Dissertation (Ph.D.)--The University of North Carolina at Greensboro, 2009. / Directed by Stuart Marcovitch; submitted to the Dept. of Psychology. Title from PDF t.p. (viewed May 17, 2010). Includes bibliographical references (p. 87-102).

Thesis (Ph. D.)--Ohio State University, 2005. / Title from first page of PDF file. Document formatted into pages; contains xv, 122 p.; also includes graphics. Includes bibliographical references (p. 117-122). Available online via OhioLINK's ETD Center

Thesis (Ph. D.)--School of Education. University of Missouri--Kansas City, 2004. / "A dissertation in education and urban leadership and policy studies in education." Advisor: Rita H. Barger. Typescript. Vita. Title from "catalog record" of the print edition Description based on contents viewed Feb. 23, 2006. Includes bibliographical references (leaves 143-151). Online version of the print edition.

Thesis (D. Min.)--Westminster Theological Seminary, 2006. / Vita. Includes bibliographical references (leaves 286-289).

Thesis (Ph.D.)--Ohio University, March, 2007. / Title from PDF t.p. Includes bibliographical references.

Thesis (M.S.)-- Springfield College, 2005. / Bibliography: leaves 109-117.

Thesis (Ph. D.)--University of North Texas, May, 2007. / Title from title page display. Includes bibliographical references.

Thesis (D. Ed.)--Ball State University, 2008. / Title from PDF t.p. (viewed on Nov. 09, 2009). Includes bibliographical references (p. 104-112).

This is an empirical study about factors that motivate pupils to speak English as a foreign language. The aim of this study is to investigate when pupils in the classroom situation, in Grades 4-6 in a school in Sweden, are motivated to speak English as a foreign language, and why they are motivated to speak English in these situations. To implement this study, questionnaires and interviews have been chosen as methods. 51 pupils in Grades 4-6 took part of the study. Since being able to communicate orally in a foreign language is of great advantage for one, and creates opportunities both for work and for study abroad, it is important for pupils to learn how to communicate orally in English. It is important to be able to use the language. In the English curriculum in Swedish schools, speaking English is a skill pupils must possess. Since this is the requirement it is important that teachers in Sweden relate to this. Many pupils do not like to speak in front of the rest of the class and some pupils only like to speak in informal situations. Therefore, teachers must use various strategies to create a willingness to communicate among pupils and various strategies to motivate them to speak English. The results show that pupils are motivated to use the language in class when they have recently been abroad. It also shows that they are motivated when they can decide the topic and speak about something they are interested in. / <p>Engelska</p>

Since the early days of psychology, practitioners have recognised that metacognition - or the act of thinking about one's own thinking - is intertwined with our experience of the world. In the last decade, scientists have started to understand metacognitive signals, like judgments of confidence, as precise mathematical constructs. Confidence can be conceived of as an internal estimate of the probability of being correct. As such, confidence influences both advice seeking and advice taking while allowing people to optimally combine their views for joint action and group coordination. This work begins by exploring the idea that confidence judgments are important for monitoring not only uncertainty associated with one's performance but also, thanks to their positive covariation with accuracy, the reliability of social advisers, particularly when objective criteria are not available. I present data showing that, when adviser and advisee's judgments are independent, people are able to detect subtle variations in advice information, irrespective of feedback presence. I also show that, when such independence is broken, the use of subjective confidence to track others' reliability leads to systematic deviations. I then proceed to explore the differences existing between static and dynamic social information exchange. Traditionally, social and organisational psychology have investigated one-step unidirectional information systems, but many real-life interactions happen on a continuous time-scale, where social exchanges are recursive and dynamic. I present results indicating that the dynamics of social information exchange (recursive vs. one-step) affect individual opinions over and above the information that is communicated. Overall, my results suggest a bidirectional involvement of confidence in social inference and information exchange, and highlight the limits of the mechanisms underlying it.