First generation (FG) students are twice as likely as their non-first generation peers to drop out of college (Chen, 2005), experiencing a host of challenges related to their FG status including poor academic preparation, limited familial support, nonstrategic college learning beliefs and processes, and problematic coping with academic disappointment. FG students who earn low grades often attribute these outcomes to an uncontrollable factor such as low intelligence (Dweck & Leggett, 1998) rather than a more controllable factor such as poor preparation for success or misunderstanding of the path to success. Some FG students matriculate through college successfully despite their risk status and one reason might be FG students who exhibit more self-compassion in the face of perceived or actual low grades are resilient even with their risk status. The study investigated relations between self-compassion for poor academic performance and the learning beliefs and processes (i.e., motivation, goal orientation, fixed theory of intelligence, self-efficacy, anxiety, and fear of failure) of FG students using hierarchical regression. Overall, findings suggested that students with more self-compassion had more strategic learning beliefs and processes on ten out of eleven variables, regardless of their FG status. FG students did have a lower GPA and however only Asian FG students had less strategic learning beliefs in their fixed theory of intelligence. Contrary to hypotheses, however, as a group FG students did not have less self-compassion. Further research is needed on contextual factors surrounding FG status in other FG student populations. / text

One purpose of this research was to investigate whether a cognitive approach developed for business and industry could be usefully added to other measures in the assessment of recently incarcerated criminal trainees' readiness to benefit from and progress in a cognitive skills training program titled 'Dignity, Encouragement, Truthfulness, Optimism, Uniqueness, Respect' (DETOUR). Another important purpose of this study was to obtain data relevant to the role of strategic learning and, in particular, to Weinstein's Model of Strategic Leaming (1994), and to related conceptualizations such as Salomon and Perkins' suggestions about the teaching of thinking skills (1987). Eighty volunteer inmates housed in a state prison transfer facility, selected by the prison school district staff to participate in the DETOUR program, comprised the subject pool. Although participants were not randomly assigned for this study, they were representative of the state prison system population in age, IQ, grade equivalency, and length of sentence. Participants were pre- and post-tested on three self-report instruments, two of which were cognitive, the START and the Criminal Sentiments Scale (CSS), and one behavioral instrument, the Client Behavior Report (CBR), and several other measures available from the DETOUR program. Multiple regression analysis revealed that the START, when added to the independent variables age, IQ, grade equivalency, and number of times incarcerated, increased the adjusted variance predicted by these independent variables from 4.7% to 23.9% on the CSS outcome measure, a statistically significant increase. Within subjects T-tests revealed that the DETOUR program significantly and positively affected students' scores on all three instruments. Also, a large number of significant relationships among sub-scales of these instruments appeared to be of theoretical and practical interest. The results of this study substantiate the usefulness of a cognitive strategies approach to assessing inmates in a state prison training environment, and support the START instrument's convergent validity (Campbell, 1996). Results of this study also were consistent with components of Weinstein's Model of Strategic Leaming and Salomon and Perkins' high road/low road model of transfer. / text

This thesis is an intra-organizational case study which investigates the concept of organizational learning and its relationship with business performance. Furthermore, factors affecting organizational learning are explored. A mixed method approach is used, combining quantitative data from a survey instrument called the Strategic Learning Assessment Map (SLAM) with qualitative data from interviews and observations. This thesis shows that at the studied organization the organizational level knowledge stock has the highest association with business performance, followed by the group level knowledge stock. The individual level knowledge stock and misalignment does not achieve reasonable significance. When it comes to factors affecting organizational learning, Organizational culture and information processing capacity were identified as main barriers. Furthermore, individuals at the targeted organization acquire knowledge in informal ways and they learn routines over heuristics which also were identified as main factors affecting business performance. / Detta är en fallstudie med fokus på att undersöka konceptet organisatoriskt lärande och dess relation till företagets resultat. Faktorer som påverkar organisatoriskt lärande är även undersökt. En kombinerad kvalitativ och kvantitativ metod är använd i rapporten. Kvantitativ data är insamlad genom frågeformuläret Strategic Learning Assessment Map (SLAM) och kvalitativ data är insamlad genom intervjuer och observationer. Resultatet från studien är att den organisatoriska kunskapsnivån har störst påverkan på företagets resultat följt av gruppnivån som även har en betydande påverkan på företagets resultat. Den individuella kunskapsnivån och ojämnheter i det organisatoriska lärandet uppnår inte en tillräckligt hög nivå av signifikans. Företagskultur och informationskapacitet är identifierade som de två största barriärerna till organisatoriskt lärande. Individer på organisationen lär sig informellt och i större utsträckning rutiner över regler.

S’appuyant sur les apports de la théorie de la dynamique concurrentielle et de la théorie évolutionniste, notre thèse aborde la question du processus d’évolution des comportements stratégiques des entreprises en relation avec le processus d’apprentissage. Une revue de la littérature nous a permis de développer des propositions de recherche traitent cette question et débouchant sur un modèle conceptuel qui a été ajusté par la suite à l’aide d’une étude empirique qualitative. L’examen de ce processus d’évolution a été effectué à travers une étude empirique (qualitative et quantitative) auprès des entreprises tunisiennes performantes appartenant aux secteurs de production de lait et de Textile-Habillement (T-H)... / Basing on study of the theory of competitive dynamics and the evolutionary theory, our thesis tackles the question of the process of evolution of the strategic behaviors of the firms in relation to the process of learning. A review of the literature made it possible to develop proposals for a research treating this question and leading to conceptual model adjusted thereafter by the use of qualitative empirical study. The examination of this process of evolution was carried out through an empirical study (qualitative and quantitative) on high performance Tunisian firms belonging to two sectors: milk of production and textile...

This research was undertaken to determine the influence of a video class system on the strategic teaching and learning of school mathematics. A literature investigation served as a frame of reference for the planning, execution and assessment of the empirical investigation. Some of the approaches which have the greatest influence on the learning of school mathematics, namely the behaviourist, cognitive and constructivist approaches, are described and, where necessary, critically assessed. Factors which influence the learning of school mathematics are discussed in an interrelated manner and are used to identify the features of the strategic learning of school mathematics. It is then attempted to determine how teaching should take place to enable the strategic learning of school mathematics. To reach this objective, different approaches to the teaching of mathematics are discussed, based on approaches to the learning of mathematics, and the influence of these on the teaching of school mathematics is determined, based on the literature investigation. Different factors which influence the teaching of mathematics are identified and used to describe the characteristics of the effective teacher, who teaches mathematics for the strategic learning of the subject. The empirical investigation involved a quantitative as well as a qualitative investigation. In the quantitative investigation an actual experimental design with a pre-test and post-tests was used. Video recordings were made with one experimental group (video recording class) and delivered (played back) with another experimental group (video delivery class). The control group received conventional mathematics teaching. A quantitative field investigation was undertaken by means of an adapted LASSI-HS to establish the influence of the video class system used in the investigation on the study and learning strategies of the learners. In this way the influence on the strategic learning of mathematics could be determined. At the same time the influence of the video class system on the mathematics performance of the learners was established, in order to determine the extent of success of the use of the video class system. A qualitative investigation by means of an observation schedule, together with the analysis of video recordings of mathematics lessons, was used to determine the influence of the video class system on the teaching of mathematics. The video class system did not have a negative or a positive influence on the performance of either the video recording classes, the video delivery classes or the control classes of the schools who participated in the research. Neither did the video class system have a positive or a negative influence on the use of learning and study strategies (concerning mathematics) of the different class groups who participated in the research. That means that the video class system did not negatively influence strategic learning in learners who may use it. / Thesis (Ph.D. (Education))--Potchefstroom University for Christian Higher Education, 2003

This research was undertaken to determine the influence of a video class system on the strategic teaching and learning of school mathematics. A literature investigation served as a frame of reference for the planning, execution and assessment of the empirical investigation. Some of the approaches which have the greatest influence on the learning of school mathematics, namely the behaviourist, cognitive and constructivist approaches, are described and, where necessary, critically assessed. Factors which influence the learning of school mathematics are discussed in an interrelated manner and are used to identify the features of the strategic learning of school mathematics. It is then attempted to determine how teaching should take place to enable the strategic learning of school mathematics. To reach this objective, different approaches to the teaching of mathematics are discussed, based on approaches to the learning of mathematics, and the influence of these on the teaching of school mathematics is determined, based on the literature investigation. Different factors which influence the teaching of mathematics are identified and used to describe the characteristics of the effective teacher, who teaches mathematics for the strategic learning of the subject. The empirical investigation involved a quantitative as well as a qualitative investigation. In the quantitative investigation an actual experimental design with a pre-test and post-tests was used. Video recordings were made with one experimental group (video recording class) and delivered (played back) with another experimental group (video delivery class). The control group received conventional mathematics teaching. A quantitative field investigation was undertaken by means of an adapted LASSI-HS to establish the influence of the video class system used in the investigation on the study and learning strategies of the learners. In this way the influence on the strategic learning of mathematics could be determined. At the same time the influence of the video class system on the mathematics performance of the learners was established, in order to determine the extent of success of the use of the video class system. A qualitative investigation by means of an observation schedule, together with the analysis of video recordings of mathematics lessons, was used to determine the influence of the video class system on the teaching of mathematics. The video class system did not have a negative or a positive influence on the performance of either the video recording classes, the video delivery classes or the control classes of the schools who participated in the research. Neither did the video class system have a positive or a negative influence on the use of learning and study strategies (concerning mathematics) of the different class groups who participated in the research. That means that the video class system did not negatively influence strategic learning in learners who may use it. / Thesis (Ph.D. (Education))--Potchefstroom University for Christian Higher Education, 2003

This research is underpinned by a conceptual framework which is based upon the theory that the principal should share leadership responsibilities with educators to inspire commitment in creating a quality learning environment. The research investigates the role of the principal in creating a quality learning environment to improve school performance and the achievement of its learners. The research considered complexities surrounding educational reforms which require a collaborative approach wherein the principal invites educators to participate in a discussion on how instructional activities should be conducted in a school. When principals who are instructional leaders accept their instructional role and exercise it in collaboration with educators, they practice an integrated form of leadership. This report is relevant in the South African context because the situation in South Africa is made critical by the introduction of a new curriculum framework which requires an approach which will emphasise the principal’s interactive role with educators in the central area of curriculum, instruction and assessment. Shared instructional leadership is an inclusive concept, compatible with competent and empowered educators. Educators assume leadership responsibility when they interact with other adults in the school community around school reform efforts, encourage others to improve their professional practice, or learn together with their school colleagues (Moller & Katzenmeyer, 1996). iii A qualitative methodology was used which involved a secondary school in Gauteng.This case study was undertaken to establish the principal’s and educators’ perception of the role of the principal as an instructional leader. Although limited in its scope, the research revealed valuable information which identified contextual factors such as socio-economic, organizational climate and educator commitment which concluded that these are factors which play a significant role in creating a quality learning environment. What is needed in South Africa for a quality education to take place is an inclusive approach to leadership to promote a school climate supportive of teaching and learning. Instructional leadershipis shared, therefore, in that specific leadership functions are carried out by designated staff members working in collaboration, under the guidance and direction of the principal.

This doctoral thesis consists of four papers. Strategic behavior across gender: A comparison of female and male expert chess players analyzes gender differences in risk behavior in chess. We use a panel data set with 1.4 million games. Most notably, the data contains an objective measure of individual playing skill. We find that women are more risk averse and that men choose riskier strategies when playing against female opponents even though this reduces their winning probability. Gender differences in time preference and inconsistency among expert chess players presents findings on gender differences in time preference and inconsistency in chess. Impatience is estimated by measuring preferences for game durations while inconsistency by exploiting the 40th move time control. The results reveal that men are more impatient while women are more time inconsistent. Moreover, the difference in impatience increases with expertise while the difference in inconsistency decreases. Beauty queens and battling knights: Risk taking and attractiveness in chess explores the relationship between attractiveness and risk taking in chess. We examine whether people use riskier strategies when playing with attractive opponents and whether this affects performance. Our results suggest that male, but not female, chess players choose significantly riskier strategies when playing against an attractive female opponent, although this does not improve their performance. Strategic Learning in Repeated Chess Games, examines if chess players in repeated games with the same opponent, learn about the opponent’s type and adapt future strategies accordingly. It also shows how matching background characteristics affect the choice of strategy. The findings show that chess players learn about the opponent’s type. Players with similar background characteristics coordinate better than players of different gender or nationality but this difference decreases as the players update their beliefs. / At the time of doctoral defense, the following papers were unpublished and had a status as follows:Paper 2: Manuscript. Paper 3: Manuscript. Paper 4: Manuscript.

Submitted by Paola Marconi (paolapmarconi@gmail.com) on 2015-12-13T15:01:49Z No. of bitstreams: 1 DISSERTAÇÃO_Paola Marconi_r50_Final.pdf: 1652611 bytes, checksum: cc47efaa2f931f1ec306b20b60fa185f (MD5) / Approved for entry into archive by ÁUREA CORRÊA DA FONSECA CORRÊA DA FONSECA (aurea.fonseca@fgv.br) on 2015-12-15T13:45:17Z (GMT) No. of bitstreams: 1 DISSERTAÇÃO_Paola Marconi_r50_Final.pdf: 1652611 bytes, checksum: cc47efaa2f931f1ec306b20b60fa185f (MD5) / Approved for entry into archive by Marcia Bacha (marcia.bacha@fgv.br) on 2015-12-21T18:20:06Z (GMT) No. of bitstreams: 1 DISSERTAÇÃO_Paola Marconi_r50_Final.pdf: 1652611 bytes, checksum: cc47efaa2f931f1ec306b20b60fa185f (MD5) / Made available in DSpace on 2015-12-21T18:20:22Z (GMT). No. of bitstreams: 1 DISSERTAÇÃO_Paola Marconi_r50_Final.pdf: 1652611 bytes, checksum: cc47efaa2f931f1ec306b20b60fa185f (MD5) Previous issue date: 2015-11-03 / This study investigated how the monitoring and strategic learning process by identifying the factors that influence the achievement of results. A literature search was conducted, through which it was possible to obtain a description of how the process should take place, what are the results that it should produce and what are the potential factors that influence them. Then, there was a documentary research in the studied company, allowing to describe how the monitoring and strategic learning process takes place in loco. To identify the factors that influence the achievement of results of the process in the company, there was a qualitative field research, along with executives of its purposive areas. The results obtained in these research stages allowed the understanding that the process takes place through the implementation of two cycles: the use and the learning and its core elements are the strategic meetings. It was possible to attest that, in Furnas, the process is running within the standards prescribed by the literature. However, since its deployment is recent, it only appears as a trend. It was also concluded that most of the factors identified by the executives of the company coincides with the mapped in the literature. In addition, among the factors identified in Furnas, company selected as an analytical field, the ones that most affect the operation of the process the monitoring and strategic learning process are concentrated in the 'management style' organizational dimension, namely: 'weak performance culture', 'top management sponsorship' and 'operational interference operating on the agenda of the strategic meetings.' / Este estudo investigou como é o processo de monitoramento e aprendizado estratégico, identificando os fatores que influenciam o alcance dos seus resultados. Realizou-se pesquisa bibliográfica, através da qual foi possível obter a descrição de como o processo deve ocorrer, quais são os resultados que deve produzir e quais são os fatores potenciais que os influenciam. Em seguida, realizou-se pesquisa documental na empresa estudada, o que permitiu descrever como o processo de monitoramento e aprendizado estratégico ocorre in loco. Para a identificação dos fatores que influenciam o alcance dos resultados do processo na empresa, realizou-se pesquisa de campo qualitativa, junto a executivos de suas áreas finalísticas. Os resultados obtidos nessas etapas de pesquisa permitiram a compreensão de que o processo se dá através da execução de dois ciclos: o de uso e o de aprendizado e que seus elementos centrais são as reuniões estratégicas. Foi possível atestar que, em Furnas, empresa selecionada como campo de análise, o processo está sendo executado dentro dos padrões prescritos pela literatura. No entanto, como a sua implantação é recente, isso somente configura-se como uma tendência. Concluiu-se ainda que a maior parte dos fatores apontados pelos executivos da empresa coincide com os mapeados na literatura. Além disso, dentre os fatores identificados em Furnas, os que mais afetam o funcionamento do processo de monitoramento e aprendizado estratégico concentram-se na dimensão organizacional 'estilo gerencial', sendo eles: 'fraca cultura de desempenho', 'patrocínio da alta direção' e 'interferências operacionais na pauta das reuniões estratégicas'.

Il y a actuellement des efforts pour faire opérer des robots dans des environnements complexes, non bornés, évoluant en permanence, au milieu ou même en coopération avec des humains. Leurs tâches peuvent être de types variés, hiérarchiques, et peuvent subir des changements radicaux ou même être créées après le déploiement du robot. Ainsi, ces robots doivent être capable d'apprendre en continu de nouvelles compétences, dans un espace non-borné, stochastique et à haute dimensionnalité. Ce type d'environnement ne peut pas être exploré en totalité, le robot va devoir organiser son exploration et décider ce qui est le plus important à apprendre ainsi que la méthode d'apprentissage. Ceci devient encore plus difficile lorsque le robot est face à des tâches à complexités variables, demandant soit une action simple ou une séquence d'actions pour être réalisées. Nous avons développé une infrastructure algorithmique d'apprentissage stratégique intrinsèquement motivé, appelée Socially Guided Intrinsic Motivation for Sequences of Actions through Hierarchical Tasks (SGIM-SAHT), apprenant la relation entre ses actions et leurs conséquences sur l'environnement. Elle organise son apprentissage, en décidant activement sur quelle tâche se concentrer, et quelle stratégie employer entre autonomes et interactives. Afin d'apprendre des tâches hiérarchiques, une architecture algorithmique appelée procédures fut développée pour découvrir et exploiter la hiérarchie des tâches, afin de combiner des compétences en fonction des tâches. L'utilisation de séquences d'actions a permis à cette architecture d'apprentissage d'adapter la complexité de ses actions à celle de la tâche étudiée. / Efforts are made to make robots operate more and more in complex unbounded ever-changing environments, alongside or even in cooperation with humans. Their tasks can be of various kinds, can be hierarchically organized, and can also change dramatically or be created, after the robot deployment. Therefore, those robots must be able to continuously learn new skills, in an unbounded, stochastic and high-dimensional space. Such environment is impossible to be completely explored during the robot's lifetime, therefore it must be able to organize its exploration and decide what is more important to learn and how to learn it, using metrics such as intrinsic motivation guiding it towards the most interesting tasks and strategies. This becomes an even bigger challenge, when the robot is faced with tasks of various complexity, some requiring a simple action to be achieved, other needing a sequence of actions to be performed. We developed a strategic intrinsically motivated learning architecture, called Socially Guided Intrinsic Motivation for Sequences of Actions through Hierarchical Tasks (SGIM-SAHT), able to learn the mapping between its actions and their outcomes on the environment. This architecture, is capable to organize its learning process, by deciding which outcome to focus on, and which strategy to use among autonomous and interactive ones. For learning hierarchical set of tasks, the architecture was provided with a framework, called procedure framework, to discover and exploit the task hierarchy and combine skills together in a task-oriented way. The use of sequences of actions enabled such a learner to adapt the complexity of its actions to that of the task at hand.