La vision illusoire de soi positive (surestimation de soi) semble inhérente à la cognition humaine et fluctue dans son intensité en fonction de l’âge et du degré d’abstraction du concept évalué. Dans cette thèse, nous nous intéressons aux illusions positives, mais aussi négatives, des perceptions que les enfants âgés de 8 à 11 ans ont vis-à-vis de leur compétence scolaire. Ces illusions sont mesurées à partir de l’écart entre les performances scolaires effectives des élèves d’une part et la perception qu’ils ont de leur compétence scolaire d’autre part. Le biais d’auto-évaluation de compétence scolaire, locution utilisée pour faire référence à cet écart positif ou négatif, a été étudié jusqu’alors en considérant les habiletés générales des élèves à l’école (voir Bouffard, Pansu & Boissicat, 2013). Dans cette thèse, le biais est abordé au niveau de matières spécifiques : le français et les mathématiques. L’objectif général est d’appréhender les liens entre les auto-évaluations biaisées de compétence, l’adaptation et la réussite scolaire des élèves dans ces deux disciplines. A un niveau individuel, un suivi longitudinal d’élèves de primaire (N = 677) sur trois années a permis dans une première étude de définir quatre trajectoires développementales du biais d’auto-évaluation : trois trajectoires assez stables, une positive, une modérée, une négative, ainsi qu’une quatrième évoluant d’un biais très négatif à un biais relativement modéré. Après avoir examiné les liens entre ces trajectoires et un ensemble de mesures liées à l’adaptation scolaire de l’élève, nous avons appréhendé dans une seconde étude l’autorégulation et la performance scolaire des élèves en fonction de leur auto-évaluation biaisée. La mise en lumière des liens entre le biais d’auto-évaluation, l’adaptation et le fonctionnement des élèves a permis de rendre compte du caractère plus ou moins délétère du biais selon qu’il soit positif ou négatif. A un niveau interindividuel, une troisième étude a porté sur le lien entre le biais d’auto-évaluation de compétence des élèves et le jugement de leur enseignant. Enfin, une dernière étude a examiné la capacité des enseignants à repérer les auto-évaluations biaisées chez leurs élèves. Si les enseignants jugent mieux les élèves surestimant leur compétence, les résultats de la dernière étude laissent à penser que ce processus est inconscient. / The illusive positive view of the self (overestimation of the self) seems inherent to human cognition. This illusion fluctuates in its intensity according to the age and degree of abstraction of the concept evaluated. In this thesis, we are interested in the positive or negative illusions of self-perceptions among elementary school student aged from 8 to 11. We put the focus in this thesis on the difference between a student's academic skills, measured by standardized tests, and the student’s self-evaluation of his competence. The self-evaluation bias of school competency refer to this gap studied so far by considering the general abilities of the students (see Bouffard, Pansu & Boissicat, 2013). In this thesis, the bias is approached in specific domains: in French and in mathematics. The overall goal is to understand the links between biased self-assessments of competency, student adjustments and academic achievements in these two disciplines. At an individual level, a three-year longitudinal follow-up study of third elementary grade to fifth grade students (N = 677) allowed to define four developmental trajectories of the self-evaluation bias: three fairly stable trajectories, one positive, one neutral, one negative, and the last trajectory evolving from a very negative bias to a positive one. We examined then the links between these trajectories and scholastic adjustment measures. Considering these results, in a second study we examined the self-regulation and academic performance of students according to their biased self-evaluation. The highlight of links between self-evaluation bias and students’ adjustment were relevant to account for detrimental or beneficial nature of the bias, according to its valence. At an inter-individual level, we were interested in a third study on the link between student self-assessment bias and the judgment of their teacher. At last, in a final study, we assessed the ability of teachers to identify self-biased evaluation in their students. In the case of teachers appraising students who overestimate their competence, the results of the last study conducted on this students two years later suggest that this process is unconscious.

The Counselor Education Program at Portland State University currently uses five admission criteria to determine the acceptance or rejection of applicants. These criteria include letters of reference, a panel interview, a writing sample, the applicant's undergraduate GPA (UGPA), and the applicant's score on either the MAT or the GRE. Scores on these measures are adjusted and combined to create a single total score upon which admission decisions are based. The present study attempts to evaluate the validity of these admission criteria in predicting success in the Counselor Education Program at Portland State University. For the purpose of this study, student success was defined in terms of both the GPA upon graduation from the program and ratings of student clinical counseling skills by program faculty. The subjects were graduates of the program who had been admitted between the years 1988 and 1991. Information collected for analysis included scores on the admission criteria and GPA upon graduation, age at admission, counseling specialization, and gender. A questionnaire was then developed which asked the program faculty to rate the students' clinical counseling skills. An analysis of the correlation between scores on the admission criteria and scores on the outcome criteria (graduate GPA and clinical skills score) was performed using the SPSS Statistical Package. Regression analysis showed that among the admission criteria only the MAT score significantly determined success on the outcome criteria. Gender was inversely predictive of graduate GPA (i.e., being female correlated with higher graduate GPA). Further research, using alternative measures of counseling skill, is indicated. These results suggest the need for such research, and for further evaluation of the current admission criteria.

本研究之主要目的係探討高中生學習策略、學業興趣與學業性向對英文科及數學科學業成就的影響，並根據研究結果，提出具體建議供學習輔導之參考。 　　本研究採分層隨機抽樣方式抽取國立師大附中、臺北市立中山女中、成功高中、景美女中、中正高中、復興高中、臺灣省立板橋高中、新莊高中等八所臺北區公立高中高一共十五班學生為研究對象，總計有效樣本數為509人。所用研究工具計有「中小學學習及讀書策略量表」、「高中生英文及數學科學習興趣問卷」及「高中系列學業性向測驗」等。研究所得資料，以皮爾遜積差相關、單因子多變量變異數分析、二因子多變量變異數分析、多元迴歸分析、區別分析等統計方法進行處理。 　　綜合本研究結果如下： 　　一、高中生學習策略、學業興趣與學業性向的情形 　　1.高中學生不論在學習策略、學業興趣或學業性向之得分，均接近常態分配，而多數學生在學習策略的運用不盡理想，尤以時間管理為最；在英文科學習興趣問卷之得分較偏向高分，數學科學習興趣問卷之得分則偏向低分；高中系列學業性向測驗的得分較集中在高分，且語文推理略高於數量比較。 　　2.高中男女學生在學習策略上有差異，男生在自我效能、批判思考與導向學習的策略運用優於女生，在考試焦慮方面也高於女生，其他學習策略則沒有差異。 　　3.高中男女學生在英文科與數學科學習興趣上有差異，女生在英文內容與應用、欣賞與閱讀英文作品的興趣高於男生，在英文的深究興趣方面，則男女生沒有顯著的不同；男生在數學課程內容、數學思考方式與工作的興趣高於女生，在數學解題方式的興趣方面，則男女生沒有顯著的不同。 　　4.高中男女學生在學業性向上有顯著差異，在語文推理方面女生優於男生，在數量比較方面則男生優於女生。 　　二、學習策略與學業成就之關係 　　1.英文科學業成就與教育評價、時間管理、努力與堅持、專心等學習策略達顯著正相關，與批判思考的學習策略則呈顯著負相關。 　　2.數學科學業成就與重複溫習、監控策略、調整策略、時間管理、努力與堅持、專心、社會互動等學習策略達顯著正相關。 　　3.影響英文科與數學科學業成就的學習策略不同，監控、調整等後設認知策略與數學科學業成就有關連。 　　4.學習策略中時間管理、努力與堅持、專心的運用，影響英文科高、低學業成就，且高分組均優於低分組。 　　5.學習策略中內在酬賞、監控策略、調整策略、時間管理、努力與堅持、專心的運用，影響數學科高、低學業成就，除內在酬賞是高分組優於中分組外，均是高分組優於低分組。 　　6.英文科、數學科學業成就之高低不受性別因素之影響而在學習策略上有所差異。 　　7.學習策略對數學科學業成就的預測力略高於英文科，然而對二者的預測力均相當有限(8.37>6.29%)。 　　三、學業與趣與學業成就之關係 　　1.在英文科學習興趣中，英文內容與應用、欣賞與閱讀英文作品及英文興趣總分均和英文科學業成就達顯著正相關；數學科學習興趣三個因素（數學課程內容、數學思考方式與工作、數學解題方式）與數學科學業成就的相關，都達.01的顯著水準。 　　2.英文科高、低學業成就組在英文內容與應用的興趣及欣賞與閱讀英文作品的興趣方面，高分組高於低分組，且英文科學業成就之高低不受性別因素之影響而在英文科學習興趣上有所差異。 　　3.數學科高、低學業成就組在數學課程內容、數學思考方式與工作及數學解題方式的興趣均是高分組高於低分組，且數學科學業成就之高低受性別影響，除數學科學業成就高分組中女生在數學解題方式的興趣高於男生外，其餘均是男生高於女生。 　　4.英文科學習興趣，能預測英文科學業成就的12.64%；數學科學習興趣，能預測數學科學業成就的12.81%。 　　四、學業性向與學業成就之關係 　　1.英文科學業成就不受學業性向影響，數學科學業成就受數量比較學業性向影響，數量比較得分愈高，數學科學業成就愈高。 　　2.學業性向不是預測英文科學業成就的主要因素，語文推理、數量比較，兩者能預測數學科學業成就的12.47%。 　　五、學習策略、學業興趣、學業性向對學業成就的預測 　　1.對英文科學業成就的預測力，英文科學習興趣高於學習策略；對數學科學業成就的預測力，數學科學習興趣高於學業性向，學業性向高於學習策略。 　　2.英文科學習興趣、學習策略可顯著區分英文科學業成就的高分組與低分組；數學科學習興趣、學業性向、學習策略可顯著區分數學科學業成就的高分組與低分組。 　　最後，根據研究結果，提出在教育與輔導及未來研究方面的相關建議。

This dissertation is focussing on students’ experiences of assessments, which means that the assessments are related to studying. The assessments particularly investigated are the main types of assessments used in the application and selection for higher education in Sweden – the grading in schools on secondary level, and the Swedish Scholastic Aptitude Test (SweSAT). The literature review is an analysis of previous knowledge, resulting in a model of orientations to studying. The empirical investigation consists of interviews with 100 students in upper secondary school, municipal adult education and folk high schools. The interviews are analysed with a phenomenographic approach, and the analysis results in categories describing ways of experiencing what it means to study, ways of experiencing the grades, and the SweSAT. In addition to this, the analysis gives a description of relations between components within categories, relations between categories, and relations between phenomena. The main patterns in the students’ experiences of the assessments are the following: The different categories, describing the experiences of the assessments per se, are focussing on assessment of performance, assessment of personal qualities (including developed knowledge), or uncertainty in relation to the assessment. There are four main aspects of the students’ experiences of the value of assessments, i.e., the relation to future plans, the relation to the student’s personal context, the possibility to influence your result, and the relation to other assessments used in the selection. The final result of the empirical investigation is a reconstructed model of five orientations to studying, where the empirical results are integrated with previous knowledge. The five categories are the knowledge orientation, the duty orientation, the participation orientation, the qualification orientation, and the resistance orientation. These orientations are also described as adaptive and/or non-adaptive in relation to the demands of the education. A further analysis in relation to three social science perspectives shows how assessments can contribute to the colonization of the educational lifeworld, how assessments can be seen as instruments of discipline, and how assessments can be seen as disembedding mechanisms.

The current study set out to determine the relationship between student gradelevel, implicit views of science ability, science achievement and science interest.Differences by grade level were also explored. The study also considered the differences in male and female implicit theories of science ability, science interest, and science achievement. Participants in the current study consisted of a total of 1910 students from six elementary schools from one south-central Kentucky district that participate in Project GEMS (Gifted Education in Math and Science). Data were analyzed by means of analysis of variance and Pearson correlations. Younger students evidenced lower scores on the implicit theories measure. No gender differences were observed in implicit theories of science ability or science interest. Females did evidence lower achievement in science than males. Implicit theories of science ability were significantly and positively correlated with science achievement. Conversely, no such relationship existed between implicit theories of science ability and interest. Limitations of the current study are discussed and possible future directions are offered. Findings from the current study underscore the importance of considering domain-specific views of ability when addressing poor science performance and when considering gender gaps in science achievement.

Most of today's college students perceive higher education as the most critical element to their future success, quality of life, financial security, and general well-being. Consequently, more and more students entering colleges and universities choose to major in professional or pre-professional programs such as business, engineering, pre-med or pre-law. The majority of past research has concentrated on student attrition and retention in undergraduate education for the majority population. These studies have not enabled scholars to obtain a deeper understanding of the factors relating to minority populations -- especially those from the Hispanic community. In addition, the majority of these studies have not provided an understanding of students' progress and eventual success in legal education. The purpose of this study was to determine which variables from commonly accepted foundational theories on higher education retention, attrition, and student development are applicable to the first-year experiences of Hispanic students enrolled in a Juris Doctorate Program at an accredited law school at a public institution who are the first in their family to attend. Using both a survey instrument and narrative interviews, the study revealed that first-generation Hispanic students are disadvantaged compared to their peers when it came to understanding important law school financial, cultural, and academic issues. While family support, faculty relationships, law school study/support groups, academic mentoring, and academic advising positively influenced first-year progress; the respondents' cultural identity and race negatively impacted faculty and peer interactions both in and out of the classroom. The lack of need-based financial aid, higher tuition costs associated with legal education, tuition deregulation, increased debt from borrowing, and poor information about financial assistance all negatively affected their success. The negative effects of stress and anxiety permeated numerous first-year experiences including law school orientation, law school classes, final exams, grades, and figuring out how to pay for school. These results should help key stakeholders associated including faculty and administrators to better understand minority student issues and the impact of stereotype threats specific to the legal education context in an effort to reduce first-year attrition rates and improve minority access to the legal profession. / text

This study had the dual purpose of determining the anthropometric and motor development status of street children as well as to establish the effect of an intervention programme on their motor development. The first aim of the study was to determine the anthropometric and motor development status of street children. The children were selected from a sample of street children living in a state-run shelter. Twenty eight children (20 boys and 8 girls) between the ages of 7 and 14 were measured to determine their anthropometric and motor development status. The anthropometric measures included stature, mass, body-mass index (BMI), and two skin folds (subscapular and triceps). The measurements were performed according to the protocol of the International Society for the Advancement of Kinanthropometry (ISAK). The results of the anthropometric measurements showed that the street children are shorter, lighter and have a lower BMI and smaller skin folds than the norm for children of the same age. The sample exhibited a prevalence of malnutrition. The same subjects who were tested to determine the anthropometric composition (except for four children, who had since left the shelter) were used to determine the motor development status. The gross motor, fine motor and neuromotor functions were tested to determine the motor development status. This was determined by means of the Bruininks-Oseretsky Test II of Motor Proficiency (BOTMP), the Sensory Input Screening Instrument and a section of the Quick Neurological Screening Test II. The results showed that the motor (gross motor, fine motor and neuromotor) development of the street children is below the standard norms. The second aim of the study was to determine the effect of an intervention programme on the motor development of street children. The same subjects who were tested to determine the motor development status (except for four children, who had since left the shelter) were used to determine the effect of a motor intervention programme. Seventeen boys and 7 girls between the ages of 7 and 14 years were randomly selected and divided into an experimental (n=13) and a control group (n= 11). A 10-week motor intervention programme that consisted of bi-weekly sessions of 45 minutes was implemented. The affectivity of this was evaluated by a post-test. The programme consisted of perceptual motor, sensory integration and task specific activities using the integrated method. The main components, which were addressed in the lessons, were bilateral integration, response speed, hand skills, muscle tone, motor planning, equilibrium, vestibular function and vision strengthening activities. The program was presented by a qualified kinderkineticist. The Bruininks-Oseretsky Test of Motor Proficiency (BOTMP), the Sensory Input Screening Instrument and a section of the Quick Neurological Screening Test I1 were applied to determine the effect of the intervention programme. Covariance of analysis, correcting for pre-testing differences between the groups, indicated improvement of the Bruininks-Oseretsky-Test Total as well as in fine motor skills and upper limb speed in the experimental group. Vestibular and vision functions also increased significantly in this group, which might have contributed to the improvement in fine motor development. All these improvements showed a high practical significance (ES>0.8). Based on the results of this study, it is recommended that the physical growth and motor development deficits as well as the positive effects of the intervention program, as identified in this study be brought under the attention of relevant persons in state organizations and private institutions, which are involved with street children. / Thesis (M.A. (Human Movement Science))--North-West University, Potchefstroom Campus, 2005.

This study had the dual purpose of determining the anthropometric and motor development status of street children as well as to establish the effect of an intervention programme on their motor development. The first aim of the study was to determine the anthropometric and motor development status of street children. The children were selected from a sample of street children living in a state-run shelter. Twenty eight children (20 boys and 8 girls) between the ages of 7 and 14 were measured to determine their anthropometric and motor development status. The anthropometric measures included stature, mass, body-mass index (BMI), and two skin folds (subscapular and triceps). The measurements were performed according to the protocol of the International Society for the Advancement of Kinanthropometry (ISAK). The results of the anthropometric measurements showed that the street children are shorter, lighter and have a lower BMI and smaller skin folds than the norm for children of the same age. The sample exhibited a prevalence of malnutrition. The same subjects who were tested to determine the anthropometric composition (except for four children, who had since left the shelter) were used to determine the motor development status. The gross motor, fine motor and neuromotor functions were tested to determine the motor development status. This was determined by means of the Bruininks-Oseretsky Test II of Motor Proficiency (BOTMP), the Sensory Input Screening Instrument and a section of the Quick Neurological Screening Test II. The results showed that the motor (gross motor, fine motor and neuromotor) development of the street children is below the standard norms. The second aim of the study was to determine the effect of an intervention programme on the motor development of street children. The same subjects who were tested to determine the motor development status (except for four children, who had since left the shelter) were used to determine the effect of a motor intervention programme. Seventeen boys and 7 girls between the ages of 7 and 14 years were randomly selected and divided into an experimental (n=13) and a control group (n= 11). A 10-week motor intervention programme that consisted of bi-weekly sessions of 45 minutes was implemented. The affectivity of this was evaluated by a post-test. The programme consisted of perceptual motor, sensory integration and task specific activities using the integrated method. The main components, which were addressed in the lessons, were bilateral integration, response speed, hand skills, muscle tone, motor planning, equilibrium, vestibular function and vision strengthening activities. The program was presented by a qualified kinderkineticist. The Bruininks-Oseretsky Test of Motor Proficiency (BOTMP), the Sensory Input Screening Instrument and a section of the Quick Neurological Screening Test I1 were applied to determine the effect of the intervention programme. Covariance of analysis, correcting for pre-testing differences between the groups, indicated improvement of the Bruininks-Oseretsky-Test Total as well as in fine motor skills and upper limb speed in the experimental group. Vestibular and vision functions also increased significantly in this group, which might have contributed to the improvement in fine motor development. All these improvements showed a high practical significance (ES>0.8). Based on the results of this study, it is recommended that the physical growth and motor development deficits as well as the positive effects of the intervention program, as identified in this study be brought under the attention of relevant persons in state organizations and private institutions, which are involved with street children. / Thesis (M.A. (Human Movement Science))--North-West University, Potchefstroom Campus, 2005.

Thesis (M. Ed.)--University of Hong Kong, 1998. / Includes bibliographical references (leaves 150-152).

Thesis (M.Ed.)--University of Hong Kong, 1998. / Includes bibliographical references (leaves 150-152). Also available in print.