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In our study, we aim to examine the use of social media across different age groups. Specifically, we want to explore the effects of passive and active social media use on four variables: loneliness, depressive symptoms, life satisfaction, and self-esteem. We are particularly interested in identifying the expected differences between younger adults (18–35 years) and older adults (60+ years). Existing research on the effects of social media primarily focuses on college students and younger adults (Davila et al., 2012; Kabasakal, 2015; Lenhart et al., 2010; Lin et al., 2016; Pantic et al., 2012; Primack et al., 2017; Tandoc et al., 2015; Verduyn et al., 2017; Vogel et al., 2014; Weiser, 2002). While there are some studies that include adult participants aged 18 to 49 years (Escobar-Viera et al., 2018), there appears to be a lack of research directly comparing younger and older adults—particularly with regard to differences between active and passive social media use. In addition, much of the existing literature focuses primarily on the platform Facebook (Chou & Edge, 2011; de Vries & Kühne, 2015; Ellison et al., 2007; Gonzales & Hancock, 2011; Grieve et al., 2013; Kim & Lee, 2011; Krasnova et al., 2013; Lou et al., 2012; Song et al., 2014; Tandoc et al., 2015; Tromholt, 2016), rather than examining social media as a whole.

The inverse relation between academic motivation and substance use has been well established, but the direction of the influence remains to be specified; two possible influences are the mediating and moderating effects of family relationships and self-esteem. In this study, investigators used General Estimating Equation (GEE) models based on data from four annual assessments of adolescents, 12 to 16 years of age. The adolescents' mothers were included in the study. Families were recruited from moderate-sized northwestern urban areas; 91.7 percent of the participants were Caucasian. The results suggest that substance use leads to a decrease in academic motivation one year later. However, the data did not support a direct path of academic motivation to substance use, as researchers found mediating effects for alcohol use and moderating effects for cigarette and marijuana use for both males and females. A somewhat surprising result was that for boys and older girls, good family relationships increased the inverse effect of academic motivation on marijuana use. This may be due to the additional pressures that parents from families with good relationships place on their children for academic success. Eight tables present the statistical summaries for this study. Contains 24 references. (RJM)

Don Yoder Collection of American Hymnody

ix, [1], 121 p. : 21 cm

This article is from Beilstein Journal of Nanotechnology , volume 3 . Abstract Thioester-functionalized, siloxane-anchored, self-assembled monolayers provide a powerful tool for controlling the chemical and physical properties of surfaces. The thioester moiety is relatively stable to long-term storage and its structure can be systematically varied so as to provide a well-defined range of reactivity and wetting properties. The oxidation of thioesters with different-chain-length acyl groups allows for very hydrophobic surfaces to be transformed into very hydrophilic, sulfonic acid-bearing, surfaces. Systematic variation in the length of the polymethylene chain has also allowed us to examine how imbedding reaction sites at various depths in a densely packed monolayer changes their reactivity. π-Systems (benzene and thiophene) conjugated to the thioester carbonyl enable the facile creation of photoreactive surfaces that are able to use light of different wavelengths. These elements of structural diversity combine with the utility of the hydrophilic, strongly negatively charged sulfonate-bearing surface to constitute an important approach to systematic surface modification.

This article is from Beilstein Journal of Nanotechnology , volume 3 . Abstract Thioester-functionalized, siloxane-anchored, self-assembled monolayers provide a powerful tool for controlling the chemical and physical properties of surfaces. The thioester moiety is relatively stable to long-term storage and its structure can be systematically varied so as to provide a well-defined range of reactivity and wetting properties. The oxidation of thioesters with different-chain-length acyl groups allows for very hydrophobic surfaces to be transformed into very hydrophilic, sulfonic acid-bearing, surfaces. Systematic variation in the length of the polymethylene chain has also allowed us to examine how imbedding reaction sites at various depths in a densely packed monolayer changes their reactivity. π-Systems (benzene and thiophene) conjugated to the thioester carbonyl enable the facile creation of photoreactive surfaces that are able to use light of different wavelengths. These elements of structural diversity combine with the utility of the hydrophilic, strongly negatively charged sulfonate-bearing surface to constitute an important approach to systematic surface modification.

"First course."

"First course."

Book digitized by Google from the library of Harvard University and uploaded to the Internet Archive by user tpb.

Book digitized by Google from the library of Harvard University and uploaded to the Internet Archive by user tpb.

Book digitized by Google from the library of Harvard University and uploaded to the Internet Archive by user tpb.

Scoping Review Paper

Psychologists have used self-determination theory to explore and interpret research on many levels over the last three decades, (Deci & Ryan, 1985) however little research has been done to determine how the digital transformation has been fundamentally changing people’s ability to make choices and manage their lives. While it has allowed for increased amounts of citizen agency, it has also enabled the collection and analysis of extensive amounts of personal data (Deci & Ryan, 1985). This requires us to re-define and describe the change of the self in the context of digital world. Therefore, this research project focuses on the newly formed notion of digital self-determination theory, based on existing self-determination theories and explores the implications of social media use and the determination of the self. According to SDT researchers Deci & Ryan (1985), the motivational orientations are as follows: The Autonomy Orientation assesses the extent to which a person is oriented toward aspects of the environment that stimulate intrinsic motivation, are optimally challenging, and provide informational feedback. The Controlled Orientation assesses the extent to which a person is oriented toward being controlled by rewards, deadlines, structures, ego-involvements, and other people’s directives. The Impersonal Orientation assesses the extent to which a person believes that attaining desired outcomes is beyond his or her control and that achievement is largely a matter of luck or fate.

This study aims to investigate the relationship between personality traits—specifically neuroticism and conscientiousness—and the use of coping strategies. It is hypothesized that individuals high in neuroticism are more likely to engage in maladaptive coping strategies, due to their heightened perception of stress. Conversely, individuals with high levels of conscientiousness are expected to use adaptive coping strategies, which can be explained by their greater self-control. The study seeks to explore these associations and examine whether stress perception and self-control serve as partial mediating factors in the relationship between personality traits and coping behavior.

This document contains five chapters. The first chapter is entitled "The Need for Self-Evaluation." It explains why teacher self-evaluation is necessary and outlines the basic assumptions underlying teacher self-appraisal. Chapter two looks at the value of videotape recorders in providing an objective, neutral record of teaching. Chapter three examines the use of codes--systems used to view classroom behavior from different points of view. This chapter also describes the Roberson Self-Appraisal System. Chapter four describes three programs using videotape. The first is a video inservice program; the second, interaction analysis adapted to videotape; and the third, student teacher self-evaluation. Chapter five presents the summary and conclusions. It stresses the need for a nonthreatening situation for self-evaluation (which videotaping can provide), and a desire on the part of the teacher for improvement. (PB)

This study demonstrated the use of self-recorded audiotape to collect data on students' perceptions, attitudes, and use of learning activities in written teaching texts. The process of asking students to respond to questions within the teaching text was straightforward and presented few problems in subsequent analysis. On several indicators considered, such as length of audio recording, comparison of closed-ended responses and identification of constructs, the data collected by self-recorded tape compared favorably with that collected by other methods. Further consideration of this form of data collection acknowledged the limitations imposed by self-recorded tape but recognized attractive features worthy of exploitation. Three forms of learning benefits to the students were identified through this method of collecting data: (1) those related to students' learning from the course; (2) those related to students' learning and development as a person; and (3) those that contributed directly to answering an assignment. The study also found that students' attitudes towards learning activities were often based on the amount of time necessary to satisfy the requirements of the activities, their reaction to the intellectual demands embodied in the activities, their desire to comprehend the material and to understand the author's arguments, and their perception of their learning capabilities. Examples of students' self-recorded audiotape responses are provided throughout. (15 references) (DB)

This volume was digitized and made accessible online due to deterioration of the original print copy.

This collection of abstracts is part of a continuing series providing information on recent doctoral dissertations. The 20 titles deal with the following topics: the role of crib talk in language acquisition; syntactic parsing strategies; a case study of the first use of words; how two modes of literature presentation affect oral language development; children's cognition and acquisition of selected syntactic structures; language use in constructing/testing social scientific theories; the functions of language in discussions; visual literacy as a factor in language development; form and function as a basis for referential development in children; discriminating synthetic speech sounds; assessing secondary school students' knowledge of prefixes; language within power relationships; a flexible child-talk code; developing spatial and syntactic transformations; the acquisition of five syntactic structures by elementary school children; the developmental relationship between comprehension and production of grammatical morphemes in preschool children; how preschool children sequence narrative events; classifying preschool children's uses of meaningful language on selected conceptual tasks; maternal self-repetition and child feedback; and the mastery of specific conjunctions by elementary school children. (RL)

96 pages : 15 x 24 cm

The rapid development of technology in the era of the fourth industrial revolution requires teachers to have good digital literacy competencies to present interactive, current, and adaptive learning. In line with this condition, this research aims to map prospective teachers’ digital literacy competency levels and explain the relationship between sub-areas of competency in digital literacy. The method used is quantitative, with validity testing using the reference value of item-total correlation, reliability testing using the reference value of Cronbach’s alpha, and normality testing using the Kolmogorov-Smirnov test. The levels of prospective teachers’ digital literacy competencies are mapped through descriptive quantitative analysis. Then, the correlation between competency areas is analyzed using bivariate correlation tests. The results of this study show that the majority of prospective teachers, accounting for 72.32%, have a moderate level of digital literacy competencies with a digital literacy index of 3.67. The relationship between measured sub-areas of digital literacy competencies shows a positive relationship. Still, it does not indicate a substantial correlation, indicating that more than the high scores on the digital literacy index and information is needed to support the competence of prospective teachers in creating digital content. This research is beneficial for higher education institutions in improving the digital literacy skills of prospective teachers. To enhance the digital literacy competencies of prospective teachers from a moderate level to a high level, there is a need for programs that strengthen the collaborative and communication sub-areas of competencies and programs that enhance the data and information literacy sub-areas.

xii, 264 p. ; 19 cm

The research examined the dimensional characteristics of several self-report techniques of potential value in a diagnostic questionnaire to be used in organizational effectiveness (OE) research and intervention. A survey questionnaire administered to 320 enlisted personnel stationed in West Germany contained items from the OE-derived Work Environment Questionnaire (WEQ) and a variety of criterion measures of satisfaction and motivation. Analysis of the responses showed that the organizational variables fell into nine broad categories, of which two--quality of life and supervision--were significantly related to measures of satisfaction and motivation. The supervision factor primarily applied to job-related factors such as effort, while the quality of life factor concerned non-job-related factors such as intention to reenlist.

Book digitized by Google from the library of the University of California and uploaded to the Internet Archive by user tpb.

This study explores the relationship between Iranian EFL juniors' self-efficacy beliefs and their employed vocabulary learning strategies. The participants were 50 juniors studying English Translation at University of Sistan & Baluchestan. The self-efficacy and vocabulary learning strategies questionnaires were administered to identify the students' self-efficacy beliefs and their vocabulary learning strategies. The obtained results revealed that students had rather high level of self-efficacy and that self-efficacy was significantly positively related to their use of the four subcategories of vocabulary learning strategies in general and the use of memory strategies in particular. Highly self-efficacious students reported significantly more use of vocabulary strategies than those with low self-efficacy. The results point out the importance of nurturing learners' self-efficacy beliefs and its impact on successful learning experiences and achievement.

Guest: Col. Chris Hadfield - Canadian Astronaut, Speaker, Author.

Students' conceptions of how they initiate, plan, implement and monitor self-regulated learning (SRL) strategies have practical implications for teaching and learning. This study explores the nature and use of SRL strategies employed by university students as it occurs in naturalistic settings, for example, studying in non-classroom environments. Framed within the social cognitive perspective, it focuses on a group of students from an under-researched population. Focus group interviews were used to elicit information about the nature of SRL strategies and contexts for their use. The findings reveal that students employ a range of SRL strategies, from shallow to cognitively rich and deep processing. Furthermore, the use of SRL strategies alters under different contextual influences such as personal goals, SRL phase specific conditions, semester and academic capabilities.

This article is from BMC International Health and Human Rights , volume 13 . Abstract Background: The measurement of condom use self-efficacy requires contextually suitable, valid and reliable instruments due to variability of the scale across nations with different cultural and ethnic backgrounds. This study aims to construct a condom use self-efficacy scale suitable to Ethiopia (CUSES-E), based on the original scale developed by Brafford and Beck. Methods: A cross-sectional study was conducted on a random sample of 492 students at Hawassa University. A self-administered questionnaire containing 28 items from the original scale was used to collect the data. Principal Component Analysis (PCA) with Varimax rotation was used to extract factor structures. Cronbach’s alpha and item-total correlations were used to determine the internal consistency of the scale. The convergent and discriminant validity of the scale was verified using a correlation matrix. Results: The PCA extracted three factors containing a total of 9-items. The extracted factors were labeled Assertiveness, Fear for partner rejection and Intoxicant Control, with internal consistency coefficients (Cronbach’s alpha) of 0.86, 0.86 and 0.92, respectively. Altogether, the factors explained 77.8% of variance in the items. An evaluation of CUSES-E showed a significantly higher self-efficacy score among students who ever used condoms; P 

This article is from BMC International Health and Human Rights , volume 13 . Abstract Background: The measurement of condom use self-efficacy requires contextually suitable, valid and reliable instruments due to variability of the scale across nations with different cultural and ethnic backgrounds. This study aims to construct a condom use self-efficacy scale suitable to Ethiopia (CUSES-E), based on the original scale developed by Brafford and Beck. Methods: A cross-sectional study was conducted on a random sample of 492 students at Hawassa University. A self-administered questionnaire containing 28 items from the original scale was used to collect the data. Principal Component Analysis (PCA) with Varimax rotation was used to extract factor structures. Cronbach’s alpha and item-total correlations were used to determine the internal consistency of the scale. The convergent and discriminant validity of the scale was verified using a correlation matrix. Results: The PCA extracted three factors containing a total of 9-items. The extracted factors were labeled Assertiveness, Fear for partner rejection and Intoxicant Control, with internal consistency coefficients (Cronbach’s alpha) of 0.86, 0.86 and 0.92, respectively. Altogether, the factors explained 77.8% of variance in the items. An evaluation of CUSES-E showed a significantly higher self-efficacy score among students who ever used condoms; P 

The objective of this self-study is to expand the emerging scholarship on meaningful integration and scaffolding of SNSs and the new literacies requisite for their effective use in higher education environments. As a teacher educator, the first author describes the successes and challenges she experienced introducing Twitter into her college classroom. By outlining students' diverse reactions and the range of discoveries they made in learning to use Twitter for professional purposes, this study highlights the potential benefits and complexities associated with successful integration of social networking and new literacies in higher education environments. (Contains 1 note.)

The current practices in the field of foreign language teacher education have a heavy inclination to make use of traditional means especially throughout the assessment process of student teachers at foreign language departments. Observing the world in terms of teacher education makes it urgent to include more reflective and objective tools in teaching practices courses. Since the success and the level of affective factors play a huge importance in teacher education as well as cognitive factors while preparing the student teachers to their real life experiences, taking into consideration of their self-efficacy and an attempt to increase the level of self-efficacy comes on the scene of teacher education. Thus, this study aims to determine the self-efficacy levels of 4th grade prospective ELT program teachers studying at Hacettepe University, Faculty of Education. For this purpose, the European Portfolio for Student Teachers of Languages (EPOSTL) was adapted into 5 point Likert-type scale and filled by 38 prospective teachers in the fall semester of 2014. The collected data was analyzed via SPSS 17.00 package program for social sciences. In the light of the findings, it is proposed that the EPOSTL should be integrated into teacher education programmes which will make this process more reflective and convenient for the prospective teachers by using it also as a scale for raising their self-efficacy level.

The effectiveness of a behavior modification program combining cooperative learning with peer and self-evaluation was field tested with a group of 20 students in a 9th-grade class in beginning small engines. The students represented a mix of racial/cultural and economic backgrounds, were of average intelligence, and exhibited a variety of poor work habits and disruptive behavior. After an analysis of literature on disruptive behavior and its possible causes, a set of intervention strategies was formulated that included the following: a cooperative group learning program based on a set of project-developed illustrated engine parts assembly instruction sheets; instruction in self- and peer evaluation procedures and regular use of project-developed evaluation forms; and use of student-developed quizzes. The strategies were field tested for 6 weeks. Postintervention data confirmed a decrease in disruptive behaviors and poor work habits and an increase in student performance levels after the field test. (Appendixes constituting approximately one-third of this document include the following: tables summarizing initial data regarding students' work habits, disruptive behaviors, and performance; student sheets and illustrations dealing with engine parts assembly; sample peer and self-evaluation forms and data forms; sample student-generated quizzes; poststudy data; and illustrated study sheets. Contains 25 references.) (MN)

186 p. 17 cm

186 p. 17 cm

186 p. 17 cm

186 p. 17 cm

129 p. 21 cm

129 p. 21 cm

This study aims to investigate the relationship between SUD treatment completion and social support through SHG participation, which we hypothesized will improve completion of SUD treatment across all relevant program types.

The formation of highly ordered polymer networks using liquid-crystalline (LC) monomers was studied in the context of developing new polymers for use as piezoelectric, dye laser host, and membrane materials. Photopolymerizable, crosslinkable monomers based on thermotropic and lyotropic LC's were sought for these purposes. A precursor to a suitable chiral smectic C monomer for the formation of noncentrosymmetric polymer networks has been synthesized. Two new crosslinkable dye molecules have been developed for alignment and polymerization studies inside LC monomer host matrices. Finally, two lyotropic LC monomers have been developed that result in ordered nanoporous polymer networks when photopolymerized.

The formation of highly ordered polymer networks using liquid-crystalline (LC) monomers was studied in the context of developing new polymers for use as piezoelectric, dye laser host, and membrane materials. Photopolymerizable, crosslinkable monomers based on thermotropic and lyotropic LC's were sought for these purposes. A precursor to a suitable chiral smectic C monomer for the formation of noncentrosymmetric polymer networks has been synthesized. Two new crosslinkable dye molecules have been developed for alignment and polymerization studies inside LC monomer host matrices. Finally, two lyotropic LC monomers have been developed that result in ordered nanoporous polymer networks when photopolymerized.

Nowadays, mobile learning (m-learning) presents new and powerful opportunities for effective teaching and learning. Two significant factors that serve in understanding if students accept m-learning technology are self-efficacy and attitudes towards m-learning usage. For this purpose, the present study investigated vocational college students' self-efficacy and attitudes towards the use of m-learning. The study also examined how some core factors, including gender, prior mobile learning experience and academic major have played a role in students' self-efficacy and attitudes towards using m-learning. Researcher used two surveys that was completed by a sample of students at the Erzurum Vocational School, Ataturk University. The first scale, Computer Self-Efficacy Measure (CEM), was adapted Compeau and Higgins (1995) modified specifically in regards to mobile learning context. The second scale, m-learning attitudes scale, was adapted Al-Emran, Elsherif, and Shaalan (2015). The results revealed that students' level of self-efficacy, in general, had moderate and the majority of students had positive attitudes towards using m-learning. Statistically significant differences in students' self-efficacy towards m-learning based on prior mobile learning experience and academic major were found. Gender differences existed only in the students' attitudes, with the male students having more positive perspectives towards m-learning usage than the female students.

In this study the effects of a remedial spelling training approach were evaluated, which systematically combines certain visualization and verbalization methods to foster students' spelling knowledge and strategy use. Several achievement and test anxiety data from three measurement times were analyzed. All students displayed severe spelling disorders at the beginning of the treatment. It was administered in single-case sessions and took about 80 hours. Empirical results could demonstrate statistically significant increases in students' general and error-specific spelling test performance, also reaching a considerable overall effect size. Furthermore, a statistically significant decrease in their spelling-specific test anxiety scores appeared at the end of the treatment. Finally, these findings were discussed in terms of conceptual and methodological issues concerning both the evaluation of remedial treatments in natural training settings and the need for evidence-based treatment practice. (Contains 6 figures and 1 table.)

This paper presents a study whose purpose was to help determine whether group counseling is one effective means of helping juvenile offenders help themselves. It also compared the significance of the self-concept in incarcerated and nonincarcerated juvenile delinquents. Two experimental groups received eight weeks of group counseling once a week for three hours, and were compared to two control groups on a pre-posttest of the Tennessee Self Concept Scale (TSCS). An analysis of the effects of group counseling indicated that none of the self-concept variables significantly distinguished the counseled groups. However, the following trends were noted: (1) the experimental group had 71 percent of the most positive self-concept changes; (2) there were no differences between the nonincarcerated experimental and control group as to the amount of most positive self-concept changes; and (3) the incarcerated experimental group had slightly more positive self-concept changes than did the nonincarcerated experimental group. The author offers several points to be considered when using group counseling with juvenile delinquents. (Author/PC)

Powerful learning is the premise that the type of education provided for gifted children works well for all children. This long-range study examined the usefulness of elements from a more aggressive approach to powerful learning than the one implicit in the accelerated schools model--specifically a teacher checklist, collegial coaching, reflective teaching, and structured seminars --in assisting teachers to integrate powerful learning theory and practice into their classrooms as their schools transformed themselves into accelerated schools. Study sites were two magnet elementary schools; training and coaching was provided by the authors. The Powerful Learning Checklist, developed in Year 2, consisted of 51 items in 5 categories--classroom, materials, students, curriculum, and teacher--with level of usage rated on a 5-point scale. This checklist also required respondents to identify three strengths and challenges from their classroom. The Powerful Learning Project, initiated in Year 3, involved opportunities for teachers to work together to encourage reflective practices and collegial coaching, record teacher experiences in journals, and attend structured seminars to learn about student-centered, constructivist teaching practices. Evaluations indicated that teachers involved in the project for 18 months were able to articulate powerful learning theory tenets; analysis of idea units in teacher essays suggested richer descriptions of powerful learning over time. The Checklist proved more useful for identifying schoolwide growth than individual change. Identified strengths differentiated the two schools. Many individual challenges identified at the pretest were identified as strengths 4 months later. A progress report completed by teachers included descriptions of sharing classroom activities, benefits of the seminars, and an overall evaluation. (The Powerful Learning Checklist and Characteristics of Powerful Learning are appended. Contains 16 references.) (KDFB)

The aim of this research is to investigate and evaluate elementary student teachers' perceived information literacy self-efficacy in terms of the use of information and communication technologies (ICT). The relational survey method which determines the relationships between two or more variables was used in the research. The data gathered from 1801 student teachers who are attending at the fourth class of Departments of Computer and Instructional Technologies, Science, English, Elementary Mathematics, Grade, Social Studies, and Turkish Education in the Faculty of Education in Ataturk, Ondokuz Mayis, Marmara, Gazi and Dokuz Eylul universities with using the ICT survey and perceived information literacy self-efficacy scale (ILSES). The use of the ICT survey consists of questions related to student teachers' demographic information and ICT usage. The ILSES consists of question about perceived competencies on searching, using and producing the information. Frequency, arithmetic mean and one way ANOVA were used to analyze the data. For the significant results in p less than 0.01 level, Scheffe test was used to find out which groups have caused the difference. The findings of the research revealed that most of the elementary student teachers use ICT frequently, at least at intermediate level and access ICT from multiple locations. Furthermore, elementary student teachers' computer experience; skills and frequency of computer and internet use, access opportunities to computer and internet has significant effect on their perceived information literacy self-efficacy.

The aim of this research is to investigate and evaluate elementary student teachers' perceived information literacy self-efficacy in terms of the use of information and communication technologies (ICT). The relational survey method which determines the relationships between two or more variables was used in the research. The data gathered from 1801 student teachers who are attending at the fourth class of Departments of Computer and Instructional Technologies, Science, English, Elementary Mathematics, Grade, Social Studies, and Turkish Education in the Faculty of Education in Ataturk, Ondokuz Mayis, Marmara, Gazi and Dokuz Eylul universities with using the ICT survey and perceived information literacy self-efficacy scale (ILSES). The use of the ICT survey consists of questions related to student teachers' demographic information and ICT usage. The ILSES consists of question about perceived competencies on searching, using and producing the information. Frequency, arithmetic mean and one way ANOVA were used to analyze the data. For the significant results in p less than 0.01 level, Scheffe test was used to find out which groups have caused the difference. The findings of the research revealed that most of the elementary student teachers use ICT frequently, at least at intermediate level and access ICT from multiple locations. Furthermore, elementary student teachers' computer experience; skills and frequency of computer and internet use, access opportunities to computer and internet has significant effect on their perceived information literacy self-efficacy.

The object of this experiment is to determine the CO2 and O2 at various stages of the dives of various self contained breathing apparatus under identical conditions and to appraise them from a standpoint of comfort, breathing resistance, duration, visibility and other factors pertinent to their practical use.

These profiles contain brief case studies showing how communication media are successfully used to support development projects in a variety of fields and international settings. Projects listed emphasize agriculture, health, nutrition, population, education (primary and middle grades, adult, and distance), and integrated development. Project descriptions are presented in a uniform, two-page format listing target audience, objectives, media, donors/sponsors, duration, contacts, project description, results, points of note, and references. The English version contains 72 profiles, while the French and Spanish language versions contain only 45 project profiles. The index in the English-language version is arranged in chart form, listing projects by sector, country, title, media use (audiovisual aids, audiocassettes, correspondence, film, folk media, interpersonal, print, radio, two-way satellite, and television), and sponsor/financing (AID participation, international donors, national government, and self or local financing). Names and addresses have been updated to show current contact data. (LMM)

The utility of the Rasch logistic measurement model in longitudinal analyses of children's self-concept was investigated. Calibration of an 80-item self-concept measure from the responses of 1,000 elementary school children resulted in the identification of 25 items that fit the model. Repeated measures analyses of variance used to assess the effects of an experimental intervention program on changes in individuals' self-concept tended to support the usefulness of the measure in reducing the number of test items needed to measure the latent variable in question. Some evidence on the claim for item subtest equivalence also was obtained. (Author/RC)

This study aimed to analyze the relationship between high school students' self-efficacy perceptions regarding biology, the metacognitive strategies they use in this course and their academic motivation for learn biology. The sample of the study included 286 high school students enrolled in three high schools who attended a biology course in Kars, Turkey. Survey method was employed in the study. The author administered "Self Efficacy for Learning and Performance" and "Metacognitive Self-Regulation" subscales of Motivational Strategies for Learning Questionnaire (MSLQ) and Academic Motivation Scale for Learning Biology. According to the study results, the use of metacognitive strategies and self-efficacy made a positive and significant prediction of students' intrinsic motivation to learn biology. Moreover, self-efficacy made a negative prediction of a motivation, and it did not predict extrinsic motivation. The use of metacognitive strategies did not predict amotivation, and it positively and significantly predicted extrinsic motivation. In addition, it was found that amotivation had a negative correlation with other variables.