Dissertations / Theses on the topic 'Self-regulatory strategies'

The experiments described in this thesis tested whether encouraging the use of self-regulatory learning strategies enhances the effectiveness of autonomous study for novices in a learning domain. Previous research and theory have suggested that high-achieving students are proficient at self-regulating their learning, and they do so using a range of learning strategies for planning their study, monitoring the effectiveness of their efforts and elaborating their knowledge. Information processing theories of instructional design suggest that learning is optimal when working memory load is managed effectively. Accordingly, methods have been devised for reducing load associated with unnecessary task requirements, as well as dedicating additional capacity to the construction and automation of knowledge schemas. Less is known, however, about instructional methods for encouraging self-regulatory learning strategies. Experiments 1, 2 and 4 examined the effect of encouraging participants to reflect on their understanding of topics they had been taught previously. Although these participants were able to accurately estimate their level of understanding in some situations, they failed to consistently use this knowledge to guide their study of topics they had previously understood poorly. In light of this finding, Experiments 3 and 5 examined the effect of encouraging participants to plan a free study period, with the direction to prioritise the topics that they had understood the least well. This intervention had a modest positive effect on post-test performance. Experiment 6 examined the effect of encouraging two elaborative strategies, namely explanation generation and summarisation. The former benefited performance, whereas the effectiveness of the latter depended on the comprehensiveness of the summaries produced by the participants. Finally, Experiment 7 examined the effect of providing broad-spectrum instruction in learning strategies, with minimal requirements to engage in specific strategies. This intervention resulted in an overall benefit to performance. Overall, the results of this dissertation suggest that certain instructional aids for self-regulation yield benefits to the autonomous study by domain novices without overburdening working memory.

Objectives: Theoretical models have helped conceptualise how individuals appraise and make sense of chronic illness and its psychological impact. Little attention has been given to the impact of uncertainty on this process. The objective was to investigate the relationship between levels of uncertainty, illness representations, coping, psychological and physical functioning in two chronic illnesses. The Self-Regulatory Model (SRM, Leventhal, Meyer & Nerenz, 1980) was used as a theoretical framework. Design: A cross-sectional design was used. It was hypothesised that a clear medical diagnosis would reduce levels of uncertainty and increase illness representations regarding control of symptoms. It was also hypothesised that high levels of uncertainty would independently predict increased psychological distress. Method: Patients suffering from chronic spinal pain and rheumatoid arthritis were recruited from local clinical departments. The levels of uncertainty, illness representations, coping strategies, mood and physical functioning of 85 participants were assessed using standardised questionnaires. Results: Chronic pain patients were found to have greater levels of uncertainty and psychological distress than rheumatoid arthritis patients. Rheumatoid arthritis patients had stronger beliefs about control of their condition. Uncertainty was not found to be a significant independent predictor of anxiety or depression. However, there appeared to be a degree of overlap between the variables of uncertainty and control beliefs. Conclusions: The findings highlight a complex relationship between the aspects of the SRM and uncertainty, with many components impacting on each other. Although levels of uncertainty were not found to be predictive of psychological distress, it is an area that warrants further investigation in order to understand how patients manage uncertainty. Within a clinical setting, issues of uncertainty should be addressed at all levels of care, maximising the patient's control beliefs, reducing the impact of uncertainty on their cognitive, emotional and physical functioning.

The dual problem space model of writing (Scardamalia, Bereiter and Steinbach, 1984) shows how writers develop their knowledge and understanding of the world by reflecting on problems of substance and problems of presentation in planning a composition. Reflective thought is attributed to a two-way communication between a content problem space and a rhetorical problem space. The content space involves the development of ideas, while the rhetorical space is concerned with achieving various purposes in composition. This thesis reports an instructional experiment comparing alternative approaches to teaching the self-regulatory strategies required for the two-way process of reflection. The experiment compared the dialogue approach of current practice, which relies on the teacher to provide the linking operations between the two problem spaces, with two experimental approaches which promote development of self-regulatory strategies of reflection, so that students are able to sustain such a two-way process independently. The experimental approaches are described as a guided discovery approach proposed by Evans (1991) and an approach described as cognitive apprenticeship developed by Scardamalia, Bereiter and Steinbach (1984). Three instructional programs were prepared by the author to represent the three alternative approaches examined in the present study. The control program utilised the dialogue approach of current practice in which the dialectical process is carried on between teacher and student. The two experimental programs focused on promoting processes of self-questioning rather than questioning by an external agent such as a teacher. The guided discovery program consisted of activities which prompted self-questioning processes. The cognitive apprenticeship program employed scaffolding in the form of procedural facilitation cues to stimulate the self-questioning process. A pre-test and post-test control group design was used involving three groups, two experimental (guided discovery and cognitive apprenticeship) and one control (dialogue), with instructional method as the independent variable and rated reflectiveness of writing as the dependent variable. Instruction was concentrated on teaching the two-way problem formulating and problem solving strategies of the reflective process for opinion essays and factual exposition essays. The experiment compared the effectiveness of programs by measuring changes in overall reflectiveness of writing. Significant improvements were obtained for the experimental teaching methods withrespect to opinion essays. This research provided some support for the hypothesis that instruction which fosters self-regulation of the planning process through processes of reflection results in more reflective writing than instruction in which such regulation is prompted by the teacher.

Self–regulation in writing is viewed as critically important in order to be a good writer. With the advent of cellular telephony, what passes as ‘good’ writing is being challenged with the introduction of the abbreviated form of SMS (Short Messaging Service) language. The purpose of this study was to determine the nature of the changes in SMS spelling and whether or not these changes affected the participants’ spelling age and their ability to write formally within the context of a formal SMS and the English language class. This study also aimed to determine whether a relationship exists between self–regulatory skills and writing in SMS. A sequential explanatory mixed–method research design was selected in order to address the research questions which had been posed. The study examined the nature of Short Messaging Service (SMS) language and the relationship between self–regulation and SMS, using a dominant quantitative survey design which was followed by a qualitative phase which explored and explained the phenomena which had been exposed in the quantitative phase of this study. The results of this study indicated that SMS language is an abbreviated form of digital writing, which is colloquial and informal in nature. SMS language is used in SMS text messages and within the forum of the chatroom MXit. The results also indicated that the participants in this study use the self–regulatory strategies of goal setting, strategic planning, self–recording, self–evaluation and self–reaction when writing SMS text messages that are more formal in nature. Furthermore, no evidence of SMS language could be found in an analysis of writing portfolios, indicating that SMS language does not affect the academic writing skills of the participants in this study. The main conclusion was that although this study was completed on a very small scale and that it would be inappropriate to generalise, the implementation of and research regarding the nature of SMS and self–regulation in SMS writing, require attention in order to ensure that the self–regulatory skills possessed by learners in our schools are used optimally in order to promote literacy and good writing practices.<br>Thesis (Ph.D. (Learning and Teaching))--North-West University, Potchefstroom Campus, 2011.

<p> This study was conducted to investigate the relationship between the use of self-regulatory resource management strategies and academic achievement in student veterans with PTSD symptoms. There have been several studies conducted pertaining to the transitional issues veterans face while enrolling in education and self-reports of veteran&rsquo;s perceived support from faculty and the adequacy of campus resources. There have not been any studies performed to evaluate why some veteran students excel in post secondary education while others fail to succeed. </p><p> Twenty-five veterans were recruited through email to participate in a three-part questionnaire survey. In veterans students it can be concluded that there is a correlation between individual questions related to GPA and the Resource Management Strategies, combat experiences and PTSD symptoms, number of deployments and PTSD symptoms, combat experience, number of deployments, and PTSD symptoms. However, there is no significant correlation between the average of the Resource Management Strategies and GPA.</p>

Building upon extant research regarding goal intentions, implementation intentions and the self-regulation construct of action orientation, this thesis explored their collective application to a previously unresearched domain; that of customer loyalty programmes. This was done by introducing, and testing, how individuals are effected on their path to loyalty programme rewards achievement by factors, both in and out of their control. In doing so, the role of intentions, as a protagonist of loyalty programmes, was considered both academically and practically. Recommendations for future research and practice were made.

The present study aimed to explore the culture specificity of student self-regulation and its supporting motivational attitudes. Specifically, it enquired about similarities and differences between Chilean and English 8 to 9 year-old students in terms of their expression of self-regulatory behaviours, the psychological factors underlying these behaviours, and the functionality of these behaviours for task performance. It also compared student adoption of achievement motivational attitudes as well as the functionality of these attitudes for investment of effort and self-regulatory activity between cultures. Finally, the role of classroom cultures for self-regulation was studied. In particular, it examined the effects of classrooms and the quality of teacher talk (teacher-to-student communicative interactions/demands), such as teacher ‘regulatory talk’ and ‘socio-motivational talk’, on student self-regulation. A quantitative approach to the analysis of qualitative data (i.e. videos of student behaviour engaged in 11 to 13 experimental tasks, semi-structured interviews, videoed literacy lessons) was adopted. Eight classrooms situated in different schools from Chile and England were part of the study. In total, 8 teachers and 49 students – one teacher and six to seven students per classroom – took active part in the study. Qualitative data was primarily analysed using observational scales (for student behaviour), thematic analysis (for interview data), as well as socio-cultural discourse analysis (for videoed lessons). Statistical techniques, such as Mann Whitney U test, Factor Analysis, Multinomial logistic regressions, and Multilevel regressions were then applied on numerical transformations of the data. Overall, results suggest that self-regulation and achievement motivational attitudes vary to important extents according to culture. Most interestingly, these varied between cultures not so much in terms of the degree to which children used or adopted them, but rather in terms of their functionality. Some key findings supporting this conclusion were: i) Strong similarities between English and Chilean children’s levels of self-regulatory behaviours; ii) substantial differences across country samples in relation to the psychological factors underlying the expression of specific self-regulatory behaviours; iii) the finding of evaluative actions being self-regulatory in England but not in Chile; iv) a higher variety of self-regulatory behaviours being predictive of task performance in England than in Chile; v) the fact that learned self-regulatory behaviours accounted for effects of effective metacognitive control on task performance in England but not Chile; vi) some important differences in the achievement motivational attitudes expressed by Chilean and English students; and vii) culture-specific functionalities of various achievement motivational attitudes with respect to student effort and self-regulatory behaviours. Moreover, results suggest that some aspects of children’s self-regulation and motivational attitudes develop as tools to adapt to classroom cultures, specifically to the learning interactions/demands socially afforded by teacher talk. Among key findings supporting this conclusion were: i) effects of classrooms on children’s cognitive, social, and motivational self-regulation behavioural strategies, and ii) clear effects of teacher ‘regulatory talk’ (e.g., teacher ‘self-regulatory talk’ predicting more planning and asking for clarifications in students) and ‘socio-motivational talk’ (e.g., teacher ‘talk against self-efficacy’ predicting higher dependency-oriented help-seeking in students) on those behaviours with respect to which classrooms were found to matter. Thus a theory about the culturally adaptive functionality (CAF) of self-regulation and motivational attitudes supporting self-regulation is developed throughout the thesis.

In Anlehnung an das Self-Regulated-Strategy-Development-Modell von Harris und Graham (1996) wurde das Selbstregulatorische Aufsatztraining (SAT) zur Förderung der Schreibkompetenz bei Grundschülern der 4. und 5. Klasse entwickelt. SAT integriert die Vermittlung von Schreibstrategien (hier: „Erzählendes Schreiben“) mit Merkmalen selbstgesteuerten Lernens (Zielsetzung, strategisches Planen, Selbstbewertung und Selbstkorrektur). <br><br> Die Wirksamkeit des Trainings wurde in drei Studien untersucht: 1. Eine Pilotstudie diente der Überprüfung der prinzipiellen Eignung von SAT zur Förderung von Schreibleistungen bei Grundschülern der 5. Klassen (N = 42) und der Optimierung seiner Teilkomponenten und Vorgehensweisen. 2. In der Hauptuntersuchung wurden die Effektivität und Nachhaltigkeit des SAT-Programms bei Schülern der 4. Klasse (N = 154) im Vergleich zu zwei Bedingungen getestet: (a) der isolierten Einübung von Schreibstrategien (Aufsatztraining) und (b) konventionellem Aufsatzunterricht (Unterrichtskontrollgruppe). 3. In einer weiteren Studie wurde die Wirksamkeit des Trainings speziell bei Schülern mit ungünstigen Lernvoraussetzungen überprüft; die Studie diente zudem der Illustration des dabei gewählten Vorgehens am Einzelfall (N = 6). <br><br> Die ermittelten Befunde sprechen übereinstimmend dafür, dass die Kombination aus strategischem plus selbstregulatorischem Training (SAT) die stärksten und nachhaltigsten Effekte auf die Schreibleistung erzielt. Der Trainingseffekt generalisiert zudem auf die Erinnerungsleistung bei der freien Wiedergabe einer Kurzgeschichte. Schüler mit schwachen Aufsatzleistungen und ungünstigen Lernvoraussetzungen profitieren von dem SAT-Programm in besonderem Maße. <br><br> In der Diskussion werden Aufgaben für die zukünftige Forschung erörtert. Forschungsbedarf besteht u.a. hinsichtlich (a) einer stärkeren Verknüpfung von Schreibtrainings mit der kognitionspsychologischen Forschung; (b) der Dekomposition und gezielten Überprüfung der einzelnen Trainingskomponenten; (c) der Ausweitung des SAT-Programms auf andere Textgenre; (d) der Integration verfeinerter Revisionsstrategien in das Förderprogramm; und (e) dessen Implementierung in den Regelunterricht.<br>Extending on Harris and Graham′s (1996) Self-Regulated-Strategy-Development-Model, I designed an curriculum-integrated intervention program (SAT) to promote the composition skills of elementary school-age students. SAT combines the instruction of task strategies required to write good narratives with the explicit instruction of self-regulation procedures (goal setting, strategic planning, self-evaluation, self-correction). <br><br> Three studies examined the effectiveness of the training: 1. A pilot study investigated the viability of the SAT-program among 5th graders (N = 42) and served to refine its components and procedures. 2. In a sample of 4th graders (N = 154), the main study tested the strength and stability of the SAT effects in relation to two comparison groups: (a) Students who were taught the same set of task strategies but received no instruction in self-regulation procedures (strategy-only condition); (b) students who received conventional classroom teaching in composing (control condition). (3.) A third study served to examine the effectiveness of the SAT-program in a group of low achieving 5th graders and to illustrate its instructional steps in a number of single cases (N = 6). <br><br> Results obtained from these studies converge in showing that a writing program that conjointly addresses both task strategies and self-regulation procedures (SAT) is most effective in producing strong and lasting effects on elementary school students′ composing skills and generalization performance. Among all students, low achievers were most likely to benefit from the SAT-program. <br><br> The discussion highlights a number of issues for future research on writing. Specifically, it is argued that there is a need to (a) further explore the cognitive and meta-cognitive processes underlying good writing, (b) examine the effectiveness of specific training components incorporated in the present version of SAT, (c) crossvalidate the reported SAT effects with respect to various writing genre, (d) incorporate more elaborated revision strategies into the training program, and (e) implement components and procedures specified in SAT into conventional classroom teaching.

This dissertation consists of three empirical analyses examining the interactive and evolving nature of government regulations and how the regulated industries respond to the changes in the regulatory climate. Using the U.S. pulp and paper mills as an example, the three essays bring together a number of strands of literature in environmental economics and policy studies discussing how changes in the U.S. environmental policy are shaped by industry concerns and which strategies firms choose in order to adjust to the changes in policy. Essay 1 examines if, in addition to the standard input factors, indirect costs associated with tax and environmental policies affect papermakers’ ‘stay put’ investment decisions. The findings suggest that state environmental stringency has a negative impact on investments, but it is statistically insignificant and higher taxes do not deter investments. The Essay 2 studies whether voluntary abatement and prevention efforts at pulp and paper mills affects regulatory stringency they face. The analysis tests the hypotheses of ‘responsive regulation’ and whether regulators are driven by numerical pollution targets or budgetary constraints. The findings suggest that voluntary pollution abatement and prevention have greater impact on regulatory stringency than government budgets. Finally, Essay 3 analyzes the relationship between pollution prevention (P2) policy instruments and adoption of P2 modifications. The study tests the hypotheses of whether P2 policy instruments have positive impact on P2 adoptions. The results suggest that the policy instruments have different effects on different types of P2 modifications and that regulatory and political threat is a strong predictor of P2 adoptions.

碩士<br>臺北市立教育大學<br>課程與教學研究所碩士班<br>97<br>The number of colleges and universities has increased rapidly in the past years. As a result, the amount of college students has increased sharply and continually in recent years. In the process of learning, the epistemological beliefs and self-regulatory strategies become very important for college students. Furthermore, many theories and researches have examined the relationship between epistemological beliefs and learning strategies. Therefore, there is still great worth investigating the relationship between epistemological beliefs and college students’ learning. The purpose of this research is to examine the relationship between epistemological beliefs and self-regulatory strategies of college students from the viewpoint of students’ learning. The instrument of this research is the questionnaire survey. The researcher used the revised “epistemological beliefs scale” (Liu, 2005) and cognitive and metacognitive strategies in learning scale of “Motivated Strategies for Learning Questionnaire (MSLQ)” (Wang & Lin, 2000) as the research tools. The survey subjects were freshmen and juniors in the north of Taiwan in 2008. Total 521 questionnaires were issued, in which the statistic analysis was applied on the 488 returned and valid samples. From the analysis and discussion by use of description statistics, MANOVA, Pearson product-moment correlation and hierarchical regression. The research had obtained the following conclusions：(1) College students with different backgrounds had different patterns of epistemological beliefs; (2) College students with different backgrounds had different usages of their self-regulatory strategies; (3) Epistemological beliefs could significantly negatively predict self-regulatory strategies. According to the results, this research not only provides suggestions to the curriculum and instruction of higher education and the follow-up research, it also offers recommendations to student counseling in order to improve the qualities of higher education.

abstract: Driven by a variety of factors, online learning has continued to grow at an unprecedented rate. A Sloan Foundation report issued in January of 2010 indicated that in 2009, 4.6 million students took at least one online class, an increase in 17% over 2008. Graduate business education, and more specifically, Master of Business Administration (MBA) programs have responded to this growth and other drivers such as globalization, institutional competition and student demand by leveraging the online platform more extensively. Because of the continued growth of online programs, there is an ongoing need to better understand the motivational beliefs and self-regulatory strategies students utilize to achieve academic success. Self-regulation is a social-cognitive construct supported by several decades of research, which posits that students engage in a self-directive process to transform their mental abilities into academic skills. Online MBA students balance work, family, business travel and other life events while pursuing their degree. Their ability to balance life events while succeeding academically suggests they possess the capacity for academic self-regulation. Can admissions requirements that are already in place provide insight into how students' manage their academic self-regulation? This study examined the relationship between the MBA admissions requirements of Graduate Management Admissions Test (GMAT) total score, GMAT verbal score and years of work experience to determine if they were predictive of the student's motivational beliefs and self-regulatory learning strategies. GMAT scores and years of work experience are often thought to be predictors of student success in MBA programs. Self-selected online MBA students (n = 130) completed the Motivated Strategies for Learning Questionnaire during the final week of Organization Theory and Behavior, a core course in the MBA program. Analysis indicated that the MBA admissions requirements of GMAT total score, GMAT verbal score, and years of work experience were not reliable predictors of motivational beliefs and self-regulatory strategies. The findings indicate that while admissions criteria may be predictive of student success in the overall program, they provide little insight about how students manage their motivational beliefs and self-regulatory strategies while participating in their courses.<br>Dissertation/Thesis<br>Ph.D. Curriculum and Instruction 2010

Indiana University-Purdue University Indianapolis (IUPUI)<br>Objective: To explore and compare the use of metacognitive, cognitive, and environmental resource management self regulatory learning (SRL) strategies used by a national sample of students enrolled in traditional and accelerated baccalaureate nursing programs. Background: Learner focused reforms in nursing education require students to assume more responsibility for learning. Nursing student responsibility for learning is reflected in their use of metacognitive, cognitive, and environmental resource SRL strategies. Learning strategy use promotes the development of clinical reasoning and lifelong learning skills requisite to meet the needs of complex patients in a dynamic healthcare environment. Method: Using Bandura’s social cognitive theory as a framework, the learning subscales of the Motivated Strategies for Learning Questionnaire were used to survey a national sample of 514 baccalaureate nursing students enrolled in their final semester of a traditional baccalaureate nursing program or a 12-month accelerated baccalaureate program. Delineation of student use of metacognitive, cognitive (rehearsal, organization, and elaboration), and environmental resource management (help seeking, peer learning, effort regulation, and time and study environment) SRL strategies was examined by program and in light of age, grade point average (GPA), weekly hours spent studying independently, and weekly hours spent in employment. Results: Differences in SRL strategy use were found between the program groups and between program groups divided by sample age. Older students in both the accelerated and traditional programs used more metacognition and elaboration SRL strategies than their younger traditional counterparts. Older traditional students used significantly more effort regulation SRL strategies than both groups of younger students. Both older groups of students studied significantly more, used significantly more time and study environment SRL strategies, and had significantly higher GPAs than the younger groups of students from both programs. Conclusions: This study provides a framework for learner focused nursing education by explicitly defining differences in SRL strategy use of students enrolled in traditional and accelerated baccalaureate nursing programs.

碩士<br>國立交通大學<br>教育研究所<br>105<br>The purpose of this study was to explore how personalized learning integrated with data visualization and self-regulatory strategies influences online learner’s self-regulation and sequential behavioral patterns. Participants were 182 graduate students, who were randomly assigned into four groups: control group, self-regulation group, data visualization group, and self-regulation with data visualization group. The instruments include the Online Self-regulated Learning Questionnaire and prior-knowledge test; additionally, the behavioral logs were recorded to explore learner’s sequential behavioral patterns. The experimental procedure is as follows. First, the Online Self-regulated Learning Questionnaire and prior-knowledge test were administered. Second, learners engaged in the personalized learning system where they perused the learning materials about research ethics education and completed the tests. Finally, they completed the post-test of the Online Self-regulated Learning Questionnaire. The results demonstrated that the use of data visualization function improves goal setting and help-seeking dimensions of self-regulation. In addition, self-regulation integrated with data visualization improved learner’s self-evaluation, so that after witnessing their performance, learners perused the learning materials again, and reviewed learning materials after receiving their test scores. Therefore, self-regulation integrated with data visualization effectively enhanced students’ self-regulation. This study suggests that course developers should incorporate data visualization functions into the designs of online learning courses. Furthermore, strategies of self-regulation (e.g., goal setting, time management) should be provided so as to guide data visualization and improve students’ self-learning. The findings of the study can serve as the references for online course designers and educators.

博士<br>國立臺灣師範大學<br>英語學系<br>100<br>The aim of the study was to investigate the role of identity-based writing motivation and use of self-regulatory writing strategies in explaining research-article (RA) abstract writing ability with L2 literacy as a covariate. To achieve this aim, the study constructed and tested a motivated abstract-writing model (MAW model) by translating the above four constructs into four measures. L2 literacy test was adopted from the General English Proficiency Test-advanced. The remaining three measures were developed here, including identity-based writing motivation inventory (IWMI), self-regulatory writing strategy inventory (SWSI), and research abstract performance assessment (RAPA) with an RA-abstract writing task and two rating scales. In the pilot study, IWMI and SWSI were administered to a total of 255 L2 doctoral students majoring in education (n=140) and business (n=115) across five universities in Taiwan. IWMI and SWSI were supported for psychometric properties. RAPA was developed by expert-review on the two rating scales and by pilot-test of the RA-abstract writing on 5 graduate students in applied linguistics to ensure its feasibility. In the formal study, data were collected from a 130-minute procedure in which the four measures were administered in sequence: L2 literacy test (55 minutes), RA-abstract writing task (60 minutes), and IWMI and SWSI (15 minutes). The participants were voluntary L2 graduate students (master’s and doctoral students) majoring in applied linguistics across 15 universities in Taiwan (n=185); they were recruited over two months. Data were analyzed by the two-step approach of SEM. In measurement model, results supported the goodness-of-fit between the collected data and the MAW model, suggesting the four measures were generally valid in manifesting the four constructs. In structural model, results also supported the goodness-of-fit between the collected data and the MAW model. L2 literacy being a strong covariate was supported (β=.53). With L2 literacy and strategy controlled, direct effect of identity-based writing motivation on RA-abstract writing ability was supported (β=.19). With L2 literacy and motivation controlled, direct effect of self-regulatory writing strategy on writing ability was not supported. Indirect effect of motivation on writing ability via strategy was not supported. Additionally, direct effect of motivation on strategy was supported (β= .46). Theoretically, the direct effect of identity-based writing motivation supports a synthesis of the identity-based motivation theory (Oyserman &; Destin, 2010) and the expectancy-value theory (Eccles, 2009) in educational psychology, as well as the socio-educational theory (Gardner, 2007) and the genre theory (Swales, 1990) in L2 learning. Specifically, the identity-based writing motivation can capture the common construct of collective identity among the aforementioned theories. Adopting this writing motivation, researchers may reduce the complexity of their research design. Moreover, it allows future studies to synthesize findings on these theories, enabling a wider generalization of the identity-based writing motivation in L2 learning. Pedagogically, the findings indicate that when aiming to cultivate L2 graduate students’ English RA-abstract writing ability, instructors first need to enhance students’ L2 literacy. Second, students with higher motivation were found to write better. Instructors should not only address skill for RA writing, but teach students how to recognize, stimulate, and sustain their identity-based writing motivation so as to effectively enhance their RA-abstract writing ability. However, students who use more writing strategies do not necessarily lead to a better writing ability. The effectiveness of strategy use requires future studies.

L’insécurité routière chez les conducteurs âgés est attribuable en partie, aux effets délétères du vieillissement normal sur le fonctionnement cognitif. Les méthodes d’évaluation neuropsychologique par les tests ayant montré une certaine efficacité dans le cas du dépistage des habiletés de conduite chez les conducteurs âgés atteints d’affections neurologiques pathologiques, la présente thèse vise à évaluer la pertinence de cette approche chez les conducteurs vieillissants de la population générale. Le principal objectif de cette thèse est ainsi d’obtenir une vue d’ensemble sur le rôle et la sensibilité des mesures neuropsychologiques dans la prédiction des habiletés et habitudes de conduite automobile sécuritaire chez les conducteurs âgés. Dans la même perspective, la thèse explore d’autre part le rôle de variables sociodémographiques et psychologiques. L’article 1 évalue la validité prédictive de sept tests des fonctions visuo-attentionnelles et de la mémoire de travail en regard des habiletés de détection périphérique chez 50 conducteurs âgés de 62 à 83 ans. L’étude sur simulateur de conduite comprend une condition de conduite simple et une condition plus soutenue incluant une distraction téléphonique de type « mains-libres ». Selon les résultats, certains tests cognitifs prédisent bien les temps de détection. En outre, la validité prédictive des tests est plus importante dans la situation de conduite plus exigeante. Cela dit, les résultats de l’article 2 révèlent que le recours aux stratégies d’évitement des situations exigeantes est plus prononcé chez les individus qui présentent des faiblesses à certains des tests neuropsychologiques proposés. Les résultats indiquent en outre que l’utilisation des stratégies d’évitement routier est plus fréquente chez les conducteurs ayant tendance à déprécier leurs habiletés de conduite générales, à exprimer une moindre perception de contrôle ainsi qu’une attitude défavorable à l’endroit des situations de conduite complexes ou risquées. Les stratégies d’évitement se révèlent donc comme des réponses autorégulatrices proportionnelles aux limitations cognitives et aux perceptions individuelles. Dans les deux études, l’âge ne permet pas d’expliquer les différences individuelles, ceci ni en termes d’habiletés de détection périphérique ni de tendances autorégulatrices. Le rôle du genre est cependant plus nuancé. Ainsi, le principal apport de la présente thèse réside dans la constatation que si d’une part, certaines limitations neuropsychologiques sont associées à une réduction des habiletés de détection périphérique, ces mêmes limitations s’accompagnent aussi de mesures autorégulatrices qui peuvent contribuer à réduire le risque routier. Il appert conséquemment que les méthodes de dépistage de l’insécurité routière chez les conducteurs âgés se basant sur l’évaluation des limitations cognitives et attentionnelles doivent également rechercher et évaluer la teneur de leurs comportements routiers autorégulateurs. Dans le contexte de vieillissement de la population, des interventions pourront également miser sur le renforcement de ces comportements.<br>The increase of crash rates in elderly population can be attributed in some part to the effects of normal aging on cognitive functioning. In the other hand, older drivers are likely to adopt self-regulated driving behaviours, such as driving habits to restrict their exposure to less complex situations. Neuropsychological assessments have shown some efficacy in the field of fitness-to-drive screening of older drivers suffering from neurological disorders. This thesis aims to assess the relevance of clinical neuropsychology in screening methods considering older drivers population. The main goal is thus to study the contribution and the sensitivity of neuropsychological testing in the prediction of skills and habits of safe driving among older drivers. In the same vein, the thesis investigates the role of other socio-demographic and psychological variables. To this end, article 1 evaluates the predictive validity of seven tests of visuo-attentional functions and working memory efficiency in relation to peripheral detection task performances in 50 drivers aged from 62 to 83 years in a simulated car driving environment. The driving simulation consisted of a simple driving condition and a condition including a "hands-free" cell phone distraction task. The results indicate that some neuropsychological tests, as opposed to age, are good predictors of detection performances. In addition, the predictive validity of the tests is more important in the most challenging driving condition. The Corsi Block Tapping test, assessing visuospatial working memory, is revealed as on of the best predictor of detection skills. Article 2 was carried from previous neuropsychological testing and self-administered questionnaires related to avoidance driving behaviours, drivers perceptions and attitudes. The results indicate that individuals who show higher difficulties in tests assessing visuospatial working memory, processing speed, and divided and selective attention capacities are significantly more likely to adopt avoidance driving strategies. The results also demonstrate that driving avoidance is higher among drivers who tend to depreciate their general driving skills, to express a lower perception of control and an unfavourable attitude towards risky driving. Avoidance strategies are thus proven to be self-regulatory responses which are proportionate to cognitive limitations and individual perceptions. In summary, this thesis demonstrates that peripheral detection performances of older drivers in a simulated car study, are well reflected in neuropsychological testing assessing working memory and other attentional abilities. Since detection skills are crucial for driving safety, an indirect link can be established between neuropsychological measures and road safety among older drivers. It also seems that those drivers, who have greater cognitive limitations, are more likely to avoid challenging driving situations, thereby balancing their crash risk. It is concluded that fitness-to-drive assessments based on neuropsychological screening need to be complemented with the assessment of self-regulatory behaviors. In the context of an aging population, new interventions should focus on strengthening self-regulatory behaviors of older drivers.

Dissertação de mestrado em Formação Psicológica de Professores.<br>Apesar da sua forte e longa tradição escolar, o Trabalho de Casa, vulgo TPC, conceituada estratégia instrutiva, não é senta de discórdias. Credor de escolas de sucesso, o TPC, crê-se, pode guiar os alunos pelo caminho da mestria. A investigação aponta o tempo dedicado à realização do TPC corno intimamente relacionado com o rendimento académico dos alunos. Prescrito pelos professores na aula e supostamente realizado pelos alunos em casa, o TPC perpassa os muros da escola e infiltra a ambiência casa-família. A sua análise minuciosa descobre-o como um processo temporal, onde confluem uma imensa diversidade de factores que, em interacção, condicionam e determinam o seu produto e efeito finais. Perspectivado como ferramenta auto-regulatária privilegiada, o TPC urge ser encarado com seriedade por professores, alunos e pais. O desenho cuidado, a tipologia adequada, os objectivos diversificados, a frequência e a duração ajustadas e a verificação e feedback providenciados são aspectos não negligenciáveis no TPC, a par do apropriado envolvimento parental no apoio à autonomia e controlo dos aspectos volitivos e emocionais envolvidos durante a realização das tarefas nele incluídas. Procedemos à construção, aplicação e avaliação de um primeiro instrumento, o QtpcI, questionário sobre o TPC de Inglês, especialmente desenhado para dar voz aos alunos e mapear as suas atitudes e comportamentos face ao TPC de Língua Inglesa. Complementámos o nosso trabalho de investigação com a avaliação do perfil auto-regulatório dos alunos inquiridos, bem assim como a de outras variáveis independentes enunciadas na literatura como relacionadas com o processo do TPC. Das múltiplas análises realizadas concluímos que, em média, os alunos do 2.° e 3.° ciclos, que constituíam a nossa larga amostra, denunciavam, do 5.° para o 9.° ano de escolaridade, perfis de atitudes e comportamentos face ao TPC de Inglês tendencialmente mais deprimidos, evidenciando contudo as raparigas uma atitude mais positiva e comportamentos mais implicados do que os rapazes, nestes perfis. Dos dados analisados infere-se um baixo nível geral de implicação dos alunos da amostra, em termos de tempo gasto com a realização do TPC de Inglês, por um lado, e com o estudo diário habitual das diferentes disciplinas, por outro. A associação entre o tempo despendido com a realização do TPC e as atitudes e comportamentos face a esse mesmo TPC revelou que um maior dispêndio de tempo com a realização das tarefas de TPC, em média, não corresponde, necessariamente à adopção de melhores atitudes e comportamentos mais ajustados face ao TPC de Inglês, nem ainda a um melhor nível de proficiência/aproveitamento académico na disciplina. A percepção de auto- eficácia dos alunos, na disciplina de Inglês, denotava uma descida significativa do 5.° para o 9.° ano de escolaridade, estando este abaixamento, em média, associado de forma positiva e significativa a níveis de aproveitamento, também, tendencialmente mais baixos. Os alunos evidenciavam um perfil auto-regulatório menos musculado ao longo da subida na escolaridade, correlacionando-se este de forma positiva e significativa com as suas atitudes e comportamentos face ao TPC de Inglês, estes, por seu turno revelando uma correspondente tendência de deterioração. As habilitaç6es escolares parentais e o facto de os alunos terem irmãos mais velhos em idade escolar revelaram uma associação significativamente positiva com as atitudes e comportamentos face ao TPC avaliados. Em última análise, o rendimento académico na disciplina de Inglês associava-se positiva e significativamente com a auto-eficácia percebida nessa mesma disciplina, com o perfil auto-regulatório emergente e com as atitudes e comportamentos face ao TPC de Inglês avaliados. Afigura-se-nos como relevante proceder a futura investigação no sentido de conhecer melhor a tipologia e carga dos TPC prescritos aos alunos na disciplina de Inglês, as formas de feedback providenciadas e eventual aproveitamento do TPC como ferramenta de diagnóstico e de regulação do processo de aprendizagem dos alunos. Aprofundar as vozes dos alunos e atender ao seu eco, conhecer as atitudes, comportamentos e motivações dos professores face ao TPC e abrir caminho a um regulado envolvimento parental na realização das tarefas prescritas como TPC são assim linhas passíveis de desejável exploração futura.<br>Although homework is a widespread educational activity and a well-known instructional strategy it can sometimes be a source of complaints. Homework is recognized as an indicator of successful schools; one believes can lead students on the ways of mastery. Researchers say that time spent on homework can be a predictor of school achievement. Assigned by teachers at school and completed by students at home, homework goes beyond school walls and infiltrates family. Studied in detail homework reveals itself as a complex temporal process. Homework assignments are influenced by many factors which interacting with one another are responsible for students’ performance in the assigned tasks and homework final effects. The research shows how self-regulation can arise from doing homework. Homework must be taken seriously by teachers, students and parents. Homework purposes, the design and the typology of the assigned tasks, kind of feedback provided, the frequency and extension of the assignments are some of the aspects that can’t be neglected. Parents involvement in homework process is another crucial factor as they can be good providers of structure and autonomy and help controlling withstanding volitional aspects. We developed an instrument, called The English Homework Questionnaire (QtpcI) specifically constructed for this study. Intended to be answered by the students, the study main purpose was mapping students’ attitudes and behaviours towards homework in the English class. A second instrument was used; called “Inventário dos Processos de Auto-regulação dos alunos” — IPAA (Students’ Self-regulation Process Inventory, it was used to evaluate the students’ self regulatory approaches to study. A group of independent variables related to the homework process was also evaluated. From the statistic analysis emerged a group of conclusions, as follows: the students from 2.° e 3.° ciclos Basic Obligatory Education, (Middle Grades-Junior High School children aged between 10-15), shows a decreased profile of attitudes and behaviours towards English homework from 5 th to 9 th Grade. Girls had more positive attitudes towards homework and better homework behaviours. Students in these data seem to spend little time doing English homework and studying the different school subject on a daily basis. From 5 th to 9 th grade, the results show that, on average, the time on homework and the time on daily study decreases. Students’ sense of self-efficacy in English (foreign language) grows lower as students grow older and go up in grades. The same happens with their levels of self-regulation towards study. The association between time spent on homework and achievement shows that spending more time on homework doesn’t necessarily mean having better grades or being a good student. More time spent on homework wasn’t related to better behaviours or more positive attitudes towards homework, it sometimes was otherwise. Grades in English grow worse as students go up, along with a low sense of self-efficacy and a decreasing level of self-regulation. The correlation between the self-regulatory profile and the homework profiles of attitudes and behaviours proved to be statistically positive and significant. School achievement proved to be significantly related with self-efficacy, self-regulation and attitudes and behaviours towards homework in English class. Future studies could be thought to address a better knowledge about the typology and design, frequency and length of homework assignments in the English class and types of feedback provided by the teachers. Teachers could be questioned about the utility of homework as a diagnostic strategy of the students’ learning process. Going deeper on students voices, mapping teachers homework attitudes and behaviours and open way to parents involvement in the homework process are desirable paths to future investigation.

This study aimed at identifying the models that best explain the student-related factors that contribute to the academic performance of students in the university. Students' final high school grade, English Language proficiency, self-regulatory learning strategies and extrinsic goal orientation are observed to generally have direct effects on the academic performance of the students in the university, while attitudes, intrinsic goal orientations, personality traits and age have indirect effects. Student mentors need to understand the factors that contribute to the academic performance of undergraduate students. Further research is also deemed necessary in other universities in Kenya in order to establish whether similar results would be obtained.<br>Educational Studies<br>D. Ed. (Philosophy of Education)