subject:(student motivation)

University of Debrecen

1. Diószegi, Lilla. The Role of Motivation in Second Language Learning .

Degree: DE – TEK – Bölcsészettudományi Kar, 2013, University of Debrecen

► This paper explores the importance of motivation in second language learning context. In my paper I am going to present the definitions and distinctions of… (more)

Subjects/Keywords: second language learning; student motivation; teacher motivation

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APA (6^th Edition):

Diószegi, L. (2013). The Role of Motivation in Second Language Learning . (Thesis). University of Debrecen. Retrieved from http://hdl.handle.net/2437/160279

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

Chicago Manual of Style (16^th Edition):

Diószegi, Lilla. “The Role of Motivation in Second Language Learning .” 2013. Thesis, University of Debrecen. Accessed September 16, 2019. http://hdl.handle.net/2437/160279.

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

MLA Handbook (7^th Edition):

Diószegi, Lilla. “The Role of Motivation in Second Language Learning .” 2013. Web. 16 Sep 2019.

Vancouver:

Diószegi L. The Role of Motivation in Second Language Learning . [Internet] [Thesis]. University of Debrecen; 2013. [cited 2019 Sep 16]. Available from: http://hdl.handle.net/2437/160279.

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

Council of Science Editors:

Diószegi L. The Role of Motivation in Second Language Learning . [Thesis]. University of Debrecen; 2013. Available from: http://hdl.handle.net/2437/160279

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

Uppsala University

2. Hellquist, Pia Fundeborg. Motivation hos studenter : En kvantitativ undersökning om inre och yttre motivation hos studenter vid Uppsala universitet.

Degree: Education, 2016, Uppsala University

URL: http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-272524

►

Studiens syfte är att undersöka förekomsten av olika typer av motivation till studier hos studenter vid Uppsala universitet, vilket mynnade ut i två frågeställningar… (more)

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Studiens syfte är att undersöka förekomsten av olika typer av motivation till studier hos studenter vid Uppsala universitet, vilket mynnade ut i två frågeställningar som är följande: Vad motiverar studenter till sina studier och framkommer det någon skillnad i motivationen gällande yttre och inre faktorer? och Förekommer det en skillnad på motivationen beroende på bakgrundsfaktorerna kön och ålder? För att angripa detta problemområde använde vi oss av en kvantitativ metodansats i form av en enkätinsamling. Vi tillämpade ett bekvämlighetsurval genom att dela ut enkäten på offentliga utrymmen vid Uppsala universitet, vilket resulterade i 70 stycken enkätsvar. Vår teoretiska referensram grundar sig i Deci & Ryans samt Ahls definitioner kring inre och yttre motivation. Vidare utgår studien även ifrån tidigare forskning kring studiemotivation som handlar om hur studenter på olika sätt skapar och formar motivation till sina studier. Vi har även tillämpat tidigare forskning med fokus på motivation i relation till kön samt motivation i relation till ålder. På grund av att studien baseras på ett bekvämlighetsurval samt att respondenternas antal endast uppgår till 70 individer är generalisering ej möjligt. Studien redovisar endast tendenser, vilket kan väcka intresse för vidare forskning. Resultatet visade att det framförallt är den yttre motivationsfaktorn “Framtida karriärmöjligheter och yrkesliv” som starkast motiverar urvalsgruppen till sina studier, men även att den inre motivationen i form av “Intresset för ämnet” motiverar urvalsgruppen starkt. Avslutningsvis påvisas även en indikation över att ålder och kön påverkar hur studenten motiveras till sina studier. Detta då exempelvis yngre studenter visar tendenser till att motiveras av sina klasskamrater än de äldre samt att män i större utsträckning än kvinnor motiveras av gruppstudier.

The purpose of this study is aimed at investigating the prevalence of various study motivation types used by students at Uppsala University. This study culminated into two questions. Firstly, What is it that motivates students to study and does there appear to be any difference regarding intrinsic and extrinsic motivational factors? And secondly, Are there any differences in the creation of motivation due to the background factors gender and age? To approach the problem we used a quantitative research method, in the form of a survey. We distributed questionnaires in public areas at Uppsala university, which resulted in seventy responses. The theoretical framework used to interpret the collected data was Deci & Ryan's and Ahls definitions regarding intrinsic and extrinsic motivation. This research study also builds upon earlier studies on motivation, which address a number of theories explaining how students create and form motivation for their studies. Owing to the fact that the study and the questionaire were made from a convenience sampling which resulted in a selection with limited numbers, the study will therefore not make any generalizations,…

Subjects/Keywords: studies; student; Intrinsic motivation; Extrinsic motivation; background factors; studier; student; inre motivation; yttre motivation; bakgrundsfaktorer

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APA (6^th Edition):

Hellquist, P. F. (2016). Motivation hos studenter : En kvantitativ undersökning om inre och yttre motivation hos studenter vid Uppsala universitet. (Thesis). Uppsala University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-272524

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

Chicago Manual of Style (16^th Edition):

Hellquist, Pia Fundeborg. “Motivation hos studenter : En kvantitativ undersökning om inre och yttre motivation hos studenter vid Uppsala universitet.” 2016. Thesis, Uppsala University. Accessed September 16, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-272524.

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

MLA Handbook (7^th Edition):

Hellquist, Pia Fundeborg. “Motivation hos studenter : En kvantitativ undersökning om inre och yttre motivation hos studenter vid Uppsala universitet.” 2016. Web. 16 Sep 2019.

Vancouver:

Hellquist PF. Motivation hos studenter : En kvantitativ undersökning om inre och yttre motivation hos studenter vid Uppsala universitet. [Internet] [Thesis]. Uppsala University; 2016. [cited 2019 Sep 16]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-272524.

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

Council of Science Editors:

Hellquist PF. Motivation hos studenter : En kvantitativ undersökning om inre och yttre motivation hos studenter vid Uppsala universitet. [Thesis]. Uppsala University; 2016. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-272524

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

University of Edinburgh

3. Keir, Jonathan. “Can’t Get No Satisfaction?”: The Effects of Personality and Motivation on Student Satisfaction.

Degree: 2010, University of Edinburgh

URL: http://hdl.handle.net/1842/5004

► Our objective was to investigate the extent to which personality and motivation variables influence student ratings of satisfaction and importance. A total of 112 University… (more)

Subjects/Keywords: Personality and motivation; student satisfaction

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APA (6^th Edition):

Keir, J. (2010). “Can’t Get No Satisfaction?”: The Effects of Personality and Motivation on Student Satisfaction. (Thesis). University of Edinburgh. Retrieved from http://hdl.handle.net/1842/5004

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

Chicago Manual of Style (16^th Edition):

Keir, Jonathan. ““Can’t Get No Satisfaction?”: The Effects of Personality and Motivation on Student Satisfaction.” 2010. Thesis, University of Edinburgh. Accessed September 16, 2019. http://hdl.handle.net/1842/5004.

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

MLA Handbook (7^th Edition):

Keir, Jonathan. ““Can’t Get No Satisfaction?”: The Effects of Personality and Motivation on Student Satisfaction.” 2010. Web. 16 Sep 2019.

Vancouver:

Keir J. “Can’t Get No Satisfaction?”: The Effects of Personality and Motivation on Student Satisfaction. [Internet] [Thesis]. University of Edinburgh; 2010. [cited 2019 Sep 16]. Available from: http://hdl.handle.net/1842/5004.

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

Council of Science Editors:

Keir J. “Can’t Get No Satisfaction?”: The Effects of Personality and Motivation on Student Satisfaction. [Thesis]. University of Edinburgh; 2010. Available from: http://hdl.handle.net/1842/5004

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

California State University – Sacramento

4. Teske, Erin R. Cooperative learning: a sixth grade mathematics curriculum for teaching addition of fractions.

Degree: MA, Education (Curriculum and Instruction, 2010, California State University – Sacramento

URL: http://hdl.handle.net/10211.9/573

► Mathematics proficiency is an important aspect of education of for today???s youth. In order to be successful in today???s society students need to have more… (more)

▼ Mathematics proficiency is an important aspect of education of for today???s youth. In order to be successful in today???s society students need to have more developed math skills. Currently, students in the United States are not keeping up with students from other countries. Additionally, students in California are falling behind other states. One key area of math instruction that needs more support is fractions. Fractions are the gatekeeper to Algebra, which is required for all eighth grade students in California. With the lagging achievement scores, educators need to find a way to make math instruction more engaging and accessible for students. Current math instruction typically follows a direct instruction model with memorization of algorithms and practice on worksheets. This project will help students become engaged with the math lessons, which will, in turn, increase mathematics achievement. Students will have opportunities to discuss their learning and work together in order to develop a deeper understanding of fraction concepts. Sources of Data The Review of Literature examines three key areas. The first is current problems with math, including student achievement scores, curriculum, and student motivation. Next is an analysis of current teaching strategies. Within these strategies is direct instruction and self-discovery. The review of literature also includes research-based aspects to consider when implementing cooperative learning. Sources of data used were professional journals, books, and websites. Conclusions Reached Sixth grades students have been working with fractions since third grade and still have not developed proficiency. Students need learning activities that are engaging and encourage them to take an active role in their learning. This project will provide teachers with a guide to implement hands-on and group based activities in their classrooms that will increase student achievement with fractions. Advisors/Committee Members: Johnson, Rita Merklin.

Subjects/Keywords: Student achievement; Collaborative learning; Motivation

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APA (6^th Edition):

Teske, E. R. (2010). Cooperative learning: a sixth grade mathematics curriculum for teaching addition of fractions. (Masters Thesis). California State University – Sacramento. Retrieved from http://hdl.handle.net/10211.9/573

Chicago Manual of Style (16^th Edition):

Teske, Erin R. “Cooperative learning: a sixth grade mathematics curriculum for teaching addition of fractions.” 2010. Masters Thesis, California State University – Sacramento. Accessed September 16, 2019. http://hdl.handle.net/10211.9/573.

MLA Handbook (7^th Edition):

Teske, Erin R. “Cooperative learning: a sixth grade mathematics curriculum for teaching addition of fractions.” 2010. Web. 16 Sep 2019.

Vancouver:

Teske ER. Cooperative learning: a sixth grade mathematics curriculum for teaching addition of fractions. [Internet] [Masters thesis]. California State University – Sacramento; 2010. [cited 2019 Sep 16]. Available from: http://hdl.handle.net/10211.9/573.

Council of Science Editors:

Teske ER. Cooperative learning: a sixth grade mathematics curriculum for teaching addition of fractions. [Masters Thesis]. California State University – Sacramento; 2010. Available from: http://hdl.handle.net/10211.9/573

5. Arora, Saumya. Achievement motivation and resilience among student athletes .

Degree: 2015, Texas A&M University – Corpus Christi

URL: http://hdl.handle.net/1969.6/665

► College athletes may contend with greater pressure than those of other students. Being involved with collegiate sports requires them to balance both academics and sports.… (more)

▼ College athletes may contend with greater pressure than those of other students. Being involved with collegiate sports requires them to balance both academics and sports. When managing various responsibilities, it is not uncommon for athletes to report physical, psychological, and financial pressures (Gilgunn, 2011). Other challenges reported included issues related to adjustment, emotional imbalance, and psychological or physical symptoms related to stress (Watson & Kissinger, 2007). It was believed that studying variables such as achievement motivation and resilience may provide insight into how athletes manage these varied responsibilities. These variables were studied among other populations including elementary and middle school students. However, there is not a sufficient amount of literature exploring achievement motivation and resilience among college student athletes. A sample of 216 college students from a regional public university in South Texas was utilized to compare achievement motivation and resilience between athletes and non-athletes. This study utilized an exploratory and correlational research design. The data was collected utilizing the Contextual Achievement Motivation Survey, Achievement Thoughts and Behavior Survey, and the Brief Resilience Scale. A MANOVA was conducted to study the differences between student athletes and non-athletes in terms of their levels of achievement motivation and resiliency. A multiple regression utilizing moderation analysis was utilized to explore if athletic status (athlete or non-athlete) had an impact on the relationship between achievement motivation and resilience. Independent-sample t tests were conducted to examine differences in achievement motivation in specific settings among student athletes and non-athletes. Results of the study found differences among athletes and non-athletes in terms of achievement motivation and resilience. It was also found that athletes possessed higher achievement motivation levels in community settings versus school, employment, and family settings. Further, athletic status moderated the relationship between achievement motivation and resilience. A positive linear relationship between achievement thoughts and behavior and resilience was established among student athletes. The study has practical implications for counselors, college counselors, counselor educators, and educators working with college athletes. A program that maybe implemented with college athletes to enhance their achievement motivation and resilience was proposed. Counselors, college counselors, or coaches who work with athletes may utilize this program. Further research is recommended to elaborate and clarify the findings of this study.

Subjects/Keywords: achievement motivation; resilience; student athletes

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

APA (6^th Edition):

Arora, S. (2015). Achievement motivation and resilience among student athletes . (Thesis). Texas A&M University – Corpus Christi. Retrieved from http://hdl.handle.net/1969.6/665

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

Chicago Manual of Style (16^th Edition):

Arora, Saumya. “Achievement motivation and resilience among student athletes .” 2015. Thesis, Texas A&M University – Corpus Christi. Accessed September 16, 2019. http://hdl.handle.net/1969.6/665.

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

MLA Handbook (7^th Edition):

Arora, Saumya. “Achievement motivation and resilience among student athletes .” 2015. Web. 16 Sep 2019.

Vancouver:

Arora S. Achievement motivation and resilience among student athletes . [Internet] [Thesis]. Texas A&M University – Corpus Christi; 2015. [cited 2019 Sep 16]. Available from: http://hdl.handle.net/1969.6/665.

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

Council of Science Editors:

Arora S. Achievement motivation and resilience among student athletes . [Thesis]. Texas A&M University – Corpus Christi; 2015. Available from: http://hdl.handle.net/1969.6/665

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

California State University – Chico

6. Diamond, Renee Wood. Middle school students' perceptions of how teacher practices affect their motivation to learn algebra 1 .

Degree: 2012, California State University – Chico

URL: http://hdl.handle.net/10211.4/473

► What are middle-school algebra students??? perceptions of how teacher practices affect their motivation to learn Algebra 1? This study identified specific teacher practices that students… (more)

Subjects/Keywords: Teaching algebra 1; Student motivation

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APA (6^th Edition):

Diamond, R. W. (2012). Middle school students' perceptions of how teacher practices affect their motivation to learn algebra 1 . (Thesis). California State University – Chico. Retrieved from http://hdl.handle.net/10211.4/473

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

Chicago Manual of Style (16^th Edition):

Diamond, Renee Wood. “Middle school students' perceptions of how teacher practices affect their motivation to learn algebra 1 .” 2012. Thesis, California State University – Chico. Accessed September 16, 2019. http://hdl.handle.net/10211.4/473.

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

MLA Handbook (7^th Edition):

Diamond, Renee Wood. “Middle school students' perceptions of how teacher practices affect their motivation to learn algebra 1 .” 2012. Web. 16 Sep 2019.

Vancouver:

Diamond RW. Middle school students' perceptions of how teacher practices affect their motivation to learn algebra 1 . [Internet] [Thesis]. California State University – Chico; 2012. [cited 2019 Sep 16]. Available from: http://hdl.handle.net/10211.4/473.

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

Council of Science Editors:

Diamond RW. Middle school students' perceptions of how teacher practices affect their motivation to learn algebra 1 . [Thesis]. California State University – Chico; 2012. Available from: http://hdl.handle.net/10211.4/473

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

7. Pabon, Alexander. Percepción y aceptación de contenidos del libro Caminando de Nuevo 3 para la enseñanza de español.

Degree: Spanish, 2011, Dalarna University

URL: http://urn.kb.se/resolve?urn=urn:nbn:se:du-5535

► This work presents an investigation done on the book Caminando de nuevo 3 that is adopted in some Swedish schools for the Spanish course… (more)

Subjects/Keywords: book; didactic; student; motivation; contents

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APA (6^th Edition):

Pabon, A. (2011). Percepción y aceptación de contenidos del libro Caminando de Nuevo 3 para la enseñanza de español. (Thesis). Dalarna University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:du-5535

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

Chicago Manual of Style (16^th Edition):

Pabon, Alexander. “Percepción y aceptación de contenidos del libro Caminando de Nuevo 3 para la enseñanza de español.” 2011. Thesis, Dalarna University. Accessed September 16, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:du-5535.

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

MLA Handbook (7^th Edition):

Pabon, Alexander. “Percepción y aceptación de contenidos del libro Caminando de Nuevo 3 para la enseñanza de español.” 2011. Web. 16 Sep 2019.

Vancouver:

Pabon A. Percepción y aceptación de contenidos del libro Caminando de Nuevo 3 para la enseñanza de español. [Internet] [Thesis]. Dalarna University; 2011. [cited 2019 Sep 16]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:du-5535.

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

Council of Science Editors:

Pabon A. Percepción y aceptación de contenidos del libro Caminando de Nuevo 3 para la enseñanza de español. [Thesis]. Dalarna University; 2011. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:du-5535

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

Utah State University

8. Aardema, Thomas P. Student Engagement in LDS Seminaries.

Degree: PhD, Education, 2013, Utah State University

URL: https://digitalcommons.usu.edu/etd/1464

► This qualitative study examined student engagement in seminaries of The Churchcof Jesus Christ of Latter-day Saints (LDS). This study sought to answer the following… (more)

Subjects/Keywords: engagement; motivation; student; Education

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APA (6^th Edition):

Aardema, T. P. (2013). Student Engagement in LDS Seminaries. (Doctoral Dissertation). Utah State University. Retrieved from https://digitalcommons.usu.edu/etd/1464

Chicago Manual of Style (16^th Edition):

Aardema, Thomas P. “Student Engagement in LDS Seminaries.” 2013. Doctoral Dissertation, Utah State University. Accessed September 16, 2019. https://digitalcommons.usu.edu/etd/1464.

MLA Handbook (7^th Edition):

Aardema, Thomas P. “Student Engagement in LDS Seminaries.” 2013. Web. 16 Sep 2019.

Vancouver:

Aardema TP. Student Engagement in LDS Seminaries. [Internet] [Doctoral dissertation]. Utah State University; 2013. [cited 2019 Sep 16]. Available from: https://digitalcommons.usu.edu/etd/1464.

Council of Science Editors:

Aardema TP. Student Engagement in LDS Seminaries. [Doctoral Dissertation]. Utah State University; 2013. Available from: https://digitalcommons.usu.edu/etd/1464

University of Wollongong

9. Handley, Ray. Digital technology and the disengaged student: Enhancing the motivation of students with behaviour needs.

Degree: PhD, 2014, University of Wollongong

URL: 130306 Educational Technology and Computing, 130312 Special Education and Disability ; https://ro.uow.edu.au/theses/4190

► Increasing the level of participation in secondary education, prompted by the realisation that a workforce with a significant level of education and training is… (more)

▼ Increasing the level of participation in secondary education, prompted by the realisation that a workforce with a significant level of education and training is needed for the demands of a future dependent on technology, provides the context for this research project. The responses of governments in Europe and Australia are explored to explain these expectations and questions are raised about the means for increasing the retention rate of young people in education and training. The issue of disengagement becomes the focus of this discussion and the use of technology as a means to re-engage young people for whom school provides little attraction is introduced, providing the purpose of the remainder of the research project. Disengagement is examined by looking at both the factors contributing to students failing to complete secondary school and the characteristics by which it can be described. Truancy, suspension rates, discipline incidents and poor achievement levels provide an indication of issues of access, achievement, application and aspiration (Davies et al., 2013) that need to be addressed for the successful motivation of students at school. The research focuses on three questions, asking how technology can engage and support students to complete learning activities, what affordances are offered by technology to achieve this and what underlying principles and models can be extracted that can be used by teachers in schools to overcome the demotivation of those students at risk of failing to complete secondary school. From the review of the literature on programs utilising alternative learning models and the incorporation of diverse types of digital technology, a range of possible approaches were identified that provided the basis for an introductory model. This model was tested, evaluated and revised throughout a number of iterations with the design-based research approach used as the framework for the research. While significant research was evident on the effectiveness in schools of technology use for improving learning outcomes, motivation and student attitudes, these had predominantly been drawn from students who were relatively engaged and successfully involved in these schools. Research with disengaged students was recognised as difficult (Tinson, 2009) and a methodology was applied that enabled the researcher to gain the trust and acceptance of participants in order to challenge their learning, evoke legitimate and honest responses from the students and observe the results of using technology in a natural classroom setting. Three iterations of the model were introduced to students nominated by schools to be at risk of not completing secondary school. A qualitative method of interviews, observations and notes was used to collect data that was evaluated to identify trends arising in consecutive iterations. Initially an authentic learning task based on problem solving and real world significance was used. After implementation and review as part of the design-based research…

Subjects/Keywords: technology; disengaged student; motivation

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APA (6^th Edition):

Handley, R. (2014). Digital technology and the disengaged student: Enhancing the motivation of students with behaviour needs. (Doctoral Dissertation). University of Wollongong. Retrieved from 130306 Educational Technology and Computing, 130312 Special Education and Disability ; https://ro.uow.edu.au/theses/4190

Chicago Manual of Style (16^th Edition):

Handley, Ray. “Digital technology and the disengaged student: Enhancing the motivation of students with behaviour needs.” 2014. Doctoral Dissertation, University of Wollongong. Accessed September 16, 2019. 130306 Educational Technology and Computing, 130312 Special Education and Disability ; https://ro.uow.edu.au/theses/4190.

MLA Handbook (7^th Edition):

Handley, Ray. “Digital technology and the disengaged student: Enhancing the motivation of students with behaviour needs.” 2014. Web. 16 Sep 2019.

Vancouver:

Handley R. Digital technology and the disengaged student: Enhancing the motivation of students with behaviour needs. [Internet] [Doctoral dissertation]. University of Wollongong; 2014. [cited 2019 Sep 16]. Available from: 130306 Educational Technology and Computing, 130312 Special Education and Disability ; https://ro.uow.edu.au/theses/4190.

Council of Science Editors:

Handley R. Digital technology and the disengaged student: Enhancing the motivation of students with behaviour needs. [Doctoral Dissertation]. University of Wollongong; 2014. Available from: 130306 Educational Technology and Computing, 130312 Special Education and Disability ; https://ro.uow.edu.au/theses/4190

Victoria University of Wellington

10. Johnson, Thomas. Moemoea: A digital tool to train secondary school student resilience and motivation for success.

Degree: 2018, Victoria University of Wellington

URL: http://hdl.handle.net/10063/8104

► Secondary school students in New Zealand have been underachieving in recent years, with one of the largest performance gaps between high and low performing students… (more)

Subjects/Keywords: Motivation; Innovation; Student; Resilience; Education

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

APA (6^th Edition):

Johnson, T. (2018). Moemoea: A digital tool to train secondary school student resilience and motivation for success. (Masters Thesis). Victoria University of Wellington. Retrieved from http://hdl.handle.net/10063/8104

Chicago Manual of Style (16^th Edition):

Johnson, Thomas. “Moemoea: A digital tool to train secondary school student resilience and motivation for success.” 2018. Masters Thesis, Victoria University of Wellington. Accessed September 16, 2019. http://hdl.handle.net/10063/8104.

MLA Handbook (7^th Edition):

Johnson, Thomas. “Moemoea: A digital tool to train secondary school student resilience and motivation for success.” 2018. Web. 16 Sep 2019.

Vancouver:

Johnson T. Moemoea: A digital tool to train secondary school student resilience and motivation for success. [Internet] [Masters thesis]. Victoria University of Wellington; 2018. [cited 2019 Sep 16]. Available from: http://hdl.handle.net/10063/8104.

Council of Science Editors:

Johnson T. Moemoea: A digital tool to train secondary school student resilience and motivation for success. [Masters Thesis]. Victoria University of Wellington; 2018. Available from: http://hdl.handle.net/10063/8104

11. Tianping, Huang. Motivate the intrest of college student to participate in physical exercise .

Degree: 2018, Theseus

URL: http://www.theseus.fi/handle/10024/159204

► With the development of society and economy, when people meet their needs, they also need to improve their quality of life. Taking part in physical… (more)

Subjects/Keywords: motivation; college student; physical exercise

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APA (6^th Edition):

Tianping, H. (2018). Motivate the intrest of college student to participate in physical exercise . (Thesis). Theseus. Retrieved from http://www.theseus.fi/handle/10024/159204

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

Chicago Manual of Style (16^th Edition):

Tianping, Huang. “Motivate the intrest of college student to participate in physical exercise .” 2018. Thesis, Theseus. Accessed September 16, 2019. http://www.theseus.fi/handle/10024/159204.

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

MLA Handbook (7^th Edition):

Tianping, Huang. “Motivate the intrest of college student to participate in physical exercise .” 2018. Web. 16 Sep 2019.

Vancouver:

Tianping H. Motivate the intrest of college student to participate in physical exercise . [Internet] [Thesis]. Theseus; 2018. [cited 2019 Sep 16]. Available from: http://www.theseus.fi/handle/10024/159204.

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

Council of Science Editors:

Tianping H. Motivate the intrest of college student to participate in physical exercise . [Thesis]. Theseus; 2018. Available from: http://www.theseus.fi/handle/10024/159204

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

University of Edinburgh

12. Bell, Sophie. Individual Differences in Student Satisfaction: An Investigation of Personality and Motivation.

Degree: 2010, University of Edinburgh

URL: http://hdl.handle.net/1842/4971

► The objective of the current study was to explore the relationships between student satisfaction, personality and motivation. Satisfaction and importance ratings across the entire university… (more)

Subjects/Keywords: student satisfaction; personality; motivation; individual differences

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APA (6^th Edition):

Bell, S. (2010). Individual Differences in Student Satisfaction: An Investigation of Personality and Motivation. (Thesis). University of Edinburgh. Retrieved from http://hdl.handle.net/1842/4971

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

Chicago Manual of Style (16^th Edition):

Bell, Sophie. “Individual Differences in Student Satisfaction: An Investigation of Personality and Motivation.” 2010. Thesis, University of Edinburgh. Accessed September 16, 2019. http://hdl.handle.net/1842/4971.

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

MLA Handbook (7^th Edition):

Bell, Sophie. “Individual Differences in Student Satisfaction: An Investigation of Personality and Motivation.” 2010. Web. 16 Sep 2019.

Vancouver:

Bell S. Individual Differences in Student Satisfaction: An Investigation of Personality and Motivation. [Internet] [Thesis]. University of Edinburgh; 2010. [cited 2019 Sep 16]. Available from: http://hdl.handle.net/1842/4971.

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

Council of Science Editors:

Bell S. Individual Differences in Student Satisfaction: An Investigation of Personality and Motivation. [Thesis]. University of Edinburgh; 2010. Available from: http://hdl.handle.net/1842/4971

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

13. Sutliff, Drew Eric. Student motivation associated with applied learning in biology classroom using case studies.

Degree: MA, Science Education, 2016, University of Georgia

URL: http://purl.galileo.usg.edu/uga_etd/sutliff_drew_e_201608_ma

► This study is based on the work previously conducted by Glynn, Taasoobshirazi, & Brickman (2009) and Glynn, Brickman, Armstrong, & Taasoobshirazi (2011). This study modified… (more)

Subjects/Keywords: student motivation

…29 viii CHAPTER 1 INTRODUCTION 1.1 Introduction: Student motivation is an integral… …motivation (Skinner & Belmont, 1993). 1 There are several aspects of student… …and want to learn, and this type of motivation deals with individual student interest… …presented. Another aspect of student motivation is the concept of self-efficacy. Self-efficacy is… …Grade motivation is a large component of extrinsic student motivation for various reasons…

11 more images…

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APA (6^th Edition):

Sutliff, D. E. (2016). Student motivation associated with applied learning in biology classroom using case studies. (Masters Thesis). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/sutliff_drew_e_201608_ma

Chicago Manual of Style (16^th Edition):

Sutliff, Drew Eric. “Student motivation associated with applied learning in biology classroom using case studies.” 2016. Masters Thesis, University of Georgia. Accessed September 16, 2019. http://purl.galileo.usg.edu/uga_etd/sutliff_drew_e_201608_ma.

MLA Handbook (7^th Edition):

Sutliff, Drew Eric. “Student motivation associated with applied learning in biology classroom using case studies.” 2016. Web. 16 Sep 2019.

Vancouver:

Sutliff DE. Student motivation associated with applied learning in biology classroom using case studies. [Internet] [Masters thesis]. University of Georgia; 2016. [cited 2019 Sep 16]. Available from: http://purl.galileo.usg.edu/uga_etd/sutliff_drew_e_201608_ma.

Council of Science Editors:

Sutliff DE. Student motivation associated with applied learning in biology classroom using case studies. [Masters Thesis]. University of Georgia; 2016. Available from: http://purl.galileo.usg.edu/uga_etd/sutliff_drew_e_201608_ma

14. Ngo, Albert. Motivating young adolescents : Perceptions of students matter .

Degree: 2013, California State University – San Marcos

URL: http://hdl.handle.net/10211.8/493

► Valuable information can be obtained through authentic and effective voice work with students. This information can lead to the understanding of how to motivate at… (more)

Subjects/Keywords: motivation; young adolescent; student-teacher relationship

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APA (6^th Edition):

Ngo, A. (2013). Motivating young adolescents : Perceptions of students matter . (Thesis). California State University – San Marcos. Retrieved from http://hdl.handle.net/10211.8/493

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

Chicago Manual of Style (16^th Edition):

Ngo, Albert. “Motivating young adolescents : Perceptions of students matter .” 2013. Thesis, California State University – San Marcos. Accessed September 16, 2019. http://hdl.handle.net/10211.8/493.

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

MLA Handbook (7^th Edition):

Ngo, Albert. “Motivating young adolescents : Perceptions of students matter .” 2013. Web. 16 Sep 2019.

Vancouver:

Ngo A. Motivating young adolescents : Perceptions of students matter . [Internet] [Thesis]. California State University – San Marcos; 2013. [cited 2019 Sep 16]. Available from: http://hdl.handle.net/10211.8/493.

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

Council of Science Editors:

Ngo A. Motivating young adolescents : Perceptions of students matter . [Thesis]. California State University – San Marcos; 2013. Available from: http://hdl.handle.net/10211.8/493

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

University of Southern California

15. Rosenthal, Jane Lynn. Motives and methods: motivation, learning approaches, and academic achievement of students during first year transition to medical school.

Degree: EdD, Education, 2012, University of Southern California

URL: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/66075/rec/4236

► The transition into the first year of medical school can be challenging for many students. Students may have difficulty adjusting their learning strategies in the… (more)

▼ The transition into the first year of medical school can be challenging for many students. Students may have difficulty adjusting their learning strategies in the fast-paced, high stakes medical school environment. Medical students may also experience changes in their expectations and motivation for learning in the medical school learning environment. The purpose of this study is to identify approaches to learning and motivational factors reported by students and how these relate to academic achievement outcomes as the students transition through their first year of medical school. ❧ This study had three overarching goals. First, this study explored the learning approaches reported by the students, how these strategies change over the course of the first year, the correlation between these approaches and academic achievement outcomes, and whether there are differences among underrepresented groups determined by age, gender, and ethnicity. The second part of the study focused on the motivation of medical students in the areas of achievement goals, self-efficacy, task value, test anxiety, and self-regulation strategies, how these variables related to overall academic performance, and whether differences exist among groups of underrepresented students. ❧ The findings indicated that students shifted to decreased alertness to assessment, desire to achieve, self-monitoring, but increased in rote memorization strategies and fear of failure. Effective time management, organizational strategies, and desire to achieve were most significantly related to achievement and to deep and surface learning approaches were inversely related to achievement. Underrepresented minority students, particularly Hispanic and African-American students were most at risk for adopting rote memorization strategies and experiencing higher levels of fear of failure, which appeared to impact exam performance. Recommendations for admissions, curricular innovations, and student support are described. Advisors/Committee Members: Hirabayashi, Kimberly (Committee Chair), Seli, Helena (Committee Member), Sullivan, Maura (Committee Member).

Subjects/Keywords: medical education; motivation; student achievement; learning approaches

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APA (6^th Edition):

Rosenthal, J. L. (2012). Motives and methods: motivation, learning approaches, and academic achievement of students during first year transition to medical school. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/66075/rec/4236

Chicago Manual of Style (16^th Edition):

Rosenthal, Jane Lynn. “Motives and methods: motivation, learning approaches, and academic achievement of students during first year transition to medical school.” 2012. Doctoral Dissertation, University of Southern California. Accessed September 16, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/66075/rec/4236.

MLA Handbook (7^th Edition):

Rosenthal, Jane Lynn. “Motives and methods: motivation, learning approaches, and academic achievement of students during first year transition to medical school.” 2012. Web. 16 Sep 2019.

Vancouver:

Rosenthal JL. Motives and methods: motivation, learning approaches, and academic achievement of students during first year transition to medical school. [Internet] [Doctoral dissertation]. University of Southern California; 2012. [cited 2019 Sep 16]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/66075/rec/4236.

Council of Science Editors:

Rosenthal JL. Motives and methods: motivation, learning approaches, and academic achievement of students during first year transition to medical school. [Doctoral Dissertation]. University of Southern California; 2012. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/66075/rec/4236

Massey University

16. Hughes, Helen. Engaging learners effectively in the sciences : the pathway from secondary to university education.

Degree: M. Phil., Science, 2011, Massey University

URL: http://hdl.handle.net/10179/3230

► Considerable evidence exists of a world-wide trend of declining student numbers in school and university sciences. Much of the research evidence relating to student engagement… (more)

▼ Considerable evidence exists of a world-wide trend of declining student numbers in school and university sciences. Much of the research evidence relating to student engagement in the Sciences has focused on school students, with very little focusing on university students, and even less on the transition and engagement of students from school to university science. This research seeks to understand how university students become or remain engaged in science during their transition from school to university. Data were collected using a mixed-methods design that included a questionnaire and focus groups. Participants consisted of first-year university students from the College of Science, alongside their lecturers and paper coordinators; plus secondary school students studying one or more sciences, alongside their teachers. Analysis of questionnaire data revealed five ‘teacher efficacy’ scales (Lecturer Qualities, Relevant Contexts, Scientific Method, Self-Directed Learning, and Maximising Technology) that correlated with three ‘student engagement’ scales (Commitment to Performance, Learning with Excitement, and Discovering Meaning). Thematic analysis of qualitative data supported these relationships between teacher efficacy and student engagement. Student engagement was most strongly influenced by lecturers’ qualities, along with the ability to place scientific knowledge into contexts that were relevant to the student. However, lecturers’ and teachers’ perceptions of their teaching qualities were significantly greater than those of their students and, conversely, students’ perceptions of their own engagement were significantly greater than those of their teachers/lecturers. The findings provide clear evidence that more widespread use of best practice pedagogies and provision of relevant contexts would promote student engagement in the Sciences at both secondary and tertiary education levels. In arriving at this conclusion, the present study explores some key questions: • Student engagement is not lost in transition; but are students engaged at all? • Teachers influence student engagement; but are teachers reaching their potential? • Teaching needs to be more engaging; but what does that involve? • Undergraduates want to become scientists, but must they wait until postgraduate studies?

Subjects/Keywords: Science education; Student engagement; Motivation in education

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APA (6^th Edition):

Hughes, H. (2011). Engaging learners effectively in the sciences : the pathway from secondary to university education. (Masters Thesis). Massey University. Retrieved from http://hdl.handle.net/10179/3230

Chicago Manual of Style (16^th Edition):

Hughes, Helen. “Engaging learners effectively in the sciences : the pathway from secondary to university education.” 2011. Masters Thesis, Massey University. Accessed September 16, 2019. http://hdl.handle.net/10179/3230.

MLA Handbook (7^th Edition):

Hughes, Helen. “Engaging learners effectively in the sciences : the pathway from secondary to university education.” 2011. Web. 16 Sep 2019.

Vancouver:

Hughes H. Engaging learners effectively in the sciences : the pathway from secondary to university education. [Internet] [Masters thesis]. Massey University; 2011. [cited 2019 Sep 16]. Available from: http://hdl.handle.net/10179/3230.

Council of Science Editors:

Hughes H. Engaging learners effectively in the sciences : the pathway from secondary to university education. [Masters Thesis]. Massey University; 2011. Available from: http://hdl.handle.net/10179/3230

Vilnius Pedagogical University

17. Kanapeckienė, Edita. Jaunimo mokyklos vadovo vaidmuo sprendžiant mokinių mokymosi motyvacijos problemas.

Degree: Master, Educology, 2009, Vilnius Pedagogical University

URL: http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2009~D_20090629_155245-51911 ;

►

Siekiant rūpintis kiekvieno paauglio ateitimi, Lietuvoje, remiantis Danijos patirtimi, 1993 metais buvo įkurtos jaunimo mokyklos nepritapusiems pagrindinėje ar vidurinėje mokykloje, skirtos mokiniams stokojantiems mokymosi motyvacijos.… (more)

▼

Siekiant rūpintis kiekvieno paauglio ateitimi, Lietuvoje, remiantis Danijos patirtimi, 1993 metais buvo įkurtos jaunimo mokyklos nepritapusiems pagrindinėje ar vidurinėje mokykloje, skirtos mokiniams stokojantiems mokymosi motyvacijos. Jaunimo mokyklos vadovas – ugdymo proceso organizatorius – atsakingas už mokyklos mikroklimato sukūrimą, todėl nuo jo veiklos priklauso ugdymo aplinkos sąlygų mokymosi motyvacijai sudarymas. Darbo objektas – jaunimo mokyklos vadovo vaidmuo sprendžiant mokinių mokymosi motyvacijos problemas. Darbo tikslas - išanalizuoti jaunimo mokyklos vadovo vaidmenį sprendžiant mokinių mokymosi motyvacijos problemas. Darbo uždaviniai: 1. Aptarti jaunimo mokyklų specifiškumą šiuolaikinėje švietimo sistemoje. 2. Išsiaiškinti jaunimo mokyklų vadovų vaidmenį mokinių mokymosi motyvacijai. 3. Ištirti Lietuvos jaunimo mokyklų vadovų požiūrį į mokinių mokymosi motyvaciją. Darbo metodai: mokslinės literatūros analizė; dokumentų analizė; anketinė apklausa; statistinė anketinės apklausos duomenų analizė. Tyrimo charakteristika. Tyrimas atliktas 24 Lietuvos jaunimo mokyklose, taikant anketinės apklausos metodą. Apklausoje dalyvavo jaunimo mokyklų direktoriai ir jų pavaduotojai, viso 40 respondentų, kurie padėjo išsamiai atskleisti vadovų požiūrį į mokinių mokymosi motyvacijos problemų sprendimą. Apibendrinus mokslinėje literatūroje pateiktą medžiagą ir išanalizavus respondentų nuomonių tyrimo rezultatus buvo suformuluotos išvados: 1. Jaunimo mokykla rūpinasi nepritapusių... [toliau žr. visą tekstą]

In 1993, using Danish experience, Youth Schools were established in Lithuania for students who were not able to adopt themselves in basic or secondary schools and who lack the motivation for studies. The director of the youth school is the organizer of the education process, responsible for creating the school’s microclimate. The director’s activities influence the establishment of the conditions suitable for learning motivation. The object of the work - the role of the youth school director in solving the problems of students’ learning motivation. The aim of the work is to analyze the role of the youth school director in solving the problems of students’ learning motivation. The tasks of the work: 1. To discuss the specificity of the youth schools in the modern education system. 2. To find out the role of the youth schools’ directors in students’ learning motivation. 3. To analyze the attitude of the youth schools’ directors towards the students’ learning motivation. The methods of the work: the analysis of the nonfiction; the analysis of the documents; questionnaire survey; the analysis of the data from the statistic questionnaire survey. The characteristics of the analysis. The survey was carried out in 24 youth schools in Lithuania. The directors and the vice-directors were questioned (total 40 respondents). It helped to find out the directors’ attitude towards the salvation of the students’ learning motivation problems. The following conclusions were made: 1. The youth... [to full text]

Advisors/Committee Members: Žadeikaitė, Loreta (Master’s degree committee chair), Juraitė, Andrijana (Master’s degree session secretary), Barkauskaitė, Marija (Master’s degree committee member), Pečiuliauskienė, Palmira (Master’s degree committee member), Statauskienė, Loreta (Master’s degree committee member), Žilionis, Juozas (Master’s degree committee member), Kaušylienė, Angelė (Master’s thesis supervisor), Bruzgelevičienė, Ramutė (Master’s thesis reviewer).

Subjects/Keywords: Mokinys; Motyvacija; Mokymasis; Student; Motivation; Learning

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APA (6^th Edition):

Kanapeckienė, Edita. (2009). Jaunimo mokyklos vadovo vaidmuo sprendžiant mokinių mokymosi motyvacijos problemas. (Masters Thesis). Vilnius Pedagogical University. Retrieved from http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2009~D_20090629_155245-51911 ;

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Chicago Manual of Style (16^th Edition):

Kanapeckienė, Edita. “Jaunimo mokyklos vadovo vaidmuo sprendžiant mokinių mokymosi motyvacijos problemas.” 2009. Masters Thesis, Vilnius Pedagogical University. Accessed September 16, 2019. http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2009~D_20090629_155245-51911 ;.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

MLA Handbook (7^th Edition):

Kanapeckienė, Edita. “Jaunimo mokyklos vadovo vaidmuo sprendžiant mokinių mokymosi motyvacijos problemas.” 2009. Web. 16 Sep 2019.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Vancouver:

Kanapeckienė, Edita. Jaunimo mokyklos vadovo vaidmuo sprendžiant mokinių mokymosi motyvacijos problemas. [Internet] [Masters thesis]. Vilnius Pedagogical University; 2009. [cited 2019 Sep 16]. Available from: http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2009~D_20090629_155245-51911 ;.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Council of Science Editors:

Kanapeckienė, Edita. Jaunimo mokyklos vadovo vaidmuo sprendžiant mokinių mokymosi motyvacijos problemas. [Masters Thesis]. Vilnius Pedagogical University; 2009. Available from: http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2009~D_20090629_155245-51911 ;

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Penn State University

18. Putnik, Rachel. ANALYSIS OF STUDENTS' MOTIVATIONAL AND AFFECTIVE BELIEFS IN GENERAL CHEMISTRY.

Degree: 2018, Penn State University

URL: https://etda.libraries.psu.edu/catalog/15658rap5449

► The research reported in this thesis explores students' motivations in a post-secondary general chemistry course utilizing a peer facilitated active learning environment. Particularly, this study… (more)

Subjects/Keywords: Student Motivation; Learning Environment; Science Education

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APA (6^th Edition):

Putnik, R. (2018). ANALYSIS OF STUDENTS' MOTIVATIONAL AND AFFECTIVE BELIEFS IN GENERAL CHEMISTRY. (Thesis). Penn State University. Retrieved from https://etda.libraries.psu.edu/catalog/15658rap5449

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

Chicago Manual of Style (16^th Edition):

Putnik, Rachel. “ANALYSIS OF STUDENTS' MOTIVATIONAL AND AFFECTIVE BELIEFS IN GENERAL CHEMISTRY.” 2018. Thesis, Penn State University. Accessed September 16, 2019. https://etda.libraries.psu.edu/catalog/15658rap5449.

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

MLA Handbook (7^th Edition):

Putnik, Rachel. “ANALYSIS OF STUDENTS' MOTIVATIONAL AND AFFECTIVE BELIEFS IN GENERAL CHEMISTRY.” 2018. Web. 16 Sep 2019.

Vancouver:

Putnik R. ANALYSIS OF STUDENTS' MOTIVATIONAL AND AFFECTIVE BELIEFS IN GENERAL CHEMISTRY. [Internet] [Thesis]. Penn State University; 2018. [cited 2019 Sep 16]. Available from: https://etda.libraries.psu.edu/catalog/15658rap5449.

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

Council of Science Editors:

Putnik R. ANALYSIS OF STUDENTS' MOTIVATIONAL AND AFFECTIVE BELIEFS IN GENERAL CHEMISTRY. [Thesis]. Penn State University; 2018. Available from: https://etda.libraries.psu.edu/catalog/15658rap5449

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

Bowling Green State University

19. 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

URL: http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1237475910

► 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 (6^th 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 (16^th 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 September 16, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1237475910.

MLA Handbook (7^th 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. 16 Sep 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 Sep 16]. 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

20. Sjöberg, Joakim. Att engagera sig eller att inte engagera sig : En studie om vilka informationskanaler och motivationsfaktorer som påverkar studenters val gällande föreningsengagemang.

Degree: Umeå School of Business, 2011, Umeå University

URL: http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-45130

► Both authors of this study have been involved in the School of Business at Umeå University Student Association (HHUS) and is due this discovery… (more)

▼ Both authors of this study have been involved in the School of Business at Umeå University Student Association (HHUS) and is due this discovery deficiencies and problems within the association. The pressure to engage in HHUS is compared with other financial organizations around the country very low. This led us to consider why this is the case. From experience we know that communication between the association and its members are not functioning optimally. Communication itself is essential for motivating students and for that motivation should be high for the students to experience good quality on the engagement. The purpose of this study is to identify lines of communication and motivational factors that affect students who are members of HHUS to get involved or not. By demonstrating and explaining any shortcomings of this study, we show how these deficiencies affect engagement in HHUS. In carrying out this study we have used the theories in communication, motivation and service quality. The study has been conducted in an objective manner with a positivistic approach. Through a deductive research approach with elements of induction, we start from theories in the above areas that concern our problem. Based on these theories, we have created a questionnaire that we distributed to all members of the HHUS group at Facebook, 113 of them completed the questionnaire. Based on the collected data received the survey have been analyzed by using SPSS. Our study shows that the communication channels that work least well for HHUS is the plasma screen, closely followed by the website. Best working channels was communication through Facebook and friends. We also discovered weakness in communication between HHUS and their members, which affects the ability to motivate students. What motivates students to become involved proves to be both to develop personally, but also to sharpen their resume. The biggest reason that students choose not to get involved is because they perceive the work environment within HHUS to be bad. Finally, we also examined how the quality of service commitment HHUS delivers. Through the use of a gap analysis, we investigated whether there were any deficiencies in the service. There has revealed that HHUS not really know what students want to engage in and as a result of this, they are also poor at adapting their entries by students' preferences.

Subjects/Keywords: Motivation; engagement; voluntary engagement; student engagement; Motivation; engagemang; frivilligt engagemang; student engagemang; Business studies; Företagsekonomi

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APA (6^th Edition):

Sjöberg, J. (2011). Att engagera sig eller att inte engagera sig : En studie om vilka informationskanaler och motivationsfaktorer som påverkar studenters val gällande föreningsengagemang. (Thesis). Umeå University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-45130

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

Chicago Manual of Style (16^th Edition):

Sjöberg, Joakim. “Att engagera sig eller att inte engagera sig : En studie om vilka informationskanaler och motivationsfaktorer som påverkar studenters val gällande föreningsengagemang.” 2011. Thesis, Umeå University. Accessed September 16, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-45130.

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

MLA Handbook (7^th Edition):

Sjöberg, Joakim. “Att engagera sig eller att inte engagera sig : En studie om vilka informationskanaler och motivationsfaktorer som påverkar studenters val gällande föreningsengagemang.” 2011. Web. 16 Sep 2019.

Vancouver:

Sjöberg J. Att engagera sig eller att inte engagera sig : En studie om vilka informationskanaler och motivationsfaktorer som påverkar studenters val gällande föreningsengagemang. [Internet] [Thesis]. Umeå University; 2011. [cited 2019 Sep 16]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-45130.

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

Council of Science Editors:

Sjöberg J. Att engagera sig eller att inte engagera sig : En studie om vilka informationskanaler och motivationsfaktorer som påverkar studenters val gällande föreningsengagemang. [Thesis]. Umeå University; 2011. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-45130

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

21. Örjes, Elin. Studiemotivation hos studenter : Demografiska faktorers betydelse.

Degree: Care and Social Welfare, 2015, Mälardalen University

URL: http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-27638

► Motivation är en betydelsefull kompontent för en individs utövande utav studier. Studien utgick ifrån motivationsteorin Self- determination theory. Syftet med studien var att redogöra… (more)

Subjects/Keywords: Self- determination theory; intrinsic motivation; extrinsic motivation; student; gender differences

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APA (6^th Edition):

Örjes, E. (2015). Studiemotivation hos studenter : Demografiska faktorers betydelse. (Thesis). Mälardalen University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-27638

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

Chicago Manual of Style (16^th Edition):

Örjes, Elin. “Studiemotivation hos studenter : Demografiska faktorers betydelse.” 2015. Thesis, Mälardalen University. Accessed September 16, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-27638.

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

MLA Handbook (7^th Edition):

Örjes, Elin. “Studiemotivation hos studenter : Demografiska faktorers betydelse.” 2015. Web. 16 Sep 2019.

Vancouver:

Örjes E. Studiemotivation hos studenter : Demografiska faktorers betydelse. [Internet] [Thesis]. Mälardalen University; 2015. [cited 2019 Sep 16]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-27638.

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

Council of Science Editors:

Örjes E. Studiemotivation hos studenter : Demografiska faktorers betydelse. [Thesis]. Mälardalen University; 2015. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-27638

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

Northeastern University

22. Banyas, Jodie. A Descriptive Study: Online High School Teachers' Perceptions Of Students' Academic Motivation In Online, Asynchronous Courses.

Degree: EdD, School of Education, 2019, Northeastern University

URL: http://hdl.handle.net/2047/D20316460

► Motivation is considered an element essential for success in the online classroom, and, in order to inform online teachers' pedagogical practices, this quantitative, descriptive study… (more)

Subjects/Keywords: online learning; student motivation; teachers' perceptions of students' motivation; Secondary education

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APA (6^th Edition):

Banyas, J. (2019). A Descriptive Study: Online High School Teachers' Perceptions Of Students' Academic Motivation In Online, Asynchronous Courses. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/D20316460

Chicago Manual of Style (16^th Edition):

Banyas, Jodie. “A Descriptive Study: Online High School Teachers' Perceptions Of Students' Academic Motivation In Online, Asynchronous Courses.” 2019. Doctoral Dissertation, Northeastern University. Accessed September 16, 2019. http://hdl.handle.net/2047/D20316460.

MLA Handbook (7^th Edition):

Banyas, Jodie. “A Descriptive Study: Online High School Teachers' Perceptions Of Students' Academic Motivation In Online, Asynchronous Courses.” 2019. Web. 16 Sep 2019.

Vancouver:

Banyas J. A Descriptive Study: Online High School Teachers' Perceptions Of Students' Academic Motivation In Online, Asynchronous Courses. [Internet] [Doctoral dissertation]. Northeastern University; 2019. [cited 2019 Sep 16]. Available from: http://hdl.handle.net/2047/D20316460.

Council of Science Editors:

Banyas J. A Descriptive Study: Online High School Teachers' Perceptions Of Students' Academic Motivation In Online, Asynchronous Courses. [Doctoral Dissertation]. Northeastern University; 2019. Available from: http://hdl.handle.net/2047/D20316460

Brigham Young University

23. Keyes, Edwin James. Facilitating Student Autonomy: An Exploration of Student-Driven Curriculum Development and Implementation.

Degree: MA, 2018, Brigham Young University

URL: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=8034&context=etd

► In order to improve his own teaching practice, the researcher observed and studied student-driven approaches to public art education that not only achieved the aims… (more)

Subjects/Keywords: student autonomy; secondary education; student motivation; art education; Art Practice

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APA (6^th Edition):

Keyes, E. J. (2018). Facilitating Student Autonomy: An Exploration of Student-Driven Curriculum Development and Implementation. (Masters Thesis). Brigham Young University. Retrieved from https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=8034&context=etd

Chicago Manual of Style (16^th Edition):

Keyes, Edwin James. “Facilitating Student Autonomy: An Exploration of Student-Driven Curriculum Development and Implementation.” 2018. Masters Thesis, Brigham Young University. Accessed September 16, 2019. https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=8034&context=etd.

MLA Handbook (7^th Edition):

Keyes, Edwin James. “Facilitating Student Autonomy: An Exploration of Student-Driven Curriculum Development and Implementation.” 2018. Web. 16 Sep 2019.

Vancouver:

Keyes EJ. Facilitating Student Autonomy: An Exploration of Student-Driven Curriculum Development and Implementation. [Internet] [Masters thesis]. Brigham Young University; 2018. [cited 2019 Sep 16]. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=8034&context=etd.

Council of Science Editors:

Keyes EJ. Facilitating Student Autonomy: An Exploration of Student-Driven Curriculum Development and Implementation. [Masters Thesis]. Brigham Young University; 2018. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=8034&context=etd

University of Newcastle

24. Kett, Natasha Elizabeth. A causal analysis of the relationship between teacher job satisfaction and student achievement.

Degree: PhD, 2015, University of Newcastle

URL: http://hdl.handle.net/1959.13/1063065

►

Research Doctorate - Doctor of Philosophy (PhD)

An important step in developing a high quality schooling system is recognising the importance of teacher job satisfaction.… (more)

▼

Research Doctorate - Doctor of Philosophy (PhD)

An important step in developing a high quality schooling system is recognising the importance of teacher job satisfaction. There is substantial research showing that the quality of teaching and learning is one of the most salient influences on students’ outcomes of schooling. Schools have been inundated with the implementation of a range of reforms focused on improving the quality of teaching, however few reform efforts have emerged which target teacher job satisfaction. As the teacher has a considerable influence on the attainment of favourable outcomes for students, it is likely that job satisfaction can affect the teacher, which can impact on the quality of service that is being delivered and ultimately student achievement. Despite the common assumption that teacher job satisfaction and student achievement are associated, there is limited evidence available regarding how they are related. Minimal research has been conducted investigating these relationships at the organisational level of analysis. Similiarily, the mechanisms through which this effect operates has received minor empirical attention. The primary aim of this study was to examine the association between teacher job satisfaction and student achievement. Secondary aims were to: (i) benchmark teacher satisfaction levels and ascertain what satisfies and dissatisfies those in the teaching profession, and (ii) examine the role of student motivation. Educators have often conceptualized motivation as an individual difference variable, something that some students simply have more of than others. This view of motivation can underestimate teachers’ contextual influence. The author tested a theoretical model positing that student motivation has the potential to mediate the association between teacher job satisfaction and student achievement. Quantitative data were gathered by questionnaires administered to 56 teachers and their 605 Year 5 students and achievement results obtained from the Australian National Assessment Program - Literacy and Numeracy. To answer many of the research questions, a causal model was developed which allowed teacher job satisfaction effects to be analysed by testing hypothetical cause and effect relationships between constructs. Valid constructs were developed using SPSS, one-factor congeneric measurementmodels and a substantively meaningful interpretation of the literature. The specification and estimation of school, class and individual effects were measured by a multilevel decomposition of variance i.e. the proportion of variation in student outcomes attributable to school, teachers and students. Class effects accounted for approximately 30 per cent of the variance in student achievement, with 10 per cent of this explained by the teacher background and job satisfaction variables. The amount of variance at the class level in both student motivation and achievement paled in comparison with that of the individual level. However, the teacher background and job satisfaction effects…

Advisors/Committee Members: University of Newcastle. Faculty of Education & Arts, School of Education.

Subjects/Keywords: teacher job satisfaction; quality teaching; student motivation; student achievement

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APA (6^th Edition):

Kett, N. E. (2015). A causal analysis of the relationship between teacher job satisfaction and student achievement. (Doctoral Dissertation). University of Newcastle. Retrieved from http://hdl.handle.net/1959.13/1063065

Chicago Manual of Style (16^th Edition):

Kett, Natasha Elizabeth. “A causal analysis of the relationship between teacher job satisfaction and student achievement.” 2015. Doctoral Dissertation, University of Newcastle. Accessed September 16, 2019. http://hdl.handle.net/1959.13/1063065.

MLA Handbook (7^th Edition):

Kett, Natasha Elizabeth. “A causal analysis of the relationship between teacher job satisfaction and student achievement.” 2015. Web. 16 Sep 2019.

Vancouver:

Kett NE. A causal analysis of the relationship between teacher job satisfaction and student achievement. [Internet] [Doctoral dissertation]. University of Newcastle; 2015. [cited 2019 Sep 16]. Available from: http://hdl.handle.net/1959.13/1063065.

Council of Science Editors:

Kett NE. A causal analysis of the relationship between teacher job satisfaction and student achievement. [Doctoral Dissertation]. University of Newcastle; 2015. Available from: http://hdl.handle.net/1959.13/1063065

Colorado State University

25. Bruick, Thomas J. Mastery motivation : moving towards a better understanding of college student success.

Degree: PhD, Education, 2019, Colorado State University

URL: http://hdl.handle.net/10217/195348

► This comparative and associational quantitative study applied a pragmatic theoretical perspective to the exploration of college student dispositions. First, the study evaluated the Dimensions of… (more)

▼ This comparative and associational quantitative study applied a pragmatic theoretical perspective to the exploration of college student dispositions. First, the study evaluated the Dimensions of Adult Mastery Motivation Questionnaire College (DAMMQ-C) as a measure of mastery motivation in U.S. college students. Secondly, the study explored the relationship between mastery motivation, high school grade point average (HSGPA), ACT composite score, and college academic performance. Finally, the study examined differences in mastery motivation across various student characteristics, including developmental education status. Participants at a four year regional comprehensive, n = 288 , and a two-year community college, n = 37, completed a 35-item adapted version of the Dimensions of Adult Mastery Motivation Questionnaire (DAMMQ) that included three college specific social persistence scales to better align the instrument with the broader student success literature. Principal axis exploratory factor analysis with a varimax rotation was conducted to evaluate the underlying structure of the 35 items. Multiple iterations of hierarchical multiple regression were conducted with the aggregate sample and disaggregated groups based on development education status to explore the ability of dispositional and cognitive factors. to explain variance in college GPA. Logistic regression analysis was conducted to explore the ability of dispositional and cognitive factors to correctly classify participants that did or did not pass all attempted hours. Finally, t-tests and one-way ANOVA were conducted to examine potential difference in DAMMQ-C scale scores by student characteristics. Following exploratory factor analysis, 27 items were retained within seven factor structure: (a) preference for challenge, (b) task persistence, (c) task pleasure, (d) task absorption, (e) social persistence with peers, (f) social persistence with faculty, and (g) academic relationship with faculty. The factors displayed adequate to good internal consistency. Regression analysis results indicated that the DAMMQ-C dispositional scales provided increased explanation of variance in college GPA over and above traditional cognitive factors for the aggregate, developmental, and non-developmental education groups. However, the amount of variance explained varied by group. For the aggregate and non-developmental education groups the DAMMQ-C scales contributed an additional 5% and 2%, respectively. Within the developmental education group, the model failed to significantly explain variance in college GPA until the DAMMQ-C scales were added in the final block. The model then explained 15% of the variance in college GPA. A few statistically significant differences were found based on student characteristics. Developmental education students reported statistically significantly lower scores in academic relationship with faculty, task-related pleasure, and total mastery motivation. Black students reported statistically significantly lower scores in social persistence with… Advisors/Committee Members: Kuk, Linda (advisor), Barrett, Karen (committee member), Felix, Oscar (committee member), Jòzsa, Krisztian (committee member).

Subjects/Keywords: developmental education; student dispositions; mastery motivation; college student success

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APA (6^th Edition):

Bruick, T. J. (2019). Mastery motivation : moving towards a better understanding of college student success. (Doctoral Dissertation). Colorado State University. Retrieved from http://hdl.handle.net/10217/195348

Chicago Manual of Style (16^th Edition):

Bruick, Thomas J. “Mastery motivation : moving towards a better understanding of college student success.” 2019. Doctoral Dissertation, Colorado State University. Accessed September 16, 2019. http://hdl.handle.net/10217/195348.

MLA Handbook (7^th Edition):

Bruick, Thomas J. “Mastery motivation : moving towards a better understanding of college student success.” 2019. Web. 16 Sep 2019.

Vancouver:

Bruick TJ. Mastery motivation : moving towards a better understanding of college student success. [Internet] [Doctoral dissertation]. Colorado State University; 2019. [cited 2019 Sep 16]. Available from: http://hdl.handle.net/10217/195348.

Council of Science Editors:

Bruick TJ. Mastery motivation : moving towards a better understanding of college student success. [Doctoral Dissertation]. Colorado State University; 2019. Available from: http://hdl.handle.net/10217/195348

University of Victoria

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

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

URL: https://dspace.library.uvic.ca//handle/1828/8517

► 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 (6^th 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 (16^th Edition):

Chan, Mannix. “Understanding undergraduate student engagement: motivations and experiences.” 2017. Masters Thesis, University of Victoria. Accessed September 16, 2019. https://dspace.library.uvic.ca//handle/1828/8517.

MLA Handbook (7^th Edition):

Chan, Mannix. “Understanding undergraduate student engagement: motivations and experiences.” 2017. Web. 16 Sep 2019.

Vancouver:

Chan M. Understanding undergraduate student engagement: motivations and experiences. [Internet] [Masters thesis]. University of Victoria; 2017. [cited 2019 Sep 16]. 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

27. Roth, Michael Stephen. Hope's Voice: Listening to Urban Youth.

Degree: PhD, Educational Administration and Policy Studies, 2013, U of Denver

URL: https://digitalcommons.du.edu/etd/565

► For several decades, there has been a large gap between the achievement scores of urban youth of color and their white counterparts. This achievement… (more)

▼ For several decades, there has been a large gap between the achievement scores of urban youth of color and their white counterparts. This achievement gap persists despite the efforts of educators and policymakers to close it. This descriptive study examined the perceptions of urban youth of color regarding their role in school and the support and barriers they encountered related to academic achievement in school. Duncan-Andrade (2009) compares schooling in underserved communities to growing roses in concrete. He argues that the conditions of life for urban youth of color are in themselves oppositional forces. He writes that hope is required urban youth face such forces. Hope is composed of three parts: goals, pathways, and agency (McDermott, 2002; Snyder, 2003). This study examined the goals, pathways, and agency for urban youth of color and their perception of what schools are doing to support them. Through the use of focus groups and surveys in two high schools in the Denver metropolitan region of Colorado, students' stories were collected. These groups were facilitated by student leaders from Urban Youth Ambassadors. Major findings in this study include that students identified a greater number of barriers to engagement than they identified sources of support. All three sources of support (teacher/student relationships, family influence, and teacher quality) were also potential barriers to engagement according to the students. School climate and limiting mental models were the other two barriers to engagement. The teacher was central in two of the support and barrier themes: Teacher/Student Relationship Quality (TSRQ) and Teaching Quality (TQ).The teacher's ability to develop a strong, productive relationship with the students can be the factor that changes a student's experience and success. The students articulated hope through relationships and displayed evidence of personal resilience toward accomplishing goals. The goal orientation that emerged in this study was more about relationships and the people in student's lives than it was about academic achievement or the standardized testing. Advisors/Committee Members: Susan Korach, Kent Seidel.

Subjects/Keywords: achievement gap; hope theory; student motivation; student perception; student voice; urban education

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APA (6^th Edition):

Roth, M. S. (2013). Hope's Voice: Listening to Urban Youth. (Doctoral Dissertation). U of Denver. Retrieved from https://digitalcommons.du.edu/etd/565

Chicago Manual of Style (16^th Edition):

Roth, Michael Stephen. “Hope's Voice: Listening to Urban Youth.” 2013. Doctoral Dissertation, U of Denver. Accessed September 16, 2019. https://digitalcommons.du.edu/etd/565.

MLA Handbook (7^th Edition):

Roth, Michael Stephen. “Hope's Voice: Listening to Urban Youth.” 2013. Web. 16 Sep 2019.

Vancouver:

Roth MS. Hope's Voice: Listening to Urban Youth. [Internet] [Doctoral dissertation]. U of Denver; 2013. [cited 2019 Sep 16]. Available from: https://digitalcommons.du.edu/etd/565.

Council of Science Editors:

Roth MS. Hope's Voice: Listening to Urban Youth. [Doctoral Dissertation]. U of Denver; 2013. Available from: https://digitalcommons.du.edu/etd/565

University of Florida

28. Gage, Richard. Volunteer Motivations and Constraints Among Undergraduate College Students.

Degree: MS, Recreation, Parks, and Tourism - Tourism, Recreation, and Sport Management, 2009, University of Florida

URL: http://ufdc.ufl.edu/UFE0024680

► Many college students spend a great deal of time volunteering, and participation in volunteer programs is growing in popularity among this demographic. However, little research… (more)

Subjects/Keywords: College students; Learning motivation; Motivation; Motivation research; Musical motives; Nonprofit organizations; Recreation; Student motivation; Volunteer labor; Volunteerism; college, constraints, motivation, student, vfi, volunteerism

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APA (6^th Edition):

Gage, R. (2009). Volunteer Motivations and Constraints Among Undergraduate College Students. (Masters Thesis). University of Florida. Retrieved from http://ufdc.ufl.edu/UFE0024680

Chicago Manual of Style (16^th Edition):

Gage, Richard. “Volunteer Motivations and Constraints Among Undergraduate College Students.” 2009. Masters Thesis, University of Florida. Accessed September 16, 2019. http://ufdc.ufl.edu/UFE0024680.

MLA Handbook (7^th Edition):

Gage, Richard. “Volunteer Motivations and Constraints Among Undergraduate College Students.” 2009. Web. 16 Sep 2019.

Vancouver:

Gage R. Volunteer Motivations and Constraints Among Undergraduate College Students. [Internet] [Masters thesis]. University of Florida; 2009. [cited 2019 Sep 16]. Available from: http://ufdc.ufl.edu/UFE0024680.

Council of Science Editors:

Gage R. Volunteer Motivations and Constraints Among Undergraduate College Students. [Masters Thesis]. University of Florida; 2009. Available from: http://ufdc.ufl.edu/UFE0024680

University of Florida

29. Estepp, Christopher M. The Relationships among Teacher Immediacy, Professor/Student Rapport, and Self-Regulated Learning.

Degree: PhD, Agricultural Education and Communication, 2012, University of Florida

URL: http://ufdc.ufl.edu/UFE0044392

► The purpose of this study was to determine the relationships among teacher immediacy, professor/student rapport, and student self-regulated learning among selected undergraduate students in a… (more)

▼ The purpose of this study was to determine the relationships among teacher immediacy, professor/student rapport, and student self-regulated learning among selected undergraduate students in a college of agriculture. The independent variables for this study were verbal and nonverbal immediacy and professor/student rapport. The dependent variable in the study was self-regulated learning, which was a proxy for student motivation and academic engagement. The motivation variable was made up of three constructs, including student expectancy for success, values and goals for the class, and test anxiety. Engagement consisted of two constructs, which were cognitive/metacognitive strategy use and resource management strategy use. The study utilized a non-experimental, correlational design. The population for the study was students enrolled in large (50-100 students) classes in the College of Agricultural and Life Sciences at the University of Florida. A convenience cluster sample was obtained for the study (n = 306). Participants completed three survey instruments; the first measured their perceptions of their teachers’ verbal and nonverbal immediacy behaviors, the second measured students’ perceptions of their rapport with their instructor, and the third measured students’ motivation and engagement at the beginning and the end of the semester. Results of the study revealed that students perceived that their instructors use verbal and nonverbal immediacy behaviors often and they additionally agreed that they have good rapport with their instructor. Participants reported higher than intermediate scores for expectancy for success and values and goals for the class. They reported intermediate levels of test anxiety, and slightly higher than intermediate levels of cognitive/metacognitive strategy use and resource management strategy use. Mean increases were observed in expectancy for success, values and goals for the class, cognitive/metacognitive strategy use, and resource management strategy use, while the mean test anxiety decreased. Verbal and nonverbal immediacy were found to have strong positive relationships with professor/student rapport, and students who reported higher levels of rapport were found to report higher expectancy for success, values and goals, and cognitive/metacognitive strategy use. Additionally, the linear set of independent variables was found to be more predictive of motivation and change in motivation than of engagement or change in engagement. ( en ) Advisors/Committee Members: Roberts, Thomas Grady (committee chair), Osborne, Edward W (committee member), Barrick, R Kirby (committee member), Dahl, Wendy Joanne (committee member).

Subjects/Keywords: College students; Immediacy; Learner engagement; Learning; Learning motivation; Motivation; Rapport; Student motivation; Students; Teachers; engagement – immediacy – motivation – rapport

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APA (6^th Edition):

Estepp, C. M. (2012). The Relationships among Teacher Immediacy, Professor/Student Rapport, and Self-Regulated Learning. (Doctoral Dissertation). University of Florida. Retrieved from http://ufdc.ufl.edu/UFE0044392

Chicago Manual of Style (16^th Edition):

Estepp, Christopher M. “The Relationships among Teacher Immediacy, Professor/Student Rapport, and Self-Regulated Learning.” 2012. Doctoral Dissertation, University of Florida. Accessed September 16, 2019. http://ufdc.ufl.edu/UFE0044392.

MLA Handbook (7^th Edition):

Estepp, Christopher M. “The Relationships among Teacher Immediacy, Professor/Student Rapport, and Self-Regulated Learning.” 2012. Web. 16 Sep 2019.

Vancouver:

Estepp CM. The Relationships among Teacher Immediacy, Professor/Student Rapport, and Self-Regulated Learning. [Internet] [Doctoral dissertation]. University of Florida; 2012. [cited 2019 Sep 16]. Available from: http://ufdc.ufl.edu/UFE0044392.

Council of Science Editors:

Estepp CM. The Relationships among Teacher Immediacy, Professor/Student Rapport, and Self-Regulated Learning. [Doctoral Dissertation]. University of Florida; 2012. Available from: http://ufdc.ufl.edu/UFE0044392

University of Florida

30. Lorenz, Robyn L. Student motivation in independent community-based art instruction.

Degree: 2012, University of Florida

URL: http://ufdc.ufl.edu/AA00013680

► The master, apprentice art instruction approach dates back before the the birth of Christ. Teachers have taught students within the community for thousands of years… (more)

Subjects/Keywords: Art education; Art teachers; Educational research; Folk art; Learning motivation; Motivation; Motivation research; Student motivation; Students; Teachers

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APA (6^th Edition):

Lorenz, R. L. (2012). Student motivation in independent community-based art instruction. (Thesis). University of Florida. Retrieved from http://ufdc.ufl.edu/AA00013680

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

Chicago Manual of Style (16^th Edition):

Lorenz, Robyn L. “Student motivation in independent community-based art instruction.” 2012. Thesis, University of Florida. Accessed September 16, 2019. http://ufdc.ufl.edu/AA00013680.

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

MLA Handbook (7^th Edition):

Lorenz, Robyn L. “Student motivation in independent community-based art instruction.” 2012. Web. 16 Sep 2019.

Vancouver:

Lorenz RL. Student motivation in independent community-based art instruction. [Internet] [Thesis]. University of Florida; 2012. [cited 2019 Sep 16]. Available from: http://ufdc.ufl.edu/AA00013680.

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

Council of Science Editors:

Lorenz RL. Student motivation in independent community-based art instruction. [Thesis]. University of Florida; 2012. Available from: http://ufdc.ufl.edu/AA00013680

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

Open Access Theses and Dissertations