Made available in DSpace on 2016-06-02T19:44:14Z (GMT). No. of bitstreams: 1 5299.pdf: 1500823 bytes, checksum: 4a06c0a216b48bbab0d9d0b6a1481ca7 (MD5) Previous issue date: 2013-04-12 / Universidade Federal de Sao Carlos / The engagement of parents, and adults in general, with the academic activities of children is an important factor for establishing adequate study conditions as early as possible, avoiding that this kind of learning happens by chance, through trial and error and coercive control. Based on the behavior analysis theory and the teaching technology denominated educational programming , the current work aims to develop and evaluate an individualized material for training adults for being agents that favor the studying behavior of children. The research was divided in two phases: 1. Elaboration of teaching material, based on teaching programming procedures and knowledge gathering already available. 2. Evaluation of the material regarding its efficiency as a condition for training agents for favoring the studying behavior. At the first step the following activities were done: a. description of the problem in which intervenes through the teaching programming; b. proposal of terminal teaching objectives, which could solve the problem, in a behavior form.; c. decomposition of the terminal objectives proposed in all the necessary actions to achieve them; d. identification of the working parts and intermediary objectives; e. definition of the starting repertoire of the apprentices in a behavior manner; f. teaching objectives sequencing according to complexity levels; g. teaching and evaluation planning; h. instructions, information, texts redacting for six modules of the teaching programming. The first phase results highlights the teaching programming potential, given that, compared to other subjects of the area, the defined teaching objectives seem more complete. During the second phase of the research, five participants used different parts of the individualized teaching material for training adults for being favoring behavioral studying agents; the same participants answered an evaluation form before, during and after the exposition to the teaching programming. The retrieved data allows affirming that the teaching programming material developed in this study is adequate as self-teaching material, with personalizes rhythm and composition, with an specific selection and sequencing of teaching units to be met. The systematic evaluation of the apprentices performance during the program activities shows some aspects of the programming teaching conditions that need to be reviewed. However, the verification of the training effects was impaired by the fact that the material was applied only partially for each participant and in a period near the children school holyday, preventing the conclusion of the practical activities. Finally, it is discussed aspects that should be considerate for future researches in this topic, such as: full teaching application programming; application period for the apprentices; development of all modules foreseen in teaching programming; review of the teaching conditions regarding the applied resources, amongst others. / O envolvimento dos pais, e de adultos em geral, com as atividades acadêmicas de crianças é fator importante para que condições de estudo adequadas sejam estabelecidas o mais cedo possível na vida escolar, evitando que esta aprendizagem ocorra ao acaso, por tentativa e erro e controle coercitivo. Com base na teoria da análise do comportamento e da tecnologia de ensino denominada programação de ensino o presente trabalho teve por objetivo desenvolver e avaliar um material programado individualizado para formação de adultos como agentes favorecedores do comportamento de estudos de crianças. A pesquisa foi dividida em duas etapas: 1. elaboração do material de ensino, a partir dos procedimentos da programação de ensino e levantamento de conhecimento já disponível sobre este tema; e 2. avaliação do material em relação à sua eficácia como condição para formação de agentes favorecedores do comportamento de estudo. Na primeira etapa foram realizadas as seguintes atividades: a. descrição do problema que se deve intervir por meio do programa de ensino; b. proposição dos objetivos terminais de ensino; c. decomposição dos objetivos terminais propostos em todas as ações necessárias para alcançá-los; d. indicação das partes funcionais dos objetivos intermediários; e. definição do repertório de entrada dos aprendizes; f. sequenciação dos objetivos de ensino de acordo com níveis de complexidade; g. planejamento das condições de ensino e avaliação; h. redação das instruções, informações, textos etc. para seis módulos do programa de ensino. Os resultados da primeira etapa evidenciam o potencial da programação de ensino, uma vez que, comparado a demais materiais da área, os objetivos de ensino definidos parecem mais completos. Na segunda etapa da pesquisa, cinco participantes realizaram partes diferentes do material didático instrucional individualizado para formação de agentes favorecedores de comportamento de estudo e responderam a questionários e fichas de avaliação antes, durante e após a exposição a partes do programa de ensino. Os dados coletados permitem afirmar que o material do programa de ensino desenvolvido neste estudo é adequado como um material autoinstrutivo para formação individual, em ritmo e composição personalizadas, com seleção e sequenciamento particular das unidades de ensino a serem cumpridas. A avaliação sistemática do desempenho dos aprendizes nas atividades do programa indicaram alguns aspectos das condições de ensino do programa que precisam ser revistos. A verificação dos efeitos do treinamento foi prejudicada pelo fato do material ter sido aplicado apenas parcialmente para cada participante e em período próximo às férias escolares das crianças, impossibilitando a realização das atividades práticas previstas. Ao final, são discutidos aspectos a serem considerados para futuros estudos no tema, tais como: aplicação total do programa de ensino; período da aplicação do programa para os aprendizes; desenvolvimento de todos os módulos previstos na programação de ensino realizada; revisão das condições de ensino em termos de recursos utilizados, entre outros.

Einleitung: Warum Studierenden sich an die Studienberatung wenden und welchen geschichtlichen Hintergrund die Institution der Studienberatung hat, wurde bereits erforscht, aber die genaue Umsetzung und die genauen Auswirkungen auf Studierverhalten, Studiergewohnheiten und Leistungsmotivation von Studierenden stellen Forschungslücken dar. Diesen Aspekten wird im Rahmen der vorliegenden Arbeit nachgegangen. Methoden: Mit 36 Studierenden aus den Bachelorstudiengängen (Betriebswirtschaftslehre, Physik und Sozialwissenschaften) der Humboldt-Universität zu Berlin sowie mit 9 StudienberaterInnen von verschiedenen weiteren Berliner Hochschulen/Universitäten wurden Interviewgespräche durchgeführt. Die Studierenden haben zusätzlich zum Interview auch einen Fragebogen ausgefüllt. Ergebnisse: Die Auswertung der Daten zeigt, dass die Inanspruchnahme der Studienberatung positive Effekte auf Studierverhalten, Studiergewohnheiten und Leistungsmotivation zeigt. Eine Fachauswahl sollte aufgrund von inhaltlichen Interessen und Fähigkeiten und nicht nur aufgrund von Jobaussichten oder der Empfehlungen von Verwandten erfolgen, um ein besseres Studierverhalten, positivere Studiergewohnheiten und eine höhere Leistungsmotivation zu haben. Die Studienberatung hilft, eine adäquate Fachauswahl zu treffen, sei dies bereit vor Studienbeginn oder bei einem geplanten Studiengangwechsels. Schlussfolgerung: Die Funktionalität der Studienberatung sollte in verschiedenen Medien (z.B. Internet, Aushänge) noch deutlicher und detaillierter erläutert werden, damit die Studierenden ihre Vorteile kennen und nutzen können. Es ist wichtig, spezielle Beratungsstellen in Zukunft noch eingehender zu untersuchen, wie zum Beispiel die Studienberatung für ausländische Studierende. Die vorliegende Studie stellt einen ersten Schritt in diese Richtung dar. / Introduction: Reasons for contacting of students with the study advisory services and the services historical background have already been explored, but that process and its impact on study behavior, study habits and academic achievement motivation of students is not explored. These aspects are investigated in the work at hand. Methods: Interviews were conducted with 36 students which have been selected from undergraduate programs (Business Administration, Physics and Social sciences) of the Humboldt University of Berlin and as well with 9 study advisors of various Berlin Colleges/Universities. Students have additionally answered a questionnaire. Result: Analysis of the data shows that utilization of study advisory services helps to move study behavior, study habits and academic motivation in positive direction. To have a good study behavior, study habits and academic achievement motivation, a study field should be selected according to interests and abilities rather then because of job opportunities or recommendations of relatives. The study advisory services help to make an adequate study subject choice before the beginning of studying or when changing a field of study. Conclusion: Functionality of study advisory services should be better advertised and explained (e.g. on the internet, by notices on notice boards) so that the students know its advantages and make use of the service. It is important to have further research projects on this matter, for example regarding study advisory services for foreign students and its effects. The study on hand represents a step in this direction.

The main purpose of this study was to investigate the differential levels of study habits between upper and lower academic achievers in secondary school in Embu County, Kenya. The study explored the current literature related to the study and carried out an empirical investigation towards this end. The target population for the study comprised all Form 4 secondary school students in all public secondary schools in Embu County. The student study samples were drawn from 50 out of 156 public secondary schools in the County. Students were drawn from both county and district level of secondary schools. Purposive sampling was used to select the uppermost and lowermost academic achivers over a period of two preceding years. Data was collected by using differently marked questionnaires for prio-determined uppermost and lowermost academic achievement groups of respondents. Each questionnaire comprised of four sections: Bio-demographic information, study habits, internal locus of control and self-efficacy. Self-efficacy and locus of control are some of the covert study habits. Data collected was analysed using descriptive statistics (percentages, means, distribution, and standard deviation) and inferential statistics especially analysis of variance (ANOVA). A pilot study was undertaken to check and enhance on the validity and reliability of the research instruments before commencement of the actual research study. Data was presented in tables, bar and linear graphs. Findings indicated that the upper quartile achievers had higher scores in internal locus of control but not study habits and self-efficacy. Students at lower level of achievement performance reported stronger study habits and self-efficacy compared to their upper performance counterparts. Bio-demographic factors (age, gender, school level, residential status) had very little, if any, influence on students level of study habits, self- efficacy and internal locus of control. The study recommended that stakeholders especially parents, teachers and other significant members of the community should endeavour to help students acquire and develop strong internal locus of control in order to be able to actualize their study habits and self-efficacy to attain higher academic performance and achievement as would be expected of students reporting such levels in study habits and self-efficacy in academic environment. / Educational Psychology / D. Ed. (Psychology of Education)

The main purpose of this study was to investigate the differential levels of study habits between upper and lower academic achievers in secondary school in Embu County, Kenya. The study explored the current literature related to the study and carried out an empirical investigation towards this end. The target population for the study comprised all Form 4 secondary school students in all public secondary schools in Embu County. The student study samples were drawn from 50 out of 156 public secondary schools in the County. Students were drawn from both county and district level of secondary schools. Purposive sampling was used to select the uppermost and lowermost academic achivers over a period of two preceding years. Data was collected by using differently marked questionnaires for prio-determined uppermost and lowermost academic achievement groups of respondents. Each questionnaire comprised of four sections: Bio-demographic information, study habits, internal locus of control and self-efficacy. Self-efficacy and locus of control are some of the covert study habits. Data collected was analysed using descriptive statistics (percentages, means, distribution, and standard deviation) and inferential statistics especially analysis of variance (ANOVA). A pilot study was undertaken to check and enhance on the validity and reliability of the research instruments before commencement of the actual research study. Data was presented in tables, bar and linear graphs. Findings indicated that the upper quartile achievers had higher scores in internal locus of control but not study habits and self-efficacy. Students at lower level of achievement performance reported stronger study habits and self-efficacy compared to their upper performance counterparts. Bio-demographic factors (age, gender, school level, residential status) had very little, if any, influence on students level of study habits, self- efficacy and internal locus of control. The study recommended that stakeholders especially parents, teachers and other significant members of the community should endeavour to help students acquire and develop strong internal locus of control in order to be able to actualize their study habits and self-efficacy to attain higher academic performance and achievement as would be expected of students reporting such levels in study habits and self-efficacy in academic environment. / Educational Psychology / D. Ed. (Psychology of Education)