Facilitating a classroom culture of openness has been positively linked with student outcomes, including task value, motivation, and achievement. The proposed study investigates the impact manipulating classroom culture by disclosing student responses to cognitive and metacognitive prompts during lectures has on the above student outcomes. Using a series of two-way ANOVAs, students in five sections (control, prompting only, paper and pencil response, anonymous CRS responses and public disclosure of CRS responses) will be compared on each of these dependent variables at pre-test and at post-test to examine the effect of the public disclosure condition within a classroom. Participants in the public disclosure condition are expected to have the largest increase in task value, motivation to self-regulate, and to have the highest academic achievement scores. A natural outgrowth of the proposed study is the development of an intervention focused on increasing student task value and motivation within classrooms. Therefore, this report also includes an evaluation plan, outlining the essential program components, a logic model for this program, and the proposed method in which the reported outcomes will be measured. / text

Learner-controlled e-learning has become a preferred medium for the delivery of organizational training. While e-learning offers organizations and trainees many advantages, it also comes with several potential disadvantages. The aim of this study was to explore the relative efficacy of learner- and program-controlled e-learning for content that differs in its complexity. This study also explored cognitive load as a differential mediator of the interaction between learner control and training content complexity for predicting cognitive and behavioral learning outcomes. Finally, learning goal orientation was explored as a motivational individual difference that helps learners cope with complex, learner-controlled e-learning environments. Results suggest that while there is little difference between learners in learner- and program-controlled e-learning environments for content that is relatively simple in nature, complex, learner-controlled e-learning environments are detrimental to cognitive learning relative to complex, program-controlled environments. Moreover, the results suggest that this interaction is differentially mediated by cognitive load, suggesting that complex, learner-controlled environments induce high cognitive demands onto learners which ultimately inhibit cognitive learning. Finally, learning goal orientation was identified as more facilitative individual difference in learner-controlled e-learning environments relative to program-controlled and simple training environments. Theoretical and practical implications of these findings are also discussed.

Multiple Sclerosis (MS) is a chronic neurological condition, which affects around 2.5 million people worldwide. At a time when there is yet no recognised cure, it is imperative that MS patients learn to cope and adjust well to living with the illness. However, research has found high rates of psychological distress associated with MS (Minden & Schiffer, 1991). This highlights the need for research to investigate the psychological factors, which make MS patients vulnerable to psychological distress. One popular social cognition model called the Self-Regulation Model (Leventhal et al., 1980) has been found to successfully predict adjustment in a range of chronic illnesses. However, previous research applying the SRM to understand adjustment to MS has been limited. The current research therefore represented the first attempt to successfully apply the full SRM to an MS population prospectively. The present thesis is comprised of three studies and employed a mixed quantitative and qualitative research design method. Studies 1 (N=103) and 3 (N=150) were both quantitative studies, which applied an extended SRM model to clinical samples of MS patients and assessed indices of psychological distress over time. Study 2 (N=15) however was a qualitative study, designed to investigate MS patients experiences of living with the condition. By combining both quantitative and qualitative methods, the findings provided a fuller understanding of the psychological factors underlying successful adjustment to MS. Overall the findings provided some support for the utility of the extended SRM in predicting adjustment to MS and highlighted the importance of positive mind states and acceptance for successful adjustment to the condition. The findings also had a number of clinical implications, which are also discussed.

The dissertation analyzes the behavior of post-communist firms and business associations, and explores how business interests and organization are affected by the types of states that firms confront. Focusing on the countries of the former Soviet Union, the project seeks to further our understanding of post-communist political economy and enrich extant theory on business-state relations. I challenge conventional explanations for why business organizes, and why some firms join formal business associations, while others do not. Existing theories draw primarily from the experience of advanced industrial democracies, and thus fail to capture the dynamics of organization when business confronts a corrupt, and frequently predatory, state. Drawing on fieldwork in Russia and Ukraine, and aggregate analysis covering other transition economies, the project identifies the conditions that restructure incentives for firms to participate in business associations, and impede associations from developing as political intermediaries that facilitate interaction between public and private actors. It locates these conditions in the character and structure of the state which differentiates some post-communist states not only from their peers in the region, but also from the advanced industrial states on whose experience conventional theories are built. The presence of incapacitated and highly corrupt bureaucracies cardinally alters the traditional incentives for firms to organize collectively. When firms can expect little of the civil service with respect to public goods provision and policy continuity, but can instead expect public servants to work for private gain, they develop strong incentives to turn to private arrangements in order to lessen the uncertainty and threats bred in the absence of strong state institutions. The structure and character of the state bureaucracy also affects the opportunities for, and constraints on, engagement between business associations and public officials. Corruption within the bureaucracy is most commonly viewed as an opportunity that business can exploit. Instead, I show that the prevalence of corruption hinders the ability of business associations to obtain influence over government agencies. Precisely because corruption enables direct contacts by individual corporate giants with government agencies, it undermines the collective efforts of smaller firms that make up the majority of the private sector. There is, however, an ironic twist to the story. Under some conditions, corruption within the bureaucracy can impel political authorities to empower external, private business groups in order to divest themselves of an ineffective tool of policy implementation. This “divesture rationale” adds an additional consideration to existing arguments about how, when, and for what purposes collective, membership-based organizations emerge in the private sector. / Government

My goals for this study were to use Structure Equation Modeling (SEM) to: propose a conceptual model based on theoretical frameworks of student motivation variables, use of cognitive strategies, and use of self-regulation strategies affecting student academic performance; statistically examine each of the structural relationships among the above variables on student achievement; and, test for cultural differences between American and Korean community college students on the measurement model, factor means, and structure model. These SEM results provided support for four research hypotheses: (a) Students’ reported motivational variable scores had significantly positive effects on students’ reported use of self-regulation strategies for both the American and Korean community college students; (b) Students’ reported motivational variable scores had significantly positive effects on students’ reported use of cognitive strategies for both the American and Korean community college students; (c) Students’ reported motivational variable scores significantly positively predicted students’ academic achievement for both the American and Korean community college students; (d) Students’ reported use of cognitive strategies was positively related to students’ reported use of self-regulation strategies for both the American and Korean community college students. However, these results did not provide statistical support for the four research hypotheses; (e) Students’ reported use of cognitive strategies did not significantly predict students’ academic achievement in the overall model for both the American and Korean community college students; (f) Student’s reported use of learning skills strategies did not significantly predict students’ academic achievement in the overall model for both American and Korean community college students. Based on the results of the current study, many future studies can be suggested. First of all, future studies need to have various measurements to assess student academic achievement. GPA is only one measure for students’ academic achievement or success. Future research should consider alternative measurements such as peer or teacher evaluation, students’ satisfaction, problem-solving ability in the context of the course student are taking, ability to transfer and so on. If research includes more alternative measurements to measure student success, research may avoid the limitation of using only GPA as student success. / text

Over 20 years of research on terror management theory has demonstrated that reminders of death (mortality salience; MS) heighten individuals' investment in prioritized bases of value and meaning. Research in this vein has shown that MS intensifies people's efforts to demonstrate personal value on tasks relevant to their self-esteem ("self-esteem striving"). Though much work illustrates that such responses function to mitigate death-related concerns, to date no work has directly assessed the particular regulatory mechanisms that implement MS-induced self-esteem striving. The present study aimed to do so by measuring neural indices of performance monitoring. During a tasked framed as diagnostic of self-esteem relevant attributes, participants were randomly assigned to receive subliminal primes of the word death or of control terms. Response-locked brain signals were recorded to assess reactivity to correct and incorrect responses during the task. Results showed that death-primed (vs. control) participants exhibited greater neural reactivity following error commission as indexed by larger amplitude of the Error Related Negativity (ERN). Death-primed (vs. control) participants also exhibited intensified behavioral efforts to improve their performance following error commission (i.e., post-error slowing, post-error accuracy), effects that were likely mediated by the activity of neural mechanisms that generate the ERN. Furthermore, among death-primed participants, behavioral improvements on the self-esteem relevant task correlated with attenuations in death thought accessibility. Receiving death primes did not influence neural reactivity to correct responses (Correct Related Negativity; CRN) nor did it heighten a neural index of explicit error awareness (Error Positivity; Pe). Together these findings suggest that MS-induced self-esteem striving is implemented via automatic monitoring and avoidance of errors. The role of avoidance motivation in self-esteem striving is thus discussed.

Traditionally, geometry at school starts on a formal level, largely ignoring prerequisite skills needed for formal spatial reasoning. Ignoring that geometry has a sequential and hierarchical nature causes ineffective teaching and learning. The Van Hiele theory postulates learner progression through levels of geometry thinking, from a Gestalt-like visual level through increasing sophisticated levels of description, analysis, abstraction, and proof. Progression from one level to the next does not depend on biolog~caml aturation or development only, but also on appropriate teachingllearning experiences. A higher thinking level is achieved through the application of a series of learning phases, consisting of suitable learning activities. The teacher plays an important facilitating role during this process. In accordance with the social cognitive learning perspective on self-regulated learning, geometry learners must direct their thoughts and actions while completing activities in order for effective learning to take place. Learners can be described as being selfregulated to the degree that they are metacognitively, motivationally, and behaviorally active in their own learning. The social cognitive theory assumes that students enter learning activities to acquire knowledge, learning how to solve' problems and completing learning activities. Self-regulated learners are aware of strategic relations between self-regulatory processes and learning outcomes and feel self-efficacious about using strategies. Self-regulation is similar to metacognitive awareness, which includes task and personal knowledge. Self-regulated learning requires that learners understand task demands, their personal qualities, and strategies for completing a task. A Van Hiele-based geometry learning and teaching program was designed (with a problem solving context in mind) and implemented in four Grade 7 classes (133 learners) at two schools. The study investigated factors and conditions influencing the effective learning and teaching of spatial concepts, processes and skills in different contexts. Results suggest that the implementation of a Van Hiele based geometry learning and teaching program in a problem solving context had a positive effect on the learners' concentration, when working on academic tasks, and level of geometric thought. The higher levels of geometric thought included higher categories of thought within these levels. Learners who completed the program reasoned on a higher level, ,gave more complete answers, demonstrated less confusion, and generally exhibited higher order thinking skills than their counterparts who did not take part in the program. The only prerequisite' is that the teacher should consistently teach from a learner-centered approach as the program will deliver little or no advantages if the program is presented in a teacher-centered content-based context. / Thesis (M.Ed.)--Potchefstroom University for Christian Higher Education, 2000.

Magistro baigiamajame darbe išnagrinėta tema „Elgesio kodeksai: jų vieta ir reikšmė reglamentuojant neteisėtos ir žalingos informacijos platinimą kompiuteriniuose tinkluose“. Elgesio kodeksais reglamentuojančiais neteisėtos ir žalingos informacijos platinimą kompiuteriniuose tinkluose Lietuvoje susidomėta palyginti neseniai, tačiau didesnę plataus interneto naudojimo patirtį turinčiose šalyse ji yra nenauja ir kelianti nemažai diskusijų. Dauguma valstybių vienu ar kitu būdu reguliuoja internete skelbiamą turinį: arba per bendruosius viešosios informacijos publikavimą reglamentuojančius teisės aktus arba per specialiai kompiuteriniams tinklams skirtus savireguliacinius elgesio kodeksus. Lietuvos Respublikoje, skirtingai nuo Europos Sąjungoje egzistuojančio teisinio reguliavimo, žalingos ir neteisėtos informacijos platinimas kompiuteriniuose tinkluose yra pernelyg griežtai reguliuojamas, paliekant labai siaurą terpę savireguliacijai. / The master's degree thesis contains the analysis of conduct codes: their place and meaning in regulation of illegal and harmful information disseminating in computerized networks. In Lithuania Republic, the problem of self-regulation of conduct codes and their place and meaning in regulation of illegal and harmful information disseminating in computerized networks became of interest comparatively not long ago, but in the countries more experienced in wide Internet usage this problem is nor new and raises quite many discussions. Most countries regulate the contents of information published in computerized networks in one or another way: by means of common regulatory provisions governing public information release or by means of specifically computerized networks-tailored conduct codes. In Lithuania Republic, contrary to legal regulations existing in the European Union, release of illegal and harmful information to computerized networks is regulated so strictly with a little space left for self-regulation by conduct codes.

Online learning often requires learners to be self-directed and engaged, and I designed an online video-based interactive learning tool to support or scaffold students’ self-regulated or self-directed learning aimed at keeping students actively engaged with the content. Using an experimental design, this study investigates the effects of a newly designed online video-based interactive learning environment with embedded supports for self-regulation strategies on students’ learning behaviors and outcomes. In addition, correspondence between students’ self-regulation strategies in traditional learning environments and observed self-regulated learning behaviors in the video-based interactive learning environment were examined. Lastly, the unique or joint contributions of the embedded supports for self-regulation strategies to students’ learning performance were examined. A cross-sectional experimental research design with systematic random assignment of participants to either the control condition (non-interactive video environment) or the experimental condition (interactive video environment) was utilized. Undergraduate and graduate students participated in the study (N = 80). Study results indicate that the newly designed online video-based interactive learning environment was a superior instructional tool than the non-interactive video-based learning environment in terms students’ learning performance. In addition, there was correspondence between graduate students’ self-reported self-regulation and observed self-regulation, with those high on seeking/learning information and managing their environment/behavior more likely to engage more in interactive note-taking Importantly, these findings suggest that specific self-regulation strategies in traditional education settings may transfer and become enacted as specific learning behaviors in the online learning environment. Finally, the use of embedded self-regulatory functions did not have a significantly unique contribution to students’ performance in the interactive learning environment. In other words, although the interactive learning environment succeeded in scaffolding and supporting students’ learning process that resulted in superior performance than the non-interactive learning environment, none of the embedded functions appear to uniquely or individually contribute to this superior performance. In sum, students benefited from the online video-based interactive learning environment by using embedded self-regulatory functions. However, use of the embedded self-regulatory functions did not uniquely contribute to learning outcomes. Nonetheless, results support the view that interactivity based on self-regulation strategies supports active and engaged learning, which contributes to superior learning outcomes.

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