subject:(academic norm)

University of Edinburgh

1. Zeng, Tianjiao. Overseas Chinese Student Agency: Academic norm, Oral Participation and Discursive Practices for Change.

Degree: 2011, University of Edinburgh

URL: http://hdl.handle.net/1842/6018

► Participatory practice of overseas Asian students has been much deliberated over these two decades. Recent studies on the international higher education have proposed new perspectives… (more)

Subjects/Keywords: participatory practice; agency; Asian culture; Mainland Chinese students; academic norm; resources; discursive practice

Record Details Similar Records Cite « Share

❌

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Zeng, T. (2011). Overseas Chinese Student Agency: Academic norm, Oral Participation and Discursive Practices for Change. (Thesis). University of Edinburgh. Retrieved from http://hdl.handle.net/1842/6018

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Zeng, Tianjiao. “Overseas Chinese Student Agency: Academic norm, Oral Participation and Discursive Practices for Change.” 2011. Thesis, University of Edinburgh. Accessed March 07, 2021. http://hdl.handle.net/1842/6018.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Zeng, Tianjiao. “Overseas Chinese Student Agency: Academic norm, Oral Participation and Discursive Practices for Change.” 2011. Web. 07 Mar 2021.

Vancouver:

Zeng T. Overseas Chinese Student Agency: Academic norm, Oral Participation and Discursive Practices for Change. [Internet] [Thesis]. University of Edinburgh; 2011. [cited 2021 Mar 07]. Available from: http://hdl.handle.net/1842/6018.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Zeng T. Overseas Chinese Student Agency: Academic norm, Oral Participation and Discursive Practices for Change. [Thesis]. University of Edinburgh; 2011. Available from: http://hdl.handle.net/1842/6018

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Penn State University

2. Johnson, Kaprea Faa'izah. THE INFLUENCE OF SCHOOL CONNECTEDNESS AND ACADEMIC SELF EFFICACY ON SELF REPORTED NORM RELATED PRO-SOCIAL BEHAVIOR .

Degree: 2011, Penn State University

URL: https://submit-etda.libraries.psu.edu/catalog/12054

► This study took a strength based approach in exploring school connectedness, academic self-efficacy, personal variables and how they influence a new concept called norm related… (more)

Subjects/Keywords: academic self-efficacy; School connectedness; norm related pro-social behavior; social norms

Record Details Similar Records Cite « Share

❌

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Johnson, K. F. (2011). THE INFLUENCE OF SCHOOL CONNECTEDNESS AND ACADEMIC SELF EFFICACY ON SELF REPORTED NORM RELATED PRO-SOCIAL BEHAVIOR . (Thesis). Penn State University. Retrieved from https://submit-etda.libraries.psu.edu/catalog/12054

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Johnson, Kaprea Faa'izah. “THE INFLUENCE OF SCHOOL CONNECTEDNESS AND ACADEMIC SELF EFFICACY ON SELF REPORTED NORM RELATED PRO-SOCIAL BEHAVIOR .” 2011. Thesis, Penn State University. Accessed March 07, 2021. https://submit-etda.libraries.psu.edu/catalog/12054.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Johnson, Kaprea Faa'izah. “THE INFLUENCE OF SCHOOL CONNECTEDNESS AND ACADEMIC SELF EFFICACY ON SELF REPORTED NORM RELATED PRO-SOCIAL BEHAVIOR .” 2011. Web. 07 Mar 2021.

Vancouver:

Johnson KF. THE INFLUENCE OF SCHOOL CONNECTEDNESS AND ACADEMIC SELF EFFICACY ON SELF REPORTED NORM RELATED PRO-SOCIAL BEHAVIOR . [Internet] [Thesis]. Penn State University; 2011. [cited 2021 Mar 07]. Available from: https://submit-etda.libraries.psu.edu/catalog/12054.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Johnson KF. THE INFLUENCE OF SCHOOL CONNECTEDNESS AND ACADEMIC SELF EFFICACY ON SELF REPORTED NORM RELATED PRO-SOCIAL BEHAVIOR . [Thesis]. Penn State University; 2011. Available from: https://submit-etda.libraries.psu.edu/catalog/12054

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

3. Pujos, Stephane. Psychopathologisation et échec académique : Psychopathologization and academic failure.

Degree: Docteur es, Sociétés, Politique, Santé publique. Psychologie, 2012, Université de Bordeaux Segalen

URL: http://www.theses.fr/2012BOR21976

►

La psychologisation est une explication causale en des termes psychologiques des évènements qui arrivent aux individus (Beauvois, 2006). Alors que le terme de psychologisation fait… (more)

▼

La psychologisation est une explication causale en des termes psychologiques des évènements qui arrivent aux individus (Beauvois, 2006). Alors que le terme de psychologisation fait référence à la caractéristique interne des explications fournies par les individus, celui de psychopathologisation ferait référence aux caractéristiques à la fois internes mais aussi incontrôlables de ces explications (Haslam, Ban, & Kaufmann, 2007). Attribuer la cause d’une situation d’échec académique à une disposition contrôlable serait majorer la responsabilité de l’individu qui échoue dans cette situation (Weiner, 1995). En revanche attribuer la cause d’un échec académique à une disposition psychopathologique serait minorer la responsabilité de cet individu. Le but principal de cette thèse est 1) de métaboliser le concept de psychopathologisation 2) de révéler un lien entre l’échec académique et l’explication de cet échec par des causes psychopathologiques 3) de montrer que ce lien est distinct de celui existant entre l’échec académique et l’explication de celui-ci par des causes internes et contrôlables. Nous avons tenté de démontrer que les explications causales faites en des termes psychopathologiques avaient bien des caractéristiques différentes de celles faites en des termes internes et contrôlables. Nous avons très parcimonieusement montré un lien entre l’échec académique et les attributions causales d’ordre psychopathologique. Enfin la distinction entre la psychopathologisation et l’attribution causale à des causes internes et contrôlables reste à explorer plus avant.

Psychologization is a causal explanation in psychological terms of events occurring to people (Beauvois, 2006). Although psychologization refers to internal characteristic of explanations given by the people, psychopathologization refers to characteristics both internal and uncontrollable of these explanations (Haslam, et al., 2007). Attributing the cause of an individual’s academic failure to a controllable disposition would increase the perceived individual’s responsibility for this situation (Weiner, 1995). Conversely attributing to an uncontrollable disposition the cause of the same issue would decreased his responsibility. The main goal of this work is to 1) metabolize the psychopathologization concept 2) reveal a link between academic failure and psychopathologization 3) show that this link is different from the one that exists between attribution to internal and controllable causes and academic failure. We tried to show that psychopathologization and attribution to internal and controllable causes are different in essence. We hardly succeeded to reveal a link between psychopathologization and academic failure. Finally, further work is needed to show a distinction between the two processes.

Advisors/Committee Members: Castra, Denis (thesis director).

Subjects/Keywords: Attribution causale; Norme d’internalité; Psychologisation; Performance académique; Causal attribution; Internality norm; Psychologization; Academic performance

Record Details Similar Records Cite « Share

❌

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Pujos, S. (2012). Psychopathologisation et échec académique : Psychopathologization and academic failure. (Doctoral Dissertation). Université de Bordeaux Segalen. Retrieved from http://www.theses.fr/2012BOR21976

Chicago Manual of Style (16^th Edition):

Pujos, Stephane. “Psychopathologisation et échec académique : Psychopathologization and academic failure.” 2012. Doctoral Dissertation, Université de Bordeaux Segalen. Accessed March 07, 2021. http://www.theses.fr/2012BOR21976.

MLA Handbook (7^th Edition):

Pujos, Stephane. “Psychopathologisation et échec académique : Psychopathologization and academic failure.” 2012. Web. 07 Mar 2021.

Vancouver:

Pujos S. Psychopathologisation et échec académique : Psychopathologization and academic failure. [Internet] [Doctoral dissertation]. Université de Bordeaux Segalen; 2012. [cited 2021 Mar 07]. Available from: http://www.theses.fr/2012BOR21976.

Council of Science Editors:

Pujos S. Psychopathologisation et échec académique : Psychopathologization and academic failure. [Doctoral Dissertation]. Université de Bordeaux Segalen; 2012. Available from: http://www.theses.fr/2012BOR21976

University of Central Florida

4. Rule, Reagan. The Effects Of Psuedo-altruistic Behavior On The Likelihood Of Reciprocity And Perceptions Of The Source.

Degree: 2004, University of Central Florida

URL: https://stars.library.ucf.edu/etd/13

► The current study examines the roles of expectancy disconfirmation and pseudo-altruistic behaviors as communication strategies to increase receiver compliance, and their effects on perceptions of… (more)

▼ The current study examines the roles of expectancy disconfirmation and pseudo-altruistic behaviors as communication strategies to increase receiver compliance, and their effects on perceptions of the source, including credibility and likeability ratings. While adding to the previous research, this investigation examines the effects on compliance when pseudo-altruistic practices are employed in a sales situation. Additionally, subjects’ compliance responses in the treatment groups are analyzed for relationships between compliance and several possible mediators, including participant’s evaluations of the source, and feelings of obligation and guilt. A focus group was held to discuss the face validity of the scenarios. Additionally, a pilot study was conducted to verify the operationalization of the independent variable, and to reveal any items that needed to be modified before the actual study was conducted. 141 undergraduate students were assigned to one of six treatment groups, and responded to the scenario and questionnaire. Five-point Likert type scales were used for the source factor and compliance items, and seven-point semantic differential scales were used for the items which measured source perceptions. Additionally, an optional open-ended item was employed for subjects to explain the motives behind their decisions. Analysis of the data showed that participants in the pseudo-altruistic treatment conditions were more likely to return to Store or Dealership A, or tipped the server more than usual. They also rated the source as more expert and of higher character in the treatment groups that the neutral, control groups. This increase in compliance was consistent across all three scenarios. Regression analyses also revealed that source factors including concern, helpfulness, unexpected behavior, expertise, character, honesty, and likeability predicted 26% of the compliance variance. In conclusion, subjects were more likely to comply in the pseudo-altruistic treatment condition, regardless of the scenario. Their compliance is attributed to feelings of liking and higher ratings of the source, which facilitated reciprocal altruism and benefited the salesperson or server for their selfless behavior. Advisors/Committee Members: Pryor, Albert.

Subjects/Keywords: Compliance gaining; Expectancy disconfirmation; Norm of reciprocity; Psuedo altruism; Communication; Arts and Sciences – Dissertations, Academic; Dissertations, Academic – Arts and Sciences

Record Details Similar Records Cite « Share

❌

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Rule, R. (2004). The Effects Of Psuedo-altruistic Behavior On The Likelihood Of Reciprocity And Perceptions Of The Source. (Masters Thesis). University of Central Florida. Retrieved from https://stars.library.ucf.edu/etd/13

Chicago Manual of Style (16^th Edition):

Rule, Reagan. “The Effects Of Psuedo-altruistic Behavior On The Likelihood Of Reciprocity And Perceptions Of The Source.” 2004. Masters Thesis, University of Central Florida. Accessed March 07, 2021. https://stars.library.ucf.edu/etd/13.

MLA Handbook (7^th Edition):

Rule, Reagan. “The Effects Of Psuedo-altruistic Behavior On The Likelihood Of Reciprocity And Perceptions Of The Source.” 2004. Web. 07 Mar 2021.

Vancouver:

Rule R. The Effects Of Psuedo-altruistic Behavior On The Likelihood Of Reciprocity And Perceptions Of The Source. [Internet] [Masters thesis]. University of Central Florida; 2004. [cited 2021 Mar 07]. Available from: https://stars.library.ucf.edu/etd/13.

Council of Science Editors:

Rule R. The Effects Of Psuedo-altruistic Behavior On The Likelihood Of Reciprocity And Perceptions Of The Source. [Masters Thesis]. University of Central Florida; 2004. Available from: https://stars.library.ucf.edu/etd/13

5. Wang, Huanhuan. Partial Mediation and Moderation Effects of Class Peer Norms on the Relations of Teacher Support with Student Aggression and Academic Engagement during Early Adolescence.

Degree: 2017, University of South Florida

URL: https://scholarcommons.usf.edu/etd/6777

► The purpose of this study was to examine the mediation and moderation effects of classroom peer norms (CPN) on the associations of teacher support with… (more)

▼ The purpose of this study was to examine the mediation and moderation effects of classroom peer norms (CPN) on the associations of teacher support with student engagement and aggression during sixth grade (first year of middle school). Current literature suggests that early adolescence is a critical developmental period with many changes occurring, including a peak in aggression, decreased academic engagement, increased peer influence, and decreased teacher support. Despite these challenging changes, teachers often serve as a powerful yet “invisible hand” (Farmer, Lines, & Hamm, 2011) that can influence student behaviors directly or indirectly via CPN. However, these two routes of teacher influence have rarely been examined simultaneously. The current study investigated these two routes by examining the partial mediation and moderation effects of CPN on the associations of teacher support with four student behaviors (overt and relational aggression, involved and disruptive behavior) among a diverse sample of 312 students from 32 classrooms across the fall and spring of sixth grade. Students self-reported teacher support (academic, emotional) and engagement (involved, disruptive behavior) and peer-nominated aggression (overt, relational). CPN was computed as a class average of a certain behavior (aggression or engagement). Multilevel modeling was used to test the mediation and moderation effects, considering the nested nature of the data (i.e., students nested within classrooms). Results indicated full mediation effect of CPN on the relations of fall teacher support with spring overt aggression, relational aggression, and disruptive behavior, and a moderation effect on spring involved behavior. Interestingly, the average classroom perception of teacher support showed a significant direct negative effect on relational aggression and disruptive behavior, and a direct positive effect on involved behavior, all of which became smaller and non-significant when CPN was taken into consideration (i.e., when the indirect or mediation effect was considered). In terms of the mediation effects, classes which had high levels of average perception of teacher support in the fall tended to have low disruptive behavior CPN, which was further associated with low levels of individual student disruptive behavior in the spring. The same mechanism applied to overt and relational aggression, except that the significance level of the relations of CPN with overt and relational aggression was marginal (i.e., p < .10). The moderation effect suggests that students who reported high levels of teacher support in the fall (relative to his/her classmates, regardless of the class average) tended to report high levels of involved behavior in the spring only if the fall involved behavior CPN was also high. These findings highlight the importance to investigate both teacher and peer influence within a classroom in order to better understand student behaviors during the first year of middle school. Theoretical and practical implications are discussed, as…

Subjects/Keywords: teacher support; class peer norm; aggression; academic engagement; early adolescence; Educational Psychology

…140 Appendix C: Academic Engagement Measure… …84 Figure 9. Level 1 teacher support and class peer norm, interaction for involved behavior… …changes occurring, including a peak in aggression, decreased academic engagement, increased peer… …and spring of sixth grade. Students self-reported teacher support (academic, emotional… …decline in academic engagement (Eccles et al., 1993; Lamote, Broeck, Van Den Noortgate…

13 more images…

Record Details Similar Records Cite « Share

❌

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Wang, H. (2017). Partial Mediation and Moderation Effects of Class Peer Norms on the Relations of Teacher Support with Student Aggression and Academic Engagement during Early Adolescence. (Thesis). University of South Florida. Retrieved from https://scholarcommons.usf.edu/etd/6777

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Wang, Huanhuan. “Partial Mediation and Moderation Effects of Class Peer Norms on the Relations of Teacher Support with Student Aggression and Academic Engagement during Early Adolescence.” 2017. Thesis, University of South Florida. Accessed March 07, 2021. https://scholarcommons.usf.edu/etd/6777.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Wang, Huanhuan. “Partial Mediation and Moderation Effects of Class Peer Norms on the Relations of Teacher Support with Student Aggression and Academic Engagement during Early Adolescence.” 2017. Web. 07 Mar 2021.

Vancouver:

Wang H. Partial Mediation and Moderation Effects of Class Peer Norms on the Relations of Teacher Support with Student Aggression and Academic Engagement during Early Adolescence. [Internet] [Thesis]. University of South Florida; 2017. [cited 2021 Mar 07]. Available from: https://scholarcommons.usf.edu/etd/6777.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Wang H. Partial Mediation and Moderation Effects of Class Peer Norms on the Relations of Teacher Support with Student Aggression and Academic Engagement during Early Adolescence. [Thesis]. University of South Florida; 2017. Available from: https://scholarcommons.usf.edu/etd/6777

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Central Florida

6. Oreifej, Omar. Robust Subspace Estimation Using Low-rank Optimization. Theory And Applications In Scene Reconstruction, Video Denoising, And Activity Recognition.

Degree: 2013, University of Central Florida

URL: https://stars.library.ucf.edu/etd/2569

► In this dissertation, we discuss the problem of robust linear subspace estimation using low-rank optimization and propose three formulations of it. We demonstrate how these… (more)

▼ In this dissertation, we discuss the problem of robust linear subspace estimation using low-rank optimization and propose three formulations of it. We demonstrate how these formulations can be used to solve fundamental computer vision problems, and provide superior performance in terms of accuracy and running time. Consider a set of observations extracted from images (such as pixel gray values, local features, trajectories . . . etc). If the assumption that these observations are drawn from a liner subspace (or can be linearly approximated) is valid, then the goal is to represent each observation as a linear combination of a compact basis, while maintaining a minimal reconstruction error. One of the earliest, yet most popular, approaches to achieve that is Principal Component Analysis (PCA). However, PCA can only handle Gaussian noise, and thus suffers when the observations are contaminated with gross and sparse outliers. To this end, in this dissertation, we focus on estimating the subspace robustly using low-rank optimization, where the sparse outliers are detected and separated through the `1 norm. The robust estimation has a two-fold advantage: First, the obtained basis better represents the actual subspace because it does not include contributions from the outliers. Second, the detected outliers are often of a specific interest in many applications, as we will show throughout this thesis. We demonstrate four different formulations and applications for low-rank optimization. First, we consider the problem of reconstructing an underwater sequence by removing the iii turbulence caused by the water waves. The main drawback of most previous attempts to tackle this problem is that they heavily depend on modelling the waves, which in fact is ill-posed since the actual behavior of the waves along with the imaging process are complicated and include several noise components; therefore, their results are not satisfactory. In contrast, we propose a novel approach which outperforms the state-of-the-art. The intuition behind our method is that in a sequence where the water is static, the frames would be linearly correlated. Therefore, in the presence of water waves, we may consider the frames as noisy observations drawn from a the subspace of linearly correlated frames. However, the noise introduced by the water waves is not sparse, and thus cannot directly be detected using low-rank optimization. Therefore, we propose a data-driven two-stage approach, where the first stage “sparsifies” the noise, and the second stage detects it. The first stage leverages the temporal mean of the sequence to overcome the structured turbulence of the waves through an iterative registration algorithm. The result of the first stage is a high quality mean and a better structured sequence; however, the sequence still contains unstructured sparse noise. Thus, we employ a second stage at which we extract the sparse errors from the sequence through rank minimization. Our method converges faster, and drastically outperforms state of the art on all… Advisors/Committee Members: Shah, Mubarak.

Subjects/Keywords: low rank representation; low rank; sparse representation; sparse; activity recognition; turbulence mitigation; video denoising; complex event recognition; nuclear norm; augmented lagrange multiplier; camera motion estimation; trecvid; hoha; water waves; rank; trajectories; particle advection; registration; decomposition; moving object detection; background subtraction; atmospheric turbulence; Computer Engineering; Engineering; Dissertations, Academic – Engineering and Computer Science, Engineering and Computer Science – Dissertations, Academic

Record Details Similar Records Cite « Share

❌

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Oreifej, O. (2013). Robust Subspace Estimation Using Low-rank Optimization. Theory And Applications In Scene Reconstruction, Video Denoising, And Activity Recognition. (Doctoral Dissertation). University of Central Florida. Retrieved from https://stars.library.ucf.edu/etd/2569

Chicago Manual of Style (16^th Edition):

Oreifej, Omar. “Robust Subspace Estimation Using Low-rank Optimization. Theory And Applications In Scene Reconstruction, Video Denoising, And Activity Recognition.” 2013. Doctoral Dissertation, University of Central Florida. Accessed March 07, 2021. https://stars.library.ucf.edu/etd/2569.

MLA Handbook (7^th Edition):

Oreifej, Omar. “Robust Subspace Estimation Using Low-rank Optimization. Theory And Applications In Scene Reconstruction, Video Denoising, And Activity Recognition.” 2013. Web. 07 Mar 2021.

Vancouver:

Oreifej O. Robust Subspace Estimation Using Low-rank Optimization. Theory And Applications In Scene Reconstruction, Video Denoising, And Activity Recognition. [Internet] [Doctoral dissertation]. University of Central Florida; 2013. [cited 2021 Mar 07]. Available from: https://stars.library.ucf.edu/etd/2569.

Council of Science Editors:

Oreifej O. Robust Subspace Estimation Using Low-rank Optimization. Theory And Applications In Scene Reconstruction, Video Denoising, And Activity Recognition. [Doctoral Dissertation]. University of Central Florida; 2013. Available from: https://stars.library.ucf.edu/etd/2569

Open Access Theses and Dissertations