Implicit self-theories of shyness : predictors and correlates in preadolescence /

Implicit theories of shyness refer to a beUef that shyness is a fixed trait versus the belief that shyness is changeable and controllable. In this study, I explored the association between overall shyness and children's implicit self-theories of shyness, as well as between implicit self-theories of shyness and children's other shyness-related beliefs (perceptions of others' theories of shyness, shyness as a perceived problem, and ideas about treatment for shyness). Forty-six 10-12- year- old children (M = 10.74, SD = .88) were interviewed individually, filled out a set of questionnaires, and completed a computer-presented task. ' "^ As was expected, in ambiguous social situations, children perceived others' theories of shyness in a way that confirmed their own theories. The hypothesized curvilinear relation between shy and implicit self-theories of shyness was not found; instead, a linear positive relationship between these two variables emerged. Although implicit self-theories of shyness were not effective in predicting either the children's views of shyness as a perceived problem or children's ideas about treatment for shyness, some interesting results were found. Specifically, children's motivation to change their shyness correlated with their views of shyness as a problem for children in general and their perceptions of others' theories of shyness. Specific agents and strategies were regarded by children as having different effectiveness in their potential to change shyness. The theoretical and practical implications of these findings were discussed. Suggestions for future research were provided.

A System for Models of First Order Theories

If you want to know whether a property is true or not in a specific algebraic structure,you need to test that property on the given structure. This can be done by hand, which can be cumbersome and erroneous. In addition, the time consumed in testing depends on the size of the structure where the property is applied. We present an implementation of a system for finding counterexamples and testing properties of models of first-order theories. This system is supposed to provide a convenient and paperless environment for researchers and students investigating or studying such models and algebraic structures in particular. To implement a first-order theory in the system, a suitable first-order language.( and some axioms are required. The components of a language are given by a collection of variables, a set of predicate symbols, and a set of operation symbols. Variables and operation symbols are used to build terms. Terms, predicate symbols, and the usual logical connectives are used to build formulas. A first-order theory now consists of a language together with a set of closed formulas, i.e. formulas without free occurrences of variables. The set of formulas is also called the axioms of the theory. The system uses several different formats to allow the user to specify languages, to define axioms and theories and to create models. Besides the obvious operations and tests on these structures, we have introduced the notion of a functor between classes of models in order to generate more co~plex models from given ones automatically. As an example, we will use the system to create several lattices structures starting from a model of the theory of pre-orders.

Investigation of Theories Supporting Engagement of Resistant Learners in Formal Academic Settings and Curriculum

This study sought to explore ways to work with a group of young people through an arts-based approach to the teaching of literacy. Through the research, the author integrated her own reflexivity applying arts methods over the past decade. The author’s past experiences were strongly informed by theories such as caring theory and maternal pedagogy, which also informed the research design. The study incorporated qualitative data collection instruments comprising interviews, journals, sketches, artifacts, and teacher field notes. Data were collected by 3 student participants for the duration of the research. Study results provide educators with data on the impact of creating informal and alternative ways to teach literacy and maintain student engagement with resistant learners.