I explore the epistemic justification of self-beliefs regarding personality traits within the internalism-externalism debate. Historically, the question of epistemic justification of self-beliefs has been discussed only with respect to our beliefs about our current mental states while the epistemic justification of our self-beliefs about our personality traits was assumed not to be any different from the justification of our beliefs about the external world. However, I use empirical psychology to highlight a few unique characteristics of our self-beliefs about personality traits that make the typical application of internalist or externalist standards less straightforward. These characteristics have to do with the biases and the self-verification that accompany our self-beliefs about our personality traits. I argue that externalism, in general, and virtue reliabilism, in particular, are more suitable to the context of our self-beliefs about our personality traits than other theories of justification. However, I contend that within the virtue reliabilism framework, a self-belief-forming process can become more competent if it generates self-belief from the instances where individuals manifest the trait in question while having the motivation and opportunity to do otherwise. I show how this condition makes the self-belief-forming process more competent and, therefore, makes the produced self-beliefs more epistemically justified. / Thesis / Master of Philosophy (MA)

It is important for students to engage in adequate deliberate practice in order to develop programming expertise. However, students often encounter anxiety when they begin to learn. This can present a challenge to educators because such anxiety can influence practice behaviour. This thesis situates this challenge within the Control- Value Theory of Achievement Emotions, emphasising a need for domain-specific research and presenting new research tools which can be used to investigate the area. Analysis of data collected from three cohorts of introductory programming students on web programming (2011-12) and robot programming (2012-13 and 2013-14) courses show that programming self-concept and programming aptitude mindset can predict programming anxiety and that programming anxiety is negatively correlated with programming practice. However, levels of anxiety remained consistently high across this period. A method to enrich these psychological constructs through a multimedia-rich learning environment is proposed. Drawing upon the interplay between narrative reinforcement and procedural rhetoric that can be achieved in a fantasy role-play, students' self-concept can be enhanced. A double-blind randomised controlled trial demonstrates promising results, however small effect sizes suggest further research is needed.

What are the factors that shape views and attitudes toward the family, and how are these views and attitudes influenced in changing cultures? Do culture, social change/economic development, childhood experiences, and gender influence family centredness and democratisation? Are there different levels of factors that impact on family centredness and democratisation? If so, how are these factors interlinked? The studies discussed in detail in this thesis investigated family perceptions across cultures and generations, looking closely into specific aspects of family views and attitudes and various factors that impact on them. This thesis attempts to answer these questions by conducting three experiments. Study I (described in Chapter 3), which was conducted in Hungary, South Korea, and Canada (total N=403), tested a hypothesised model based on the literature review (Chapter 2). The study looked at cultural differences in family centredness and democratisation, and the impact of cultural orientation, gender, economic growth (national-level), Postmodernist Values, and political beliefs on perceptions of family centredness and democratisation. Study II (described in Chapter 4), conducted in the US and South Korea amongst young individuals in their late teens or early twenties, and their parents' generations, mostly in their forties and fifties (total N= 230). It expanded on the model by adding Schwartz' value dimensions, self-beliefs, and broader aspects of family perceptions. Furthermore, Study II investigated the intergenerational differences and the impact of childhood experiences by comparing data from two generational groups. Study III (Chapter 5) was conducted in four cultures, Canada, Britain, South Korea, and Japan on 539 university students, in order to ascertain cultural influences on values, beliefs, and family centredness and democratisation. Study III also investigated the interlinks between the factors in each culture more specifically using multi-group analysis method in SEM (Structural Equation Modelling). The final chapter summarises and discusses the implications of the major findings from these studies, and makes note of possible methodological issues. Overall, cross-cultural differences in value priorities, self-beliefs, political beliefs, and perceptions of family centredness and democratisation were found. Generation/age, country-level economic growth and gender were significant predictors for values, beliefs and family views and attitudes discussed in this work. Women and younger generations were more likely to endorse the Autonomous-Related Self-belief, believe in the importance of family democratisation. Stronger belief in the Autonomous-Related self led to higher emphases on family centredness and democratisation. Significant relationship was also found between family centredness and democratisation and individual-level values and beliefs, where stronger democratic beliefs led to stronger belief in the importance of family democratisation, higher endorsement of Self-Transcendence values predicted higher levels of family centredness and democratisation, and stronger Consevation Values predicted higher level of family centredness. By investigating factors influencing family centredness and democratisation, the current work probed into the family in the contemporary world. In line with Kagitcibasi's new model of family change, this thesis demonstrates that certain features of family views and relationship, including perceptions of family centredness, are likely to persist, and contends the individualisation theorists' (e.g., Beck, 1997; Giddens, 1992) negative predictions for the future of the family.

Learning environment research has typically focused on factors other than the physical environment (e.g., student/teacher relationships, organizational structure). This study investigated the relationship between the physical classroom environment and entry-level undergraduate statistics students’ (N = 844) academic beliefs and performance. Students were taught in either a technology-enhanced active learning classroom or a traditional lecture hall. This study investigated how undergraduate students in an entry level statistics course a) perceived the importance of the physical learning environment, b) conveyed expectations for and experiences of active engagement within that environment, and c) self-reported their personal capability judgments. Data were analyzed by examining mean differences, correlations, and regression. The nested data structure was accounted for using hierarchical linear modeling. Results indicated that, at the end of the semester, students rated the physical learning space as less important to their learning than they did at the beginning, although perceived importance was not influenced by classroom setting. The relationship between classroom type and active engagement expectation/experience offered mix results. Students learning in traditional classrooms reported higher statistics self-efficacy than did those in technology-enhanced statistics classrooms. End-of-course statistics self-efficacy was significantly related to grades earned.

abstract: As the retention rate of college freshmen increases, Tinto's (1993) model of academic persistence conceptualizes several dimensions of students' voluntary dropout. This study examined both personal and parental factors that may impact the academic persistence decisions of freshmen college students: 1) parental educational attainment; 2) parental valuing of education; 3) high school grade point average (GPA); 4) residential status (on- versus off-campus); 5) educational self-efficacy; 6) self-esteem; 7) personal valuing of education; 8) perceived academic preparation; and 9) academic expectations. The study sample consisted of 378 freshmen college students at a large southwestern university who were recruited from 23 sections of a 100-level class intended to promote academic success. The participants in this cross-sectional study were restricted to freshman level students and 18 and 19 years old in accordance with Erikson's (1968) Identity stage of psychosocial development. A hierarchical regression analysis revealed that academic persistence decisions were predicted by residential status and self-beliefs, which consisted of: educational self-efficacy, self-esteem, personal valuing of education, perceived academic preparation, and academic expectations. Parental valuing of education was a significant predictor of academic persistence decisions until self-beliefs were added to construct the full model. Although self-beliefs were collectively the most powerful predictors of persistence decisions, accounting for 22.8% of the variance, examination of the beta weights revealed that self-esteem, educational self-efficacy, and personal valuing of education were the most powerful predictors, while academic expectations approached significance. Residential status was also a significant predictor and accounted for a small but significant variance (1.6%) in academic persistence decisions. A significant multivariate difference was found between students living on campus and those living off campus. Follow-up ANOVAs revealed differences in mother's education and in parental valuing of education. These findings suggest that researchers, counselors, and college policy-makers consider on-campus living variables as well as students' self-beliefs when considering academic persistence decisions in college freshmen. / Dissertation/Thesis / M.C. Counseling 2013

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Orientador: Marcia Regina F. de Brito / Tese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-03T16:57:04Z (GMT). No. of bitstreams: 1 Loos_Helga_D.pdf: 12753129 bytes, checksum: 7a6030ee52459952f5e4d1254bfe4c25 (MD5) Previous issue date: 2003 / Resumo: O estudo avaliou o papel da família e de crenças auto-referenciadas (crenças de controle, auto-conceito e auto-estima) sobre o desempenho e as atitudes em relação à Matemática, em amostra de conveniência de 94 alunos de 3a, Sa e 7a séries e seus pais, numa escola privada de Campinas, SP. A coleta de dados foi feita por meio de observações em classe, uso de questionários e escalas, incluindo a versão brasileira do Control, Agency and Means-Ends Beliefs Interview (Skinner, Chapman & Saltes, 1988). Os dados foram submetidos a análises estatísticas uni e multivariada e à análise estrutural (path ana/ysis) A atitudes em relação à matemática e as crenças auto-referenciadas foram predominantemente positivas, especialmente entre os alunos mais novos, que se mostraram os mais confiantes e motivados para a matemática, apresentando também melhor desempenho nessa disciplina. As meninas demonstraram crenças autoreferenciadas ligeiramente mais positivas do que os garotos. Contudo, estas não apresentaram percepção de desempenho mais elevada que os meninos na disciplina de matemática, apesar de apresentarem melhor desempenho. As percepções e expectativas dos pais em relação à vida escolar dos filhos foram predominantemente positivas, para ambos os gêneros. A atitude dos pais em relação à matemática não se correlacionou diretamente à atitude dos filhos, mas a atitude dos pais e a qualidade de suas expectativas em relação aos filhos são elementos que parecem atuar sobre as crenças auto-referenciadas dos mesmos. Estas, por sua vez, funcionam como variáveis moderadoras, já que aparecem ligadas tanto ao desenvolvimento das atitudes dos alunos, como ao seu desempenho nessa disciplina / Abstract: It was a descriptive study aimed at evaluate: 1) the influence of parents' attitudes and expectancies toward children's academic life in general and performance in mathematics in particular, and 2) the role of personal resources, such as control beliefs, self-concept and self-esteem on students' performance and attitudes towards mathematics. The sample was composed by 94 students from 3rd, 5th and 7th grades and their parents, from a private school of Campinas, Brazil. Data collection was performed with aid of observations in classroom, questionnaires and scales, including a Brazilian version of the Control, Agency and Means-Ends Beliefs Interview (Skinner, Chapman & Baltes, 1988). Data were submitted to univariate, multivariate and structural analysis (path ana/ysis). Attitudes and selfbeliefs toward academic achievement and performance in mathematics were predominantly positive, mostly among the youngest. They also showed better performance, in comparison with the oldest students. Girls had more positive self beliefs toward mathematics, but worse self perception about achievement, in despicte of their superior performance, in comparison with boys. There were found statistically significant interactions between parents' attitudes and expectancies toward children's academic performance and their self-beliefs and attitudes toward Mathematics. Children' s personal resources seem to act as moderator variables, since self-concept and control beliefs showed to have strong effects on affective and cognitive components of attitudes towards mathematics and on achievement in mathematics as well / Doutorado / Doutor em Educação