investigated the nature and extent of private higher education students’ learning engagement in blended learning programmes within a private higher education provider. Through the lens of Bandura's (2000:121, 2009:180) Social Cognitive Theory, the study investigated private higher education students’ learning engagement in blended learning during the completion of their qualification and how it impacted teaching and learning. A descriptive quantitative research design was adopted, coupled with a positivist paradigm of inquiry. Utilising a cross-sectional survey it acquired descriptive data from a sample population of 567 respondents who answered the study’s research questions. The study found that student orientation programmes are associated with students’ perceived self-efficacy, subsequently affecting their engagement in blended learning programmes directly, and through the impact on outcome expectations, goals and socio-structural impediments. Additionally, socio-structural facilitators impacted outcome expectations and student engagement. The study’s results established a new framework, namely Social Cognitive Student Engagement in Blended Learning. / Gemengde leer word dikwels die “beste van twee wêrelde” genoem (Snart, 2010:xvi) aangesien onderrig nie alleen van aangesig tot aangesig nie, maar ook aanlyn geskied. Gesien die stygende belangstelling in die inskakeling van gemengde leer by hoëronderwysleerplanne, ondersoek talle private hoëronderwysinstellings maniere om opvoedkundige tegnologie in gemengde leer te gebruik om voorgraadse studente se leerbetrokkenheid te verbeter. In hierdie studie is ondersoek ingestel na die aard en omvang van studente se leerbetrokkenheid in die gemengdeleerprogramme wat by ŉ private verskaffer van hoër onderwys aangebied word. Hierdie studie het deur die lens van Bandura se sosiaal-kognitiewe teorie (2000:121, 2009:180) gekyk na studente se leerbetrokkenheid by gemengde leer in die verwerwing van ŉ kwalifikasie, en die uitwerking daarvan op onderrig en leer. Die navorsingsontwerp was deskriptief-kwantitatief en die ondersoekparadigma positivisties. Aan die hand van ŉ dwarssnitopname is beskrywende data by ŉ steekproefbevolking van 567 respondente ingewin. In die studie is bevind dat oriënteringsprogramme op studente se siening van hul eie selfwerksaamheid gemik is, hulle betrokkenheid by gemengdeleerprogramme verbeter, en daardeur hul uitkomsverwagtings, mikpunte en die mate waarin hulle sosiaal-strukturele struikelblokke oorkom, bepaal. Afgesien hiervan het sosiaal-strukturele fasiliteerders ŉ gunstige uitwerking op studente se uitkomsverwagtings en betrokkenheid gehad. ŉ Raamwerk is opgestel, naamlik die Sosiaal-Kognitiewe Betrokkenheid van Studente by Gemengde Leer. / Uhlelo lwemfundo ehlanganisiwe lubizwa, phecelezi nge “best of both worlds” (Snart, 2010:xvi), ukuhlanganisa umyalelo okhishwa ngendlela yokubhekana kwabantu ubuso nobuso kanye nohlelo lokufunda nge-inthanethi. Njengoba uthando lokufaka phakathi uhlelo lokufunda oluhlanganisiwe ngaphakathi kohlelo lwemfundo emazikweni aphakeme lya ngokuya lukhula nje, amaziko emfundo ephakeme amaningi angasese afuna ukuzwisisa ukuthi ngabe angabusebenzisa kanjani ngempumelelo ubuchwepheshe bethekinoloji bezemfundoi ohlelweni lwezokufunda oluhlanganisiwe ukuze kuqiniswe uhlelo lokufunda ngokuxoxisana nabafundi abasafundela iziqu zesigaba sokuqala. Lolu cwaningo luye lwaphenya ubunjalo kanye nezinga lokufunda kwabafundi ngokuxoxisana ezinhlelweni zokufunda okuhlanganisiwe ngaphakathi kweziko langasese lemfundo ephakeme. Ngokusebenzisa iso lomqondo wokufunda kaBandura (Bandura's social cognitive theory (2000:121, 2009:180), ucwaningo luye lwaphenya uhlelo lokufunda ngokuxoxisana nabafundi ohlelweni lokufunda ngokuhlanganyela ngesikhathi bephothula iziqu zabo kanye nangendlela lolu hlelo lunomthelela ngayo kwezokufundisa nokufunda. Idizayini yocwaningo oluchazayo olwencike kumanani luye lwamukelwa, ngokuthi luhambisane nohlelo lwe-positivist paradigm of inquiry. Ngokusebenzisa isaveyi i-cross-sectional survey, idatha echazayo yaqoqwa kwisampuli yenani lonke labaphenduli abayi-567. Ucwaningo luye lwathola ukuthi izinhlelo zokwamukela abafundi zihlobene nemiqondo yabafundi (students’ perceived self-efficacy), bese kulandelise ngokuthinta ngqo ukuxoxisana kwabo kwizinhlelo zokufunda ezihlanganisiwe. Ukwengeza, abahlanganisi besakhiwo somphakathi babe nomthelela phezu kwemiphumela elindelwe kanye nokuxoxisana nomfundi. Kuye kwasungulwa isakhiwo esisha, sona yilesi esilandelayo, phecelezi, Social Cognitive Student Engagement in Blended Learning. / Curriculum and Instructional Studies / M. Ed. (Curriculum Studies) Blended Learning Disengagement Learning management system Learning theories Pedagogy Private Higher Education Social cognitive theory Student engagement Undergraduates 378.17340968 Blended learning -- South Africa Curriculum planning -- South Africa Educational innovations -- South Africa Motivation in education -- South Africa
312	Exploring Determinants of Self-Regulatory Behavior and Schedules of Extended Care Contact for Weight Loss Maintenance: Results of the Randomized Controlled Collaborative Lifestyle Intervention Program in Knee Osteoarthritis Expansion Pilot Trial Chaplow, Zachary L. 11 August 2022 (has links) No description available. Kinesiology Social Psychology Health Sciences Experiments Cognitive Psychology Behavioral Sciences Aging CLIP-OA overweight obesity weight loss weight loss maintenance osteoarthritis older adult lifestyle exercise diet intervention behavioral weight management social cognitive theory health action process approach HAPA group mediated cognitive behavioral GMCB counseling extended care mobility disability videoconferencing Zoom
313	Understanding the Relevance of Cognitive Psychology to Composition: Taking a Closer Look at How Cognitive Psychology has Influenced Ideas about Reading, Writing, and the Teaching Process Berkowitz, Megan 28 May 2008 (has links) No description available. Cognitive Therapy Communication Composition Design Education Educational Evaluation Educational Psychology Higher Education Linguistics Literacy Psychology Reading Instruction Teacher Education Teaching Cognitive Psychology composition writing reading reading comprehension metacognition metacognitive strategies cognitive processes in writing cognitive apprenticeship MOOs Knowledge Forums Technical Communication Social Cognitive Theory
314	From Alarm to Action: Closing the Gap Between Belief and Behavior in Response to Climate Change Doherty, Kathryn Laing 30 September 2014 (has links) No description available. Communication Environmental Studies Psychology Social Psychology Statistics Behavioral Sciences Climate Change Social Research Value belief norm theory efficacy social cognitive theory social norms climate change global warming Alarmed public mitigation action environmental citizenship activism advocacy Vermont structural equation modeling surveys communication
315	Online News Habits: Related Motives, Context, and Behavior Hirsch, Christopher 19 June 2018 (has links) No description available. Communication Psychology Cognitive Psychology Journalism Mass Communications Mass Media Multimedia Communications Web Studies media habits media use online news habit strength social cognitive theory Internet behavior expected outcomes deficient self-regulation self-reactive incentives context stability behavioral antecedents of media use news quantitative survey
316	Alternative Estimation Approaches Predicting College Retention amongst African American Students Turner, Christal-Joy Jewell 07 1900 (has links) This quasi-experimental study explored African American student's sense of belonging (SOBE), academic self-efficacy (ASE), parents' educational attainment (PEA), and academic success (GPA) at historically Black colleges and universities and predominantly white institutions. The purpose of the present study measured how the factors influenced the rate of persistence to see how colleges and universities could assist to retain African American students in the pursuit of full matriculation through an independent samples t-test, multiple regression analyses, confirmatory factor analyses, and structural equation modeling with the results from methods such as item parceling, factor scoring, and sum scoring being compared. Results indicated that the second-order SEM, item parceling, and factor score regression approaches were found to have consistent results in terms of significant predictors. Parental educational attainment was found to not have an effect on academic achievement or collegiate persistence, but sense of belonging and academic self-efficacy were found to be significant predictors of GPA and CP with ASE being the strongest indicator for collegiate persistence and academic achievement. Implications for future research suggest additional schools be included and higher education institutions should seek further assessment to ensure their African American students feel included in an effort to increase overall persistence amongst African American students. college persistence academic self-efficacy parental educational attainment sense of belonging academic success item parceling structural equation modeling factor scoring sum scores theory of attrition social cognitive theory confirmatory factor analysis sense of belonging scale higher education educational psychology institutional effectiveness predominantly White institutions Education, Tests and Measurements Psychology, Psychometrics Education, Social Sciences
317	An active chain process of self-leadership : Dynamically practising self-leading strategies for sustainability Amilon, Mia, Nguyen, Stephanie January 2022 (has links) Title: An active chain process of self-leadership: Dynamically practising self-leading strategies for sustainability. Keywords: Active and dynamic, Chain process of self-leadership, Self-leadership strategies Background: Sustainability is important and of current interest, requiring all organisations to be well-functioning, committed to sustainability and create strategic decisions for their long-term sustainability. Organisations thence benefit from training the employees into self-leaders, as it results in beneficial outcomes that lead to greatness within organisations, and hence society at large. Research question: Why do individuals succeed in maintaining and practising an active chain process of self-leadership? Purpose: This study aims to understand why individuals sustain maintaining an active chain process of self-leadership by dynamically practising self-leadership strategies, where they continue to be self-aware, manage and lead themselves, practice self-leadership strategies, attain self-efficacy and achieve beneficial outputs that in extension contribute to a more efficient and long-term sustainable society. To better understand what activates the chain process of self-leadership and creates the dynamic, the authors have developed a summarising model (see model 5.1 in chapter 5). Method: The study is of qualitative character with an abductive research approach, where the empirical data have been collected through semi-structured interviews and a collective case study design with ten informants who practise self-leadership, and then analysed by the Gioia method. Findings: The chain process of self-leadership is holistic and what maintains it active are feelings of well-being, competence, and efficacy, as well as succeeding, contributing to a greater good and seeing things in a greater context. Of significance is to be reminded and followed up regularly. Paper type: Master thesis Leadership self-leadership personality traits dynamic active chain process self-leadership strategies strategies strategy education chain process self-awareness self-management self-efficacy outputs outcome sustainability innovation work performance self-leading awareness thriving health mindfulness social cognitive theory self-regulation theory self-control theory intrinsic motivation theory Självledarskap ledarskap ledare självledarskapsstrategi strategi aktiv dynamisk process kedjeprocess personlighet egenskap Work Sciences Arbetslivsstudier Business Administration Företagsekonomi Economics Nationalekonomi
318	Diet and exercise intervention adherence and health-related outcomes among older long-term breast, prostate, and colorectal cancer survivors Winger, Joseph G. January 2013 (has links) Indiana University-Purdue University Indianapolis (IUPUI) / Given the numerous benefits of a healthy diet and exercise for cancer survivors, there has been an increase in the number of lifestyle intervention trials for this population in recent years. However, the extent to which adherence to a diet and exercise intervention predicts health-related outcomes among cancer survivors is currently unknown. To address this question, data from the Reach out to ENhancE Wellness in Older Cancer Survivors (RENEW) diet and exercise intervention trial were analyzed. RENEW was a yearlong telephone and mailed print intervention for 641 older (>65 years of age), overweight (body mass index: 25.0-39.9), long-term (>5 years post-diagnosis) survivors of colorectal, breast, and prostate cancer. Participants were randomized to the diet and exercise intervention or a delayed-intervention control condition. The RENEW telephone counseling sessions were based on determinants of behavior derived from Social Cognitive Theory (SCT) (e.g., building social support, enhancing self-efficacy). These factors have been hypothesized to improve health behaviors, which in turn should improve health outcomes. Thus, drawing on SCT and prior diet and exercise research with cancer survivors, I hypothesized that telephone counseling session attendance would be indirectly related to health-related outcomes (i.e., physical function, basic and advanced lower extremity function, mental health, and body mass index) through intervention-period strength and endurance exercise and dietary behavior (i.e., fruit and vegetable intake, saturated fat intake). The proposed model showed good fit to the data; however, not all of the hypothesized relationships were supported. Specifically, increased telephone counseling session attendance was related to engagement in all of the health behaviors over the intervention period. In turn, (a) increased endurance exercise was related to improvement in all of the health-related outcomes with the exception of mental health; (b) increased strength exercise was solely related to improved mental health; (c) increased fruit and vegetable intake was only related to improved basic lower extremity function; and (d) saturated fat intake was not related to any of the health-related outcomes. Taken together, these findings suggest that SCT determinants of behavior and the importance of session attendance should continue to be emphasized in diet and exercise interventions. Continued exploration of the relationship between adherence to a diet and exercise intervention and health-related outcomes will inform the development of more cost-effective and efficacious interventions for cancer and other medical populations. Cancer Diet Exercise Adherence Exercise -- Psychological aspects Exercise -- Physiological aspects Health behavior Cancer -- Diet therapy Cancer -- Exercise therapy Older people -- Diseases -- Diet therapy Exercise therapy for older people Breast -- Cancer -- Nutritional aspects Rectum -- Cancer -- Diet therapy Prostate -- Cancer -- Diet therapy Cancer -- Nutritional aspects Self-care, Health Health attitudes Behavior modification Medicine and psychology
319	Does time matter? : a search for meaningful medical school faculty cohorts Guillot III, Gerard Majella January 2014 (has links) Indiana University-Purdue University Indianapolis (IUPUI) / Background. Traditionally, departmental appointment type (basic science or clinical) and/or degree earned (PhD, MD, or MD-PhD) have served as proxies for how we conceptualize clinical and basic science faculty. However, the landscape in which faculty work has considerably changed and now challenges the meaning of these cohorts. Within this context I introduce a behavior-based role variable that is defined by how faculty spend their time in four academic activities: teaching, research, patient care, and administrative duties. Methods. Two approaches to role were compared to department type and degree earned in terms of their effects on how faculty report their perceptions and experiences of faculty vitality and its related constructs. One approach included the percent of time faculty spent engaged in each of the four academic activities. The second approach included role groups described by a time allocation rubric. This study included faculty from four U.S. medical schools (N = 1,497) and data from the 2011 Indiana University School of Medicine Faculty Vitality Survey. Observed variable path analysis evaluated models that included traditional demographic variables, the role variable, and faculty vitality constructs (e.g., productivity, professional engagement, and career satisfaction). Results. Role group effects on faculty vitality constructs were much stronger than those of percent time variables, suggesting that patterns of how faculty distribute their time are more important than exactly how much time they allocate to single activities. Role group effects were generally similar to, and sometimes stronger than, those of department type and degree earned. Further, the number of activities that faculty participate in is as important a predictor of how faculty experience vitality constructs as their role groups. Conclusions. How faculty spend their time is a valuable and significant addition to vitality models and offers several advantages over traditional cohort variables. Insights into faculty behavior can also show how institutional missions are (or are not) being served. These data can inform hiring practices, development of academic tracks, and faculty development interventions. As institutions continue to unbundle faculty roles and faculty become increasingly differentiated, the role variable can offer a simple way to study faculty, especially across multiple institutions. medical school faculty cohort faculty vitality Medical sciences -- Study and teaching Clinical medicine -- Study and teaching College teaching -- Research Social cognitive theory -- Research Factor analysis -- Research Physician and patient -- Research Motivation in education -- Research
320	From Snow White to Frozen : An evaluation of popular gender representation indicators applied to Disney’s princess films / Från Snövit till Frost : En utvärdering av populära könsrepresentations-indikatorer tillämpade på Disneys prinsessfilmer Nyh, Johan January 2015 (has links) Simple content analysis methods, such as the Bechdel test and measuring percentage of female talk time or characters, have seen a surge of attention from mainstream media and in social media the last couple of years. Underlying assumptions are generally shared with the gender role socialization model and consequently, an importance is stated, due to a high degree to which impressions from media shape in particular young children’s identification processes. For young girls, the Disney Princesses franchise (with Frozen included) stands out as the number one player commercially as well as in customer awareness. The vertical lineup of Disney princesses spans from the passive and domestic working Snow White in 1937 to independent and super-power wielding princess Elsa in 2013, which makes the line of films an optimal test subject in evaluating above-mentioned simple content analysis methods. As a control, a meta-study has been conducted on previous academic studies on the same range of films. The sampled research, within fields spanning from qualitative content analysis and semiotics to coded content analysis, all come to the same conclusions regarding the general changes over time in representations of female characters. The objective of this thesis is to answer whether or not there is a correlation between these changes and those indicated by the simple content analysis methods, i.e. whether or not the simple popular methods are in general coherence with the more intricate academic methods. / <p>Betyg VG (skala IG-VG)</p> Disney princesses Disney princesses gender Bechdel Bechdel test Walt Disney Pixar Frozen children girl culture gender representations talk time talktime gendertimer equality content analysis female feminism feminist gender role socialization model gender role socialization model passive domestic active media post-feminist gender role portrayals key measures popular nature or nurture genes or environment gender differences expressions of gender gender experiments neurological brain plasticity constructivist cultivation theory social cognitive theory quantitative quantitative measures quantitative methods stereotypes stereotype stereotypical women character count biological sex biological gender metrics femininity textual analysis submissive submissive behaviour independence daddy's girl patriarchy patriarchal patriarchal approval wicked women old wicked women wicked witch male masculine masculine characteristics feminine characteristics genders marrying marriage love at first sight empowerment fairy tale fairy tales film movie films movies Mulan Pocahontas Snow White Snow White and the seven dwarfs Cinderella Sleeping Beauty Little Mermaid The Little Mermaid Beauty and the Beast Aladdin Tangled Brave Frozen The Princess and the Frog Merida relationship relationship formation true love true love's kiss sisterhood sisterly Grimm Grimm brothers parental approval matriarchal approval matriarchal matriarchy stereotyping evil queen rate rater rating measure measuring wicked stepmother binary gender gender binarity binary genders gender identities gender identity gender identity formation identity formation animation cell animation the Smurfette principle strong women strong girls girlie positivism positivistic film studies analysis analyses antagonism action coding cultivation effect cultivation effects socialization effect socialization effects coded content analysis simple metrics cognition theory connotations cultivation theory socialization theory depictions of femininity plasticity human brain damsels in distress feminist research inequality gender inequality media studies heroines mass media social media images of women woman as image reading interpretation modern day fairy tales Disney prinsessor Disneyprinsessor Disney-prinsessor kön genus genusvetenskap Bechdel Bechdel test Bechdeltest Bechdeltestet Walt Disney Pixar Frost barn flickor kulturuppväxt representationer skildringar intryck taltid talk time talktime gendertimer jämlikhet innehållsanalys feminin feminism könsroll könsroller socialisering socialiseringsmodellen passiv hushållsarbete aktiv media post-feministisk postfemininstisk nyckeltal populärvetenskaplig populärvetenskapligt naturen uppväxt eller gener gener eller upppväxt uppfostran genetik könsskillnader könsuttryck experiment hjärnan plasticitet konstruktivism kultivationsteori kognitiv teori kvantitativ kvantitativa mått kvantitativa metoder stereotyper stereotyp stereotypisk kvinnnor kvinna kön biologiskt kön mått nyckeltal femininitet textanalys filmanalys kuvad underkastad submissiv oberoende pappas flicka patriarkat patriarkisk patriarkalt godkännande manlig maskulin kön genus äktenskap kärlek vid första ögonkastet saga sagor bröderna Grimm film Mulan Pocahontas Snövit och de sju dvärgarna Askungen Törnrosa Den lilla Sjöjungfrun Skönheten och Odjuret Aladdin Trassel Modig Frost Prinsessan och Grodan Merida förhållanden sann kärlek Grimm matriark matriarkisk patriarkalt godkännande matriarkalt godkännande bedöma betygsätta mått mäta ond styvmor binära kön könsidentitet könsidentiteter animation Smurfan starka kvinnor starka flickor positivistisk positivism filmvetenskap filmstudier antagonism protagonist hjältinna kodning kultivationseffekten socialiseringseffekten socialisationseffekten kodad innehållsanalys förenklade mått kognitiv teori konnotationer konnotera feministisk forskning könsbalans mediastudier mediestudier massmedia social media bilder av kvinnor kvinnan som bild images of women woman as image reading interpretation modern day fairy tales tolkning

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