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Beliefs About Self-Control And Regulation: Do They Matter For College Performance?, Cara E. Worick
Beliefs About Self-Control And Regulation: Do They Matter For College Performance?, Cara E. Worick
Theses and Dissertations--Educational, School, and Counseling Psychology
Students who are good self-regulators have higher motivation and achievement than those who are not. The beliefs students hold influence the goals they set, how they regulate learning, their motivation, and their subsequent actions. Beliefs about one’s own willpower (the capacity to exert self-control in everyday life) have been shown to affect individuals’ self-regulation. Willpower has been conceptualized as a limited resource that is easily depleted in demanding situations. However, some researchers have shown that individuals’ beliefs about willpower capacity (i.e., as finite or abundant), and not their actual willful acts, are more predictive of self-regulated behavior. Researchers have similarly …
Practices, Beliefs, And Perceptions Of Effective Science Teachers In Elementary Schools Serving Low Socioeconomic Communities, Edwin Wheeler Emmer
Practices, Beliefs, And Perceptions Of Effective Science Teachers In Elementary Schools Serving Low Socioeconomic Communities, Edwin Wheeler Emmer
Theses and Dissertations
Students who come from low socioeconomic status (SES) backgrounds are more likely to manifest a science achievement gap when compared to their high SES peers as a result of the myriad of factors that have the potential to influence student performance, including limited access to resources, fewer life experiences, health care concerns, fewer extracurricular opportunities, etc. (Crook & Evans, 2014; Duke, 2000; Ladd, 2012; Sirin, 2005). This achievement gap can be exacerbated in the elementary setting where many teachers do not feel comfortable teaching science as a result of a lack of science content knowledge and limited experience teaching inquiry-based …