Zugl.: Bielefeld, Univ., Diss., 2008

The current study examined the relation between temperament and school readiness in preschool children. Two research questions were of interest: 1) Do approaches to learning behaviors mediate the relation between temperament and school readiness and 2) Does temperament moderate the relation between approaches to learning and school readiness? Data were collected on 195 Head Start children. Teachers assessed children's temperament styles as undercontrolled, resilient, or overcontrolled, as well as their approaches to learning behaviors. Trained research assistants directly assessed children's school readiness. The results showed a gender by temperament interaction effect for overcontrolled children with boys performing the worst on all outcomes and girls performing either the best or as well as resilient girls and boys. Mediation and moderation analyses were conducted separately for girls and boys. For girls, temperament did not predict school readiness and therefore, there was no effect to mediate. For boys, competence motivation and attention/persistence partially mediated the relation between temperament and school readiness for overcontrolled versus resilient boys. For both girls and boys, temperament did not moderate the relation between approaches to learning and school readiness. These results and the implications of this research will be discussed.

Betreuung spielt eine zentrale Rolle im E-Learning und stellt eine Voraussetzung für die erfolgreiche Umsetzung von entsprechenden Angeboten dar. Die Qualifizierung der Online-Tutoren für diese Betreuungsaufgaben steht im Mittelpunkt des vorliegenden Beitrages. Die angehenden Online-Tutoren erproben ihre Moderationskompetenz in der Praxis durch die Betreuung einer interregionalen Studierendengruppe. In dieser Lerngruppe erarbeiten Studierende der Wirtschaftswissenschaften eine Fallstudie zum Thema E-Business im Rahmen eines Cross-Teaching-Projektes zwischen einer Universität in Österreich und einer Hochschule in Deutschland. Die Lerngruppe wird von angehenden Online-Tutoren betreut und moderiert. Der vorliegende Artikel beleuchtet erste Erfahrungen dieser Tutoren bei der Betreuung und zeigt Probleme, Hemmnisse und fördernde Faktoren für eine gelungene Online-Moderation auf.

MEd (Curriculum Studies) / Department of Curriculum Studies / The aim of this study was to investigate the moderation of Business Studies assessment tasks in the FET band in the Soutpansberg Circuit Cluster of the Vhembe District. This study adopted the mixed-methods research design. The mixed-methods research design is the type of research which combines elements of qualitative and quantitative research designs for the purpose of breadth and depth of understanding and corroboration. Interviews and questionnaires were used to collect data from the participants. The population of the study comprised of Business Studies Subject Advisors, School Principals and Heads of Departments. Purposive sampling was used to select participants for qualitative data. The qualitative sample comprised of 3 Subject Advisors, 6 School Principals and 6 Heads of Departments. The qualitative sample comprised of 60 teachers of Business studies. Qualitative data was analysed thematically and Quantitative data through the SPSS version 25. The study revealed that he moderation of Business Studies assessment tasks has serious concerns that need to be addressed in many schools in the FET band. It is found out that successful implementation of moderation of business studies assessment tasks can be achieved if all stakeholders are well trained. The study recommended that the Department of Basic Education should manage the moderation of assessment tasks properly. Subject- advisors, School Principals, Heads of Departments and teachers should be capacitated to conduct moderation of assessment tasks effectively because of constant curriculum changes. / NRF

Child temperament has been implicated as a possible mediator or moderator of the relation between parenting and child outcomes. However, previous studies have lead to ambiguous interpretation of the results due to methodological problems. Sanson et al., (2004) conducted a review of the relation between temperament and social development and outlined four methodological problems with previous research in the field of temperament, two of which were addressed in the current study. The present study examined the moderating role of the three broad child temperament factors on the relation between three forms of parenting practices, punitive discipline, deficient parenting, and poor parental monitoring and child aggressive behaviors. Using a multimethod and multisource design, parent report, child report, observational data, and behavioral tasks were used to create the construct when possible. The present study also controlled for other factors that have been linked to child aggressive behaviors, specifically, child age and gender, maternal personality, and economic disadvantage. Mother report and child report of the criterion were examined separately using hierarchical regression and full information maximum likelihood estimation in path analyses. Three hypotheses were tested: 1) high levels of child negative affectivity will moderate the relation between harsh/punitive discipline and the development of aggressive behavior problems, 2) a combination of inconsistent discipline and neglect, or deficient parenting, will predict aggressive behaviors in children with high levels of surgency, and 3) that poor parental monitoring will predict aggressive behaviors particularly for children low on effortful control. Results using child report of aggressive behaviors indicated that temperament did not moderate the relationship between parenting practices and aggressive; however, higher use of punitive discipline predicted higher levels of aggressive behaviors. The covariates age and maternal positive emotionality, predicted aggressive behaviors as well, with older children reporting higher rates of aggressive behaviors and higher levels of maternal positive emotionality predicting lower levels of aggressive behaviors in children. Using maternal report of aggressive behaviors, deficient parenting had a main effect on child aggressive behaviors, with higher use of deficient parenting predicted high aggressive behaviors. While temperament did not moderate the relation between parenting and aggressive behaviors using maternal report either, effortful control did have a main effect on aggressive behaviors. That is, higher levels of effortful control predicted lower levels of child aggressive behaviors. As for the parenting variables, only deficient parenting had a direct relation to aggressive behaviors. The covariate maternal negative emotionality also predicted higher levels of mother reported child aggressive behaviors. In summary, although unable to find a moderation effect for temperament, this study found support for harsh punitive discipline and deficient parenting as risk factors of aggressive behaviors in children and found support for effortful control and maternal positive emotionality as protective factors against aggressive behaviors. Results are interpreted in terms of treatment for child aggressive behaviors and the need to examine data from different sources in a non-aggregated manner.

Self-Determination Theory (SDT) research on goal pursuit indicates that people with intrinsic goal pursuits experience greater well-being than those with extrinsic goal pursuits. Three nutriments have been suggested by SDT that facilitate intrinsic motivation: autonomy, competence and relatedness. These nutriments, considered social conditions by SDT, have been understudied. However, recent SDT research and the small literature on goal support in relationships suggest that social aspects of goal pursuit are quite relevant and warrant further investigation. This study examined interpersonal dimensions of goal pursuit including Goal Support, Shared Goals, Communal Strength and Generativity. This interpersonal cluster was examined in the context of "active involvement with others" in order to enrich our understanding of the link between goal pursuit and psychological well-being. This study was the first to explore these interpersonal dimensions of goal pursuit and well-being in the context of SDT. Correlations explored the relationships among the interpersonal dimensions and regression analyses were used to explore moderating effects the interpersonal dimensions had on the relationship between self-concordant (intrinsic/extrinsic) goal pursuit and well-being. Shared goal orientation was the only dimension to act as a moderator. Implications include continuing to identify the active role of others in one's goal pursuits and adding further understanding to the relationship between goal pursuit and well-being.

Humboldt-Universiẗat, Diss., 2006--Berlin.

Adult marijuana users seeking treatment (N = 291) were randomly assigned to 3 treatment conditions: 1) a cognitive-behavioral relapse prevention support group (RPSG), 2) individualized assessment and advice group, and 3) delayed treatment control group. The purpose of this study was to investigate the role of self-efficacy in goal setting and treatment outcomes based on self-stated goals (abstinence or moderation) for marijuana use. Measures of marijuana use, treatment goal, and self-efficacy for achieving one's goal were used. Goal choice was shown to influence treatment outcome such that, participants were more likely to achieve outcomes consistent with their treatment goal. The findings suggest that self-efficacy for goal achievement is more strongly related to outcomes for those with abstinence treatment goals, but appears to exert some effect across both goal types. / Master of Science

The aim of this qualitative study was to attain an increased understanding as to how several upper-secondary school students perceived and experienced teachers using humour during classroom discourse. The study was based on the following questions: What does humour mean to the students? What are the forms of humour utilized by teachers? How do students perceive the use of humour with regards to learning processes? Are there recommendations and cautionary measures for teachers to consider when incorporating humour in teaching? Methodology used was a semi-structured interview of 13 questions. Participants consisted of six students aged 16 to 19 years. The length of the interviews varied between 20-35 minutes. Results of the interviews indicated that openness and understanding the unique sense of humour existing in each classroom, as well as self-confidence and a moderate use of humour, are necessary to effectively incorporate humorous text and anecdotes in lessons to facilitate learning processes. However, the study revealed that openness is pivotal in the construction and maintenance of positive learning climates. Students did not experience humour during ESL lessons, indicating a possible lack of contextual knowledge in language teaching practices.

Zugl.: Hamburg, Univ., Diplomarbeit, 2005 u.d.T.: Lange, Markus: Webbasierte Moderationsunterstützung am Beispiel der prozeduralen Moderation