Dissertations / Theses on the topic 'Positive learning experiences'

The purpose of this qualitative case study was to provide insight into affective learning during seventh-grade students' early experiences of improvising and spontaneously creating melodies in jazz style. As data collection progressed, the instructor's focus of engaging students to learn improvisation through anxiety-based affective strategies became the transforming factor of this qualitative study. Subsequently, the overarching research question evolved into: What is the nature of affective teaching and learning during students' early experiences of improvising and spontaneously creating melodies in jazz style, where the instructor intentionally incorporates affective learning experiences using Wisconsin's Comprehensive Musicianship through Performance model? Supplementary research questions included: (a) How does the teacher navigate teaching and learning experiences that target anxiety during the process of learning to improvise in the jazz band rehearsal? (b) How do the students engage with the instructor's targeted teaching strategies in the jazz band setting? (c) How do the students perceive the implementation of teaching and learning experiences created by the teacher? The seventh-grade jazz band director and six seventh-grade jazz students (three girls and three boys with one set of triplets) from a Midwest middle school music program participated. Data collection occurred during the 2011 - 2012 school year. Data included three semi-structured interviews, rehearsal observations over four months, and the instructor's Comprehensive Musicianship through Performance (CMP) teaching plan. Using MacIntyre, Potter, and Burns' (2012) socio-educational model for music motivation, an adaptation of Robert Gardner's socio-educational model of motivation in second language acquisition, I applied the model's categories--(a) anxiety, (b) integrativeness, (c) attitudes toward the learning situation, (d) motivation, and (e) perceived competence--to my data. Because MacIntyre, et al. (2012) identified anxiety as an outcome that significantly and negatively predicted perceived competence through their quantitative study, I analyzed the instructor's teaching and learning strategies that targeted anxiety and the students' perceptions of their own anxiety while learning to solo improvise. The findings in this study revealed how an instructor integrated anxiety-inducing experiences in a manner that positively influenced student motivation. The progression began with game-like solo improvisation experiences and developed into unanticipated improvised solos assigned by the instructor. By incorporating teaching and learning strategies that incrementally increased anxiety within the learning situation context, anxiety as a negative outcome (MacIntyre's et al., 2012) transformed into positive experiences. The students gradually became comfortable with the emotion of anxiety, began to take risks and, ultimately, developed more interest to continue learning and improvising.

The research used a case study approach to explore the perspectives of six dyslexic learners, who had been identified as succeeding in school. The research took a Positive Psychology approach by seeking to distil the key factors contributing to the dyslexic learners' success. Semi-structured interviews, using a solution focussed approach, enabled pupil perspectives to be gathered. The interview questions related to how the pupils made sense of the label of dyslexia, what personal strengths and interests they had, how they had been supported within school and outside of school and ways in which this could be improved. The complementary method of a focus group was also used to gather the perceptions of the same group of dyslexic learners, regarding how support could be improved. Thematic analysis of the interview and focus group transcripts revealed four main themes. The first theme was dyslexia being a learning difference, which exists on a spectrum of need and impacts on dyslexic learners in different ways. The second theme was the importance of friendships and a desire to learn. The third theme was the belief that the school system should be inclusive and effective and finally, the fourth theme was that parents were viewed as a major source of emotional and practical support. The implications of this research project were that dyslexic learners should be construed as a heterogeneous group, with varying needs. Accompanied with this was the importance for such pupils to learn with their peers and for individual support to be age appropriate and sensitively provided. Protective factors were present in the form of key personal strengths, which were also desired in teaching and support staff. This was discussed within the Positive Psychology character strengths and virtues framework, which was found to be an effective way in which to discuss and identify personal strengths. The key interesting findings were the presence of a range of protective factors supporting the dyslexic learners in their learning. In addition, the research revealed that the learners did not want to be defined by the label of dyslexia. The implications for future research and educational psychology were discussed.

The purpose of this study was to explore and describe students’ experiences of community engagement in an Educational Psychology practicum. The theoretical framework was Kolb’s (1984) experiential learning theory. The study consulted relevant literature relating to community engagement, the experiences of students of community engagement activities, such as service-learning; the asset-based approach, positive psychology and the learning strategies relevant to the community engagement practice, namely experiential and reflective learning. A qualitative research approach was applied, guided by an interpretivist epistemology. An instrumental case study design was employed and the Department of Educational Psychology of the University of Pretoria, which was involved in the community engagement practicum, was conveniently selected for this research study. I selected one focus group for a pilot study, and later selected a second focus group, consisting of 8 purposefully selected students of the MEd Educational Psychology degree, as my research participants. Focus group interviews, reflective journals and visual data served as data collection methods. And, to further enrich the data collection process, audio-visual methods and a personal reflective journal also served as methods of data documentation Four main themes emerged as the result of thematic analysis and interpretation. Firstly, during the focus group interview, the students conversed about how they gained insight into themselves as Educational Psychologists within South Africa, such as their experiences of encountering individuals from different socio-economic groups, cultures, race and language. Secondly, the students also experienced professional development as a result of their experiences from the Educational Psychology community engagement practicum. That included experiencing themselves as being more confident, able to adapt to new situations and deeper insight into their role as a professional. Thirdly, the students discussed experiences related to integration of theory and practice. Their ability to understand theories, such as the asset-based approach and positive psychology, was enhanced as a result of putting it into practice. Finally, the students had experiences relating to structuring a community engagement practicum. The students expressed the need to receive additional information on the orientation and preparation of the practicum, as at times they had felt unsure of what was expected of them. They experienced the time spent in the practicum as being limited and discussed their experiences of writing in a reflective journal and participating in reflective dialogue Based on the findings, community engagement in this Educational Psychology practicum can be regarded as being a valuable inclusion to the training programme of these students of Educational Psychology, as it gave them the opportunity to interact with diverse clients in a South African setting. As a result of experiential learning during the practicum, students acquired several skills that they would not have gained in a classroom setting, such as the ability to work with diversity, groups, different age groups and in different contexts. Copyright
Dissertation (MEd)--University of Pretoria, 2010.
Educational Psychology
unrestricted

The purpose of this study was to develop a better understanding of students’ post-secondary lived experiences at a rural college in Canada. My primary question was: How do students, who have engaged with the learning opportunities at Prairie Site College, make sense of being engaged in these experiences? The theoretical framework of appreciative inquiry (AI) was applied using the methodology of interpretative phenomenological analysis (IPA) to address the research question. Ten graduating students at a rural college in Canada took part in the study. To collect data the visual research technique of photo-elicitation and semi-structured interviews were implemented. The study found that positive learning experiences include two key aspects that contribute to learner success: belongingness and authentic learning activities promote student engagement. Students that feel connected to their learning environment are more compelled to seek out new learning activities. Learners who experience practical, real-world activities understand concepts better. The outcome of combining belongingness and authentic learning promotes transformational learning thus providing learners with confidence to learn, grow, and develop positive self-esteem as well as experience transformational life changes. The implications for professional practice in supporting positive learning in post-secondary learners include creating an atmosphere of belongingness where learners feel cared about, find connections and experience trust. Building an authentic learning environment incorporates support for learners and provides for engagement with others in real-world activities. Learners who experience this combination should experience personal change.

Com a conseqüència del ‘gir emocional’ (Pavlenko, 2013) en el camp d’Adquisició de Segones Llengües – i en particular gràcies a l’arribada de la Psicologia Positiva, s'ha dedicat més atenció al paper que exerceixen les emocions i processos relacionats com les (auto-)creences en l'aprenentatge de segones llengües/llengües estrangeres. L'objectiu d'aquest projecte d'investigació és explorar les creences i emocions que els estudiants d’anglès manifesten i construeixen en relació amb (i) la metodologia d’ensenyament i el tipus de tasques (especialment les tasques orals); i (ii) el paper de les relacions entre professor i alumne. S'ha adoptat un enfocament qualitatiu en quatre estudis independents però entrellaçats, en què s’han analitzat tant dades observacionals (enregistraments d'àudio/vídeo a l'aula) com no observacionals (entrevistes, grups de discussió i ítems de resposta oberta). Els resultats indiquen que molts estudiants han construït autoconceptes insegurs amb (auto)creences disfuncionals i experiències emocionals negatives interrelacionades, especialment pel que fa a les tasques de parla, en gran part a causa d'una tradició d'enfocaments gramaticals i d’escassa producció oral. L'anàlisi mostra que és possible canviar cap a una mentalitat més positiva, però el procés d'adaptació implica períodes difícils de transició per aquells estudiants que semblen sentir-se més insegurs amb les seves habilitats lingüístiques. Durant aquest procés, s’ha demostrat que el paper del professor és crucial per a crear positivitat a classe promovent un contacte positiu entre professor i alumne i creant un entorn segur on els estudiants respectin i treballin col•laborativament per tal de vèncer la inhibició a l’hora de parlar en anglès.
A raíz del 'giro emocional' (Pavlenko, 2013) en el campo de Adquisición de Segundas Lenguas – y, en particular, gracias a la llegada de la Psicología Positiva, se ha dedicado más atención al papel que desempeñan las emociones y procesos relacionados como las (auto)creencias en el aprendizaje de segundas lenguas/lenguas extranjeras. El objetivo de este proyecto de investigación es explorar las creencias y emociones que los estudiantes de inglés manifiestan y construyen en relación con (i) la metodología de enseñanza y el tipo de tareas (especialmente las tareas orales); y (ii) el papel de las relaciones entre profesor y alumno. Se ha adoptado un enfoque cualitativo en cuatro estudios independientes pero entrelazados en los cuales se han analizado tanto datos observacionales (grabaciones de audio/vídeo en el aula) como no observacionales (entrevistas, grupos de discusión e ítems de respuesta abierta). Los resultados indican que muchos estudiantes han construido autoconceptos inseguros con (auto)creencias disfuncionales y experiencias emocionales negativas interrelacionadas, especialmente con respecto a las tareas de habla, en gran parte debido a una tradición de enfoques gramaticales y escasa producción oral. El análisis muestra que es posible cambiar hacia una mentalidad más positiva, pero el proceso de adaptación implica períodos difíciles de transición para aquellos estudiantes que parecen sentirse más inseguros con sus habilidades lingüísticas. Durante este proceso, se ha demostrado que el papel del profesor es crucial para crear positividad en clase promoviendo un contacto positivo entre profesor y alumno y creando un entorno seguro donde los estudiantes respeten y trabajen colaborativamente para vencer la inhibición a la hora de hablar en inglés.
Due to the ‘emotional turn’ (Pavlenko, 2013) in SLA – and particularly thanks to the advent of Positive Psychology – closer attention has been devoted to the role that emotions and related processes such as (self-)beliefs play in foreign/second language learning. The aim of this doctoral thesis is to explore the English language learning beliefs and emotions students display and have constructed in relation to (i) the teaching methodology and the type of tasks (particularly oral tasks), and (ii) the role of the teacher and student-teacher relationships. A qualitative approach has been adopted in four independent yet intertwined studies in which both observational (classroom audio/video-recordings) and non-observational (interviews, focus groups and open-ended items) data have been analyzed. Findings indicate that many students have constructed insecure self-concepts with interrelated dysfunctional (self-)beliefs and negative emotional experiences – especially regarding speaking tasks – largely due to a tradition of grammar-based approaches and scarce oral production. The analysis shows that change towards more positive mindsets is possible but the adaptation process involves difficult periods of transition for those students who appear to feel more insecure with their language abilities. During this process, the role of the teacher has been proven to be crucial in fostering positivity in class by promoting positive teacher-student contact and by creating a safe environment in which students respect and work collaboratively in order to overcome English speaking inhibition.

Thesis (M. Ed.)--Kutztown University of Pennsylvania, 1992.
Source: Masters Abstracts International, Volume: 45-06, page: 2748. Abstract precedes thesis as [1] preliminary leaf. Typescript. Includes bibliographical references (leaves 70-71).

Generation Z, also known as the iGeneration, iGenners, GenZ, and Generation Now, consists of those born in the mid-1990s through the late 2010s. Historical events important for this generation have influenced their perception of safety as well as how they interact with others. As compared to previous generations, technological advances (i.e., Smartphones, social media) changed how GenZ communicates, socializes, and receives information. Unique experiences and attributes influenced Generation Z’s empathy because living through these events and seeing their impact changes how they can understand and take the perspective of others. The relation between three factors was examined across University students who are members of Generation Z; intensity of the CBL activity (high versus low), sex, and empathy (empathy assessment index, basic empathy scale, ethnocultural empathy scale). It is hypothesized that freshmen students would exhibit higher gains in empathy due to their developmental period. As hypothesized, there was a consistent main effect for sex in multiple subscales across the Honors Colloquium and Interdisciplinary late-teen sample indicating that females were higher in initial pretest scores and remained higher on post-scores on empathy as compared to males. These findings hold implication for instructors aiming to provide effective CBL experience for their students. Faculty may consider how students may be differentially receptive to CBL experiences on multiple demographic and personality variables, and while this study only examined sex and intensity of experience, it provides a good representation of the diversity of outcomes that can be evidenced.

Spelifiering definieras som användningen av speldesignelement inom icke-spelsammanhang. Detta är ett koncept vars popularitet har ökat och fortsätter att öka. På senare år har spelifiering tillämpats inom utbildning men även andra områden som: marknadsföring, politik och interaktiva system. Studier har visat märkbar inverkan av spelifiering på användares beteende men trots detta finns det en brist på tillämpningar och forskning av spelifiering på informationssystem och undervisning. Avsikten med denna studie är att redogöra för vilka känslor studenter upplever när de använder sin primära lärplattform samt hur en spelifierad lärplattform skulle påverka studenters känslor och därmed deras studieupplevelse. Detta utförs genom en kvalitativ forskningsansats som baseras på semistrukturerade intervjuer med fem studenter vilket innehar en aktiv utbildning vid Högskolan i Borås. I samband med de semistrukturerade intervjuerna presenterades en interaktiv IT-artefakt i form av en prototyp där spelelement har tillämpats på studenternas primära lärplattform. Prototypen användes för att informanterna skulle kunna få en djupare förståelse kring vad spelifiering innebär och hur det skulle kunna se ut i praktiken tillämpat vid lärplattformen. Slutsatserna som presenteras tyder på att studenters studieupplevelse förbättras till viss del då det framkommer mer positiva känslor i samband med användningen av den spelifierade lärplattformen. Detta till skillnad från vad det gjorde i samband med användningen av den primära lärplattformen där spelifiering inte var tillämpat. De positiva känslor som uppstod bland studenterna var främst en ökad motivation, ett förbättrat självförtroende och en ökad gemenskap. Vissa delar av den spelifierade lärplattformen har framkallat negativa känslor såsom stress och prestationsångest. Slutsatserna tyder även på vad man som utvecklare behöver ta i åtanke för att undvika stress och prestationsångest bland studenterna. Vi finner i övrigt att slutsatserna är väsentliga för utvecklare till följd att lyckas med en praktisk tillämpning av spelifiering på en lärplattform där studenternas studieupplevelse ligger i huvudfokus.
Gamification is defined as the use of game design elements in non-gaming context. This is a concept whose popularity has increased and continues to increase. In recent years, gamification has been applied in education but also other areas such as: marketing, politics and interactive systems. Studies have shown a noticeable impact of gamification on user behavior, but despite this, there is a lack of applications and research of gamification applied on information systems and teaching. The purpose of this study is to describe what feelings students experience when using their primary learning management system and how a gamified learning management system would affect students' feelings and thus their study experience. This is done through a qualitative research assignment that is based on semi structured interviews with five students, which holds an active education at the University of Borås. In connection with the semi structured interviews, an interactive IT artefact was presented in the form of a prototype where game elements have been applied to the students' primary learning management system. The prototype was used to enable the informants to gain a deeper understanding of what gamification involves and what it could look like in practice applied to the learning management system. The conclusions presented indicate that students' study experience is improved to some extent as there are more positive feelings in connection with the use of the gamified learning management system. This is unlike what it did in connection with the use of the primary learning management system where gamification was not applied. The positive emotions that arose among the students were primarily an increase of motivation, improved self-esteem and an increased community. Some parts of the gamified learning management system have caused negative feelings such as stress and performance anxiety. The conclusions also indicate what developers need to keep in mind in order to avoid stress and performance anxiety among the students. We also find that the conclusions are essential for developers to succeed in the practical application of gamification on a learning management system where the students' study experience is the main focus.

The primary aim of the study was to explore positive experiences of academic employees working in an academic environment with specific reference to an Open Distance Learning (ODL) institution. The study was further envisaged as serving as the foundation for future studies which aim to develop a measuring tool for understanding positive experiences of working in academia. A qualitative approach was used to answer the research question by adopting a case study method that allowed for an in-depth study of understanding positive behaviour. A total of 12 academics were selected purposively to participate in the study. In-depth face-to-face interviews were used to gather information about the positive experiences of working in academia. In line with Seligman‘s (2000) integrated model of happiness, a happy academic was described through the adoption of (sometimes contradictory) metaphoric themes. The main themes identified were: the mother hen role, creating positive spaces, it is not a bed of roses, the just and unjust world and us versus them.In a meta-reflection on the research, contradictions were revealed in the theoretical approach adopted in this study, the literature reviewed, the empirical research and pragmatic considerations. As a result, a deconstruction of understanding positive experiences of working in academia by applying Lekgotla as an indigenous South African model was conducted. Healey‘s (2011) notion of transformative dialogue and Bujo‘s (1998) model of palaver were used as part of the framework within which Lekgotla was contextualised to understand positive experiences of working in academia. In conclusion, as an alternative, higher learning institutions (HLI) could adopt other ways that are different from Western ways of understanding the authentic experiences of diverse people in an African university. This could be done through a process of what Smith (2012) described as ―considering carefully and critically the methodologies and methods of research, the theories that inform them, the questions which they generate and the writing styles they employ‖ (p. 41). She refers to this process as decolonisation. According to her, decolonisation offers an alternative way out of colonialism since it exists as a different, oppositional way of knowing.
Psychology
D. Litt. et Phil. (Consulting Psychology)

博士
國立中正大學
成人及繼續教育研究所
102
Recently, more and more studies show a family caregiver could achieve positive meaning and personal growth through the process of caring for a family with dementia, while previously this situation was generally reported as being a physical, psychological and financial burden. This study first explores both negative and positive experiences of caregivers among families with dementia. Second, it moves to look at the changes how and in what ways dementia family caregivers are changed. Significant triggers are explored and examined. Third, participants and non participants of educational programmes and family support groups are compared in terms of the approaches for bringing about a positive caring experience. Lastly, it is followed by an elaboration of the relationship between negative and positive experiences. A qualitative method is adopted in this study. Eighteen family caregivers were recruited via three local organisations in Taichung and Kaohsiung. An in-depth interview is undertaken with each caregiver and each interview was audio-recorded. A third party of interviewees are adopted. A list of open-ended interview questions is used to explore the experiences from the process of care giving among dementia family caregivers. Data are transcribed verbatim. The stories are returned to participants for verification. Data analysis is a thematic interpretation to analyse the themes and sub-themes in relation to the significant transformative factors. In the end, six triggers are found include: characteristics of the caregiver, relationship between caregiver and care recipient, the abilities to cope, and the abilities to resile, the positive role of spirituality in the process of care giving, and caring resources, including educational programmes and family support groups. Thereafter five types of transformative learning patterns are constructed in terms of leading to create positive caring experience. It is hoped these patterns are able to provide the types of information and guidance to other dementia family caregivers, government policy-makers, academics and dementia caring distributers in Taiwan.

The purpose of this study was to explore the selected middle years teachers’ experiences of promoting student learning in student-centered classrooms, and how these recalled experiences might affect their own future teaching and assist other teachers to promote student learning. Based on social constructivism as the epistemological foundation, I chose Appreciative Inquiry (AI) as the research methodology. AI values people’s positive experiences and emphasizes the importance of the positive core of change (Cooperrider & Whitney, 2000). In total, there were 53 middle years teachers in China and Canada who responded to an online survey. Four Chinese education experts were interviewed online, and 12 Canadian education experts participated in an interpretation panel. The findings showed that both Chinese and Canadian participants believed that engaging students in their learning was the core of creating student-centered classrooms. They regarded group study as the most popular instructional strategy that was used to promote student-centered learning. Most participants stated that they had changed or planned to change their teaching practices because they had positive teaching experiences in student-centered classrooms. Chinese participants stated that they had shared their positive teaching experiences with other teachers at three levels: school divisions/districts, schools, or grades/subjects. The main activities for communication among Chinese teachers included group discussion, collective lesson planning, and classroom visits. Canadian participants reported that they usually shared their educational ideas and teaching experiences with other teachers in both formal and informal ways, such as chatting with each other during breaks, developing learning projects together, and communicating with each other through school networking websites. In addition, findings also showed that most Chinese middle years teachers teach a single subject, but many Canadian middle years teachers teach multiple subjects. Based on this research, I suggested that teachers should apply multiple instructional strategies in their classrooms, serve students, and collaborate with parents/families. School boards and schools should make more efforts to encourage their teachers to communicate with each other, formally and regularly by providing policy, technical, and financial supports for relevant programs and activities. Teachers should choose either a single subject or multiple subjects to teach according to their own willingness and abilities. Future researchers may benefit by using Appreciative Inquiry to explore people’s positive experiences in education, and should be more open-minded by conducting cross-cultural and inter-cultural research to facilitate educators to communicate with each other and learn from each other.

While intergroup contact is effective in reducing prejudice toward outgroup members, especially under positive conditions (Pettigrew & Tropp, 2006), more research is needed to concentrate on how to avoid and overcome negative psychological experiences of intergroup contact, e.g., intergroup anxiety and discomfort (Dovidio, Kawakami, & Gaertner, 2002; Stephan & Stephan, 1985). The anxiety and discomfort people feel during intergroup contact largely involve ego concerns (Crocker & Garcia, 2006), or the implications of cross-group interactions for one’s self (see also Vorauer & Kumhyr, 2001). Therefore, it is suggested that one approach to improving peoples’ expectations for and experiences in intergroup contact is setting the goals that would shift their focus away from the self and toward learning about their outgroup partners. Adapting a goal distinction framework from the academic achievement literature (Dweck & Elliot, 1983; Grant & Dweck, 2003), we hypothesized that shifting one’s focus from performance to learning will reduce their negative affect and enhance group members’ expectations for and experiences in intergroup contact. In both studies 1 and 2, participants’ self-reported data did not converge with our original predictions. However, participants’ nonverbal behaviors observed in Study 2 evidenced support for the positive effect of the learning orientation on participants’ experiences in anticipation of and during intergroup contact.

碩士
國立清華大學
學習科學研究所
102
This study investigated the relationships among positive learning experiences (PLEs), frustrating learning experiences (FLEs), speed of time, the Zimbardo time perspective, role obligation, social oriented achievement motivation (SOAM), individual oriented achievement motivation (IOAM), savoring, instrumental rumination, brooding rumination, bad mood after poor performance, academic frustration tolerance (AFT), and scores. This study analyzed the influence of PLEs and FLEs on AFT, explored the relationship between AFT and scores, examined numerous potential mediating riables suggested in the literature, and determined how experiences influence AFT, when rumination or savoring moderate the relationship. A questionnaire survey was conducted. A total of 310 high- school sophomores (153 boys and 156 girls) with an average age of 16.37 years were sampled from 5 senior high schools in Hsinchu County and Taipei City, Taiwan. First, I examined the PLEs and FLEs of 110 senior high school students and then incorporated the information into a PLE scale and an FLE scale. In addition, I amended the AFT scale, by incorporating the concept of face, and omitting negative mood as a variable. The other instruments used in the study were the speed of time scale, Zimbardo Time Perspective Inventory, role obligation scale, Social-Oriented Achievement Motivation Scale, Individual-Oriented Achievement Motivation Scale, savoring scale, instrumental rumination scale, brooding rumination scale, and a self-reported item on the students' scores during the semester. One-way ANOVA, Pearson product-moment correlation, and multiple regression analysis were used to analyze the data. The participants were divided into 3 groups according to the percentile rank ratio of a high school admittance fractional line: the A-level, B-level, and C-level. In the multiple regression analysis, I predicted that patterns of A-, B-, and C-level stusents vary; thus, data on 3 groups were analyzed separately and then compared. The results of this study are summarized as follows. (a) Both PLEs and FLEs significantly predicted the AFT of A-Level students; only FLEs predicted the AFT of B-level students; and only PLEs predicted the AFT of C-level students. (b) Instrumental rumination thoughts, a future-positive time perspective, and a future-negative time perspective positively predicted the AFT of all participants. (c) Role obligation predicted the AFT of only A-Level students, IOAM positively influenced the AFT of A- and B-level students, and savoring predicted the AFT of B- and C-level students. (d) The variables predicting the scores of the A-, B-, and C-level students were AFT; role obligation; and speed of time and negative mood after poor performance, respectively. (e) SOAM exerted nearly no influence on AFT and scores. (f) Three complete mediators of the relationship between PLEs and AFT were identified in the A-level students: instrumental rumination, IOAM, and role obligation. (g) The relationship between academic resilience / challenge difficulties and scores was completely mediated by constructive action in AFT. By contrast, speed of time completely mediated the relationship between AFT and scores. The implications of the findings, limitations, and future research directions are discussed at the end of this paper.

碩士
國立清華大學
學習科學研究所
101
The purpose of this thesis is to explore the influence of positive and negative learning experiences, achievement motivations and role obligation on academic frustration tolerance.Three studies using questionnaire as research instrument were conducted in this thesis. 　　Study 1 explored the learning frustration experiences of 250 higher grade students in elementary school, and the extent of frustration factor that causes frustration in learning. The result showed that the mean of learning frustrations of higher grade students in elementary school is from 1.8 to 2.6, about low to medium level. The primary learning frustration experiences involve with "interpersonal relationship difficulty"," social anxiety", "low effectiveness", "achievement frustration", and "performance anxiety"; and there is no significant difference in gender and grade. In Study 2, it adopted 246 subjects to explore their positive successful experiences, and the influence of such experiences on their confidence. The result showed that the mean of positive successful experiences is from 1.8 to 3.5, around medium to high level. The primary positive successful experiences include "interpersonal care"," social approval", "self improvement", "happiness from helping others", and "competitive achievement". Study 2 found that girls have higher scores in competitive achievement than boys do. Also, the higher the grade, the higher score in human relationship care in positive successful experiences. Study 3 aimed at 279 pupils to discuss the influence of positive successful experiences and learning frustration experiences on academic frustration tolerance and the possible intervening variables. The result showed: First, positive successful experiences have remarkably positive prediction ability of academic frustration tolerance, while learning frustration experiences have remarkably negative prediction ability of academic frustration tolerance. To make it clear, “happiness from helping others” in positive successful experience dimension has the strongest positive predictive ability, while “low effectiveness” in frustration experiences has the most remarkably negative influence on tolerance for study frustration. Secondly, social oriented achievement motivation and individual oriented achievement motivation can remarkably predict academic frustration tolerance. On the contrary, role obligation does not have remarkable effect. Thirdly, in respect of mediation effect, individual oriented achievement motivation can completely mediate the influence of positive successful experiences on academic frustration tolerance, while social oriented achievement motivation partly mediates the influence of positive successful experiences on academic frustration tolerance. Implications for education were discussed and suggestions for future study were also proposed.

碩士
輔仁大學
社會工作學系碩士班
106
This research is to understand what experience the people who are involved with this project will get and how they feel toward service learning. The researcher collected the information during an internship as well as from the exploration of the relationship between service learning and resettlement teenagers, teenagers who are not on a regular track of studies due to external issues. The two purposes of this research are: 1. To understand the subjective experiences of the resettlement teenagers and its impact on them; 2. To create guidelines for future resettlement projects. This is a qualitative-oriented research which is done from in-depth interviews with a resettlement teenager and two other assistants in Taipei Hope House. There are five main points to be discussed in this research: 1. The relationship between the resettlement teenagers and service learning. 2. The subjective experiences the resettlement teenager has toward service learning. 3. The observations from the Hope House assistants about the teenager. 4. The observations from the researcher about the teenager. 5. The type of service learning performed at the Hope Community and its effects. The advice from this research is as follows: 1. Practical advice (1) To increase the acceptance of and involvement with service learning by resettlement teenagers. Hopefully, this will transform the experience from a one time activity to a continuous involvement. (2) Increase opportunities for self-decision from the resettlement teenager to avoid the impact of being labeled by being resettled. 2. Service Learning Advice Integrate the resources from the Community and redefine the roles of the assistants. 3. Future Advice (1) Discussion of the cooperation between the resettlement organizations and the community network. (2) Comparison between the overseas and local services learning formats.

Research has typically addressed a specific emotional component of having a Learning Disability (LD), and thus has failed to capture the complete picture of what it is like to experience a LD. The current study asked university students to describe without any prompts or cues how it feels to have a LD, both retrospectively in high school and currently in university. We were interested in seeing how individuals with LDs describe their LD experience in their own words through free association. Information was collected from eight different cohorts throughout the past 11 years who were enrolled in a course on LDs for students diagnosed with LDs. All descriptors were coded into 17 different theme categories and further sorted by valence into positive, neutral, and negative categories. Participants reported more negative descriptors than positive ones, which interacted with the context in which they were reported. More negative descriptors were reported in high school compared to university and more positive descriptors were reported in university than high school. We failed to find any differences in emotional valence across the different cohorts. Latent class analyses revealed that reports of high school experiences consisted of two different LD profiles: extremely negative and negative. University experiences consisted of three different LD profiles: predominately positive, mixed emotional valence, and predominately negative. These results suggest that the experience of a LD can improve in university but that approximately 23% continue to find having LD a highly negative experience even though they are receiving support.
Social Sciences and Humanities Research Council: Joseph-Armand Bombardier CGS Master’s Scholarship

With the proliferation of 21st century educational technologies, science teaching and learning with digitally acclimatized learners in secondary science education can be realized through an online Science-Technology-Society-Environment (STSE)-based issues approach. STSE-based programs can be interpreted as the exploration of socially-embedded initiatives in science (e.g., use of genetically modified foods) to promote the development of critical cognitive processes and to empower learners with responsible decision-making skills. This dissertation presents a case study examining the online environment of a grade 11 physics class in an all-girls’ school, and the outcomes from those online discursive opportunities with STSE materials. The limited in-class discussion opportunities are often perceived as low-quality discussions in traditional classrooms because they originate from an inadequate introduction and facilitation of socially relevant issues in science programs. Hence, this research suggests that the science curriculum should be inclusive of STSE-based issue discussions. This study also examines the nature of students’ online discourse and, their perceived benefits and challenges of learning about STSE-based issues through an online environment. Analysis of interviews, offline classroom events and online threaded discussion transcripts draws from the theoretical foundations of critical reflective thinking delineated in the Practical Inquiry (P.I.) Model. The PI model of Cognitive Presence is situated within the Community of Inquiry framework,encompassing two other core elements, Teacher Presence and Social Presence. In studying Cognitive Presence, the online STSE-based discourses were examined according to the four phases of the P.I. Model. The online discussions were measured at macro-levels to reveal patterns in student STSE-based discussions and content analysis of threaded discussions. These analyses indicated that 87% of the students participated in higher quality STSE-based discussions via an online forum as compared to in-class. The micro-level analysis revealed students to attain higher cognitive interactions with STSE issues. Sixteen percent of the students’ threaded postings were identified in the Resolution Phase 4 when the teacher intervened with a focused teaching strategy. This research provides a significant theoretical and pedagogical contribution to blended approach to STSE-based secondary science education. It presents a framework for teachers to facilitate students’ online discussions and to support learners in exploring STSE-based topics.

The making and breaking power of leadership has never been disputable. It is believed to be the single most important factor by which organizations used to exploit opportunities and survive hardships. Despite the fact that all functional areas are not immune to the consequences of good and bad leadership, marketing is uniquely sensitive. Unarguably, all leadership styles are not expected to equally impact marketing performance. A leader of character who inspires followers, helps employees to use their potentials, allows employees to make and fix errors, and pave ways for employee advancement is a one typically needed by organizations. This kind of leader is even more critical for those organizations operating in a brutally competitive market; like the brewing one in Ethiopia. This study is designed to investigate the direct and indirect impact of Transformational Leadership on marketing performance. Moreover, the moderating effect of leaders’ experience and the impact of group difference in leaders’ gender, leaders position and brewery sizes are studied. The unit of analysis are managers and decision makers (committee members) from the four sample breweries (St. George Brewery, Meta Abo Brewery, Raya Brewery, and Habesha Brewery). The data are collected from 211 respondents. In the study, in addition to the data cleaning procedures, all the multivariate data analysis assumptions are ensured. A model is developed and tested using a survey methodology. Four properly validated instruments, one selfdesigned (for marketing performance construct) and three adopted (for transformational leadership, organizational learning, and customer orientation constructs) are used. The validation work is ensured through factor analysis (exploratory and confirmatory). Exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) are worked out using SPSS 21 and AMOS 21 packages respectively. Data is analysed through the structural equation modelling technique. Results show that, Transformational Leadership style is positively and significantly associated with marketing performance, organizational learning and customer orientation. Moreover, it is found that Transformational Leadership indirectly and positively impacts marketing performance. Nevertheless, the hypothesized moderation effect of experience for the impacts of Transformational Leadership on customer orientation is failed to be significant. The study contributes a lot by narrowing the wide literature gap existed in the topic area in the context of the developing world. Secondary evidences are strongly discussed on the antecedents and outcomes of Transformational Leadership and marketing performance. Thus, it is the researcher’s belief that now because of this study; value is added to the body of knowledge and the study can benefit practitioners and academicians alike.
Business Management
D.B.L.

This qualitative study uses narrative inquiry (Connelly & Clandinin, 1988, 1990, 2001) and self-study to investigate ways to further understand and facilitate the integration of holistic philosophies of education with media literacy pedagogies. As founder and director of the Youth Media Literacy Project and a self-titled Imagitator (one who agitates imagination), I have spent over 10 years teaching media literacy in various high schools, universities, and community centres across North America. This study will focus on my own personal practical knowledge (Connelly & Clandinin, 1982) as a culture jammer, educator and cancer survivor to illustrate my original vision of a ‘holistic media literacy pedagogy’. This research reflects on the emergence and impact of holistic media literacy in my personal and professional life and also draws from relevant interdisciplinary literature to challenge and synthesize current insights and theories of media literacy, holistic education and culture jamming.