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You searched for subject:(Achievement motivation in women). Showing records 1 – 30 of 115353 total matches.

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University of Johannesburg

1. Smit, Susanna J. Die invloed van geslagsrolidentiteit en prestasiegedrag op die vrou en haar werk.

Degree: 2015, University of Johannesburg

M.Com.

The labour market in South Africa is currently experiencing a serious shortage of high-level manpower, specifically trained people in management. Management is at present… (more)

Subjects/Keywords: Women - Attitudes; Women - Employment; Achievement motivation; Sex role; Sex role in the work environment

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

APA (6th Edition):

Smit, S. J. (2015). Die invloed van geslagsrolidentiteit en prestasiegedrag op die vrou en haar werk. (Thesis). University of Johannesburg. Retrieved from http://hdl.handle.net/10210/13535

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

Chicago Manual of Style (16th Edition):

Smit, Susanna J. “Die invloed van geslagsrolidentiteit en prestasiegedrag op die vrou en haar werk.” 2015. Thesis, University of Johannesburg. Accessed June 16, 2019. http://hdl.handle.net/10210/13535.

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

MLA Handbook (7th Edition):

Smit, Susanna J. “Die invloed van geslagsrolidentiteit en prestasiegedrag op die vrou en haar werk.” 2015. Web. 16 Jun 2019.

Vancouver:

Smit SJ. Die invloed van geslagsrolidentiteit en prestasiegedrag op die vrou en haar werk. [Internet] [Thesis]. University of Johannesburg; 2015. [cited 2019 Jun 16]. Available from: http://hdl.handle.net/10210/13535.

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

Council of Science Editors:

Smit SJ. Die invloed van geslagsrolidentiteit en prestasiegedrag op die vrou en haar werk. [Thesis]. University of Johannesburg; 2015. Available from: http://hdl.handle.net/10210/13535

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


Central Connecticut State University

2. Cardella, Andrea L. Career aspirations of female college students.

Degree: Department of Psychology, 1994, Central Connecticut State University

 The purpose of this study was to see if resident campus senior and first year college women have higher aspirations and more nontraditional career plans… (more)

Subjects/Keywords: Achievement motivation in women.; Career development.; Women college students.

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APA (6th Edition):

Cardella, A. L. (1994). Career aspirations of female college students. (Thesis). Central Connecticut State University. Retrieved from http://content.library.ccsu.edu/u?/ccsutheses,2753

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

Chicago Manual of Style (16th Edition):

Cardella, Andrea L. “Career aspirations of female college students.” 1994. Thesis, Central Connecticut State University. Accessed June 16, 2019. http://content.library.ccsu.edu/u?/ccsutheses,2753.

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

MLA Handbook (7th Edition):

Cardella, Andrea L. “Career aspirations of female college students.” 1994. Web. 16 Jun 2019.

Vancouver:

Cardella AL. Career aspirations of female college students. [Internet] [Thesis]. Central Connecticut State University; 1994. [cited 2019 Jun 16]. Available from: http://content.library.ccsu.edu/u?/ccsutheses,2753.

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

Council of Science Editors:

Cardella AL. Career aspirations of female college students. [Thesis]. Central Connecticut State University; 1994. Available from: http://content.library.ccsu.edu/u?/ccsutheses,2753

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


University of Missouri – Columbia

3. Easter, Matthew A., 1977-. The relationship between learners' motivational schemas, learners' affect, and changes to learners' achievement goals: a test of the cognitive change of motivational beliefs model.

Degree: 2010, University of Missouri – Columbia

 This dissertation study was conducted to examine an original model of motivational change in hopes of addressing a paucity of research regarding changes in academic… (more)

Subjects/Keywords: Cognitive learning; Achievement motivation; Motivation in education

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APA (6th Edition):

Easter, Matthew A., 1. (2010). The relationship between learners' motivational schemas, learners' affect, and changes to learners' achievement goals: a test of the cognitive change of motivational beliefs model. (Thesis). University of Missouri – Columbia. Retrieved from http://hdl.handle.net/10355/10283

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

Chicago Manual of Style (16th Edition):

Easter, Matthew A., 1977-. “The relationship between learners' motivational schemas, learners' affect, and changes to learners' achievement goals: a test of the cognitive change of motivational beliefs model.” 2010. Thesis, University of Missouri – Columbia. Accessed June 16, 2019. http://hdl.handle.net/10355/10283.

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

MLA Handbook (7th Edition):

Easter, Matthew A., 1977-. “The relationship between learners' motivational schemas, learners' affect, and changes to learners' achievement goals: a test of the cognitive change of motivational beliefs model.” 2010. Web. 16 Jun 2019.

Vancouver:

Easter, Matthew A. 1. The relationship between learners' motivational schemas, learners' affect, and changes to learners' achievement goals: a test of the cognitive change of motivational beliefs model. [Internet] [Thesis]. University of Missouri – Columbia; 2010. [cited 2019 Jun 16]. Available from: http://hdl.handle.net/10355/10283.

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

Council of Science Editors:

Easter, Matthew A. 1. The relationship between learners' motivational schemas, learners' affect, and changes to learners' achievement goals: a test of the cognitive change of motivational beliefs model. [Thesis]. University of Missouri – Columbia; 2010. Available from: http://hdl.handle.net/10355/10283

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


Michigan State University

4. Bernstein, Alice Madeline Wolfe, 1946-. Fear of failure and role congruence : an investigation into the nature of achievement motivation in women.

Degree: PhD, Department of Psychology, 1975, Michigan State University

Subjects/Keywords: Women; Achievement motivation

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

APA (6th Edition):

Bernstein, Alice Madeline Wolfe, 1. (1975). Fear of failure and role congruence : an investigation into the nature of achievement motivation in women. (Doctoral Dissertation). Michigan State University. Retrieved from http://etd.lib.msu.edu/islandora/object/etd:41685

Chicago Manual of Style (16th Edition):

Bernstein, Alice Madeline Wolfe, 1946-. “Fear of failure and role congruence : an investigation into the nature of achievement motivation in women.” 1975. Doctoral Dissertation, Michigan State University. Accessed June 16, 2019. http://etd.lib.msu.edu/islandora/object/etd:41685.

MLA Handbook (7th Edition):

Bernstein, Alice Madeline Wolfe, 1946-. “Fear of failure and role congruence : an investigation into the nature of achievement motivation in women.” 1975. Web. 16 Jun 2019.

Vancouver:

Bernstein, Alice Madeline Wolfe 1. Fear of failure and role congruence : an investigation into the nature of achievement motivation in women. [Internet] [Doctoral dissertation]. Michigan State University; 1975. [cited 2019 Jun 16]. Available from: http://etd.lib.msu.edu/islandora/object/etd:41685.

Council of Science Editors:

Bernstein, Alice Madeline Wolfe 1. Fear of failure and role congruence : an investigation into the nature of achievement motivation in women. [Doctoral Dissertation]. Michigan State University; 1975. Available from: http://etd.lib.msu.edu/islandora/object/etd:41685


Simon Fraser University

5. Ward, Jand#039. Expectancy and task value as mediators of the relationship between self-concept and career aspiration : a gender comparison.

Degree: 1995, Simon Fraser University

Subjects/Keywords: Self-perception in women.; Achievement motivation in women.; Women  – Employment.; Level of aspiration.

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APA (6th Edition):

Ward, J. (1995). Expectancy and task value as mediators of the relationship between self-concept and career aspiration : a gender comparison. (Thesis). Simon Fraser University. Retrieved from http://summit.sfu.ca/item/6916

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

Chicago Manual of Style (16th Edition):

Ward, Jand#039. “Expectancy and task value as mediators of the relationship between self-concept and career aspiration : a gender comparison.” 1995. Thesis, Simon Fraser University. Accessed June 16, 2019. http://summit.sfu.ca/item/6916.

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

MLA Handbook (7th Edition):

Ward, Jand#039. “Expectancy and task value as mediators of the relationship between self-concept and career aspiration : a gender comparison.” 1995. Web. 16 Jun 2019.

Vancouver:

Ward J. Expectancy and task value as mediators of the relationship between self-concept and career aspiration : a gender comparison. [Internet] [Thesis]. Simon Fraser University; 1995. [cited 2019 Jun 16]. Available from: http://summit.sfu.ca/item/6916.

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

Council of Science Editors:

Ward J. Expectancy and task value as mediators of the relationship between self-concept and career aspiration : a gender comparison. [Thesis]. Simon Fraser University; 1995. Available from: http://summit.sfu.ca/item/6916

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


University of Johannesburg

6. Alberts, Andrew Moody. Prestasiemotiveringshulp aan kinders met leerprobleme.

Degree: 2014, University of Johannesburg

D.Ed. (Educational Psychology)

Particular prominence has been given worldwide since the 1920's to educational assistance for handicapped pupils. From the 1930's in South Africa attention… (more)

Subjects/Keywords: Learning disabilities; Motivation in education; Motivation (Psychology); Achievement motivation in children

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APA (6th Edition):

Alberts, A. M. (2014). Prestasiemotiveringshulp aan kinders met leerprobleme. (Thesis). University of Johannesburg. Retrieved from http://hdl.handle.net/10210/8931

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

Chicago Manual of Style (16th Edition):

Alberts, Andrew Moody. “Prestasiemotiveringshulp aan kinders met leerprobleme.” 2014. Thesis, University of Johannesburg. Accessed June 16, 2019. http://hdl.handle.net/10210/8931.

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

MLA Handbook (7th Edition):

Alberts, Andrew Moody. “Prestasiemotiveringshulp aan kinders met leerprobleme.” 2014. Web. 16 Jun 2019.

Vancouver:

Alberts AM. Prestasiemotiveringshulp aan kinders met leerprobleme. [Internet] [Thesis]. University of Johannesburg; 2014. [cited 2019 Jun 16]. Available from: http://hdl.handle.net/10210/8931.

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

Council of Science Editors:

Alberts AM. Prestasiemotiveringshulp aan kinders met leerprobleme. [Thesis]. University of Johannesburg; 2014. Available from: http://hdl.handle.net/10210/8931

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


University of Johannesburg

7. Meerkotter, D.A. Inhoudgerigte leermotivering en leerbereidheid.

Degree: 2014, University of Johannesburg

D.Ed.

The child constitutes his world by experiencing the content of life in a particular society. This content is included in the school curriculum as… (more)

Subjects/Keywords: Achievement motivation; Achievement motivation in adolescence - South Africa

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APA (6th Edition):

Meerkotter, D. A. (2014). Inhoudgerigte leermotivering en leerbereidheid. (Thesis). University of Johannesburg. Retrieved from http://hdl.handle.net/10210/9399

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

Chicago Manual of Style (16th Edition):

Meerkotter, D A. “Inhoudgerigte leermotivering en leerbereidheid.” 2014. Thesis, University of Johannesburg. Accessed June 16, 2019. http://hdl.handle.net/10210/9399.

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

MLA Handbook (7th Edition):

Meerkotter, D A. “Inhoudgerigte leermotivering en leerbereidheid.” 2014. Web. 16 Jun 2019.

Vancouver:

Meerkotter DA. Inhoudgerigte leermotivering en leerbereidheid. [Internet] [Thesis]. University of Johannesburg; 2014. [cited 2019 Jun 16]. Available from: http://hdl.handle.net/10210/9399.

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

Council of Science Editors:

Meerkotter DA. Inhoudgerigte leermotivering en leerbereidheid. [Thesis]. University of Johannesburg; 2014. Available from: http://hdl.handle.net/10210/9399

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


University of North Texas

8. Bruner, Yolanda Kaye. Racial Differences in Female Achievement Motivation and Motivation to Work.

Degree: 1994, University of North Texas

 In the present project racial differences in female achievement motivation and motivation to work were examined, and related this information to the theory that African… (more)

Subjects/Keywords: females; achievement; motivation; African Americans; Achievement motivation in women.; Motivation (Psychology)  – Social aspects.; African American women  – Psychology.; Women  – United States  – Psychology.

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APA (6th Edition):

Bruner, Y. K. (1994). Racial Differences in Female Achievement Motivation and Motivation to Work. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc279022/

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

Chicago Manual of Style (16th Edition):

Bruner, Yolanda Kaye. “Racial Differences in Female Achievement Motivation and Motivation to Work.” 1994. Thesis, University of North Texas. Accessed June 16, 2019. https://digital.library.unt.edu/ark:/67531/metadc279022/.

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

MLA Handbook (7th Edition):

Bruner, Yolanda Kaye. “Racial Differences in Female Achievement Motivation and Motivation to Work.” 1994. Web. 16 Jun 2019.

Vancouver:

Bruner YK. Racial Differences in Female Achievement Motivation and Motivation to Work. [Internet] [Thesis]. University of North Texas; 1994. [cited 2019 Jun 16]. Available from: https://digital.library.unt.edu/ark:/67531/metadc279022/.

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

Council of Science Editors:

Bruner YK. Racial Differences in Female Achievement Motivation and Motivation to Work. [Thesis]. University of North Texas; 1994. Available from: https://digital.library.unt.edu/ark:/67531/metadc279022/

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


The Ohio State University

9. Slaney, Fiona MacKinnon. Some correlates of achievement motivation in women in student personnel work.

Degree: PhD, Graduate School, 1972, The Ohio State University

Subjects/Keywords: Education; Achievement motivation; Women; Personnel service in education

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APA (6th Edition):

Slaney, F. M. (1972). Some correlates of achievement motivation in women in student personnel work. (Doctoral Dissertation). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1486735534442053

Chicago Manual of Style (16th Edition):

Slaney, Fiona MacKinnon. “Some correlates of achievement motivation in women in student personnel work.” 1972. Doctoral Dissertation, The Ohio State University. Accessed June 16, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1486735534442053.

MLA Handbook (7th Edition):

Slaney, Fiona MacKinnon. “Some correlates of achievement motivation in women in student personnel work.” 1972. Web. 16 Jun 2019.

Vancouver:

Slaney FM. Some correlates of achievement motivation in women in student personnel work. [Internet] [Doctoral dissertation]. The Ohio State University; 1972. [cited 2019 Jun 16]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1486735534442053.

Council of Science Editors:

Slaney FM. Some correlates of achievement motivation in women in student personnel work. [Doctoral Dissertation]. The Ohio State University; 1972. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1486735534442053


IUPUI

10. Seaton, Gina A. Belonging Uncertainty and Psychological Capital: An Investigation of Antecedents of the Leaky Pipeline in STEM.

Degree: 2012, IUPUI

Indiana University-Purdue University Indianapolis (IUPUI)

Women are underrepresented in science, technology, engineering, and math fields (STEM), especially in higher levels. Researchers term this phenomenon "the… (more)

Subjects/Keywords: Leaky Pipeline, Psychological Capital, Sense of Belonging, STEM; Women in engineering; Women in science; Women in technology; Women in mathematics; Sex role  – Social aspects; Technical education  – Sex differences; Women  – Education; Achievement motivation; Sex differences in education; Belonging (Social psychology)

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APA (6th Edition):

Seaton, G. A. (2012). Belonging Uncertainty and Psychological Capital: An Investigation of Antecedents of the Leaky Pipeline in STEM. (Thesis). IUPUI. Retrieved from http://hdl.handle.net/1805/2889

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

Chicago Manual of Style (16th Edition):

Seaton, Gina A. “Belonging Uncertainty and Psychological Capital: An Investigation of Antecedents of the Leaky Pipeline in STEM.” 2012. Thesis, IUPUI. Accessed June 16, 2019. http://hdl.handle.net/1805/2889.

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

MLA Handbook (7th Edition):

Seaton, Gina A. “Belonging Uncertainty and Psychological Capital: An Investigation of Antecedents of the Leaky Pipeline in STEM.” 2012. Web. 16 Jun 2019.

Vancouver:

Seaton GA. Belonging Uncertainty and Psychological Capital: An Investigation of Antecedents of the Leaky Pipeline in STEM. [Internet] [Thesis]. IUPUI; 2012. [cited 2019 Jun 16]. Available from: http://hdl.handle.net/1805/2889.

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

Council of Science Editors:

Seaton GA. Belonging Uncertainty and Psychological Capital: An Investigation of Antecedents of the Leaky Pipeline in STEM. [Thesis]. IUPUI; 2012. Available from: http://hdl.handle.net/1805/2889

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


University of Hong Kong

11. Ho, Sin-ting. Effects of personalization and action choices on students' intrinsic motivation towards completing assignments and learning performance.

Degree: Master of Social Sciences, 2012, University of Hong Kong

The study examines whether different kinds of choices provided in assignment for students can promote students’ intrinsic motivation towards completing assignment and their learning performance… (more)

Subjects/Keywords: Academic achievement; Choice (Psychology); Motivation in education

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APA (6th Edition):

Ho, S. (2012). Effects of personalization and action choices on students' intrinsic motivation towards completing assignments and learning performance. (Masters Thesis). University of Hong Kong. Retrieved from Ho, S. [何倩婷]. (2012). Effects of personalization and action choices on students' intrinsic motivation towards completing assignments and learning performance. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b5156691 ; http://dx.doi.org/10.5353/th_b5156691 ; http://hdl.handle.net/10722/196503

Chicago Manual of Style (16th Edition):

Ho, Sin-ting. “Effects of personalization and action choices on students' intrinsic motivation towards completing assignments and learning performance.” 2012. Masters Thesis, University of Hong Kong. Accessed June 16, 2019. Ho, S. [何倩婷]. (2012). Effects of personalization and action choices on students' intrinsic motivation towards completing assignments and learning performance. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b5156691 ; http://dx.doi.org/10.5353/th_b5156691 ; http://hdl.handle.net/10722/196503.

MLA Handbook (7th Edition):

Ho, Sin-ting. “Effects of personalization and action choices on students' intrinsic motivation towards completing assignments and learning performance.” 2012. Web. 16 Jun 2019.

Vancouver:

Ho S. Effects of personalization and action choices on students' intrinsic motivation towards completing assignments and learning performance. [Internet] [Masters thesis]. University of Hong Kong; 2012. [cited 2019 Jun 16]. Available from: Ho, S. [何倩婷]. (2012). Effects of personalization and action choices on students' intrinsic motivation towards completing assignments and learning performance. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b5156691 ; http://dx.doi.org/10.5353/th_b5156691 ; http://hdl.handle.net/10722/196503.

Council of Science Editors:

Ho S. Effects of personalization and action choices on students' intrinsic motivation towards completing assignments and learning performance. [Masters Thesis]. University of Hong Kong; 2012. Available from: Ho, S. [何倩婷]. (2012). Effects of personalization and action choices on students' intrinsic motivation towards completing assignments and learning performance. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b5156691 ; http://dx.doi.org/10.5353/th_b5156691 ; http://hdl.handle.net/10722/196503


University of Hong Kong

12. 吳凱欣; Ng, Hoi-yan. The mediating role of engagement in the relation between incentives and task value.

Degree: Master of Social Sciences, 2012, University of Hong Kong

The present study examined the relations between incentive, engagement and task value with reference to the Regulatory Engagement Theory (Higgins, 2006).With two incentive interventions (reward… (more)

Subjects/Keywords: Rewards and punishments in education; Achievement motivation

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APA (6th Edition):

吳凱欣; Ng, H. (2012). The mediating role of engagement in the relation between incentives and task value. (Masters Thesis). University of Hong Kong. Retrieved from Ng, H. [吳凱欣]. (2012). The mediating role of engagement in the relation between incentives and task value. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b5156744 ; http://dx.doi.org/10.5353/th_b5156744 ; http://hdl.handle.net/10722/196512

Chicago Manual of Style (16th Edition):

吳凱欣; Ng, Hoi-yan. “The mediating role of engagement in the relation between incentives and task value.” 2012. Masters Thesis, University of Hong Kong. Accessed June 16, 2019. Ng, H. [吳凱欣]. (2012). The mediating role of engagement in the relation between incentives and task value. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b5156744 ; http://dx.doi.org/10.5353/th_b5156744 ; http://hdl.handle.net/10722/196512.

MLA Handbook (7th Edition):

吳凱欣; Ng, Hoi-yan. “The mediating role of engagement in the relation between incentives and task value.” 2012. Web. 16 Jun 2019.

Vancouver:

吳凱欣; Ng H. The mediating role of engagement in the relation between incentives and task value. [Internet] [Masters thesis]. University of Hong Kong; 2012. [cited 2019 Jun 16]. Available from: Ng, H. [吳凱欣]. (2012). The mediating role of engagement in the relation between incentives and task value. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b5156744 ; http://dx.doi.org/10.5353/th_b5156744 ; http://hdl.handle.net/10722/196512.

Council of Science Editors:

吳凱欣; Ng H. The mediating role of engagement in the relation between incentives and task value. [Masters Thesis]. University of Hong Kong; 2012. Available from: Ng, H. [吳凱欣]. (2012). The mediating role of engagement in the relation between incentives and task value. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b5156744 ; http://dx.doi.org/10.5353/th_b5156744 ; http://hdl.handle.net/10722/196512


University of New Mexico

13. Salazar, Andrea. Transformational Learning Experiences Among Latinas Who Have Attained A Tenure Status in Academia.

Degree: Organization, Information & Learning Sciences, 2011, University of New Mexico

 This qualitative research investigation was designed to understand the transformational learning experiences among Latinas in academia and how these experiences affect their academic experience and… (more)

Subjects/Keywords: Hispanic American women in the professions – Psychological aspects; Hispanic American women in the professions – Social aspects; Women in higher education – Attitudes; College teachers – Tenure – Psychological aspects; College teachers – Tenure – Social aspects; Achievement motivation in women

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APA (6th Edition):

Salazar, A. (2011). Transformational Learning Experiences Among Latinas Who Have Attained A Tenure Status in Academia. (Doctoral Dissertation). University of New Mexico. Retrieved from http://hdl.handle.net/1928/12868

Chicago Manual of Style (16th Edition):

Salazar, Andrea. “Transformational Learning Experiences Among Latinas Who Have Attained A Tenure Status in Academia.” 2011. Doctoral Dissertation, University of New Mexico. Accessed June 16, 2019. http://hdl.handle.net/1928/12868.

MLA Handbook (7th Edition):

Salazar, Andrea. “Transformational Learning Experiences Among Latinas Who Have Attained A Tenure Status in Academia.” 2011. Web. 16 Jun 2019.

Vancouver:

Salazar A. Transformational Learning Experiences Among Latinas Who Have Attained A Tenure Status in Academia. [Internet] [Doctoral dissertation]. University of New Mexico; 2011. [cited 2019 Jun 16]. Available from: http://hdl.handle.net/1928/12868.

Council of Science Editors:

Salazar A. Transformational Learning Experiences Among Latinas Who Have Attained A Tenure Status in Academia. [Doctoral Dissertation]. University of New Mexico; 2011. Available from: http://hdl.handle.net/1928/12868


Central Connecticut State University

14. Sullivan-Frome, Kathleen. The relationship between academically gifted females and their literary choices.

Degree: Department of Reading and Language Arts, 1995, Central Connecticut State University

 This study examined the relationship between academically successful females and their literary choices. It was hypothesized that gifted female students would choose books with intelligent,… (more)

Subjects/Keywords: Gifted girls – Psychology.; Gifted women – Psychology.; Achievement motivation in women.

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APA (6th Edition):

Sullivan-Frome, K. (1995). The relationship between academically gifted females and their literary choices. (Thesis). Central Connecticut State University. Retrieved from http://content.library.ccsu.edu/u?/ccsutheses,2523

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

Chicago Manual of Style (16th Edition):

Sullivan-Frome, Kathleen. “The relationship between academically gifted females and their literary choices.” 1995. Thesis, Central Connecticut State University. Accessed June 16, 2019. http://content.library.ccsu.edu/u?/ccsutheses,2523.

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

MLA Handbook (7th Edition):

Sullivan-Frome, Kathleen. “The relationship between academically gifted females and their literary choices.” 1995. Web. 16 Jun 2019.

Vancouver:

Sullivan-Frome K. The relationship between academically gifted females and their literary choices. [Internet] [Thesis]. Central Connecticut State University; 1995. [cited 2019 Jun 16]. Available from: http://content.library.ccsu.edu/u?/ccsutheses,2523.

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

Council of Science Editors:

Sullivan-Frome K. The relationship between academically gifted females and their literary choices. [Thesis]. Central Connecticut State University; 1995. Available from: http://content.library.ccsu.edu/u?/ccsutheses,2523

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


Massey University

15. Moles, Janet. Achievement motivation : a study with women cross-cultural learners : a thesis submitted in partial fulfilment of the requirements for the degree of Master of Education at Massey University .

Degree: 2002, Massey University

 The significance of identifying and meeting individual learning needs in culturally appropriate ways is a professional responsibility of all teachers. This research explored achievement motivation(more)

Subjects/Keywords: Achievement motivation in women; Women tertiary students; Palmerston North; Learning needs

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APA (6th Edition):

Moles, J. (2002). Achievement motivation : a study with women cross-cultural learners : a thesis submitted in partial fulfilment of the requirements for the degree of Master of Education at Massey University . (Thesis). Massey University. Retrieved from http://hdl.handle.net/10179/7300

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

Chicago Manual of Style (16th Edition):

Moles, Janet. “Achievement motivation : a study with women cross-cultural learners : a thesis submitted in partial fulfilment of the requirements for the degree of Master of Education at Massey University .” 2002. Thesis, Massey University. Accessed June 16, 2019. http://hdl.handle.net/10179/7300.

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

MLA Handbook (7th Edition):

Moles, Janet. “Achievement motivation : a study with women cross-cultural learners : a thesis submitted in partial fulfilment of the requirements for the degree of Master of Education at Massey University .” 2002. Web. 16 Jun 2019.

Vancouver:

Moles J. Achievement motivation : a study with women cross-cultural learners : a thesis submitted in partial fulfilment of the requirements for the degree of Master of Education at Massey University . [Internet] [Thesis]. Massey University; 2002. [cited 2019 Jun 16]. Available from: http://hdl.handle.net/10179/7300.

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

Council of Science Editors:

Moles J. Achievement motivation : a study with women cross-cultural learners : a thesis submitted in partial fulfilment of the requirements for the degree of Master of Education at Massey University . [Thesis]. Massey University; 2002. Available from: http://hdl.handle.net/10179/7300

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

16. Levy, Judith G. Female competitive task persistence as a function of sex-role orientation and prior success and failure.

Degree: Psychology, 1975, University of Massachusetts

Subjects/Keywords: Achievement motivation; Women; Persistence

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APA (6th Edition):

Levy, J. G. (1975). Female competitive task persistence as a function of sex-role orientation and prior success and failure. (Thesis). University of Massachusetts. Retrieved from https://scholarworks.umass.edu/theses/1716

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

Chicago Manual of Style (16th Edition):

Levy, Judith G. “Female competitive task persistence as a function of sex-role orientation and prior success and failure.” 1975. Thesis, University of Massachusetts. Accessed June 16, 2019. https://scholarworks.umass.edu/theses/1716.

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

MLA Handbook (7th Edition):

Levy, Judith G. “Female competitive task persistence as a function of sex-role orientation and prior success and failure.” 1975. Web. 16 Jun 2019.

Vancouver:

Levy JG. Female competitive task persistence as a function of sex-role orientation and prior success and failure. [Internet] [Thesis]. University of Massachusetts; 1975. [cited 2019 Jun 16]. Available from: https://scholarworks.umass.edu/theses/1716.

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

Council of Science Editors:

Levy JG. Female competitive task persistence as a function of sex-role orientation and prior success and failure. [Thesis]. University of Massachusetts; 1975. Available from: https://scholarworks.umass.edu/theses/1716

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

17. Perry, Andrew Holmes. The relationship between achievement goals and the academic success of first-generation college students .

Degree: 2018, State University of New York at New Paltz

 Recent research has established that first-generation college students, or those students without a parent with a four-year college degree, tend to underperform academically compared to… (more)

Subjects/Keywords: Research Subject Categories::SOCIAL SCIENCES::Social sciences::Psychology; First-generation college students; Academic achievement; Achievement motivation; Motivation (Psychology); Motivation in education

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APA (6th Edition):

Perry, A. H. (2018). The relationship between achievement goals and the academic success of first-generation college students . (Thesis). State University of New York at New Paltz. Retrieved from http://hdl.handle.net/1951/70348

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

Chicago Manual of Style (16th Edition):

Perry, Andrew Holmes. “The relationship between achievement goals and the academic success of first-generation college students .” 2018. Thesis, State University of New York at New Paltz. Accessed June 16, 2019. http://hdl.handle.net/1951/70348.

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

MLA Handbook (7th Edition):

Perry, Andrew Holmes. “The relationship between achievement goals and the academic success of first-generation college students .” 2018. Web. 16 Jun 2019.

Vancouver:

Perry AH. The relationship between achievement goals and the academic success of first-generation college students . [Internet] [Thesis]. State University of New York at New Paltz; 2018. [cited 2019 Jun 16]. Available from: http://hdl.handle.net/1951/70348.

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

Council of Science Editors:

Perry AH. The relationship between achievement goals and the academic success of first-generation college students . [Thesis]. State University of New York at New Paltz; 2018. Available from: http://hdl.handle.net/1951/70348

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


University of Tasmania

18. Smith, NA. Achievement motivation, self-worth protection and academic outcomes in grades 3 through 6.

Degree: 2009, University of Tasmania

 The roles that self-worth protection, goal orientation, and academic selfefficacy play in student behavior and achievement outcomes have been well documented for students in middle… (more)

Subjects/Keywords: Achievement motivation in children; Motivation in education; Learning; Psychology of; Student adjustment

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APA (6th Edition):

Smith, N. (2009). Achievement motivation, self-worth protection and academic outcomes in grades 3 through 6. (Thesis). University of Tasmania. Retrieved from https://eprints.utas.edu.au/21623/1/whole_SmithNancyAnn2009_thesis.pdf

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

Chicago Manual of Style (16th Edition):

Smith, NA. “Achievement motivation, self-worth protection and academic outcomes in grades 3 through 6.” 2009. Thesis, University of Tasmania. Accessed June 16, 2019. https://eprints.utas.edu.au/21623/1/whole_SmithNancyAnn2009_thesis.pdf.

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

MLA Handbook (7th Edition):

Smith, NA. “Achievement motivation, self-worth protection and academic outcomes in grades 3 through 6.” 2009. Web. 16 Jun 2019.

Vancouver:

Smith N. Achievement motivation, self-worth protection and academic outcomes in grades 3 through 6. [Internet] [Thesis]. University of Tasmania; 2009. [cited 2019 Jun 16]. Available from: https://eprints.utas.edu.au/21623/1/whole_SmithNancyAnn2009_thesis.pdf.

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

Council of Science Editors:

Smith N. Achievement motivation, self-worth protection and academic outcomes in grades 3 through 6. [Thesis]. University of Tasmania; 2009. Available from: https://eprints.utas.edu.au/21623/1/whole_SmithNancyAnn2009_thesis.pdf

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

19. Stephenson, Jillian K. Effectiveness of the Chance Jars Game and Mystery Motivators to reduce disruptive behaviors in minority students living in poverty.

Degree: 2015, SUNY College at Fredonia

 Disruptive behaviors negatively affect the learning environment by taking time away from academic instruction (McKissick, 2012). Studies have indicated that these behaviors are prevalent in… (more)

Subjects/Keywords: Behavior disorders in children.; Academic achievement.; Motivation in education.; Minorities  – Education.

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APA (6th Edition):

Stephenson, J. K. (2015). Effectiveness of the Chance Jars Game and Mystery Motivators to reduce disruptive behaviors in minority students living in poverty. (Masters Thesis). SUNY College at Fredonia. Retrieved from http://hdl.handle.net/1951/65756

Chicago Manual of Style (16th Edition):

Stephenson, Jillian K. “Effectiveness of the Chance Jars Game and Mystery Motivators to reduce disruptive behaviors in minority students living in poverty. ” 2015. Masters Thesis, SUNY College at Fredonia. Accessed June 16, 2019. http://hdl.handle.net/1951/65756.

MLA Handbook (7th Edition):

Stephenson, Jillian K. “Effectiveness of the Chance Jars Game and Mystery Motivators to reduce disruptive behaviors in minority students living in poverty. ” 2015. Web. 16 Jun 2019.

Vancouver:

Stephenson JK. Effectiveness of the Chance Jars Game and Mystery Motivators to reduce disruptive behaviors in minority students living in poverty. [Internet] [Masters thesis]. SUNY College at Fredonia; 2015. [cited 2019 Jun 16]. Available from: http://hdl.handle.net/1951/65756.

Council of Science Editors:

Stephenson JK. Effectiveness of the Chance Jars Game and Mystery Motivators to reduce disruptive behaviors in minority students living in poverty. [Masters Thesis]. SUNY College at Fredonia; 2015. Available from: http://hdl.handle.net/1951/65756


East Carolina University

20. Hartness, Amanda J. THE EFFECTS OF AFFINITY GROUPS ON STUDENT ACHIEVEMENT OF AFRICAN AMERICAN STUDENTS IN THE ELEMENTARY SCHOOL SETTING.

Degree: 2012, East Carolina University

 Closing the Achievement Gap is one of the nation's top education reform topics today. Despite many education reform efforts the academic achievement of African American… (more)

Subjects/Keywords: Achievement motivation in children; Academic achievement; African American students; African Americans – Education (Elementary)

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APA (6th Edition):

Hartness, A. J. (2012). THE EFFECTS OF AFFINITY GROUPS ON STUDENT ACHIEVEMENT OF AFRICAN AMERICAN STUDENTS IN THE ELEMENTARY SCHOOL SETTING. (Doctoral Dissertation). East Carolina University. Retrieved from http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=14677

Chicago Manual of Style (16th Edition):

Hartness, Amanda J. “THE EFFECTS OF AFFINITY GROUPS ON STUDENT ACHIEVEMENT OF AFRICAN AMERICAN STUDENTS IN THE ELEMENTARY SCHOOL SETTING.” 2012. Doctoral Dissertation, East Carolina University. Accessed June 16, 2019. http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=14677.

MLA Handbook (7th Edition):

Hartness, Amanda J. “THE EFFECTS OF AFFINITY GROUPS ON STUDENT ACHIEVEMENT OF AFRICAN AMERICAN STUDENTS IN THE ELEMENTARY SCHOOL SETTING.” 2012. Web. 16 Jun 2019.

Vancouver:

Hartness AJ. THE EFFECTS OF AFFINITY GROUPS ON STUDENT ACHIEVEMENT OF AFRICAN AMERICAN STUDENTS IN THE ELEMENTARY SCHOOL SETTING. [Internet] [Doctoral dissertation]. East Carolina University; 2012. [cited 2019 Jun 16]. Available from: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=14677.

Council of Science Editors:

Hartness AJ. THE EFFECTS OF AFFINITY GROUPS ON STUDENT ACHIEVEMENT OF AFRICAN AMERICAN STUDENTS IN THE ELEMENTARY SCHOOL SETTING. [Doctoral Dissertation]. East Carolina University; 2012. Available from: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=14677


East Carolina University

21. Wilson, Ashley R. MALLEABLE VIEW OF INTELLIGENCE AS INTERVENTION FOR STEREOTYPE THREAT : OVERCOMING MATH UNDERPERFORMANCE IN WOMEN.

Degree: 2009, East Carolina University

 When challenging math tests are described as diagnostic measures of ability or when gender differences are salient, stereotype threat causes women to underperform compared to… (more)

Subjects/Keywords: Psychology, General; Psychology, Developmental; Psychology, Social; Interventions; Mathematics; Stereotype threat; Theory of intelligence; Women; Achievement motivation in women; Stereotypes (Social psychology); Test anxiety; Math anxiety; Mathematics – Study and teaching – Psychological aspects; Sex differences in education

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APA (6th Edition):

Wilson, A. R. (2009). MALLEABLE VIEW OF INTELLIGENCE AS INTERVENTION FOR STEREOTYPE THREAT : OVERCOMING MATH UNDERPERFORMANCE IN WOMEN. (Thesis). East Carolina University. Retrieved from http://hdl.handle.net/10342/2225

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

Chicago Manual of Style (16th Edition):

Wilson, Ashley R. “MALLEABLE VIEW OF INTELLIGENCE AS INTERVENTION FOR STEREOTYPE THREAT : OVERCOMING MATH UNDERPERFORMANCE IN WOMEN.” 2009. Thesis, East Carolina University. Accessed June 16, 2019. http://hdl.handle.net/10342/2225.

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

MLA Handbook (7th Edition):

Wilson, Ashley R. “MALLEABLE VIEW OF INTELLIGENCE AS INTERVENTION FOR STEREOTYPE THREAT : OVERCOMING MATH UNDERPERFORMANCE IN WOMEN.” 2009. Web. 16 Jun 2019.

Vancouver:

Wilson AR. MALLEABLE VIEW OF INTELLIGENCE AS INTERVENTION FOR STEREOTYPE THREAT : OVERCOMING MATH UNDERPERFORMANCE IN WOMEN. [Internet] [Thesis]. East Carolina University; 2009. [cited 2019 Jun 16]. Available from: http://hdl.handle.net/10342/2225.

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

Council of Science Editors:

Wilson AR. MALLEABLE VIEW OF INTELLIGENCE AS INTERVENTION FOR STEREOTYPE THREAT : OVERCOMING MATH UNDERPERFORMANCE IN WOMEN. [Thesis]. East Carolina University; 2009. Available from: http://hdl.handle.net/10342/2225

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

22. Caraccio, Michael. An investigation of the relationship between academic achievement and high school students' perceived level of satisfaction of needs in selected Southeast Tennessee schools.

Degree: 2017, University of Tennessee – Chattanooga

 “Lack of motivation is a real and pressing problem. Upwards of 40 percent of high school students are chronically disengaged from school” (Crotty, 2013, para.… (more)

Subjects/Keywords: Motivation in education; Achievement motivation

achievement. Statement of the Problem Lack of academic interest and motivation in high school… …Pelletier, 2006, p. 567). In general, academic motivation decreases as the students’ ages… …satisfied in students at different levels of academic achievement. The significance of the study… …extrinsic motivational needs, if any, play a defining role in student academic achievement. The… …grow as a learner and to develop an interest or motivation in one's tasks (Bandura… 

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APA (6th Edition):

Caraccio, M. (2017). An investigation of the relationship between academic achievement and high school students' perceived level of satisfaction of needs in selected Southeast Tennessee schools. (Doctoral Dissertation). University of Tennessee – Chattanooga. Retrieved from https://scholar.utc.edu/theses/527

Chicago Manual of Style (16th Edition):

Caraccio, Michael. “An investigation of the relationship between academic achievement and high school students' perceived level of satisfaction of needs in selected Southeast Tennessee schools.” 2017. Doctoral Dissertation, University of Tennessee – Chattanooga. Accessed June 16, 2019. https://scholar.utc.edu/theses/527.

MLA Handbook (7th Edition):

Caraccio, Michael. “An investigation of the relationship between academic achievement and high school students' perceived level of satisfaction of needs in selected Southeast Tennessee schools.” 2017. Web. 16 Jun 2019.

Vancouver:

Caraccio M. An investigation of the relationship between academic achievement and high school students' perceived level of satisfaction of needs in selected Southeast Tennessee schools. [Internet] [Doctoral dissertation]. University of Tennessee – Chattanooga; 2017. [cited 2019 Jun 16]. Available from: https://scholar.utc.edu/theses/527.

Council of Science Editors:

Caraccio M. An investigation of the relationship between academic achievement and high school students' perceived level of satisfaction of needs in selected Southeast Tennessee schools. [Doctoral Dissertation]. University of Tennessee – Chattanooga; 2017. Available from: https://scholar.utc.edu/theses/527


Addis Ababa University

23. Zenebe, Demissie. Attachment Patterns, Psychosocial Wellbeing, and Academic Achievement Motivation, of Foster Care Children in SOS Enfants Ethiope, Burayu Orphanage Vocational Training and Production Center .

Degree: 2015, Addis Ababa University

 The general objective of this study was to explore the status and the relationship of attachment pattern, psychosocial well being, and academic achievement motivation foster… (more)

Subjects/Keywords: Academic achievement motivation foster care children in SOS EE BOVTPC

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APA (6th Edition):

Zenebe, D. (2015). Attachment Patterns, Psychosocial Wellbeing, and Academic Achievement Motivation, of Foster Care Children in SOS Enfants Ethiope, Burayu Orphanage Vocational Training and Production Center . (Thesis). Addis Ababa University. Retrieved from http://etd.aau.edu.et/dspace/handle/123456789/7555

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

Chicago Manual of Style (16th Edition):

Zenebe, Demissie. “Attachment Patterns, Psychosocial Wellbeing, and Academic Achievement Motivation, of Foster Care Children in SOS Enfants Ethiope, Burayu Orphanage Vocational Training and Production Center .” 2015. Thesis, Addis Ababa University. Accessed June 16, 2019. http://etd.aau.edu.et/dspace/handle/123456789/7555.

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

MLA Handbook (7th Edition):

Zenebe, Demissie. “Attachment Patterns, Psychosocial Wellbeing, and Academic Achievement Motivation, of Foster Care Children in SOS Enfants Ethiope, Burayu Orphanage Vocational Training and Production Center .” 2015. Web. 16 Jun 2019.

Vancouver:

Zenebe D. Attachment Patterns, Psychosocial Wellbeing, and Academic Achievement Motivation, of Foster Care Children in SOS Enfants Ethiope, Burayu Orphanage Vocational Training and Production Center . [Internet] [Thesis]. Addis Ababa University; 2015. [cited 2019 Jun 16]. Available from: http://etd.aau.edu.et/dspace/handle/123456789/7555.

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

Council of Science Editors:

Zenebe D. Attachment Patterns, Psychosocial Wellbeing, and Academic Achievement Motivation, of Foster Care Children in SOS Enfants Ethiope, Burayu Orphanage Vocational Training and Production Center . [Thesis]. Addis Ababa University; 2015. Available from: http://etd.aau.edu.et/dspace/handle/123456789/7555

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


University of Hong Kong

24. Wong, Christine. Temperament style, motivational regulation, and achievement among Chinese students.

Degree: Master of Social Sciences, 2004, University of Hong Kong

abstract

published_or_final_version

toc

Educational Psychology

Master

Master of Social Sciences

Subjects/Keywords: Academic achievement.; Motivation in education.

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APA (6th Edition):

Wong, C. (2004). Temperament style, motivational regulation, and achievement among Chinese students. (Masters Thesis). University of Hong Kong. Retrieved from Wong, C.. (2004). Temperament style, motivational regulation, and achievement among Chinese students. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b2979306 ; http://dx.doi.org/10.5353/th_b2979306 ; http://hdl.handle.net/10722/31562

Chicago Manual of Style (16th Edition):

Wong, Christine. “Temperament style, motivational regulation, and achievement among Chinese students.” 2004. Masters Thesis, University of Hong Kong. Accessed June 16, 2019. Wong, C.. (2004). Temperament style, motivational regulation, and achievement among Chinese students. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b2979306 ; http://dx.doi.org/10.5353/th_b2979306 ; http://hdl.handle.net/10722/31562.

MLA Handbook (7th Edition):

Wong, Christine. “Temperament style, motivational regulation, and achievement among Chinese students.” 2004. Web. 16 Jun 2019.

Vancouver:

Wong C. Temperament style, motivational regulation, and achievement among Chinese students. [Internet] [Masters thesis]. University of Hong Kong; 2004. [cited 2019 Jun 16]. Available from: Wong, C.. (2004). Temperament style, motivational regulation, and achievement among Chinese students. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b2979306 ; http://dx.doi.org/10.5353/th_b2979306 ; http://hdl.handle.net/10722/31562.

Council of Science Editors:

Wong C. Temperament style, motivational regulation, and achievement among Chinese students. [Masters Thesis]. University of Hong Kong; 2004. Available from: Wong, C.. (2004). Temperament style, motivational regulation, and achievement among Chinese students. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b2979306 ; http://dx.doi.org/10.5353/th_b2979306 ; http://hdl.handle.net/10722/31562


Central Connecticut State University

25. Veronesi, Kathryn Yawin, 1961-. A Positive Force : the Impact of Academic Optimism and School Practice on Student Achievement / Kathryn Yawin Veronesi.

Degree: Department of Educational Leadership, 2012, Central Connecticut State University

Research on academic optimism and school practices has shown a positive correlation with student achievement at the high school level. Academic optimism includes the school… (more)

Subjects/Keywords: Academic achievement – Connecticut.; Motivation in education – Connecticut.; Education, Secondary – Standards – Connecticut.

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APA (6th Edition):

Veronesi, Kathryn Yawin, 1. (2012). A Positive Force : the Impact of Academic Optimism and School Practice on Student Achievement / Kathryn Yawin Veronesi. (Thesis). Central Connecticut State University. Retrieved from http://content.library.ccsu.edu/u?/ccsutheses,1818

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

Chicago Manual of Style (16th Edition):

Veronesi, Kathryn Yawin, 1961-. “A Positive Force : the Impact of Academic Optimism and School Practice on Student Achievement / Kathryn Yawin Veronesi.” 2012. Thesis, Central Connecticut State University. Accessed June 16, 2019. http://content.library.ccsu.edu/u?/ccsutheses,1818.

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

MLA Handbook (7th Edition):

Veronesi, Kathryn Yawin, 1961-. “A Positive Force : the Impact of Academic Optimism and School Practice on Student Achievement / Kathryn Yawin Veronesi.” 2012. Web. 16 Jun 2019.

Vancouver:

Veronesi, Kathryn Yawin 1. A Positive Force : the Impact of Academic Optimism and School Practice on Student Achievement / Kathryn Yawin Veronesi. [Internet] [Thesis]. Central Connecticut State University; 2012. [cited 2019 Jun 16]. Available from: http://content.library.ccsu.edu/u?/ccsutheses,1818.

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

Council of Science Editors:

Veronesi, Kathryn Yawin 1. A Positive Force : the Impact of Academic Optimism and School Practice on Student Achievement / Kathryn Yawin Veronesi. [Thesis]. Central Connecticut State University; 2012. Available from: http://content.library.ccsu.edu/u?/ccsutheses,1818

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


Montana State University

26. Rowland, Randy Z. Effects of incorporating selected next generation science standard practices on student motivation and understanding of biology content.

Degree: Graduate School, 2014, Montana State University

 Students of this day and age often show a lack of interest and engagement in science, as evidenced by a lack of motivation and academic… (more)

Subjects/Keywords: Biology.; Motivation in education.; Academic achievement.; High school students.

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

APA (6th Edition):

Rowland, R. Z. (2014). Effects of incorporating selected next generation science standard practices on student motivation and understanding of biology content. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/3588

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

Chicago Manual of Style (16th Edition):

Rowland, Randy Z. “Effects of incorporating selected next generation science standard practices on student motivation and understanding of biology content.” 2014. Thesis, Montana State University. Accessed June 16, 2019. https://scholarworks.montana.edu/xmlui/handle/1/3588.

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

MLA Handbook (7th Edition):

Rowland, Randy Z. “Effects of incorporating selected next generation science standard practices on student motivation and understanding of biology content.” 2014. Web. 16 Jun 2019.

Vancouver:

Rowland RZ. Effects of incorporating selected next generation science standard practices on student motivation and understanding of biology content. [Internet] [Thesis]. Montana State University; 2014. [cited 2019 Jun 16]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/3588.

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

Council of Science Editors:

Rowland RZ. Effects of incorporating selected next generation science standard practices on student motivation and understanding of biology content. [Thesis]. Montana State University; 2014. Available from: https://scholarworks.montana.edu/xmlui/handle/1/3588

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


University of Wisconsin – Stout

27. Zenzen, Thomas G. Achievement motivation.

Degree: 2002, University of Wisconsin – Stout

Subjects/Keywords: Achievement motivation in children

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

APA (6th Edition):

Zenzen, T. G. (2002). Achievement motivation. (Thesis). University of Wisconsin – Stout. Retrieved from http://www.uwstout.edu/lib/thesis/2002/2002zenzent.pdf ; http://digital.library.wisc.edu/1793/40717

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

Chicago Manual of Style (16th Edition):

Zenzen, Thomas G. “Achievement motivation.” 2002. Thesis, University of Wisconsin – Stout. Accessed June 16, 2019. http://www.uwstout.edu/lib/thesis/2002/2002zenzent.pdf ; http://digital.library.wisc.edu/1793/40717.

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

MLA Handbook (7th Edition):

Zenzen, Thomas G. “Achievement motivation.” 2002. Web. 16 Jun 2019.

Vancouver:

Zenzen TG. Achievement motivation. [Internet] [Thesis]. University of Wisconsin – Stout; 2002. [cited 2019 Jun 16]. Available from: http://www.uwstout.edu/lib/thesis/2002/2002zenzent.pdf ; http://digital.library.wisc.edu/1793/40717.

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

Council of Science Editors:

Zenzen TG. Achievement motivation. [Thesis]. University of Wisconsin – Stout; 2002. Available from: http://www.uwstout.edu/lib/thesis/2002/2002zenzent.pdf ; http://digital.library.wisc.edu/1793/40717

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


University of Wisconsin – La Cross

28. Byrne, Sara. Motivation  – Goal orientation among middle school students.

Degree: 2010, University of Wisconsin – La Cross

 The present study examined achievement goal orientations among middle school students to examine potential differences in goal orientations between students' developmental level and/or gender. The… (more)

Subjects/Keywords: Achievement motivation in children; Middle school students  – Psychology; Goal (Psychology)

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

APA (6th Edition):

Byrne, S. (2010). Motivation  – Goal orientation among middle school students. (Thesis). University of Wisconsin – La Cross. Retrieved from http://digital.library.wisc.edu/1793/47182

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

Chicago Manual of Style (16th Edition):

Byrne, Sara. “Motivation  – Goal orientation among middle school students.” 2010. Thesis, University of Wisconsin – La Cross. Accessed June 16, 2019. http://digital.library.wisc.edu/1793/47182.

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

MLA Handbook (7th Edition):

Byrne, Sara. “Motivation  – Goal orientation among middle school students.” 2010. Web. 16 Jun 2019.

Vancouver:

Byrne S. Motivation  – Goal orientation among middle school students. [Internet] [Thesis]. University of Wisconsin – La Cross; 2010. [cited 2019 Jun 16]. Available from: http://digital.library.wisc.edu/1793/47182.

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

Council of Science Editors:

Byrne S. Motivation  – Goal orientation among middle school students. [Thesis]. University of Wisconsin – La Cross; 2010. Available from: http://digital.library.wisc.edu/1793/47182

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


Central Connecticut State University

29. Lippi, Angela Luisa. Critical Factors of Success for First-Year Students in Four-Year Institutions: A University, Faculty and Student Initiative.

Degree: Department of Counseling and Family Therapy, 2009, Central Connecticut State University

 With more students investing in a college education today and stagnant retention rates nationwide, there is a need to examine academic success – how it… (more)

Subjects/Keywords: College dropouts  – Prevention; College attendance; Academic achievement; Motivation in education

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

APA (6th Edition):

Lippi, A. L. (2009). Critical Factors of Success for First-Year Students in Four-Year Institutions: A University, Faculty and Student Initiative. (Thesis). Central Connecticut State University. Retrieved from http://content.library.ccsu.edu/u?/ccsutheses,907

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

Chicago Manual of Style (16th Edition):

Lippi, Angela Luisa. “Critical Factors of Success for First-Year Students in Four-Year Institutions: A University, Faculty and Student Initiative.” 2009. Thesis, Central Connecticut State University. Accessed June 16, 2019. http://content.library.ccsu.edu/u?/ccsutheses,907.

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

MLA Handbook (7th Edition):

Lippi, Angela Luisa. “Critical Factors of Success for First-Year Students in Four-Year Institutions: A University, Faculty and Student Initiative.” 2009. Web. 16 Jun 2019.

Vancouver:

Lippi AL. Critical Factors of Success for First-Year Students in Four-Year Institutions: A University, Faculty and Student Initiative. [Internet] [Thesis]. Central Connecticut State University; 2009. [cited 2019 Jun 16]. Available from: http://content.library.ccsu.edu/u?/ccsutheses,907.

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

Council of Science Editors:

Lippi AL. Critical Factors of Success for First-Year Students in Four-Year Institutions: A University, Faculty and Student Initiative. [Thesis]. Central Connecticut State University; 2009. Available from: http://content.library.ccsu.edu/u?/ccsutheses,907

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


Central Connecticut State University

30. Skinner, Katelyn Rose, 1993-. Linking Student-Athlete Achievement Motivation & Academic Success and Analyzing Mathematics as a Conbributing Factor.

Degree: Department of Mathematical Sciences, 2018, Central Connecticut State University

This study examined the relationships and factors in student-athlete achievement motivation and academic success and investigated mathematics as an interaction. The relationship of motivational orientation… (more)

Subjects/Keywords: College athletes.; Academic achievement.; Motivation in education.; Mathematics – Study and teaching.

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

APA (6th Edition):

Skinner, Katelyn Rose, 1. (2018). Linking Student-Athlete Achievement Motivation & Academic Success and Analyzing Mathematics as a Conbributing Factor. (Thesis). Central Connecticut State University. Retrieved from http://content.library.ccsu.edu/u?/ccsutheses,2729

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

Chicago Manual of Style (16th Edition):

Skinner, Katelyn Rose, 1993-. “Linking Student-Athlete Achievement Motivation & Academic Success and Analyzing Mathematics as a Conbributing Factor.” 2018. Thesis, Central Connecticut State University. Accessed June 16, 2019. http://content.library.ccsu.edu/u?/ccsutheses,2729.

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

MLA Handbook (7th Edition):

Skinner, Katelyn Rose, 1993-. “Linking Student-Athlete Achievement Motivation & Academic Success and Analyzing Mathematics as a Conbributing Factor.” 2018. Web. 16 Jun 2019.

Vancouver:

Skinner, Katelyn Rose 1. Linking Student-Athlete Achievement Motivation & Academic Success and Analyzing Mathematics as a Conbributing Factor. [Internet] [Thesis]. Central Connecticut State University; 2018. [cited 2019 Jun 16]. Available from: http://content.library.ccsu.edu/u?/ccsutheses,2729.

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

Council of Science Editors:

Skinner, Katelyn Rose 1. Linking Student-Athlete Achievement Motivation & Academic Success and Analyzing Mathematics as a Conbributing Factor. [Thesis]. Central Connecticut State University; 2018. Available from: http://content.library.ccsu.edu/u?/ccsutheses,2729

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

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