Thesis (Ed. D.)--Illinois State University, 2001. / Title from title page screen, viewed May 2, 2006. Dissertation Committee: Edward Hines (chair), Marcia Escott-Hickrod, James Palmer, William Paul Vogt. Includes bibliographical references (leaves 133-138) and abstract. Also available in print.

Thesis (MComm)--Stellenbosch University, 2014. / ENGLISH ABSTRACT: The dire educational situation in South Africa has urged researchers to investigate possible predictors of academic success. There seems to be an increasing emphasis on non–cognitive factors that might play a role in determining the academic performance of students. In this study various unique challenges first-year students face were underlined, followed by possible key psychological resources needed to overcome such challenges. These resources include self-regulatory skills (i.e. self-leadership and emotional regulation), psychological well-being and constructive self-efficacy beliefs that could all ultimately help determine an individual’s academic success. It was hypothesised that Emotional Intelligence (EI) are central to these psychological resources and play a crucial role in the adaption and performance of first-year students in higher educational institutions. In this study an EI development programme was therefore implemented in order to evaluate whether it is possible to provide students with a powerful resource reservoir (i.e. high EI capabilities) in order to empower them to acquire additional personal and psychological resource (i.e. academic self-leadership, academic self-efficacy and well-being) that are needed to attain academic success. The findings of this study revealed that the EI development programme succeeded in elevating students’ EI, which also led to moderate improvements in their psychological well-being (i.e. less perceived stress), as well as the enhancement of their academic self-leadership (ASL) and academic self-efficacy (ASE) skills and abilities. Institutes of higher education should therefore rethink the emphasis they place on cognitive abilities alone and consider the strategy of also providing opportunities to enhance non-cognitive predictors of academic success. For example, by implementing EI development programmes, such as the one tested in this research, students have a greater chance of developing the necessary self-direction and self-regulation skills necessary to reach academic greatness which, most probably, will also facilitate better employability and career success. / AFRIKAANSE OPSOMMING: Die teleurstellende opvoedkundige situasie in Suid-Afrika het navorsers genoodsaak om moontlike voorspellers aangaande akademiese prestasie te ondersoek. Dit blyk dat daar 'n toenemende klem op nie-kognitiewe faktore geplaas word, wat 'n rol mag speel in die bepaling van die akademiese prestasie van studente. In hierdie studie word verskeie unieke uitdagings wat eerstejaarstudente moontlik in die gesig mag staar geïdentifiseer. Daar word dan ook gekyk na moontlike sleutel sielkundige hulpbronne wat kan help om hierdie uitdagings te oorkom. Hierdie hulpbronne sluit selfregulerende vaardighede (bv. self-leierskap en emosionele regulering), sielkundige welstand en konstruktiewe self-doeltreffendheid in, wat almal uiteindelik ʼn bydrae kan lewer tot ʼn individu se akademiese sukses. Dit was veronderstel dat Emosionele Intelligensie (EI) die kern tot hierdie sielkundige hulpbronne is, en dat dit ʼn beslissende rol in die aanpassing en prestasie van eerstejaarstudente in Hoër Onderwys Instellings speel. In hierdie studie is 'n EI-ontwikkelingsprogram geïmplementeer ten einde te evalueer of dit moontlik is om studente te voorsien met ʼn sterk sielkundige hulpbron basis (bv. hoër EI vermoëns) wat hulle behoort te bemagtig om bykomende persoonlike en sielkundige hulpbronne te verkry (bv. beter self-leierskap, self-doeltreffendheid en sielkundige welstand), wat nodig is vir akademiese vooruitgang. Die bevindinge van hierdie studie het getoon dat die EI-ontwikkelingsprogram daarin geslaag het om studente se EI te verhoog, wat tot gematigde verbetering in hul sielkundige welstand (minder waargenome stres) gelei het, sowel as die verbetering van hul akademiese self-leierskap (ASL) en akademiese self-doeltreffendheid (ASE). Instellings van Hoër Onderwys moet dus die klem wat alleenlik op kognitiewe vermoëns geplaas word opnuut deurdink, en strategieë oorweeg om geleenthede te skep wat nie-kognitiewe voorspellers van akademiese sukses sou verhoog. Deur byvoorbeeld die implementering van ʼn EI ontwikkelingsprogram, soos wat getoets word in hierdie navorsing, te implementeer, sou studente 'n beter kans hê om die nodige self-gerigtheid en selfregulerende vaardighede te bekom, wat nodig is vir akademiese sukses en vordering. Hierdie vaardighede sal waarskynlik ook lei tot beter indiensneembaarheid sowel as loopbaansukses.

This diploma thesis deals with the theory of Francisco de Vitoria and his concept of suicide. The first part focuses on the life of the thinker himself and other historical contexts that have influenced his work. In the second part the sources and the basics of his legal theory are solved, taking special account of its rationalistic interpretation. The last part is more practical and focuses on the issue of justifying self-killing in the light of Vitoria's work.

This dissertation introduces the run of the Vlachovo Březí parish, which was participated not only by the parson and his parishioners, but also with other religious and secular authorities. It is based on accessible sources. The attention is devoted not only to each parson, but also their responsibility, from the care for his parishioners to the securing of the material state of church and parsonage. Introductory section summarizes the literature and sources on the topic. After this section are chapters devoted to the ecclesiastical administration after the Battle of White Mountain to the 19th century, the reorganization of the ecclesiastical administration after the Battle of White Mountain and spiritual development in the Prácheň region. The core of this thesis consists of five chapters, in which is the evolution of the parish by the first half of the 17th century to the second half of the 19th century given. First, the parish is described on its size and number of souls living in it. Next chapter is dedicated to the establishment and history of the parish, local priests and visitations. The following chapter is about duties of the priest and parishioners participate in the spiritual life of the parish, which are divided into daily duties (divine service), almost daily (Christian practice), sporadic (sacrament of Confirmation and procession) and ending with scholastic questions. The last two chapters deal with the management and administration of parish property, sacral objects in the parish and its equipment. The overall summary is given at the end.

Text in Afrikaans / Die studie het ten doel om 'n moontlike verband tussen lokus van kontrole jeens skoolwerk en depressie by die adolessent te identifiseer. Die literatuurstudie ondersoek lokus van kontrole - as aspek van verantwoordelikheid - en depressie, sowel as die ontwikkeling van die adolessent. Uit die literatuurstudie ontstaan die gevoel dat sodanige verband wel bestaan. 'n Gerieflikheidsteekproef - bestaande uit graad 11 leerders - is vir die navorsing gebruik. Die deelnemers vul 'n biografiese vraelys in, sowel as Afrikaanse weergawes van Crandall se Intellectual Achievement Responsibility Questionnaire en die Beck Depression Inventory. Die resultate van die biografiese vraelys, lokus van kontrole vraelys en depressie opname word individueel uiteengesit voordat daar 'n ondersoek gedoen word na moontlike samevallende verskille of korrelasies tussen lokus van kontrole tellings en depressie tellings. weergegee. Gelyktydige voorkoms word ook as persentasies Geen statisties beduidende korrelasies tussen depressie en lokus van kontrole jeens skoolwerk is gevind nie, wat moontlik toegeskryf kan word aan die aard van die steekproef. Verdere navorsing word aanbeveel. / The aim of the study was the identification of a possible relation between locus of control towards schoolwork and depression in adolescence. Locus of control - as an aspect of responsibility - and depression, as well as the development of the adolescent are examined in a literature study. As a result of this the feeling that a relationship between the named variables do exist is expressed. A convencience sample- consisting of grade 11 learners - is used in the research. The participants complete a biographic questionnaire, as well as Afrikaans translations of Crandall's Intellectual Achievement Responsibility Questionnaire and the Beck Depression Inventory. The result of the biographic questionnaire, the responsibility questionnaire and the depression inventory are reported on their own before an investigation is done regarding possible simultaneous differences or correlations between locus of control values and depression values. Percentages are used for the report of simultaneous values. No statistical meaningful differences or correlations were found, which might be ascribed to the nature of the sample. Further research is recommended. / Psychology of Education / M. Ed. (Voorligting)

Die doel van voorligting is om 'n persoon tot selfaktualisering te lei, of anders gestel, om hom te help om sy volle potensiaal te verwesenlik. Die doel wat ook op 'n leersituasie van toepassing is, word moeilik bereik indien 'n leerling onbewus van of onrealisties oar sy potensiaal is. So 'n leerling sal baat vind by 'n voorligtingsprogram waarin realistiese prestasievlakke bepaal word. 'n Empiriese ondersoek waarby 124 graad 11- leerlinge betrek is, is uitgevoer. Veranderlikes soos intelligensie, aanleg, selfkonsep, motivering, belangstelling (brein voorkeur) en studieorientasie is met betroubare instrumente gemeet en deur middel van regressie-analises gekombineer ten einde variansie in prestasie te verklaar. Regressievergelykings is opgestel waarmee realistiese punte in die vernaamste vakke bepaal kan word. / The aim of guidance is to lead a person to self-actualisation or stated differently, to help him to develop his full potential. This aim, which is also applicable to a learning situation, is difficult to attain if a pupil is unaware of, or unrealistic about his potential. Such a pupil will benefit from a guidance programme in which realistic achievement levels are determined. An empirical investigation which involved 124 grade 11 pupils was carried out. Variables such as intelligence, aptitude, self­ concept, motivation, interest (brain preference) and study orientation were measured with reliable instruments, and by means of regression analyses combinations were found to explain the variance in achievement. Regression equations were formulated with which realistic scores could be determined in the most important subjects. / Psychology of Education / M. Ed. (Voorligting)

Ce travail de thèse traite du caractère plus ou moins irréaliste des perceptions que l'élève a de ses compétences scolaires ou de ce qu'il est convenu d'appeler aujourd'hui le biais d'évaluation de sa compétence scolaire. Deux objectifs principaux structurent ce travail. Le premier vise à vérifier si le type de comparaison sociale auquel l'élève se livre est lié au développement d'un biais négatif d'évaluation de sa compétence scolaire. Pour ce faire, nous avons réalisé 6 études auprès d'élèves francophones de primaire scolarisés en France et au Québec. Dans la lignée des travaux de Buunk et Ybema (1997) et de Buunk et al. (2005), nous avons d'abord testé l'hypothèse selon laquelle les élèves pouvaient interpréter positivement et négativement les comparaisons sociales en classe indépendamment de leur direction. Fort de ces éléments, nous avons vérifié ensuite que l'interprétation positive de la comparaison sociale (identification ascendante et différenciation descendante) est liée positivement au biais d'évaluation de sa compétence alors que l'interprétation négative (identification descendante et différenciation ascendante) lui est négativement reliée. Enfin, une mesure plus fine de la comparaison sociale en classe nous a permis d'explorer si le type de comparaison choisie par l'élève impliquait des effets d'assimilation ou de contraste sur leur biais d'évaluation, selon que l'élève s'identifiait plus ou moins fortement à son camarade de comparaison. Les six études menées dans cette première partie apportent globalement un soutien empirique à nos hypothèses. Le second objectif s'est attaché à étudier l'évolution de ce biais au fil du temps et à vérifier si ces modes d'évolution pouvaient être liés au bien-être psychologique du sujet à moyen terme. Dans cette optique, nous avons conduit des analyses de trajectoires pour décrire l'évolution du phénomène au fil du temps (Nagin, 2005). Cette méthode nous a permis de distinguer des patrons d'évolution distincts mettant en lumière le caractère plus ou moins stable du phénomène. Enfin, la mise en relation de ces trajectoires avec des indicateurs de bien-être et de fonctionnement scolaire révèle que sous-estimer ses compétences constitue un risque d'adaptation psychosociale et scolaire pour les élèves. / This thesis is dealing with the more or less unrealistic nature of pupils owns' perception of scholarship competence, often referred as biases in academic selfevaluation. There are two main goals in undertaking this work. The first aims to verify if there is a link between the type of social comparison in which the pupil is engaged and the presence of a negative bias of academic self-evaluation. To do so, we carried out six studies among French-speaking pupils in primary schools in France and Quebec. In line with Buunk and Ybema's (1997) and Buunk et al.'s (2005) studies, we first tested the hypothesis that regardless of the direction of social comparisons in school, the pupils can interpret them positively and negatively. Then, we examined whether a positive interpretation of social comparison (upward identification and downward contrast) is positively linked to a positive bias in academic self-evaluation and a negative interpretation (downward identification and upward contrast) is positively linked to a negative bias. Finally, a deeper assessment of social comparison in school enabled us to explore whether the type of comparison the pupil choose involved assimilation or contrast effects on their self-evaluation biases, according to the strength of pupils' identification with the target of comparison. The six above mentioned studies gave empirical support to our hypotheses. The second goal of this doctoral project was twofold: (1) to examine the temporal trajectories of changes in self-evaluation bias over a three-year period and (2) to verify whether there was a relationship between children's membership to a given trajectory and their psychosocial adjustment at the last year of the study. Using a group-based approach using a multinomial modeling strategy to analyze the changes in self-evaluation bias across time (Nagin, 2005) allowed us to identify distinct trajectories that highlighted the more or less stable trend of the phenomena. Finally, examination of the relationship between children's membership to trajectories and various indicators of well-being suggests that underestimation of one's own school competence is a risk factor of developing psychosocial and academic maladjustment.

Made available in DSpace on 2014-06-11T19:29:50Z (GMT). No. of bitstreams: 0 Previous issue date: 2007-08-27Bitstream added on 2014-06-13T19:59:52Z : No. of bitstreams: 1 truzzi_lh_me_sjrp.pdf: 503897 bytes, checksum: 6ea62da1b82fd0c61e0ddac7ccd2ac84 (MD5) / Um dos iniciadores do terceiro momento do Modernismo brasileiro, João Guimarães Rosa caracteriza-se como um escritor regionalista que tem como ponto de partida a representação do universo sertanejo iletrado para fazê-lo transcender a uma esfera mitopoética, por meio de uma sincrética prosa poética. Nesse sentido, o seu percurso artístico deu continuidade à exploração dos princípios modernistas e inovou na linguagem e na abordagem da matéria literária. Abordando os contrastes da realidade brasileira a partir da relação de nossa diversidade cultural, o escritor não só propiciou um aprofundamento na exploração da temática regional, como, também, soube gerar uma forma artística adequada, tanto no processo de construção das intrigas quanto no gesto inovador no tratamento lingüístico. Nessa proposta complexa de continuidade e inovação, a utilização da cultura popular e a representação do universo sertanejo iletrado tornaram-se uma das bases a partir da qual o escritor arquitetou o seu projeto literário, contemplando ou integrando elementos das culturas popular e erudita como uma forma possível de adequar a sua arte à diversidade das manifestações culturais do Brasil. Voltado, assim, ao entrelugar da literatura rosiana, busco elucidar a partir da análise dos contos O burrinho pedrês, São Marcos e A hora e vez de Augusto Matraga, da obra Sagarana, como o escritor, entrelaçando elementos místicos e míticos em sua estrutura narrativa, figurativiza na riqueza da cultura popular, a projeção de personagens míticas pertencentes ao universo das convenções literárias, conferindo uma dimensão universal aos contos. / One of the central figures of Brazilian third phase Modernism, João Guimarães Rosa is a regionalist writer who transcends the illiterate countryman s universe representation into a mythical-poetic sphere, by means of a syncretistic poetic prose. His artistic trajectory reinforced the modernist precepts and innovated in language and in the ways of dealing with literary matter. Handling Brazilian reality s contrasts, not only did Guimarães deepen the discussion among the theme of regionalism, but also managed to create a proper artistic matter. In this complex movement, popular culture and the representation of the illiterate countryman became the basis for the writer s literary project. Contemplating elements of popular and scholastic cultures became a way of adequating his art to the diversity of cultural manifestations in Brazil. Focusing, thereby, on the between character of space in Rosa s literature, my aim is to analyse the following short stories: O burrinho pedrês, São Marcos and A hora e vez de Augusto Matraga, from Sagarana, in order to understand how the writer represents the richness of popular culture interrelating mythical and mystical elements in his narrative. The projection of mythical characters from the universe of literary conventions confers a universal dimension to the short stories.

The thesis is divided into three parts. The first one focuses on both innovation of education and educational system in selected European countries in general. The second one deals with theoretical processing of Educational framework programme and with the way teachers and pupils react to it. The third one includes development of Educational framework programme for a particular school - Scholastic educational programme with description of basic school characteristic and characteristic of the subject of physics. It also includes a proposal of physics curriculum for 6th - 9th grade and one elaborated example of specific theme for demonstrational purposes.

Based on linear models, this study demonstrated that the psychological and social structures of the classroom, viewed as a naturalistic human system, impact learning outcomes. To operationalize learning outcomes, final grades in the course and a subject self report scale tapping perceptions of utility of material taught were used. The social and psychological structures of the classroom-as-a-human-system were operationalized through the following variables: the degree of social integration of each student, based on network analytic procedures; communication apprehension of students; dimensions of perceived credibility of instructors; dimensions of interpersonal attraction to instructors; perceived satisfaction with task demands of the course; and adjusted orientation to communication, based on communication apprehension scores and network data. Data were obtained from five sections of a multi-section communication course of a large state institution of higher learning in the southwestern region of the United States. Differences in sex were not found.