No description available.

No description available.

No description available.

No description available.

No description available.

The purpose of this study was to examine the effect of training in self-regulated learning strategies on math anxiety and mathematics achievement among preservice teachers. The self-regulated learning strategies examined included personal time management, how to read your mathematics textbook for understanding, organizational skills, mathematics test taking and preparation, and the use of estimation in solving mathematics problems. Preservice elementary teachers with these improved learning skills may in turn become more successful teachers of mathematics. The effect of training in self-regulated learning as a treatment for math anxiety is not well established. However, self-regulated learning has been associated with improved mathematics and science problem solving (De Corte, Verschaffel, & Op't Eynde, 2000; Taylor & Corrigan, 2005; Zan, 2000). Increased use of self-regulated learning strategies has also been associated with a reduction in test anxiety (Hofer & Yu, 2003; Pintrich, 2000; Zeidner, 1998). Therefore, training in self-regulated learning strategies has the potential to reduce math anxiety among preservice elementary teachers. Elementary education majors in a course in mathematics concepts were given training in self-regulated learning strategies. A control group of similar students received the same classroom instruction by the same college professor. The professor did not participate in the training sessions that were led by this researcher. Both treatment and control groups were given pretests and posttests: the Abbreviated Mathematics Anxiety Scale - to measure math anxiety, the Motivated Strategies for Learning Questionnaire - to measure use of self-regulated learning strategies, and a Mathematics Achievement Test - to measure changes in content knowledge. The analyses used t-tests and correlations to compare the participants' pretest and posttest scores on the three scales. The use of self-regulated learning strategies was not shown to reduce math anxiety or improve achievement among the elementary education majors in this study. This result may have been due to various limitations, such as insufficient time for applying and following up on the training and an inability to fully embed the training into the course content. Future research should investigate if, given the proper conditions, self-regulated learning strategies will reduce math anxiety and improve the learning of mathematics concepts, leading to more effective mathematics teaching in the elementary classrooms. / CITE/Mathematics and Science Education

<p> Increasing evidence indicates that giving individuals control over their practice schedule facilitates motor learning (Titzer, Shea, & Romack, 1993; Wu & Magill, 2004, 2005). A recent study within cognitive psychology (Son, 2004) found that individuals massed practice on tasks they judged as hard but spaced practice on tasks they judged as easy. The purpose of this experiment was to examine how self-regulated practice impacts motor learning and the strategies used by individuals as a function of task complexity. Participants were required to move a mouse-driven cursor through a pattern of coloured squares, pausing only long enough in each square to make an appropriate button press (white square=left button, black square=right button). Task complexity (4 easy and 4 hard patterns) was determined by the combined effects of the arrangement of the grid of squares and the hand used to manipulate the mouse (easy =dominant hand, hard=non-dominant hand). Participants were randomly assigned to one of eight groups: blocked, random, self-regulated, and yoked to self-regulated, performing either the easy or hard tasks. The number of switches between patterns were recorded as well as temporal and accuracy measures. The self-regulated groups were ineffective in acquisition, but showed the most stable and improved performance in retention, irrespective of task difficulty. Moreover, although switch strategies of the self-regulated groups differed between and within task complexity, the motor learning advantage was generalized. Taken together, these results reveal that an individual's strategic approach to practice may change as a function of task complexity, with no detriment to motor learning and adds to the growing body of literature that suggests self-regulated practice is an important variable for effective motor learning.</p> / Thesis / Master of Science (MSc)

An independent learner is one who actively takes responsibility for his or her own acquisition of knowledge, skills, and expertise. The capacity to self-regulate one's own learning is a necessity for success in higher education. Researchers have found that characteristics of independent learners begin to emerge in young children and continue to develop throughout childhood and adolescence as students grow into self-governing adults. The purpose of this study is to assess students' levels of independent learning attitudes and behaviors and to examine the relationships among parents' actions, family structure, independent learning, and academic achievement. Using a national sample of 10th grade students from the Education Longitudinal Study of 2002, several statistical analyses were performed in order to answer these research questions: 1. How do parents' actions relate to children's independent learning characteristics? 2. How do students' independent learning behaviors and attitudes correlate with their academic achievement? 3. How are parents' actions associated with their children's academic achievement? 4. Are single-parent children less likely to have developed characteristics of independent learning by grade 10 than children living with both of their parents? Exploratory factor analysis was conducted to arrange the available variables into appropriate subscales to be used in the statistical procedures for this study. Canonical correlations were used to measure the magnitude of relationships between three pairs of concepts: parents' actions and students' independent learning; students' independent learning and academic achievement; and parents' actions and students' academic achievement. Structural equation modeling was employed to test the hypothesized model of relationships among parents' actions, students' independent learning behaviors, and academic achievement. Finally, multivariate analysis of variance was used to compare the independent learning scores of students living in four different family structures to determine if a significant difference in the development of independent learning between groups exists. Results suggest actions that parents can take to help their children develop as independent learners and succeed in the academic realm. / Ph. D.

This dissertation presents the development of a new form of biomolecular material system which features interface lipid bilayers capable of hosting a wide variety of natural and engineered proteins. This research builds on the droplet interface bilayer (DIB) platform which first demonstrated that, through self-assembly, lipid-encased water droplets submersed in oil can be physically connected to form a liquid-supported lipid bilayer at the droplet interface. Key advantages of the DIB method over previous bilayer formation techniques include the lack of a supporting substrate which simplifies bilayer formation and the ability to connect many droplets to form `cell-inspired' networks which can provide a collective utility based on the compositions and arrangement of the droplets. The research present herein specifically seeks to overcome three limitations of the original droplet interface bilayer: limited portability due to lack of droplet support, the use of externally supported electrodes to electrically probe the network, and the requirement that in order to form DIB networks, aqueous volumes must be individually dispensed and arranged. The approach presented in this document is to provide increased interactions between the contained liquid phases and a supporting substrate in order to achieve both increased usability through refined methods of packaging and in situ interface formation which eliminates the need to create individual droplets. Physical encapsulation is defined as the the use of a solid substrate to contain both liquid phases such that the aqueous volumes are physically supported on one length scale (10-1000µm) while not inhibiting the self-assembly of phospholipids at the oil/water interface occurring on a much smaller length scale (1-10nm). Physically-encapsulated droplet interface bilayers are achieved by connecting lipid-encased droplets within a substrate that tightly confines the positions of neighboring droplets. A term called the packing factor is introduced to quantify the ratio of the aqueous volumes per the total compartment volume. Physically-encapsulated droplet interface bilayers formed in high packing factor substrate (30%) that also features integrated electrodes demonstrate all of the properties that unencapsulated DIBs exhibit (electrical resistances greater than 1GΩ, failure potentials between |200-300|mV, and the ability to host transmembrane proteins) but these confined assemblies can be moved, shaken, and even completely inverted. Additionally, a structured experiment to quantify the durability of interface bilayers shows that encapsulated and unencapsulated droplet interface bilayers can both survive 3-7g of lateral acceleration prior to bilayer failure, but have different modes of failure. Encapsulated DIBs tend to rupture, while unencapsulated DIBs completely separate. Physical encapsulation is also shown to permit the in situ formation of durable interface bilayers when the substrate is made from a flexible material. The importance of this approach stems from the fact that, by using the substrate to locally partition a single aqueous volume into multiple volumes, there is no need to arrange individual droplets. This method of bilayer formation is termed the regulated attachment method (RAM), since the separation and subsequent reattachment of the aqueous volumes is regulated by the opening and closing of an aperture within the flexible substrate. In this dissertation, a mechanical force is used to directly modulate the aperture dimension for controlling both the initial formation and final size of the interface. With the demonstrated advantages of portability and controlled attachment offered by physical encapsulation, encapsulated lipid bilayers are formed within a completely sealed flexible substrate. A key aspect of this final work is to demonstrate that both the organic and aqueous phases can be stabilized internally, creating a complete material system that features tailorable interface bilayers. / Ph. D.

This study investigated self-regulated learning behaviors and their relationships with academic performance in web-based courses. The participants (n = 106) were distance learners taking humanities and technical coursed offered by a community college in Virginia. Data was collected using 28 items from the Motivated Strategies for Learning Questionnaire and 5 demographically related items. Data analysis included factor analyses, multivariate analysis of variance, and regression analyses. The employment of self-regulated learning behaviors differed between humanities and technical courses (p = .0138). Time and study environment management (p = .0009) and intrinsic goal orientation (p = .0373) categories reported significant findings in their relationship to academic performance. The factors affiliated with time and study environment management and intrinsic goal orientation were used as predictors in the development of a mathematical formula used to predict academic success in a web-based course. These predictors explain 21 percent of the variance in the academic success rating calculated using the mathematical formula developed from this study. / Ph. D.