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Changes In Perceived Self-Efficacy And Attitude Toward Science And Teaching Science In Elementary School, Betsy Ann Sullivan

Dissertations

This study was developed in an effort to ascertain if a proposed biological laboratory curriculum as developed and modeled by the instructor would affect the attitudes and perceived self-efficacy towards science, science teaching and ability to learn science of pre-service elementary teachers. Self-regulated learning (SRL) strategies were incorporated as the variation. Attitudinal topics investigated were the perceived ability to learn science and to teach science.

Students in one biology for non-science majors' biology laboratory class at the University of Southern Mississippi participated in this case study. The group participated in the modified laboratory section which utilized SRL activities, including reflections …

Mentoring During Adolescence And Adult Resilience, Pola Christina Jakacki

Dissertations

The purpose of this study was to determine if there was a significant relationship between mentoring and adult resilience, specifically adults that were mentored as adolescents. The study sample comprised of 657 adults from various locations across the country. For this quantitative study, they completed a two-part questionnaire made up of the Resilience Scale-14 created by Gail M. Wagnild and Heather M. Young (1993) and author created questions regarding demographics and mentor relationships.

The responses were analyzed using frequencies, means, standard deviations, independent samples t tests, and a Pearson correlation. Results of the study showed that there was a significant …

Understanding The Relationship Between Students' Reading Achievement And Teachers' Self-Regulation Patterns In Grades K-3, Pamela Renee Allen

Dissertations

Previous findings on student self-regulation support the fact that students who are self-regulated achieve more in their academics, including students taught self-regulation interventions. However, there has been little research to establish how a teacher’s self-regulation affects a student’s academic success. Therefore, the purpose of this quantitative research study was to determine what specific teacher factors contribute to a teacher’s self-regulation score and a student’s reading achievement. The study consisted of 276 teachers in Grades K-3 in a large Alabama school district. Reading achievement test scores and the Self-Regulation Inventory (Casler, 2005a) were collected from respondents. A Pearson product-moment correlation established …