Thesis (D. Min.)--Ashland Theological Seminary, 1988. / Abstract. Includes bibliographical references (leaves 152-154).

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The purpose of the study was to examine seven upper-secondary school students' perceptions of teachers' use of formative assessment and feedback in the classroom. The basis for the study was Wiliam (2017) and Hattie's (2008) theories on formative assessment and visible learning. The study was conducted using semi-structured interviews with seven students from six different schools to find out what their perceptions were about the use of formative assessment in the school environment. The interviews were analyzed using thematic analysis. The results of the study show that most students experience a fear of failure in their studies. More specifically, the students reported that they had difficulty understanding and using the teachers’ feedback and that this feedback was often perceived as negative. They also find it difficult to interpret what the teacher wants to say with their feedback and they do not dare to challenge themselves in the tasks they are given by teachers due to the fear of making mistakes. There are challenges in how teachers give students feedback and also how feedback is used by students. Mostly the challenge concerns the time it takes for students to get feedback from their teachers, also the difficulty for teachers and students to work formatively with learning platforms. The students reported that learning platforms risk acting more as a way for students to see what level they are reaching in courses, rather than helping students to develop.

<p>Syfte och frågeställningar</p><p>Syftet med denna studie är att undersöka om det går att påverka ungdomars fysiska prestation med hjälp av positiv feedback. De olika frågeställningarna som utvecklats utifrån detta syfte ämnar ta reda på skillnaden i resultaten för de tester utförda med, respektive utan positiv feedback. Andra variabler som skillnad i slutpuls, om den positiva feedbacken gör större inverkan vid statiska styrkeövningar jämfört med dynamiska, undersöks också.</p><p>Metod</p><p>För att kunna besvara frågeställningarna har en experimentell crossover designad studie genomförts på en grupp bestående av 21 stycken idrottsaktiva pojkar födda 1994. De tester som genomfördes var Tid till utmattning på löpband, Belly-back-, Armhang-, och ett Handgriptest. Ett förtest genomfördes med alla försökspersoner, vid det tillfället fick deltagarna möjlighet att prova testerna. Därefter delades ungdomarna in i två grupper, Grupp A och Grupp B. Grupp A mottog feedback vid första tillfället men inte vid andra. Grupp B mottog ingen feedback vid första tillfället men däremot vid det andra tillfället. Försökspersonerna visste inte om syftet med studien under studiens gång. Testresultaten bearbetades sedan i SPSS 15.0 för windows.</p><p>Resultat</p><p>Resultaten visar i samtliga fall förutom vid testen för handgrip på en signifikant förbättring i testresultat vid de tester som genomfördes med positiv feedback. Störst förbättring var det vid de övningar som testade statisk uthållig styrka (Belly-back och Armhang), den största procentuella förbättringen uppmättes i Armhang (35%) och den största skillnaden i tid uppmättes i Belly-back (31,0 s). Ingen signifikant skillnad kunde ses mellan Grupp A och Grupp B.</p><p>Slutsats</p><p>Denna studie påvisar liksom tidigare forskning att positiv feedback kan förbättra resultatet vid fysiskt arbete. En intressant del av arbetet är att effekten av den positiva feedbacken var mycket större vid statsikt arbete än vid dynamiskt arbete. Det har dock inte bedrivits mycket forskning på ungdomar inom detta område. Det skulle vara intressant att vidareutveckla denna typ av studie på en större population där man även kan kartlägga ungdomarnas bakgrund för att kunna koppla mottagandet av feedback till en viss personlighetstyp.</p> / <p>Aim</p><p>The aim in this study is to examine if it is possible to affect the physical performance in adolescence with positive feedback. The different questions asked on the basis of this aim, is intended to explore the difference in the results for the tests made with, respectively without positive feedback. Other objects, like difference in end pulse, if the positive feedback has a larger effect when performing statical strenght compared to dynamic strenght, is also examined. B.F Skinners theories of removemet of the positiv feedback is tested.</p><p>Method</p><p>To answer the questions asked, a exprementell cross-over designed study was carried out on a group of 21 boys born in 1994, acitve in sports. The tests made in the study were Time to exhaution on threadmill, Belly-Back, Armhang, and Handgrip. A pretest was exucuted with all subjects, on that occasion the subjects had the opportunity to try all tests they later would perform. Thereafter the adolescence were divided into two groups, Group A and Group B. Group A recieved feedback in the first session but not in the second one. Group B did not recieve feedback in the first test session, instead they recieved it in the second session. The subjects did not know the purpose with the study during the time for the study.</p><p>Results</p><p>In all the tests excluding the one for handstrenght, the results shows a significant improvement in the tests performed with positive feedback. The largest improvements were seen in the tests for static endurance strenght (Belly-back and Armhang), the largest difference in percent was seen in the Armhang test (35%) and the largest difference in time was seen in the Belly-back test (31,0 s). No significant difference could be seen when Group A and B were compared.</p><p>Conclusions</p><p>This study indicates, like the previous research, that positive feedback may improve the results in physical performence. An interesting part of this work is the observation of the larger effect of the positive feedback when performing static endurance strenght compared to tests for dynamic endurance. Alltough, the research on adolescence in this particular topic is not widespread. It would be highly interesting to develope this kind of study on a larger population and describe the background for the subjects to better find out how their different personalitys effect their response to the positive feedback.</p>

Syfte och frågeställningar Syftet med denna studie är att undersöka om det går att påverka ungdomars fysiska prestation med hjälp av positiv feedback. De olika frågeställningarna som utvecklats utifrån detta syfte ämnar ta reda på skillnaden i resultaten för de tester utförda med, respektive utan positiv feedback. Andra variabler som skillnad i slutpuls, om den positiva feedbacken gör större inverkan vid statiska styrkeövningar jämfört med dynamiska, undersöks också. Metod För att kunna besvara frågeställningarna har en experimentell crossover designad studie genomförts på en grupp bestående av 21 stycken idrottsaktiva pojkar födda 1994. De tester som genomfördes var Tid till utmattning på löpband, Belly-back-, Armhang-, och ett Handgriptest. Ett förtest genomfördes med alla försökspersoner, vid det tillfället fick deltagarna möjlighet att prova testerna. Därefter delades ungdomarna in i två grupper, Grupp A och Grupp B. Grupp A mottog feedback vid första tillfället men inte vid andra. Grupp B mottog ingen feedback vid första tillfället men däremot vid det andra tillfället. Försökspersonerna visste inte om syftet med studien under studiens gång. Testresultaten bearbetades sedan i SPSS 15.0 för windows. Resultat Resultaten visar i samtliga fall förutom vid testen för handgrip på en signifikant förbättring i testresultat vid de tester som genomfördes med positiv feedback. Störst förbättring var det vid de övningar som testade statisk uthållig styrka (Belly-back och Armhang), den största procentuella förbättringen uppmättes i Armhang (35%) och den största skillnaden i tid uppmättes i Belly-back (31,0 s). Ingen signifikant skillnad kunde ses mellan Grupp A och Grupp B. Slutsats Denna studie påvisar liksom tidigare forskning att positiv feedback kan förbättra resultatet vid fysiskt arbete. En intressant del av arbetet är att effekten av den positiva feedbacken var mycket större vid statsikt arbete än vid dynamiskt arbete. Det har dock inte bedrivits mycket forskning på ungdomar inom detta område. Det skulle vara intressant att vidareutveckla denna typ av studie på en större population där man även kan kartlägga ungdomarnas bakgrund för att kunna koppla mottagandet av feedback till en viss personlighetstyp. / Aim The aim in this study is to examine if it is possible to affect the physical performance in adolescence with positive feedback. The different questions asked on the basis of this aim, is intended to explore the difference in the results for the tests made with, respectively without positive feedback. Other objects, like difference in end pulse, if the positive feedback has a larger effect when performing statical strenght compared to dynamic strenght, is also examined. B.F Skinners theories of removemet of the positiv feedback is tested. Method To answer the questions asked, a exprementell cross-over designed study was carried out on a group of 21 boys born in 1994, acitve in sports. The tests made in the study were Time to exhaution on threadmill, Belly-Back, Armhang, and Handgrip. A pretest was exucuted with all subjects, on that occasion the subjects had the opportunity to try all tests they later would perform. Thereafter the adolescence were divided into two groups, Group A and Group B. Group A recieved feedback in the first session but not in the second one. Group B did not recieve feedback in the first test session, instead they recieved it in the second session. The subjects did not know the purpose with the study during the time for the study. Results In all the tests excluding the one for handstrenght, the results shows a significant improvement in the tests performed with positive feedback. The largest improvements were seen in the tests for static endurance strenght (Belly-back and Armhang), the largest difference in percent was seen in the Armhang test (35%) and the largest difference in time was seen in the Belly-back test (31,0 s). No significant difference could be seen when Group A and B were compared. Conclusions This study indicates, like the previous research, that positive feedback may improve the results in physical performence. An interesting part of this work is the observation of the larger effect of the positive feedback when performing static endurance strenght compared to tests for dynamic endurance. Alltough, the research on adolescence in this particular topic is not widespread. It would be highly interesting to develope this kind of study on a larger population and describe the background for the subjects to better find out how their different personalitys effect their response to the positive feedback.

This thesis examines long-term, negative consequences of various behaviours characteristic of negative parenting styles, specifically verbal maltreatment (insulting children), physical maltreatment (beating or hitting children), and lack of encouragement. Psychological scales were employed to explore the relationship of each of these factors to mental and physical health in adults. As a part of this research, a new questionnaire, the Arabic Parenting Style Questionnaire (APSQ), was developed and compared with existing measures. Seven separate studies were conducted with Saudi Arabian participants in order to investigate the questions put forth in this thesis. To explore the impact of harsh parenting and emotional discouragement, the relationships of these variables to mental and physical health were examined in both non-clinical and clinical samples including both men and women and a broad range of ages (19 to 60 years). Findings indicate that parents’ discouraging their children from expressing thoughts and feelings, and parents’ being verbally and physically harsh towards their children, are both powerful risk factors for a broad array of long-term health outcomes in both clinical and non-clinical samples. Various aspects of the individuals’ childhood relationships with their parents, as measured using the new APSQ, are significantly correlated with the following health- and wellness-related variables in adulthood: quality of life as assessed on the Global Quality of Life Scale (GQLS), health complaints as assessed using the Minor Health Complaints Questionnaire (MHCQ), well-being mood state, life satisfaction as assessed with the Life Satisfaction Scale (SLS), depression, Chronic Fatigue Syndrome, Borderline Personality Disorder, and specific physical diseases (asthma, cancer, heart disease).

Organizations invest in technology to help achieve strategic goals and to disseminate knowledge in order to enhance employee productivity. This study draws upon social cognitive theory as the theoretical basis for an explanation of the limited acceptance of information systems (IS), which undermines organizations' efforts to achieve greater productivity. This empirical study investigated the use of IS in the workplace by examining the antecedents of computer self-efficacy (CSE). Among such antecedents, this study examined the effect on CSE of employees' knowledge sharing, including collegial and technical support, and encouragement by others such as top management, supervisors, and peers to share knowledge. Additionally, it assessed the differences that the control variable, use of social networking tools (SNT), has on CSE and use of IS in the workplace. This research explored the use of SNT as a way individuals share knowledge and encourage computer abilities in the workplace. This causal modeling study investigated the human-assisted CSE dimension, which focuses on one's ability to use IS resulting from the support of another individual. This study solicited 755 participants from five different organizations, with 256 responses (33.9% response rate). The Cronbach Alpha analysis results showed that all constructs were highly reliable. The structural equation model analysis showed that some, but not all, of the hypotheses were supported in this model. This study provided evidence of how the antecedents, knowledge sharing and encouragement by others, affected the constructs of CSE and the use of IS in the workplace. Important contributions of this study include not only the conceptual model itself but also the implication that encouragement by top management, supervisors, and colleagues plays an important part in knowledge-sharing behaviors. Additionally, the study makes a theoretical contribution to the growing body of research on SNT as a way to share knowledge. This study revealed that use of SNT had no significant effect on the constructs measured.

Bakgrund, psykiskt välbefinnande har sjunkit bland barn i Sverige och många barn uppfyller inte rekommendationen för fysisk aktivitet. Betydelsen av fritidsaktiviteter är relativt väl beforskat utifrån barns perspektiv, föräldrarnas syn är dock mindre undersökt. Syftet med studien var att beskriva föräldrars uppfattning om betydelsen av barns delaktighet i organiserade fritidsaktiviteter. Metoden som användes hade en kvalitativ design, med semistrukturerade intervjuer. Det användes ett avsiktligt urval, där 11 deltagare deltog. Vid bearbetningen av datamaterialet användes en kvalitativ innehållsanalys. Resultatet gav en varierad uppfattning om betydelsen av delaktighet i fritidsaktiviteter för barnen. Det handlade om gemenskap, utvecklingen och lärdomar för barnen. Självförtroendet barnen fick under fritidsaktiviteterna, vikten av bekräftelse och det fysiska värdet hade också betydelse. Men även begränsningar som behövs framkom. Slutsats, variationen men även likheterna i resultatet har gett en fördjupad bild inom ämnet. Den gemensamma beskrivningen för de flesta var att fritidsaktiviteten gav glädje, utveckling, välbefinnande och ett sammanhang. Förhoppningen är att studien ska leda till en större utsträckning av användningen av fritidsaktiviteter som ett hälsofrämjande redskap för arbetsterapeuter. / Background, mental health has declined among children in Sweden and many of them does not meet the recommendation for physical activity. The importance of leisure activities is relatively well researched from the perspective of children, however, the parent’s view is less studied. The purpose of the study was to describe parent’s perception of the importance of children’s participation in organized leisure activities. The method used was quantitative design with semi structured interviews. Purposive sampling was used, where 11 participants participated. The material was processed using qualitative content analysis. The result gave a varied perception of the importance of participation in leisure activities for children. It was about the importance of community, development and lessons from the leisure activities. The self-confidence children received during leisure activities, the importance of confirmation and the physical value also had significance. The need of limitations also emerged. Conclusion, the variation but also the similarities in the result have given an in-depth picture of the subject. The common description was that the leisure activity provided joy, development, well-being and a context. The hope is that the study will lead to a greater extent of the use of leisure activities as a health-promoting tool for occupational therapists.

Few countries can boast of having the culture of volunteering seen in the United States. In explaining this phenomenon, many empirical studies have found religiosity significant in predicting volunteering behaviors among young adults, adults, and the elderly. However, teens (13 – 17 years) have not attracted much attention from researchers, though they possess the time and resources most needed to volunteer. Using data from the National Study on Youth and Religion (NSYR) Wave 1, this study examines the relationship between volunteering and teens’ private (religious salience and religious experience) and collective religiosity (religious tradition, church attendance, and youth group participation). Parental variables and teen demographics are also tested using a three-stage ordinal logistic regression. Regarding individual religiosity, the results suggested a significant relationship between teens’ religious experiences and volunteering. In addition, parents can induce volunteering by encouraging their teens to volunteer and participate in religious youth groups.