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You searched for subject:(student academic motivation). Showing records 1 – 30 of 73 total matches.

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Bowling Green State University

1. Galliger, Courtney Carroll. To Be Or Not To Be…Motivated: A Comparison Of Students' Goal Orientation Within Direct Instruction And Constructivist Schools.

Degree: PhD, Psychology/Developmental, 2009, Bowling Green State University

 The goal of this study was to compare students' achievement goal orientation within schools that take a more direct instruction approach to education (e.g., schools… (more)

Subjects/Keywords: Psychology; Montessori; Constructivism; Direct Instruction; Student Goal Orientation; Achievement Goal Orientation; Student Motivation; Academic Motivation

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APA (6th Edition):

Galliger, C. C. (2009). To Be Or Not To Be…Motivated: A Comparison Of Students' Goal Orientation Within Direct Instruction And Constructivist Schools. (Doctoral Dissertation). Bowling Green State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1237475910

Chicago Manual of Style (16th Edition):

Galliger, Courtney Carroll. “To Be Or Not To Be…Motivated: A Comparison Of Students' Goal Orientation Within Direct Instruction And Constructivist Schools.” 2009. Doctoral Dissertation, Bowling Green State University. Accessed October 17, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1237475910.

MLA Handbook (7th Edition):

Galliger, Courtney Carroll. “To Be Or Not To Be…Motivated: A Comparison Of Students' Goal Orientation Within Direct Instruction And Constructivist Schools.” 2009. Web. 17 Oct 2019.

Vancouver:

Galliger CC. To Be Or Not To Be…Motivated: A Comparison Of Students' Goal Orientation Within Direct Instruction And Constructivist Schools. [Internet] [Doctoral dissertation]. Bowling Green State University; 2009. [cited 2019 Oct 17]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1237475910.

Council of Science Editors:

Galliger CC. To Be Or Not To Be…Motivated: A Comparison Of Students' Goal Orientation Within Direct Instruction And Constructivist Schools. [Doctoral Dissertation]. Bowling Green State University; 2009. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1237475910

2. Santos, Michael. Student Motivation in Academic Support Classes .

Degree: 2014, California State University – San Marcos

 The present study was an adapted replication of a previous study by Young (2011). It was designed to discover the best practices and procedures necessary… (more)

Subjects/Keywords: academic support class; student motivation; academic goal setting

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APA (6th Edition):

Santos, M. (2014). Student Motivation in Academic Support Classes . (Thesis). California State University – San Marcos. Retrieved from http://hdl.handle.net/10211.3/128973

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):

Santos, Michael. “Student Motivation in Academic Support Classes .” 2014. Thesis, California State University – San Marcos. Accessed October 17, 2019. http://hdl.handle.net/10211.3/128973.

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

MLA Handbook (7th Edition):

Santos, Michael. “Student Motivation in Academic Support Classes .” 2014. Web. 17 Oct 2019.

Vancouver:

Santos M. Student Motivation in Academic Support Classes . [Internet] [Thesis]. California State University – San Marcos; 2014. [cited 2019 Oct 17]. Available from: http://hdl.handle.net/10211.3/128973.

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

Council of Science Editors:

Santos M. Student Motivation in Academic Support Classes . [Thesis]. California State University – San Marcos; 2014. Available from: http://hdl.handle.net/10211.3/128973

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

3. Santos, Michael. Student Motivation in Academic Support Classes .

Degree: 2012, California State University – San Marcos

 The present study was an adapted replication of a previous study by Young (2011). It was designed to discover the best practices and procedures necessary… (more)

Subjects/Keywords: academic support class; student motivation; academic goal setting

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APA (6th Edition):

Santos, M. (2012). Student Motivation in Academic Support Classes . (Thesis). California State University – San Marcos. Retrieved from http://hdl.handle.net/10211.8/234

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):

Santos, Michael. “Student Motivation in Academic Support Classes .” 2012. Thesis, California State University – San Marcos. Accessed October 17, 2019. http://hdl.handle.net/10211.8/234.

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

MLA Handbook (7th Edition):

Santos, Michael. “Student Motivation in Academic Support Classes .” 2012. Web. 17 Oct 2019.

Vancouver:

Santos M. Student Motivation in Academic Support Classes . [Internet] [Thesis]. California State University – San Marcos; 2012. [cited 2019 Oct 17]. Available from: http://hdl.handle.net/10211.8/234.

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

Council of Science Editors:

Santos M. Student Motivation in Academic Support Classes . [Thesis]. California State University – San Marcos; 2012. Available from: http://hdl.handle.net/10211.8/234

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


University of Victoria

4. Chan, Mannix. Understanding undergraduate student engagement: motivations and experiences.

Degree: Department of Educational Psychology and Leadership Studies, 2017, University of Victoria

 An undergraduate student’s level of engagement in non-academic activities has demonstrated to be a robust predictor of their success in higher education. Previous research indicates… (more)

Subjects/Keywords: Leadership; Millennials; Higher Education; Student Motivation; Student Engagement; Student Involvement; Extracurricular Activities; Student Experience; Non-academic learning; Student Success

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APA (6th Edition):

Chan, M. (2017). Understanding undergraduate student engagement: motivations and experiences. (Masters Thesis). University of Victoria. Retrieved from https://dspace.library.uvic.ca//handle/1828/8517

Chicago Manual of Style (16th Edition):

Chan, Mannix. “Understanding undergraduate student engagement: motivations and experiences.” 2017. Masters Thesis, University of Victoria. Accessed October 17, 2019. https://dspace.library.uvic.ca//handle/1828/8517.

MLA Handbook (7th Edition):

Chan, Mannix. “Understanding undergraduate student engagement: motivations and experiences.” 2017. Web. 17 Oct 2019.

Vancouver:

Chan M. Understanding undergraduate student engagement: motivations and experiences. [Internet] [Masters thesis]. University of Victoria; 2017. [cited 2019 Oct 17]. Available from: https://dspace.library.uvic.ca//handle/1828/8517.

Council of Science Editors:

Chan M. Understanding undergraduate student engagement: motivations and experiences. [Masters Thesis]. University of Victoria; 2017. Available from: https://dspace.library.uvic.ca//handle/1828/8517

5. Haughery, John R. Student motivation and academic success: Examining the influences, differences, and economics of mechatronic experiences in fundamental undergraduate courses.

Degree: 2017, Iowa State University

 In this study, we examined influences, differences, meanings, and economics of mechatronic experiences in a first-year, fundamental technology course. Our first objective examined the primary… (more)

Subjects/Keywords: academic success; cost analysis; engineering education; student engagement; student motivation; technology education; Education; Engineering

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APA (6th Edition):

Haughery, J. R. (2017). Student motivation and academic success: Examining the influences, differences, and economics of mechatronic experiences in fundamental undergraduate courses. (Thesis). Iowa State University. Retrieved from https://lib.dr.iastate.edu/etd/16142

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):

Haughery, John R. “Student motivation and academic success: Examining the influences, differences, and economics of mechatronic experiences in fundamental undergraduate courses.” 2017. Thesis, Iowa State University. Accessed October 17, 2019. https://lib.dr.iastate.edu/etd/16142.

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

MLA Handbook (7th Edition):

Haughery, John R. “Student motivation and academic success: Examining the influences, differences, and economics of mechatronic experiences in fundamental undergraduate courses.” 2017. Web. 17 Oct 2019.

Vancouver:

Haughery JR. Student motivation and academic success: Examining the influences, differences, and economics of mechatronic experiences in fundamental undergraduate courses. [Internet] [Thesis]. Iowa State University; 2017. [cited 2019 Oct 17]. Available from: https://lib.dr.iastate.edu/etd/16142.

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

Council of Science Editors:

Haughery JR. Student motivation and academic success: Examining the influences, differences, and economics of mechatronic experiences in fundamental undergraduate courses. [Thesis]. Iowa State University; 2017. Available from: https://lib.dr.iastate.edu/etd/16142

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


Virginia Tech

6. Ellis, Keyana Chamere. Ready for College: Assessing the Influence of Student Engagement on Student Academic Motivation in a First-Year Experience Program.

Degree: PhD, Agricultural and Extension Education, 2013, Virginia Tech

 The Virginia Tech Summer Academy (VTSA) Program, developed by through a collaborative partnership between faculty, administrators and staff concerned by attrition among-first year students, was… (more)

Subjects/Keywords: First-Year Experience Program; Student Engagement; Student Academic Motivation; Self-Regulated Learning; Effective Learning Stra

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

APA (6th Edition):

Ellis, K. C. (2013). Ready for College: Assessing the Influence of Student Engagement on Student Academic Motivation in a First-Year Experience Program. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/22046

Chicago Manual of Style (16th Edition):

Ellis, Keyana Chamere. “Ready for College: Assessing the Influence of Student Engagement on Student Academic Motivation in a First-Year Experience Program.” 2013. Doctoral Dissertation, Virginia Tech. Accessed October 17, 2019. http://hdl.handle.net/10919/22046.

MLA Handbook (7th Edition):

Ellis, Keyana Chamere. “Ready for College: Assessing the Influence of Student Engagement on Student Academic Motivation in a First-Year Experience Program.” 2013. Web. 17 Oct 2019.

Vancouver:

Ellis KC. Ready for College: Assessing the Influence of Student Engagement on Student Academic Motivation in a First-Year Experience Program. [Internet] [Doctoral dissertation]. Virginia Tech; 2013. [cited 2019 Oct 17]. Available from: http://hdl.handle.net/10919/22046.

Council of Science Editors:

Ellis KC. Ready for College: Assessing the Influence of Student Engagement on Student Academic Motivation in a First-Year Experience Program. [Doctoral Dissertation]. Virginia Tech; 2013. Available from: http://hdl.handle.net/10919/22046


Virginia Commonwealth University

7. Stringer, JK, IV. Academic Self-Concept and Master Adaptive Learning in First Year Medical Students: A Validation and Scale Construction Study.

Degree: PhD, Education, 2018, Virginia Commonwealth University

  Students’ academic self-concepts (ASC) and their orientation towards self-regulated learning are important elements of success. Despite this fact, little work has been conducted exploring… (more)

Subjects/Keywords: Academic Self-Concept; Master Adaptive Learning; Medical Education; Motivation; Student Performance; Student Beliefs; Educational Psychology

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APA (6th Edition):

Stringer, JK, I. (2018). Academic Self-Concept and Master Adaptive Learning in First Year Medical Students: A Validation and Scale Construction Study. (Doctoral Dissertation). Virginia Commonwealth University. Retrieved from https://scholarscompass.vcu.edu/etd/5579

Chicago Manual of Style (16th Edition):

Stringer, JK, IV. “Academic Self-Concept and Master Adaptive Learning in First Year Medical Students: A Validation and Scale Construction Study.” 2018. Doctoral Dissertation, Virginia Commonwealth University. Accessed October 17, 2019. https://scholarscompass.vcu.edu/etd/5579.

MLA Handbook (7th Edition):

Stringer, JK, IV. “Academic Self-Concept and Master Adaptive Learning in First Year Medical Students: A Validation and Scale Construction Study.” 2018. Web. 17 Oct 2019.

Vancouver:

Stringer, JK I. Academic Self-Concept and Master Adaptive Learning in First Year Medical Students: A Validation and Scale Construction Study. [Internet] [Doctoral dissertation]. Virginia Commonwealth University; 2018. [cited 2019 Oct 17]. Available from: https://scholarscompass.vcu.edu/etd/5579.

Council of Science Editors:

Stringer, JK I. Academic Self-Concept and Master Adaptive Learning in First Year Medical Students: A Validation and Scale Construction Study. [Doctoral Dissertation]. Virginia Commonwealth University; 2018. Available from: https://scholarscompass.vcu.edu/etd/5579

8. Johnson, Rodriguez. The Effects of Leadership Practices and Select Variables on Student Achievement for Grades 1-5 in a Metro Atlanta School.

Degree: Doctor of Education (EdD), Educational Leadership, 2014, Clark University Atlanta

  It was a goal of this study to identify leadership strategies and other select variables such as instructional strategies, professional staff development, teacher-student relationship,… (more)

Subjects/Keywords: Educational Leadership; instructional strategies; professional staff development; teacher-student relationship; parental support; student academic motivation

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APA (6th Edition):

Johnson, R. (2014). The Effects of Leadership Practices and Select Variables on Student Achievement for Grades 1-5 in a Metro Atlanta School. (Thesis). Clark University Atlanta. Retrieved from http://digitalcommons.auctr.edu/cauetds/2

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):

Johnson, Rodriguez. “The Effects of Leadership Practices and Select Variables on Student Achievement for Grades 1-5 in a Metro Atlanta School.” 2014. Thesis, Clark University Atlanta. Accessed October 17, 2019. http://digitalcommons.auctr.edu/cauetds/2.

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

MLA Handbook (7th Edition):

Johnson, Rodriguez. “The Effects of Leadership Practices and Select Variables on Student Achievement for Grades 1-5 in a Metro Atlanta School.” 2014. Web. 17 Oct 2019.

Vancouver:

Johnson R. The Effects of Leadership Practices and Select Variables on Student Achievement for Grades 1-5 in a Metro Atlanta School. [Internet] [Thesis]. Clark University Atlanta; 2014. [cited 2019 Oct 17]. Available from: http://digitalcommons.auctr.edu/cauetds/2.

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

Council of Science Editors:

Johnson R. The Effects of Leadership Practices and Select Variables on Student Achievement for Grades 1-5 in a Metro Atlanta School. [Thesis]. Clark University Atlanta; 2014. Available from: http://digitalcommons.auctr.edu/cauetds/2

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


Penn State University

9. Althouse, J. Nathan. TESTING A MODEL OF FIRST-SEMESTER.

Degree: PhD, Counselor Education, 2007, Penn State University

 This dissertation examined the correlation between background demographic variables, high school academic variables, college situational variables, and noncognitive variables (independent variables), and academic motivation and… (more)

Subjects/Keywords: student athletes; academic motivation

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APA (6th Edition):

Althouse, J. N. (2007). TESTING A MODEL OF FIRST-SEMESTER. (Doctoral Dissertation). Penn State University. Retrieved from https://etda.libraries.psu.edu/catalog/7827

Chicago Manual of Style (16th Edition):

Althouse, J Nathan. “TESTING A MODEL OF FIRST-SEMESTER.” 2007. Doctoral Dissertation, Penn State University. Accessed October 17, 2019. https://etda.libraries.psu.edu/catalog/7827.

MLA Handbook (7th Edition):

Althouse, J Nathan. “TESTING A MODEL OF FIRST-SEMESTER.” 2007. Web. 17 Oct 2019.

Vancouver:

Althouse JN. TESTING A MODEL OF FIRST-SEMESTER. [Internet] [Doctoral dissertation]. Penn State University; 2007. [cited 2019 Oct 17]. Available from: https://etda.libraries.psu.edu/catalog/7827.

Council of Science Editors:

Althouse JN. TESTING A MODEL OF FIRST-SEMESTER. [Doctoral Dissertation]. Penn State University; 2007. Available from: https://etda.libraries.psu.edu/catalog/7827


University of Missouri – Columbia

10. Zhuang, Yue-Lin, 1972-. Teacher collaboration and student learning: a multilevel structural equation modeling analysis.

Degree: 2010, University of Missouri – Columbia

 The purpose of this study is to examine a model of relationship among teachers' workloads and assignments, teacher collaboration, student motivation, school bonding, and student(more)

Subjects/Keywords: Academic achievement; Motivation in education; Teacher-student relationships; Teachers  – Workload

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APA (6th Edition):

Zhuang, Yue-Lin, 1. (2010). Teacher collaboration and student learning: a multilevel structural equation modeling analysis. (Thesis). University of Missouri – Columbia. Retrieved from http://hdl.handle.net/10355/10242

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):

Zhuang, Yue-Lin, 1972-. “Teacher collaboration and student learning: a multilevel structural equation modeling analysis.” 2010. Thesis, University of Missouri – Columbia. Accessed October 17, 2019. http://hdl.handle.net/10355/10242.

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

MLA Handbook (7th Edition):

Zhuang, Yue-Lin, 1972-. “Teacher collaboration and student learning: a multilevel structural equation modeling analysis.” 2010. Web. 17 Oct 2019.

Vancouver:

Zhuang, Yue-Lin 1. Teacher collaboration and student learning: a multilevel structural equation modeling analysis. [Internet] [Thesis]. University of Missouri – Columbia; 2010. [cited 2019 Oct 17]. Available from: http://hdl.handle.net/10355/10242.

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

Council of Science Editors:

Zhuang, Yue-Lin 1. Teacher collaboration and student learning: a multilevel structural equation modeling analysis. [Thesis]. University of Missouri – Columbia; 2010. Available from: http://hdl.handle.net/10355/10242

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


University of Newcastle

11. Powell, Marilyn. Work motivations as predictors of academic, clinical and career choice satisfaction in medical students.

Degree: PhD, 2009, University of Newcastle

Research Doctorate - Doctor of Philosophy (PhD)

Understanding and predicting human behaviour and subsequent performance constitutes a large part of organisational literature and at the… (more)

Subjects/Keywords: motivation; medical students; academic performance; clinical performance; medical student selection procedures

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APA (6th Edition):

Powell, M. (2009). Work motivations as predictors of academic, clinical and career choice satisfaction in medical students. (Doctoral Dissertation). University of Newcastle. Retrieved from http://hdl.handle.net/1959.13/44632

Chicago Manual of Style (16th Edition):

Powell, Marilyn. “Work motivations as predictors of academic, clinical and career choice satisfaction in medical students.” 2009. Doctoral Dissertation, University of Newcastle. Accessed October 17, 2019. http://hdl.handle.net/1959.13/44632.

MLA Handbook (7th Edition):

Powell, Marilyn. “Work motivations as predictors of academic, clinical and career choice satisfaction in medical students.” 2009. Web. 17 Oct 2019.

Vancouver:

Powell M. Work motivations as predictors of academic, clinical and career choice satisfaction in medical students. [Internet] [Doctoral dissertation]. University of Newcastle; 2009. [cited 2019 Oct 17]. Available from: http://hdl.handle.net/1959.13/44632.

Council of Science Editors:

Powell M. Work motivations as predictors of academic, clinical and career choice satisfaction in medical students. [Doctoral Dissertation]. University of Newcastle; 2009. Available from: http://hdl.handle.net/1959.13/44632


Brigham Young University

12. Keung, Sierra Terina. Examining Academic Performance of Polynesian Student-Athletes Using the Theory of Planned Behavior.

Degree: MS, 2014, Brigham Young University

  This study used Ajzen's (1991) Theory of Planned Behavior (TPB) to explore Polynesian student-athletes' motivation to improve academic performance (AP), while participating in Division… (more)

Subjects/Keywords: motivation; academic performance; minority; student-athlete; Polynesian; Recreation Business

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APA (6th Edition):

Keung, S. T. (2014). Examining Academic Performance of Polynesian Student-Athletes Using the Theory of Planned Behavior. (Masters Thesis). Brigham Young University. Retrieved from https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=5222&context=etd

Chicago Manual of Style (16th Edition):

Keung, Sierra Terina. “Examining Academic Performance of Polynesian Student-Athletes Using the Theory of Planned Behavior.” 2014. Masters Thesis, Brigham Young University. Accessed October 17, 2019. https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=5222&context=etd.

MLA Handbook (7th Edition):

Keung, Sierra Terina. “Examining Academic Performance of Polynesian Student-Athletes Using the Theory of Planned Behavior.” 2014. Web. 17 Oct 2019.

Vancouver:

Keung ST. Examining Academic Performance of Polynesian Student-Athletes Using the Theory of Planned Behavior. [Internet] [Masters thesis]. Brigham Young University; 2014. [cited 2019 Oct 17]. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=5222&context=etd.

Council of Science Editors:

Keung ST. Examining Academic Performance of Polynesian Student-Athletes Using the Theory of Planned Behavior. [Masters Thesis]. Brigham Young University; 2014. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=5222&context=etd


University of Iowa

13. Gillig, Benjamin. Academic motivation among college students: variance and predictors.

Degree: PhD, Educational Policy and Leadership Studies, 2016, University of Iowa

  This three-paper dissertation addresses the manner in which students’ intrinsic motivation to engage in academic tasks changes during the four years of college. The… (more)

Subjects/Keywords: Academic motivation; College impact; Good practices in higher education; Student development

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APA (6th Edition):

Gillig, B. (2016). Academic motivation among college students: variance and predictors. (Doctoral Dissertation). University of Iowa. Retrieved from https://ir.uiowa.edu/etd/6112

Chicago Manual of Style (16th Edition):

Gillig, Benjamin. “Academic motivation among college students: variance and predictors.” 2016. Doctoral Dissertation, University of Iowa. Accessed October 17, 2019. https://ir.uiowa.edu/etd/6112.

MLA Handbook (7th Edition):

Gillig, Benjamin. “Academic motivation among college students: variance and predictors.” 2016. Web. 17 Oct 2019.

Vancouver:

Gillig B. Academic motivation among college students: variance and predictors. [Internet] [Doctoral dissertation]. University of Iowa; 2016. [cited 2019 Oct 17]. Available from: https://ir.uiowa.edu/etd/6112.

Council of Science Editors:

Gillig B. Academic motivation among college students: variance and predictors. [Doctoral Dissertation]. University of Iowa; 2016. Available from: https://ir.uiowa.edu/etd/6112


Utah State University

14. Colver, Mitchell C. Why Do You Go to University? Outcomes Associated With Student Beliefs About the Purposes of a University Education.

Degree: PhD, Education, 2018, Utah State University

  Students enter the realm of higher education with a wide variety of beliefs about the purposes of attending university, which often relate to or… (more)

Subjects/Keywords: academic motivation; liberal arts; student development; orientation; first-year-experience; Education

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APA (6th Edition):

Colver, M. C. (2018). Why Do You Go to University? Outcomes Associated With Student Beliefs About the Purposes of a University Education. (Doctoral Dissertation). Utah State University. Retrieved from https://digitalcommons.usu.edu/etd/7198

Chicago Manual of Style (16th Edition):

Colver, Mitchell C. “Why Do You Go to University? Outcomes Associated With Student Beliefs About the Purposes of a University Education.” 2018. Doctoral Dissertation, Utah State University. Accessed October 17, 2019. https://digitalcommons.usu.edu/etd/7198.

MLA Handbook (7th Edition):

Colver, Mitchell C. “Why Do You Go to University? Outcomes Associated With Student Beliefs About the Purposes of a University Education.” 2018. Web. 17 Oct 2019.

Vancouver:

Colver MC. Why Do You Go to University? Outcomes Associated With Student Beliefs About the Purposes of a University Education. [Internet] [Doctoral dissertation]. Utah State University; 2018. [cited 2019 Oct 17]. Available from: https://digitalcommons.usu.edu/etd/7198.

Council of Science Editors:

Colver MC. Why Do You Go to University? Outcomes Associated With Student Beliefs About the Purposes of a University Education. [Doctoral Dissertation]. Utah State University; 2018. Available from: https://digitalcommons.usu.edu/etd/7198


Penn State University

15. Challenger, Clewiston. Perception of college adjustment and institutional attachment among student-athletes of color at a predominantly white institution and its relation to academic motivation.

Degree: 2017, Penn State University

 The purpose of this study was to investigate the relation between college adjustment, self-efficacy, academic buoyancy and academic motivation among student-athletes of color at a… (more)

Subjects/Keywords: college adjustment; self-efficacy; academic motivation; academic buoyancy; student-athletes of color; sense of belonging

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APA (6th Edition):

Challenger, C. (2017). Perception of college adjustment and institutional attachment among student-athletes of color at a predominantly white institution and its relation to academic motivation. (Thesis). Penn State University. Retrieved from https://etda.libraries.psu.edu/catalog/14144cdc216

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):

Challenger, Clewiston. “Perception of college adjustment and institutional attachment among student-athletes of color at a predominantly white institution and its relation to academic motivation.” 2017. Thesis, Penn State University. Accessed October 17, 2019. https://etda.libraries.psu.edu/catalog/14144cdc216.

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

MLA Handbook (7th Edition):

Challenger, Clewiston. “Perception of college adjustment and institutional attachment among student-athletes of color at a predominantly white institution and its relation to academic motivation.” 2017. Web. 17 Oct 2019.

Vancouver:

Challenger C. Perception of college adjustment and institutional attachment among student-athletes of color at a predominantly white institution and its relation to academic motivation. [Internet] [Thesis]. Penn State University; 2017. [cited 2019 Oct 17]. Available from: https://etda.libraries.psu.edu/catalog/14144cdc216.

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

Council of Science Editors:

Challenger C. Perception of college adjustment and institutional attachment among student-athletes of color at a predominantly white institution and its relation to academic motivation. [Thesis]. Penn State University; 2017. Available from: https://etda.libraries.psu.edu/catalog/14144cdc216

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


University of Tasmania

16. Chakouch, KL. Academic self-handicapping : prevalence and its impact on engagement with academic supports in a tertiary environment.

Degree: 2015, University of Tasmania

 Self-handicapping has been documented to have strong positive correlations with disengagement from learning, poor adjustment, and academic underachievement. The present longitudinal study investigated changes in… (more)

Subjects/Keywords: self-handicapping; peer assisted study session; motivation; engagement; retention; academic success; student support

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APA (6th Edition):

Chakouch, K. (2015). Academic self-handicapping : prevalence and its impact on engagement with academic supports in a tertiary environment. (Thesis). University of Tasmania. Retrieved from https://eprints.utas.edu.au/23557/1/Chakouch_whole_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):

Chakouch, KL. “Academic self-handicapping : prevalence and its impact on engagement with academic supports in a tertiary environment.” 2015. Thesis, University of Tasmania. Accessed October 17, 2019. https://eprints.utas.edu.au/23557/1/Chakouch_whole_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):

Chakouch, KL. “Academic self-handicapping : prevalence and its impact on engagement with academic supports in a tertiary environment.” 2015. Web. 17 Oct 2019.

Vancouver:

Chakouch K. Academic self-handicapping : prevalence and its impact on engagement with academic supports in a tertiary environment. [Internet] [Thesis]. University of Tasmania; 2015. [cited 2019 Oct 17]. Available from: https://eprints.utas.edu.au/23557/1/Chakouch_whole_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:

Chakouch K. Academic self-handicapping : prevalence and its impact on engagement with academic supports in a tertiary environment. [Thesis]. University of Tasmania; 2015. Available from: https://eprints.utas.edu.au/23557/1/Chakouch_whole_thesis.pdf

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


SUNY College at Brockport

17. Mauro, Cassie. Middle School Students' Perceptions on Academic Motivation and Student Engagement.

Degree: MSEd, Counselor Education, 2014, SUNY College at Brockport

  This qualitative study investigates the perceptions of suburban middle school students’ on academic motivation and student engagement. Ten students, grades 6-8, were randomly selected… (more)

Subjects/Keywords: middle school; motivation; engagement; academic; social; Counseling; Student Counseling and Personnel Services

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

APA (6th Edition):

Mauro, C. (2014). Middle School Students' Perceptions on Academic Motivation and Student Engagement. (Thesis). SUNY College at Brockport. Retrieved from https://digitalcommons.brockport.edu/edc_theses/172

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):

Mauro, Cassie. “Middle School Students' Perceptions on Academic Motivation and Student Engagement.” 2014. Thesis, SUNY College at Brockport. Accessed October 17, 2019. https://digitalcommons.brockport.edu/edc_theses/172.

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

MLA Handbook (7th Edition):

Mauro, Cassie. “Middle School Students' Perceptions on Academic Motivation and Student Engagement.” 2014. Web. 17 Oct 2019.

Vancouver:

Mauro C. Middle School Students' Perceptions on Academic Motivation and Student Engagement. [Internet] [Thesis]. SUNY College at Brockport; 2014. [cited 2019 Oct 17]. Available from: https://digitalcommons.brockport.edu/edc_theses/172.

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

Council of Science Editors:

Mauro C. Middle School Students' Perceptions on Academic Motivation and Student Engagement. [Thesis]. SUNY College at Brockport; 2014. Available from: https://digitalcommons.brockport.edu/edc_theses/172

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


Wright State University

18. Koster, Sharon L. Character Education: The Effects of an After-School Music Program on At-Risk Youth Student Motivation and Academic Achievement.

Degree: MM, Music Education, 2010, Wright State University

 This case study was designed to increase student motivation and improve academic achievement in at-risk students through participation in an after-school music program. The case… (more)

Subjects/Keywords: Music Education; character education; at-risk youth; student motivation; academic achievement; after-school music programs

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APA (6th Edition):

Koster, S. L. (2010). Character Education: The Effects of an After-School Music Program on At-Risk Youth Student Motivation and Academic Achievement. (Masters Thesis). Wright State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=wright1288126314

Chicago Manual of Style (16th Edition):

Koster, Sharon L. “Character Education: The Effects of an After-School Music Program on At-Risk Youth Student Motivation and Academic Achievement.” 2010. Masters Thesis, Wright State University. Accessed October 17, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=wright1288126314.

MLA Handbook (7th Edition):

Koster, Sharon L. “Character Education: The Effects of an After-School Music Program on At-Risk Youth Student Motivation and Academic Achievement.” 2010. Web. 17 Oct 2019.

Vancouver:

Koster SL. Character Education: The Effects of an After-School Music Program on At-Risk Youth Student Motivation and Academic Achievement. [Internet] [Masters thesis]. Wright State University; 2010. [cited 2019 Oct 17]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=wright1288126314.

Council of Science Editors:

Koster SL. Character Education: The Effects of an After-School Music Program on At-Risk Youth Student Motivation and Academic Achievement. [Masters Thesis]. Wright State University; 2010. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=wright1288126314


Kennesaw State University

19. Edgeman, Kristian. The Outcomes of Offering a Working Lunch Session in Improving Adolescent Students’ Assignment Completion Rate and Academic Achievement in Mathematics.

Degree: Doctor of Education in Teacher Leadership (EdD), Educational Leadership, 2018, Kennesaw State University

  A decline in academic motivation, organizational skills, and the desire to learn in adolescent students cause middle grade teachers to constantly look for ways… (more)

Subjects/Keywords: adolescent learners; negative reinforcement verses punishment; student motivation; assignment completion rate; academic achievement; Education

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APA (6th Edition):

Edgeman, K. (2018). The Outcomes of Offering a Working Lunch Session in Improving Adolescent Students’ Assignment Completion Rate and Academic Achievement in Mathematics. (Thesis). Kennesaw State University. Retrieved from https://digitalcommons.kennesaw.edu/teachleaddoc_etd/30

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):

Edgeman, Kristian. “The Outcomes of Offering a Working Lunch Session in Improving Adolescent Students’ Assignment Completion Rate and Academic Achievement in Mathematics.” 2018. Thesis, Kennesaw State University. Accessed October 17, 2019. https://digitalcommons.kennesaw.edu/teachleaddoc_etd/30.

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

MLA Handbook (7th Edition):

Edgeman, Kristian. “The Outcomes of Offering a Working Lunch Session in Improving Adolescent Students’ Assignment Completion Rate and Academic Achievement in Mathematics.” 2018. Web. 17 Oct 2019.

Vancouver:

Edgeman K. The Outcomes of Offering a Working Lunch Session in Improving Adolescent Students’ Assignment Completion Rate and Academic Achievement in Mathematics. [Internet] [Thesis]. Kennesaw State University; 2018. [cited 2019 Oct 17]. Available from: https://digitalcommons.kennesaw.edu/teachleaddoc_etd/30.

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

Council of Science Editors:

Edgeman K. The Outcomes of Offering a Working Lunch Session in Improving Adolescent Students’ Assignment Completion Rate and Academic Achievement in Mathematics. [Thesis]. Kennesaw State University; 2018. Available from: https://digitalcommons.kennesaw.edu/teachleaddoc_etd/30

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


Iowa State University

20. Weatherly, Mark Alan. The effect of athletic identity, occupational decision-making self-efficacy on academic motivation among revenue- and nonrevenue-status sport NCAA Division II student-athletes.

Degree: 2016, Iowa State University

 ABSTRACT This study made inquiry into the extent to which psychological factors and individual characteristics affect academic motivation among revenue-status and nonrevenue-status sport NCAA Division… (more)

Subjects/Keywords: Academic Motivation; Athletic Identity; NCAA; Self-efficacy; Student-Athlete; Educational Administration and Supervision

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

APA (6th Edition):

Weatherly, M. A. (2016). The effect of athletic identity, occupational decision-making self-efficacy on academic motivation among revenue- and nonrevenue-status sport NCAA Division II student-athletes. (Thesis). Iowa State University. Retrieved from https://lib.dr.iastate.edu/etd/16035

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):

Weatherly, Mark Alan. “The effect of athletic identity, occupational decision-making self-efficacy on academic motivation among revenue- and nonrevenue-status sport NCAA Division II student-athletes.” 2016. Thesis, Iowa State University. Accessed October 17, 2019. https://lib.dr.iastate.edu/etd/16035.

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

MLA Handbook (7th Edition):

Weatherly, Mark Alan. “The effect of athletic identity, occupational decision-making self-efficacy on academic motivation among revenue- and nonrevenue-status sport NCAA Division II student-athletes.” 2016. Web. 17 Oct 2019.

Vancouver:

Weatherly MA. The effect of athletic identity, occupational decision-making self-efficacy on academic motivation among revenue- and nonrevenue-status sport NCAA Division II student-athletes. [Internet] [Thesis]. Iowa State University; 2016. [cited 2019 Oct 17]. Available from: https://lib.dr.iastate.edu/etd/16035.

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

Council of Science Editors:

Weatherly MA. The effect of athletic identity, occupational decision-making self-efficacy on academic motivation among revenue- and nonrevenue-status sport NCAA Division II student-athletes. [Thesis]. Iowa State University; 2016. Available from: https://lib.dr.iastate.edu/etd/16035

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


University of Minnesota

21. Letawsky Shultz, Nicole. Crossing the Finish Line: Career Adaptability and its Relationship to Athletic Identity, Academic Motivation, and Role Conflict for Division I Student-Athletes.

Degree: PhD, Educational Policy and Administration, 2017, University of Minnesota

 The responsibilities of being a Division I student-athlete often leave little time for experiences outside of sport that are critical for their future careers. Many… (more)

Subjects/Keywords: academic motivation; athletic identity; career adaptability; career development; role conflict; student-athlete

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APA (6th Edition):

Letawsky Shultz, N. (2017). Crossing the Finish Line: Career Adaptability and its Relationship to Athletic Identity, Academic Motivation, and Role Conflict for Division I Student-Athletes. (Doctoral Dissertation). University of Minnesota. Retrieved from http://hdl.handle.net/11299/188941

Chicago Manual of Style (16th Edition):

Letawsky Shultz, Nicole. “Crossing the Finish Line: Career Adaptability and its Relationship to Athletic Identity, Academic Motivation, and Role Conflict for Division I Student-Athletes.” 2017. Doctoral Dissertation, University of Minnesota. Accessed October 17, 2019. http://hdl.handle.net/11299/188941.

MLA Handbook (7th Edition):

Letawsky Shultz, Nicole. “Crossing the Finish Line: Career Adaptability and its Relationship to Athletic Identity, Academic Motivation, and Role Conflict for Division I Student-Athletes.” 2017. Web. 17 Oct 2019.

Vancouver:

Letawsky Shultz N. Crossing the Finish Line: Career Adaptability and its Relationship to Athletic Identity, Academic Motivation, and Role Conflict for Division I Student-Athletes. [Internet] [Doctoral dissertation]. University of Minnesota; 2017. [cited 2019 Oct 17]. Available from: http://hdl.handle.net/11299/188941.

Council of Science Editors:

Letawsky Shultz N. Crossing the Finish Line: Career Adaptability and its Relationship to Athletic Identity, Academic Motivation, and Role Conflict for Division I Student-Athletes. [Doctoral Dissertation]. University of Minnesota; 2017. Available from: http://hdl.handle.net/11299/188941


University of Johannesburg

22. Gambu, Jabulani Andries Amos. The principals' and senior educators' perception on factors influencing the academic achievement of grade 12 learners.

Degree: 2012, University of Johannesburg

M.Ed.

Die algemene daling in nasionale slaagsyfer van matrikulante oor die laaste paar jaar was 'n bron van kommer vir die navorser. Die uitslae van… (more)

Subjects/Keywords: Academic achievement - Research - South Africa.; Teacher-student relationships.; High school students - Psychology.; Motivation in education.

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APA (6th Edition):

Gambu, J. A. A. (2012). The principals' and senior educators' perception on factors influencing the academic achievement of grade 12 learners. (Thesis). University of Johannesburg. Retrieved from http://hdl.handle.net/10210/7538

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):

Gambu, Jabulani Andries Amos. “The principals' and senior educators' perception on factors influencing the academic achievement of grade 12 learners.” 2012. Thesis, University of Johannesburg. Accessed October 17, 2019. http://hdl.handle.net/10210/7538.

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

MLA Handbook (7th Edition):

Gambu, Jabulani Andries Amos. “The principals' and senior educators' perception on factors influencing the academic achievement of grade 12 learners.” 2012. Web. 17 Oct 2019.

Vancouver:

Gambu JAA. The principals' and senior educators' perception on factors influencing the academic achievement of grade 12 learners. [Internet] [Thesis]. University of Johannesburg; 2012. [cited 2019 Oct 17]. Available from: http://hdl.handle.net/10210/7538.

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

Council of Science Editors:

Gambu JAA. The principals' and senior educators' perception on factors influencing the academic achievement of grade 12 learners. [Thesis]. University of Johannesburg; 2012. Available from: http://hdl.handle.net/10210/7538

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

23. Knapper, Veronica. Factors That Influence Student Academic Motivation and How Those Factors Impact the Student Achievement of Third Grade Students.

Degree: Ded, Educational Leadership, 2017, Clark University Atlanta

  The purpose of this study was to investigate factors that motivate third grade students to perform well academically and to learn how those factors… (more)

Subjects/Keywords: Third Grade; Student Motivation; Academic Achievement; Early Childhood Education; Educational Leadership; Educational Methods

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APA (6th Edition):

Knapper, V. (2017). Factors That Influence Student Academic Motivation and How Those Factors Impact the Student Achievement of Third Grade Students. (Thesis). Clark University Atlanta. Retrieved from http://digitalcommons.auctr.edu/cauetds/72

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):

Knapper, Veronica. “Factors That Influence Student Academic Motivation and How Those Factors Impact the Student Achievement of Third Grade Students.” 2017. Thesis, Clark University Atlanta. Accessed October 17, 2019. http://digitalcommons.auctr.edu/cauetds/72.

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

MLA Handbook (7th Edition):

Knapper, Veronica. “Factors That Influence Student Academic Motivation and How Those Factors Impact the Student Achievement of Third Grade Students.” 2017. Web. 17 Oct 2019.

Vancouver:

Knapper V. Factors That Influence Student Academic Motivation and How Those Factors Impact the Student Achievement of Third Grade Students. [Internet] [Thesis]. Clark University Atlanta; 2017. [cited 2019 Oct 17]. Available from: http://digitalcommons.auctr.edu/cauetds/72.

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

Council of Science Editors:

Knapper V. Factors That Influence Student Academic Motivation and How Those Factors Impact the Student Achievement of Third Grade Students. [Thesis]. Clark University Atlanta; 2017. Available from: http://digitalcommons.auctr.edu/cauetds/72

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


University of Manitoba

24. Parker, Patti C. Promoting adaptive attributional thinking for vulnerable individuals in novel and highly competitive learning environments.

Degree: Psychology, 2019, University of Manitoba

 Life course transitions are marked by novelty and uncertainty, as when attending a new school, starting a career, or retiring (Heckhausen et al., 2010). Within… (more)

Subjects/Keywords: Academic transitions; Achievement motivation; Attribution theory; Perceived control; Perceived stress; Competitive student athletes

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APA (6th Edition):

Parker, P. C. (2019). Promoting adaptive attributional thinking for vulnerable individuals in novel and highly competitive learning environments. (Thesis). University of Manitoba. Retrieved from http://hdl.handle.net/1993/34148

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):

Parker, Patti C. “Promoting adaptive attributional thinking for vulnerable individuals in novel and highly competitive learning environments.” 2019. Thesis, University of Manitoba. Accessed October 17, 2019. http://hdl.handle.net/1993/34148.

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

MLA Handbook (7th Edition):

Parker, Patti C. “Promoting adaptive attributional thinking for vulnerable individuals in novel and highly competitive learning environments.” 2019. Web. 17 Oct 2019.

Vancouver:

Parker PC. Promoting adaptive attributional thinking for vulnerable individuals in novel and highly competitive learning environments. [Internet] [Thesis]. University of Manitoba; 2019. [cited 2019 Oct 17]. Available from: http://hdl.handle.net/1993/34148.

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

Council of Science Editors:

Parker PC. Promoting adaptive attributional thinking for vulnerable individuals in novel and highly competitive learning environments. [Thesis]. University of Manitoba; 2019. Available from: http://hdl.handle.net/1993/34148

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

25. Hiatt, Aaron Randall. Pace, Academic Progress, and the Antecedents of Student Motivation.

Degree: MAin Organization and Leadership (O&L), 2015, University of San Francisco

  The research examined the impact of the pace requirement of the 2010 program integrity legislation at a single graduate institution to gauge its potential… (more)

Subjects/Keywords: Consequential Policy; Pace; Program Integrity Legislation; Satisfactory Academic Progress; Student Motivation; Student Persistence and Attainment; Education Policy; Higher Education; Public Policy

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APA (6th Edition):

Hiatt, A. R. (2015). Pace, Academic Progress, and the Antecedents of Student Motivation. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/thes/186

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):

Hiatt, Aaron Randall. “Pace, Academic Progress, and the Antecedents of Student Motivation.” 2015. Thesis, University of San Francisco. Accessed October 17, 2019. https://repository.usfca.edu/thes/186.

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

MLA Handbook (7th Edition):

Hiatt, Aaron Randall. “Pace, Academic Progress, and the Antecedents of Student Motivation.” 2015. Web. 17 Oct 2019.

Vancouver:

Hiatt AR. Pace, Academic Progress, and the Antecedents of Student Motivation. [Internet] [Thesis]. University of San Francisco; 2015. [cited 2019 Oct 17]. Available from: https://repository.usfca.edu/thes/186.

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

Council of Science Editors:

Hiatt AR. Pace, Academic Progress, and the Antecedents of Student Motivation. [Thesis]. University of San Francisco; 2015. Available from: https://repository.usfca.edu/thes/186

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


Northeastern University

26. Clay, Vaughn H. Involving the quiet majority: a case study to understand co-curricular engagement from the perspective of involved commuter students aged 18 to 22.

Degree: EdD, School of Education, 2016, Northeastern University

Student affairs researchers have spent considerable energy studying the affect students' active participation in co-curricular activities has on student success, retention, and completion. Students becoming… (more)

Subjects/Keywords: co-curricular engagement; commuter students; extra-curricular activities; student attrition; student involvement; student retention; Commuting college students; Services for; Student activities; Academic achievement; College attendance; Motivation in education

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APA (6th Edition):

Clay, V. H. (2016). Involving the quiet majority: a case study to understand co-curricular engagement from the perspective of involved commuter students aged 18 to 22. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/D20213654

Chicago Manual of Style (16th Edition):

Clay, Vaughn H. “Involving the quiet majority: a case study to understand co-curricular engagement from the perspective of involved commuter students aged 18 to 22.” 2016. Doctoral Dissertation, Northeastern University. Accessed October 17, 2019. http://hdl.handle.net/2047/D20213654.

MLA Handbook (7th Edition):

Clay, Vaughn H. “Involving the quiet majority: a case study to understand co-curricular engagement from the perspective of involved commuter students aged 18 to 22.” 2016. Web. 17 Oct 2019.

Vancouver:

Clay VH. Involving the quiet majority: a case study to understand co-curricular engagement from the perspective of involved commuter students aged 18 to 22. [Internet] [Doctoral dissertation]. Northeastern University; 2016. [cited 2019 Oct 17]. Available from: http://hdl.handle.net/2047/D20213654.

Council of Science Editors:

Clay VH. Involving the quiet majority: a case study to understand co-curricular engagement from the perspective of involved commuter students aged 18 to 22. [Doctoral Dissertation]. Northeastern University; 2016. Available from: http://hdl.handle.net/2047/D20213654


University of Southern California

27. Luttrell, Hollie. Student academic self‐efficacy, help seeking and goal orientation beliefs and behaviors in distance education and on-campus community college sociology courses.

Degree: EdD, Education (Leadership), 2015, University of Southern California

 The purpose of this study was to investigate academic self‐efficacy, help seeking and goal orientation beliefs and behaviors in online versus on‐campus learning settings among… (more)

Subjects/Keywords: academic self‐efficacy; help seeking; goal orientation; online; on‐campus; community college; sociology; undergraduate; academic motivation; student satisfaction

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APA (6th Edition):

Luttrell, H. (2015). Student academic self‐efficacy, help seeking and goal orientation beliefs and behaviors in distance education and on-campus community college sociology courses. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/574985/rec/6131

Chicago Manual of Style (16th Edition):

Luttrell, Hollie. “Student academic self‐efficacy, help seeking and goal orientation beliefs and behaviors in distance education and on-campus community college sociology courses.” 2015. Doctoral Dissertation, University of Southern California. Accessed October 17, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/574985/rec/6131.

MLA Handbook (7th Edition):

Luttrell, Hollie. “Student academic self‐efficacy, help seeking and goal orientation beliefs and behaviors in distance education and on-campus community college sociology courses.” 2015. Web. 17 Oct 2019.

Vancouver:

Luttrell H. Student academic self‐efficacy, help seeking and goal orientation beliefs and behaviors in distance education and on-campus community college sociology courses. [Internet] [Doctoral dissertation]. University of Southern California; 2015. [cited 2019 Oct 17]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/574985/rec/6131.

Council of Science Editors:

Luttrell H. Student academic self‐efficacy, help seeking and goal orientation beliefs and behaviors in distance education and on-campus community college sociology courses. [Doctoral Dissertation]. University of Southern California; 2015. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/574985/rec/6131


The Ohio State University

28. Edwards, Nicole C. School facilities and student achievement: student perspectives on the connection between the urban learning environment and student motivation and performance.

Degree: PhD, Educational Policy and Leadership, 2006, The Ohio State University

 This study examined the ways in which students in an urban school district responded to being educated in substandard facilities. The purpose of this study… (more)

Subjects/Keywords: Education, Administration; Educational facility; Student motivation; Student achievement; Academic achievement; Student conduct

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APA (6th Edition):

Edwards, N. C. (2006). School facilities and student achievement: student perspectives on the connection between the urban learning environment and student motivation and performance. (Doctoral Dissertation). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1164663224

Chicago Manual of Style (16th Edition):

Edwards, Nicole C. “School facilities and student achievement: student perspectives on the connection between the urban learning environment and student motivation and performance.” 2006. Doctoral Dissertation, The Ohio State University. Accessed October 17, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1164663224.

MLA Handbook (7th Edition):

Edwards, Nicole C. “School facilities and student achievement: student perspectives on the connection between the urban learning environment and student motivation and performance.” 2006. Web. 17 Oct 2019.

Vancouver:

Edwards NC. School facilities and student achievement: student perspectives on the connection between the urban learning environment and student motivation and performance. [Internet] [Doctoral dissertation]. The Ohio State University; 2006. [cited 2019 Oct 17]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1164663224.

Council of Science Editors:

Edwards NC. School facilities and student achievement: student perspectives on the connection between the urban learning environment and student motivation and performance. [Doctoral Dissertation]. The Ohio State University; 2006. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1164663224


University of Pretoria

29. Lemmens, Juan-Claude. Students’ readiness for university education.

Degree: Psychology, 2011, University of Pretoria

 The aim of the thesis is to investigate the readiness characteristics that determine risk for either failure or withdrawal before students enter university. These relationships… (more)

Subjects/Keywords: Retention; Learning-efficacy; Readiness for university; Non-cognitive; Achievement motivation; Academic success; First-year student; Goal orientation; Transition; Withdrawal; UCTD

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

APA (6th Edition):

Lemmens, J. (2011). Students’ readiness for university education. (Doctoral Dissertation). University of Pretoria. Retrieved from http://hdl.handle.net/2263/26675

Chicago Manual of Style (16th Edition):

Lemmens, Juan-Claude. “Students’ readiness for university education.” 2011. Doctoral Dissertation, University of Pretoria. Accessed October 17, 2019. http://hdl.handle.net/2263/26675.

MLA Handbook (7th Edition):

Lemmens, Juan-Claude. “Students’ readiness for university education.” 2011. Web. 17 Oct 2019.

Vancouver:

Lemmens J. Students’ readiness for university education. [Internet] [Doctoral dissertation]. University of Pretoria; 2011. [cited 2019 Oct 17]. Available from: http://hdl.handle.net/2263/26675.

Council of Science Editors:

Lemmens J. Students’ readiness for university education. [Doctoral Dissertation]. University of Pretoria; 2011. Available from: http://hdl.handle.net/2263/26675


University of Canterbury

30. Zhang, Judy Zhe Cun. Is debt bad for students? The effects of student debt on course selection, motivation, happiness, and academic performance.

Degree: Psychology, 2007, University of Canterbury

 The previous research on student debt indicates that the financial concerns associated with being in debt have a significant effect on the individual's academic performance.… (more)

Subjects/Keywords: Student debt; academic performance; course selection; motivation; happiness

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Zhang, J. Z. C. (2007). Is debt bad for students? The effects of student debt on course selection, motivation, happiness, and academic performance. (Thesis). University of Canterbury. Retrieved from http://hdl.handle.net/10092/1468

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):

Zhang, Judy Zhe Cun. “Is debt bad for students? The effects of student debt on course selection, motivation, happiness, and academic performance.” 2007. Thesis, University of Canterbury. Accessed October 17, 2019. http://hdl.handle.net/10092/1468.

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

MLA Handbook (7th Edition):

Zhang, Judy Zhe Cun. “Is debt bad for students? The effects of student debt on course selection, motivation, happiness, and academic performance.” 2007. Web. 17 Oct 2019.

Vancouver:

Zhang JZC. Is debt bad for students? The effects of student debt on course selection, motivation, happiness, and academic performance. [Internet] [Thesis]. University of Canterbury; 2007. [cited 2019 Oct 17]. Available from: http://hdl.handle.net/10092/1468.

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

Council of Science Editors:

Zhang JZC. Is debt bad for students? The effects of student debt on course selection, motivation, happiness, and academic performance. [Thesis]. University of Canterbury; 2007. Available from: http://hdl.handle.net/10092/1468

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

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