{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/80414"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/80414","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"Self -Image Maintenance in an Educational Setting: A Perceptual Control Theory Study of Technical Training","abstract":"Results indicated that participants carefully maintained their self-images. What they did and said (including performing the computer task) ultimately supported that maintenance process. However, the maintenance of the self-image was not as straightforward as expected. Unexpectedly, participants directed their behavior to the computer task, considering social disturbances to be impediments to success in the task, which they indicated was more essential to their role as a subject and hence to their self-images. Participants reframed their perceptions of the interaction around the computer task to regain justification in their self-image as good learners and research subjects. The findings suggest that instructional designers and classroom instructors should recognize the active role of the learner in the design and implementation of instructional sessions.","abstract_html":"Results indicated that participants carefully maintained their self-images. What they did and said (including performing the computer task) ultimately supported that maintenance process. However, the maintenance of the self-image was not as straightforward as expected. Unexpectedly, participants directed their behavior to the computer task, considering social disturbances to be impediments to success in the task, which they indicated was more essential to their role as a subject and hence to their self-images. Participants reframed their perceptions of the interaction around the computer task to regain justification in their self-image as good learners and research subjects. The findings suggest that instructional designers and classroom instructors should recognize the active role of the learner in the design and implementation of instructional sessions.","abstract_has_math":false,"creators":["Thalhammer, Bryan F."],"institution":"University of Illinois at Urbana-Champaign","degree_name":"Ph.D.","degree_level":"Dissertation","degree_discipline":"Education","degree_department":null,"school":null,"contributors":["Cziko, Gary A."],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2015,"date_issued":"2015-09-25T19:57:02Z","date_published":"2015-09-25T19:57:02Z","updated_at":"2026-07-22T22:26:14Z","subjects":["Psychology, Social"],"languages":["eng"],"rights":[],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier","label":"Identifier","values":["(MiAaPQ)AAI9971205"],"render_values":[{"text":"(MiAaPQ)AAI9971205","href":null,"code":true}]}]},"links":{"outbound_url":"http://hdl.handle.net/2142/80414","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Cziko, Gary A."]},{"key":"dc:creator","label":"Author","values":["Thalhammer, Bryan F."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2015-09-25T19:57:02Z","10000-01-01","2000"]},{"key":"dc:type","label":"Dc Type","values":["text"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ph.D."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Illinois at Urbana-Champaign"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Psychology, Social"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["eng"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["http://hdl.handle.net/2142/80414","(MiAaPQ)AAI9971205"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["Results indicated that participants carefully maintained their self-images. What they did and said (including performing the computer task) ultimately supported that maintenance process. However, the maintenance of the self-image was not as straightforward as expected. Unexpectedly, participants directed their behavior to the computer task, considering social disturbances to be impediments to success in the task, which they indicated was more essential to their role as a subject and hence to their self-images. Participants reframed their perceptions of the interaction around the computer task to regain justification in their self-image as good learners and research subjects. The findings suggest that instructional designers and classroom instructors should recognize the active role of the learner in the design and implementation of instructional sessions.","Made available in DSpace on 2015-09-25T19:57:02Z (GMT). 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What they did and said (including performing the computer task) ultimately supported that maintenance process. However, the maintenance of the self-image was not as straightforward as expected. Unexpectedly, participants directed their behavior to the computer task, considering social disturbances to be impediments to success in the task, which they indicated was more essential to their role as a subject and hence to their self-images. Participants reframed their perceptions of the interaction around the computer task to regain justification in their self-image as good learners and research subjects. The findings suggest that instructional designers and classroom instructors should recognize the active role of the learner in the design and implementation of instructional sessions.","Made available in DSpace on 2015-09-25T19:57:02Z (GMT). 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