You searched for subject:(student motivation).
Showing records 1 – 30 of
532 total matches.
◁ [1] [2] [3] [4] [5] … [18] ▶
University of Debrecen
1.
Diószegi, Lilla.
The Role of Motivation in Second Language Learning
.
Degree: DE – TEK – Bölcsészettudományi Kar, 2013, University of Debrecen
URL: http://hdl.handle.net/2437/160279 
► 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)
▼ 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
motivation together with the description of the general framework of
motivation. Moreover, in the second part of my paper I am going to deal with the complex issue of teacher
motivation and its influence on
student motivation by examining the teacher-specific motivational components. My aim with this paper is to highlight the complex role
motivation has in second language learning and to examine the effects of teacher
motivation on students’ second language learning
motivation and performance.
Advisors/Committee Members: Csépes, Ildikó (advisor).
Subjects/Keywords: second language learning;
student motivation;
teacher motivation
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th 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 (16th Edition):
Diószegi, Lilla. “The Role of Motivation in Second Language Learning
.” 2013. Thesis, University of Debrecen. Accessed March 05, 2021.
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 (7th Edition):
Diószegi, Lilla. “The Role of Motivation in Second Language Learning
.” 2013. Web. 05 Mar 2021.
Vancouver:
Diószegi L. The Role of Motivation in Second Language Learning
. [Internet] [Thesis]. University of Debrecen; 2013. [cited 2021 Mar 05].
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)
▼ 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
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th 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 (16th 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 March 05, 2021.
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 (7th Edition):
Hellquist, Pia Fundeborg. “Motivation hos studenter : En kvantitativ undersökning om inre och yttre motivation hos studenter vid Uppsala universitet.” 2016. Web. 05 Mar 2021.
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 2021 Mar 05].
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)
▼ 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 of Edinburgh undergraduates completed personality,
motivation,
student satisfaction, and university importance questionnaires. We divided students into high and low satisfaction groups to compare mean differences in personality and
motivation variables. We performed two principal components analyses of
student satisfaction and importance ratings, extracting six satisfaction factors and three importance factors. Finally, we used general linear models to test whether Neuroticism, Extraversion, Openness, Agreeableness, and Conscientiousness, or academic
motivation variables (intrinsic, extrinsic, and amotivation) influenced satisfaction and importance factors. Neuroticism, Extraversion, Agreeableness, and intrinsic
motivation positively influenced
student satisfaction, while extrinsic and amotivation had negative effects.
Student ratings of importance were influenced positively by Conscientiousness, and negatively by amotivation. There were no significant interaction effects between personality and
motivation. This study shows that individual differences in personality and
motivation impact
student satisfaction and importance ratings. Further research may allow aspects of university to be redesigned to better suit
student needs.
Advisors/Committee Members: Weiss, Alexander.
Subjects/Keywords: Personality and motivation; student satisfaction
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th 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 (16th Edition):
Keir, Jonathan. ““Can’t Get No Satisfaction?”: The Effects of Personality and Motivation on Student Satisfaction.” 2010. Thesis, University of Edinburgh. Accessed March 05, 2021.
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 (7th Edition):
Keir, Jonathan. ““Can’t Get No Satisfaction?”: The Effects of Personality and Motivation on Student Satisfaction.” 2010. Web. 05 Mar 2021.
Vancouver:
Keir J. “Can’t Get No Satisfaction?”: The Effects of Personality and Motivation on Student Satisfaction. [Internet] [Thesis]. University of Edinburgh; 2010. [cited 2021 Mar 05].
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
University of Wollongong
4.
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
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th 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 (16th Edition):
Handley, Ray. “Digital technology and the disengaged student: Enhancing the motivation of students with behaviour needs.” 2014. Doctoral Dissertation, University of Wollongong. Accessed March 05, 2021.
130306 Educational Technology and Computing, 130312 Special Education and Disability ; https://ro.uow.edu.au/theses/4190.
MLA Handbook (7th Edition):
Handley, Ray. “Digital technology and the disengaged student: Enhancing the motivation of students with behaviour needs.” 2014. Web. 05 Mar 2021.
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 2021 Mar 05].
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
5.
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)
▼ 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 in the OECD. With an overrepresentation of Māori, Pasifika and low socioeconomic students in this low performing group, this research explores an innovative solution and presents a business case of Moemoea- a digital tool to train resilience and self-
motivation to support
student success. Disruption of jobs with automation in future workplaces from rapid technological advancement requires workers to be proficient in digital literacy, resilience, and self-
motivation. The literature suggests that these skills lead to improved confidence and academic outcomes and were the same capabilities required beyond school, in the new digitally focused work environment.
This research interviewed 14 Māori, Pasifika and low socioeconomic secondary school students, collecting first-hand experiences of resilience,
motivation, and resources that support successful academic outcomes at school. The research findings identified an untapped opportunity between high digital skills and access to technology and a lack of
student motivation and resilience levels to harness this advantage to improve
student learning.
Government ministries are identified as a likely customer because they are the entity currently addressing the performance gap between high and low achievers in New Zealand secondary schools. The findings and business case demonstrate the feasibility of investment in the research and development of both Moemoea and other possible solutions to poor performing students.
Advisors/Committee Members: Richard, James.
Subjects/Keywords: Motivation; Innovation; Student; Resilience; Education
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th 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 (16th 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 March 05, 2021.
http://hdl.handle.net/10063/8104.
MLA Handbook (7th Edition):
Johnson, Thomas. “Moemoea: A digital tool to train secondary school student resilience and motivation for success.” 2018. Web. 05 Mar 2021.
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 2021 Mar 05].
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
6.
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
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th 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 (16th Edition):
Arora, Saumya. “Achievement motivation and resilience among student athletes
.” 2015. Thesis, Texas A&M University – Corpus Christi. Accessed March 05, 2021.
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 (7th Edition):
Arora, Saumya. “Achievement motivation and resilience among student athletes
.” 2015. Web. 05 Mar 2021.
Vancouver:
Arora S. Achievement motivation and resilience among student athletes
. [Internet] [Thesis]. Texas A&M University – Corpus Christi; 2015. [cited 2021 Mar 05].
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
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)
▼ This work presents an investigation done on the book Caminando de nuevo 3 that is adopted in some Swedish schools for the Spanish course they offer. The hypothesis explored whether the content of the book could create wrong stereotypes based on incorrect used of didactic content.
Other related worked in line with this investigation were investigated. Furthermore, twenty students that had used this book were surveyed. The data collected was analyzed. This analysis is in line with the hypothesis of this work. A great majority of the students reported not to be motivated, they were not particularly enthusiastic toward the book, and were surprised by the content of the book related to the exercises, the text itself and the pictures used in the book.
In conclusion this work suggests that this type of textbooks should be revised and present a better alternative for its text, visual and grammatical content.
Finally, some recommendations are given both to teachers and students in order to reach the goals that have been defined by their curriculum.
Subjects/Keywords: book; didactic; student; motivation; contents
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th 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 (16th Edition):
Pabon, Alexander. “Percepción y aceptación de contenidos del libro Caminando de Nuevo 3 para la enseñanza de español.” 2011. Thesis, Dalarna University. Accessed March 05, 2021.
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 (7th Edition):
Pabon, Alexander. “Percepción y aceptación de contenidos del libro Caminando de Nuevo 3 para la enseñanza de español.” 2011. Web. 05 Mar 2021.
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 2021 Mar 05].
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 Church of Jesus Christ of Latter-day Saints (LDS). This study sought to answer the…
(more)
▼ This qualitative study examined
student engagement in seminaries of The Church of Jesus Christ of Latter-day Saints (LDS). This study sought to answer the following question: "What are seminary teachers, who have been identified by content experts as having high levels of
student engagement, doing to generate high levels of
student engagement in their classrooms?" Ten LDS Seminary teachers were selected as participants for this study. The findings from this study were organized around the concepts of: competence, school membership, clarity of purpose, fairness, personal support, caring, authentic work, extrinsic reward, intrinsic interests, sense of ownership, connection to real-world application, and fun. The findings from this study suggest that there are 48 strategies that the 10 participants used to generate
student engagement in their classrooms.
Advisors/Committee Members: Francine Johnson, Susan Turner, Michael Freeman, ;.
Subjects/Keywords: engagement; motivation; student; Education
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th 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 (16th Edition):
Aardema, Thomas P. “Student Engagement in LDS Seminaries.” 2013. Doctoral Dissertation, Utah State University. Accessed March 05, 2021.
https://digitalcommons.usu.edu/etd/1464.
MLA Handbook (7th Edition):
Aardema, Thomas P. “Student Engagement in LDS Seminaries.” 2013. Web. 05 Mar 2021.
Vancouver:
Aardema TP. Student Engagement in LDS Seminaries. [Internet] [Doctoral dissertation]. Utah State University; 2013. [cited 2021 Mar 05].
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
9.
Tianping, Huang.
Motivate the intrest of college student to participate in physical exercise.
Degree: 2018, Haaga-Helia ammattikorkeakoulu
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)
▼ 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 exercise is not only to satisfy people's needs, but also to improve their quality of life. However, author observes that the present situation is that college students are addicted to the Internet and do not want to take part in physical exercise. This paper is about stimulating the interest of college physical training, advising the school take different measures for different types of people. The aim is make more college students take part in physical exercise.
The author hopes to find ways to enable college students to take an active role in physical exercise. The author also investigated 105 students from Guangzhou polytechnic of sports. Study show that although most students like physical training, some students are passive in physical exercise
Advisors/Committee Members: Haaga-Helia ammattikorkeakoulu.
Subjects/Keywords: motivation; college student; physical exercise
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Tianping, H. (2018). Motivate the intrest of college student to participate in physical exercise. (Thesis). Haaga-Helia ammattikorkeakoulu. 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 (16th Edition):
Tianping, Huang. “Motivate the intrest of college student to participate in physical exercise.” 2018. Thesis, Haaga-Helia ammattikorkeakoulu. Accessed March 05, 2021.
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 (7th Edition):
Tianping, Huang. “Motivate the intrest of college student to participate in physical exercise.” 2018. Web. 05 Mar 2021.
Vancouver:
Tianping H. Motivate the intrest of college student to participate in physical exercise. [Internet] [Thesis]. Haaga-Helia ammattikorkeakoulu; 2018. [cited 2021 Mar 05].
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]. Haaga-Helia ammattikorkeakoulu; 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
California State University – Chico
10.
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)
▼ 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 perceive to be either motivational or de-motivational, revealed
how students describe the effects of such practices, and identified sources of
student
motivation for learning mathematics.
Math reform literature encourages teacher practices that enhance
motivation,
which are also considered to enhance learning. Reflecting upon students??? perceptions of
teacher practices that are either motivating or de-motivating can result in improved
teaching and learning by providing teachers with insight into the effectiveness of specific
practices. The study utilized a mixed-method methodology. The students surveyed were
147 middle-school Algebra 1 students using a five-point Likert scale, along with a set of
open-ended questions requiring free responses. The survey identified sources of students???
motivation, as well as measured the effects of specific teacher practices on students???
motivation. Based upon the survey responses, selected students were interviewed in order
to uncover underlying insight about practices that increased or decreased their
motivation
while learning Algebra 1.
Advisors/Committee Members: Yakes, Christopher (advisor).
Subjects/Keywords: Teaching algebra 1;
Student motivation
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th 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 (16th 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 March 05, 2021.
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 (7th Edition):
Diamond, Renee Wood. “Middle school students' perceptions of how teacher practices affect their motivation to learn algebra 1
.” 2012. Web. 05 Mar 2021.
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 2021 Mar 05].
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
11.
Freiberger, Kristin Renee.
The Relationship Between Positive Behavior Support and Task Completion in the Elementary School Setting.
Degree: MS, Education, 2013, Dominican University of California
URL: https://scholar.dominican.edu/masters-theses/84
► In many elementary schools in low-income neighborhoods, students face many everyday challenges that prevent them from developing habits of successful achievement. Children often exhibit…
(more)
▼ In many elementary schools in low-income neighborhoods, students face many everyday challenges that prevent them from developing habits of successful achievement. Children often exhibit a lack of
motivation regarding task completion. Positive behavior support enhances task completion in the elementary school setting. The purpose of this study is to find successful tools teachers can use to promote academic task completion. Students in an elementary school classroom received instruction on task completion and specific interventions to use. They were then evaluated in the math
subject area for the number of tasks completed during a one month time period. Different groups of students were given various motivational tools to help develop self-efficacy. One successful tool was created and studied. Results indicated that providing students with positive behavior support can influence the completion of a variety of tasks in the academic setting.
Advisors/Committee Members: Madalienne F. Peters, EdD.
Subjects/Keywords: Student Success; Student Achievement; Positive Motivation; Education
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Freiberger, K. R. (2013). The Relationship Between Positive Behavior Support and Task Completion in the Elementary School Setting. (Masters Thesis). Dominican University of California. Retrieved from https://scholar.dominican.edu/masters-theses/84
Chicago Manual of Style (16th Edition):
Freiberger, Kristin Renee. “The Relationship Between Positive Behavior Support and Task Completion in the Elementary School Setting.” 2013. Masters Thesis, Dominican University of California. Accessed March 05, 2021.
https://scholar.dominican.edu/masters-theses/84.
MLA Handbook (7th Edition):
Freiberger, Kristin Renee. “The Relationship Between Positive Behavior Support and Task Completion in the Elementary School Setting.” 2013. Web. 05 Mar 2021.
Vancouver:
Freiberger KR. The Relationship Between Positive Behavior Support and Task Completion in the Elementary School Setting. [Internet] [Masters thesis]. Dominican University of California; 2013. [cited 2021 Mar 05].
Available from: https://scholar.dominican.edu/masters-theses/84.
Council of Science Editors:
Freiberger KR. The Relationship Between Positive Behavior Support and Task Completion in the Elementary School Setting. [Masters Thesis]. Dominican University of California; 2013. Available from: https://scholar.dominican.edu/masters-theses/84
12.
Perbjörs, Åsa.
Bondgården - en motivationsfrämjande undervisningsarena : En fallstudie om hur högstadieelevers motivation påverkas av att flytta skolundervisningen till en bondgård.
Degree: Education and Social Sciences, 2020, Örebro University
URL: http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-84039
► This is a case study in a Norwegian junior high school where pupils and teachers have been interviewed about the pupils’ school motivation. The…
(more)
▼ This is a case study in a Norwegian junior high school where pupils and teachers have been interviewed about the pupils’ school motivation. The purpose of this study is to find out how the pupils and the teachers experience how the pupils’ motivation for learning is affected by moving the education and teaching from the school building to a farm nearby. The recorded interviews were analyzed by qualitative thematic analysis. The pupils express that their motivation mostly is promoted by external motivational factors, such as the farm itself, supportive relations and practical work. Teachers’ experience show that pupils’ motivation is affected by both external and internal factors and they mean that the biggest outcome is the fact that it helps the pupils strengthen their school identity, personal development and become better citizens in the future. Important effects that promote motivation are adapting the education to the students’ proximal development zone, scaffolding support at the farm and close holistic collaboration around the pupils. Challenges with using a farm are financial and organizational. The results show that pupils and teachers are over all convinced that the farm as an alternative educational arena promotes pupils’ motivation for learning.
Subjects/Keywords: Motivation; Learning motivation; Self motivation; Student motivation; Outdoor Education; Farm; Pedagogy; Pedagogik
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Perbjörs, . (2020). Bondgården - en motivationsfrämjande undervisningsarena : En fallstudie om hur högstadieelevers motivation påverkas av att flytta skolundervisningen till en bondgård. (Thesis). Örebro University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-84039
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Perbjörs, Åsa. “Bondgården - en motivationsfrämjande undervisningsarena : En fallstudie om hur högstadieelevers motivation påverkas av att flytta skolundervisningen till en bondgård.” 2020. Thesis, Örebro University. Accessed March 05, 2021.
http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-84039.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Perbjörs, Åsa. “Bondgården - en motivationsfrämjande undervisningsarena : En fallstudie om hur högstadieelevers motivation påverkas av att flytta skolundervisningen till en bondgård.” 2020. Web. 05 Mar 2021.
Vancouver:
Perbjörs . Bondgården - en motivationsfrämjande undervisningsarena : En fallstudie om hur högstadieelevers motivation påverkas av att flytta skolundervisningen till en bondgård. [Internet] [Thesis]. Örebro University; 2020. [cited 2021 Mar 05].
Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-84039.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Perbjörs . Bondgården - en motivationsfrämjande undervisningsarena : En fallstudie om hur högstadieelevers motivation påverkas av att flytta skolundervisningen till en bondgård. [Thesis]. Örebro University; 2020. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-84039
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
University of Edinburgh
13.
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)
▼ 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 experience were measured and the applicability of Herzberg’s dual-factor theory of
motivation was investigated.
The Five-Factor Model of personality and the Academic
Motivation Scale were used to assess 112 Humanities and Social Sciences undergraduates at the University of Edinburgh. We designed a
Student Satisfaction Survey based on existing surveys. General linear models were used to analyse the predictive power of demographic variables, personality and
motivation for satisfaction and importance ratings.
The
Student Satisfaction Survey was reduced to satisfaction and importance factors that were definable in terms of Herzberg’s motivator and hygiene variables. Significant correlations between Neuroticism, Extraversion and Agreeableness and satisfaction were revealed. Amotivation correlated negatively with satisfaction and importance ratings. Main effects of personality and
motivation were identified.
The study provided new evidence of individual difference within
student satisfaction. Practical implications included the identification of feedback and assessment as areas for improvement. Directions for future research are discussed in light of the current findings.
Advisors/Committee Members: Weiss, Alex.
Subjects/Keywords: student satisfaction; personality; motivation; individual differences
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th 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 (16th Edition):
Bell, Sophie. “Individual Differences in Student Satisfaction: An Investigation of Personality and Motivation.” 2010. Thesis, University of Edinburgh. Accessed March 05, 2021.
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 (7th Edition):
Bell, Sophie. “Individual Differences in Student Satisfaction: An Investigation of Personality and Motivation.” 2010. Web. 05 Mar 2021.
Vancouver:
Bell S. Individual Differences in Student Satisfaction: An Investigation of Personality and Motivation. [Internet] [Thesis]. University of Edinburgh; 2010. [cited 2021 Mar 05].
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
Penn State University
14.
Putnik, Rachel Anne.
ANALYSIS OF STUDENTS' MOTIVATIONAL AND AFFECTIVE BELIEFS IN GENERAL CHEMISTRY.
Degree: 2018, Penn State University
URL: https://submit-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)
▼ 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 seeks to address how students' personal characteristics and the social learning environment influences science self-efficacy, attitude, and overall satisfaction in general chemistry. A survey methodology was used to assess students'
motivation to learn science, perception of formative feedback, course recommendation, and satisfaction. Analysis of questionnaire data (n = 160) revealed that students were more extrinsically motivated towards learning chemistry on average. Intrinsic
motivation and other motivational components, such as self-determination and self-efficacy, were found to be lower on average. Regression analyses were used to find relationships among these constructs. In general, we find that
student satisfaction and course recommendation are less dependent on students' personal characteristics (i.e., motivational orientation), but more dependent on what happens in the course (i.e., quality of instruction, and feedback provided by the instructor and assistants in instruction). Theoretical and practical implications of these findings are outlined and suggestions for further research are included.
Advisors/Committee Members: Ravinder Koul, Thesis Advisor/Co-Advisor.
Subjects/Keywords: Student Motivation; Learning Environment; Science Education
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Putnik, R. A. (2018). ANALYSIS OF STUDENTS' MOTIVATIONAL AND AFFECTIVE BELIEFS IN GENERAL CHEMISTRY. (Thesis). Penn State University. Retrieved from https://submit-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 (16th Edition):
Putnik, Rachel Anne. “ANALYSIS OF STUDENTS' MOTIVATIONAL AND AFFECTIVE BELIEFS IN GENERAL CHEMISTRY.” 2018. Thesis, Penn State University. Accessed March 05, 2021.
https://submit-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 (7th Edition):
Putnik, Rachel Anne. “ANALYSIS OF STUDENTS' MOTIVATIONAL AND AFFECTIVE BELIEFS IN GENERAL CHEMISTRY.” 2018. Web. 05 Mar 2021.
Vancouver:
Putnik RA. ANALYSIS OF STUDENTS' MOTIVATIONAL AND AFFECTIVE BELIEFS IN GENERAL CHEMISTRY. [Internet] [Thesis]. Penn State University; 2018. [cited 2021 Mar 05].
Available from: https://submit-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 RA. ANALYSIS OF STUDENTS' MOTIVATIONAL AND AFFECTIVE BELIEFS IN GENERAL CHEMISTRY. [Thesis]. Penn State University; 2018. Available from: https://submit-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
Washington State University
15.
[No author].
UNIVERSITY STUDENT PERCEPTIONS OF THE EFFECTS OF CANNABIS FOLLOWING LEGALIZATION IN WASHINGTON STATE
.
Degree: 2019, Washington State University
URL: http://hdl.handle.net/2376/17873
► UNIVERSITY STUDENT PERCEPTIONS OF THE EFFECTS OF CANNABIS FOLLOWING LEGALIZATION IN WASHINGTON STATE Abstract by Duane Leslie Stanton Sr., Ph.D. Washington State University December 2019…
(more)
▼ UNIVERSITY
STUDENT PERCEPTIONS OF THE EFFECTS OF CANNABIS
FOLLOWING LEGALIZATION IN WASHINGTON STATE
Abstract
by Duane Leslie Stanton Sr., Ph.D.
Washington State University
December 2019
Chair: Mary Stohr
Cannabis is held to be among the most abused substances by university students in the United States. There is a presumption that Washington state’s widespread cannabis accessibility sustains and potentially exacerbates existing higher education
student substance use, which in turn influences academic performance and conduct. Therefore, this study examined and presents findings from university students about their perceptions and experiences related to cannabis usage (e.g., frequency and quantity usage rates) and recreational cannabis legalization using a single site and mixed method assessment. University undergraduate students were found to have statistically significant increased academic and behavioral problems associated with more frequent cannabis usage and higher dosage levels.
Students across all samples expressed perceived benefits from cannabis consumption that were associated with improved socialization, relaxation, and reduced levels of anxiety. More than four out of ten students who reported consuming cannabis products used cannabis for pain reduction, yet more than 90% of these students were not utilizing prescribed medicinal cannabis. These results suggested that substantial numbers of students were self-medicating for pain, as well as a host of other medical issues identified by the students.
Conversely, some students indicated negative effects connected with their cannabis consumption practices. Students who participated in the individual interviews reported durational effects related to cannabis consumption that resulted in problematic daily life memory and cognitive verbal communication difficulties. The problems included vocal incoherence, unintended statements, and the inability to express their views or needs. These outcomes were confirmatory in relation to similar results revealed in the in-class and online
student samples.
Advisors/Committee Members: Stohr, Mary (advisor), Hemmens, Craig (advisor).
Subjects/Keywords: Criminology;
Academic;
Behavior;
Cannabis;
Frequency;
Motivation;
Student
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
author], [. (2019). UNIVERSITY STUDENT PERCEPTIONS OF THE EFFECTS OF CANNABIS FOLLOWING LEGALIZATION IN WASHINGTON STATE
. (Thesis). Washington State University. Retrieved from http://hdl.handle.net/2376/17873
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
author], [No. “UNIVERSITY STUDENT PERCEPTIONS OF THE EFFECTS OF CANNABIS FOLLOWING LEGALIZATION IN WASHINGTON STATE
.” 2019. Thesis, Washington State University. Accessed March 05, 2021.
http://hdl.handle.net/2376/17873.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
author], [No. “UNIVERSITY STUDENT PERCEPTIONS OF THE EFFECTS OF CANNABIS FOLLOWING LEGALIZATION IN WASHINGTON STATE
.” 2019. Web. 05 Mar 2021.
Vancouver:
author] [. UNIVERSITY STUDENT PERCEPTIONS OF THE EFFECTS OF CANNABIS FOLLOWING LEGALIZATION IN WASHINGTON STATE
. [Internet] [Thesis]. Washington State University; 2019. [cited 2021 Mar 05].
Available from: http://hdl.handle.net/2376/17873.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
author] [. UNIVERSITY STUDENT PERCEPTIONS OF THE EFFECTS OF CANNABIS FOLLOWING LEGALIZATION IN WASHINGTON STATE
. [Thesis]. Washington State University; 2019. Available from: http://hdl.handle.net/2376/17873
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Vilnius Pedagogical University
16.
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
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th 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 (16th Edition):
Kanapeckienė,
Edita. “Jaunimo mokyklos vadovo vaidmuo sprendžiant
mokinių mokymosi motyvacijos problemas.” 2009. Masters Thesis, Vilnius Pedagogical University. Accessed March 05, 2021.
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 (7th Edition):
Kanapeckienė,
Edita. “Jaunimo mokyklos vadovo vaidmuo sprendžiant
mokinių mokymosi motyvacijos problemas.” 2009. Web. 05 Mar 2021.
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 2021 Mar 05].
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
University of Southern California
17.
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/4243
► 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
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th 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/4243
Chicago Manual of Style (16th 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 March 05, 2021.
http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/66075/rec/4243.
MLA Handbook (7th Edition):
Rosenthal, Jane Lynn. “Motives and methods: motivation, learning approaches, and
academic achievement of students during first year transition to
medical school.” 2012. Web. 05 Mar 2021.
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 2021 Mar 05].
Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/66075/rec/4243.
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/4243
18.
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)
▼ 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 risk young adolescents. Focus groups of low academically achieving students were interviewed to gather perceptions of school climate, the classroom environment, and their teachers. The organizational development method of appreciative inquiry was adapted to the interview questions. This allowed the participants to focus on positive change and systems currently working. A coding approach was applied to the interview data to find relationships among themes. Research sought to find what pathways best cultivate
student achievement and
motivation. Findings center on building school identity, connectedness, and support systems. The role of the teacher is important in fostering a sense of connectedness and building a strong support system for at risk students. Strong
student - teacher relationships build upon the mechanisms that help lead students towards finding their identity within school and establishing a strong support system.
Advisors/Committee Members: Van Vooren, Carol (advisor).
Subjects/Keywords: motivation;
young adolescent;
student-teacher relationship
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th 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 (16th Edition):
Ngo, Albert. “Motivating young adolescents : Perceptions of students matter
.” 2013. Thesis, California State University – San Marcos. Accessed March 05, 2021.
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 (7th Edition):
Ngo, Albert. “Motivating young adolescents : Perceptions of students matter
.” 2013. Web. 05 Mar 2021.
Vancouver:
Ngo A. Motivating young adolescents : Perceptions of students matter
. [Internet] [Thesis]. California State University – San Marcos; 2013. [cited 2021 Mar 05].
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
19.
Flake, Jessica Kay.
Measuring cost: The forgotten component of expectancy value theory.
Degree: 2012, James Madison University
URL: https://commons.lib.jmu.edu/master201019/208
► Abstract Expectancy-Value Theory (EVT) (Eccles et al., 1983) offers one of the most influential models for understanding motivation. One component of this theory, cost, can…
(more)
▼ Abstract Expectancy-Value Theory (EVT) (Eccles et al., 1983) offers one of the most influential models for understanding motivation. One component of this theory, cost, can be defined as how much a student has to sacrifice to engage in a task. However, EVT researchers appear to have forgotten the component of cost. Though cost has been theorized as an important component of EVT, empirical work has neglected to measure and study it (Wigfield & Cambria, 2010). As a result, cost and its relationship with student outcomes is largely unknown (Wigfield & Eccles, 2000). The focus of the current study is to address this shortcoming in the literature by reviewing what is currently known about cost and proposing a new scale to measure it. Scale development for cost was an iterative process, guided by Benson’s framework for construct validation (Benson, 1998). The first iteration adopted a top-down approach by conducting an in-depth analysis of the history of EVT and its measurement in educational psychology, as well as cost-related constructs in other literatures in psychology. I used theory and past literature to determine the initial theoretical structure of cost. In the second iteration of scale development, I adopted a bottom-up approach by evaluating data from an exploratory, qualitative study. In the final iteration, the content validity of the proposed scale was investigated using input from a panel of experts. The conclusion of this project offers 36 items to measure numerous components of cost. I offer suggestions for future research to determine the structural and external validity of the scale.
Subjects/Keywords: measurement; expectancy value theory; student motivation; Psychology
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Flake, J. K. (2012). Measuring cost: The forgotten component of expectancy value theory. (Masters Thesis). James Madison University. Retrieved from https://commons.lib.jmu.edu/master201019/208
Chicago Manual of Style (16th Edition):
Flake, Jessica Kay. “Measuring cost: The forgotten component of expectancy value theory.” 2012. Masters Thesis, James Madison University. Accessed March 05, 2021.
https://commons.lib.jmu.edu/master201019/208.
MLA Handbook (7th Edition):
Flake, Jessica Kay. “Measuring cost: The forgotten component of expectancy value theory.” 2012. Web. 05 Mar 2021.
Vancouver:
Flake JK. Measuring cost: The forgotten component of expectancy value theory. [Internet] [Masters thesis]. James Madison University; 2012. [cited 2021 Mar 05].
Available from: https://commons.lib.jmu.edu/master201019/208.
Council of Science Editors:
Flake JK. Measuring cost: The forgotten component of expectancy value theory. [Masters Thesis]. James Madison University; 2012. Available from: https://commons.lib.jmu.edu/master201019/208
Massey University
20.
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
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th 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 (16th Edition):
Hughes, Helen. “Engaging learners effectively in the sciences : the pathway from secondary to university education.” 2011. Masters Thesis, Massey University. Accessed March 05, 2021.
http://hdl.handle.net/10179/3230.
MLA Handbook (7th Edition):
Hughes, Helen. “Engaging learners effectively in the sciences : the pathway from secondary to university education.” 2011. Web. 05 Mar 2021.
Vancouver:
Hughes H. Engaging learners effectively in the sciences : the pathway from secondary to university education. [Internet] [Masters thesis]. Massey University; 2011. [cited 2021 Mar 05].
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
21.
Coffin, Courtney V.
The Effect of the Love and Logic Program on Student Motivation.
Degree: MS, Education, 2013, Dominican University of California
URL: https://scholar.dominican.edu/masters-theses/34
► This study evaluates the effect of implementing the classroom management program Love and Logic in small, middle and high school science classrooms. It focuses…
(more)
▼ This study evaluates the effect of implementing the classroom management program Love and Logic in small, middle and high school science classrooms. It focuses on science classrooms from seventh grade to twelfth grade in a small, rural district. The
student population includes large percentages of white and Hispanic individuals, with a smaller percentage of Native American individuals as well as a large percentage, over 60%, of socioeconomically disadvantaged individuals. There were five cohorts, divided by type of science class and age, and the intervention was implemented by a multiple baseline across behaviors method. The cohorts were seventh grade life science, eighth grade physical science, freshmen (with a few older students) earth science, sophomore biology, and junior and senior chemistry.
Student motivation was measured weekly by a sixteen question survey that each
student in each class answered. The study found that Love and Logic does not improve
motivation in middle and high school science classrooms and is unable to prevent a decline in
motivation. The study concludes that Love and Logic needs to be studied more in middle and high school classrooms to find ways in which it can be implemented more effectively. The study encourages future research in professional development regarding the Love and Logic program including more time spent by teachers learning how to implement it and finding out the effects of school-wide or district-wide implementation.
Advisors/Committee Members: Debra Polack, MA.
Subjects/Keywords: Middle School; High School; Student Motivation; Education
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Coffin, C. V. (2013). The Effect of the Love and Logic Program on Student Motivation. (Masters Thesis). Dominican University of California. Retrieved from https://scholar.dominican.edu/masters-theses/34
Chicago Manual of Style (16th Edition):
Coffin, Courtney V. “The Effect of the Love and Logic Program on Student Motivation.” 2013. Masters Thesis, Dominican University of California. Accessed March 05, 2021.
https://scholar.dominican.edu/masters-theses/34.
MLA Handbook (7th Edition):
Coffin, Courtney V. “The Effect of the Love and Logic Program on Student Motivation.” 2013. Web. 05 Mar 2021.
Vancouver:
Coffin CV. The Effect of the Love and Logic Program on Student Motivation. [Internet] [Masters thesis]. Dominican University of California; 2013. [cited 2021 Mar 05].
Available from: https://scholar.dominican.edu/masters-theses/34.
Council of Science Editors:
Coffin CV. The Effect of the Love and Logic Program on Student Motivation. [Masters Thesis]. Dominican University of California; 2013. Available from: https://scholar.dominican.edu/masters-theses/34
Penn State University
22.
Strickland, Carolyn R.
Academic Buoyancy as an Explanatory Factor
for College Student Achievement and Retention
.
Degree: 2015, Penn State University
URL: https://submit-etda.libraries.psu.edu/catalog/24994
► Academic buoyancy generally refers to students’ ability to respond to everyday challenges in academic settings. Given the transitional issues known to be experienced by students…
(more)
▼ Academic buoyancy generally refers to students’ ability to respond to everyday challenges in academic settings. Given the transitional issues known to be experienced by students during the first-year of college, a level of buoyancy sufficient to navigate routine obstacles is necessary for academic success. Two studies were conducted to explore the relationships among academic buoyancy,
motivation, and academic achievement of first-year college students. Specifically, whether academic buoyancy is a better predictor of academic success, as measured by college GPA, than SAT scores and scores on college administered placement tests was examined. The
Motivation and Engagement Scale for University and College students and the Academic Buoyancy Questionnaire were administered to first-year students enrolled in a Freshmen Year Experience course at a college of technology. In Study One (N=120), regression analysis of a limited sample indicated that academic buoyancy was a small but significant predictor of academic achievement (R2 =.052). In Study One, academic buoyancy was the only significant predictor of achievement of the variables explored, warranting further research on the buoyancy construct in a higher education setting. The findings from Study Two indicated that SATs were the strongest predictor of academic success, accounting for approximately 14% of the variance in students’ GPA at the end of the first-semester of college and for approximately 12% of the variance in students’ first-year cumulative GPA. Self-sabotage, uncertain control, persistence and failure avoidance were the motivational variables likely to be most predictive of academic success. However, academic buoyancy was also a significant predictor of first semester GPA, but to a smaller degree. When considered altogether, these results advance understanding of the academic buoyancy construct in higher education and extends existing research on college
student motivation and academic achievement. They also establish the warrant for additional research on the role of buoyancy in relation to achievement and exploration of intervention strategies targeted at increasing individual
student achievement and overall institutional retention rates.
Advisors/Committee Members: Rayne Audrey Sperling, Dissertation Advisor/Co-Advisor, Rayne Audrey Sperling, Committee Chair/Co-Chair, Robert James Stevens, Committee Member, Peggy Noel Van Meter, Committee Member, Michael John Dooris, Committee Member.
Subjects/Keywords: academic buoyancy; buoyancy; motivation; motivation and engagement; college student achievement; college student retention
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Strickland, C. R. (2015). Academic Buoyancy as an Explanatory Factor
for College Student Achievement and Retention
. (Thesis). Penn State University. Retrieved from https://submit-etda.libraries.psu.edu/catalog/24994
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Strickland, Carolyn R. “Academic Buoyancy as an Explanatory Factor
for College Student Achievement and Retention
.” 2015. Thesis, Penn State University. Accessed March 05, 2021.
https://submit-etda.libraries.psu.edu/catalog/24994.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Strickland, Carolyn R. “Academic Buoyancy as an Explanatory Factor
for College Student Achievement and Retention
.” 2015. Web. 05 Mar 2021.
Vancouver:
Strickland CR. Academic Buoyancy as an Explanatory Factor
for College Student Achievement and Retention
. [Internet] [Thesis]. Penn State University; 2015. [cited 2021 Mar 05].
Available from: https://submit-etda.libraries.psu.edu/catalog/24994.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Strickland CR. Academic Buoyancy as an Explanatory Factor
for College Student Achievement and Retention
. [Thesis]. Penn State University; 2015. Available from: https://submit-etda.libraries.psu.edu/catalog/24994
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
23.
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
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th 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 (16th 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 March 05, 2021.
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 (7th 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. 05 Mar 2021.
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 2021 Mar 05].
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
24.
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)
▼ Motivation är en betydelsefull kompontent för en individs utövande utav studier. Studien utgick ifrån motivationsteorin Self- determination theory. Syftet med studien var att redogöra för relationen mellan högskolestudenters demografiska faktorer och vilken typ av motivation som driver dem till att utöva studier, samt relationen mellan motivationstyperna. Med typ av motivation avses amotivation, inre samt yttre motivation. Studien bestod utav 102 studenter, varav 49 män och 53 kvinnor, från en högskola i mellersta Sverige som fick besvara enkäten The Academic Motivation Scale. Studiens resultat visade bland annat att kvinnliga studenter hade en högre nivå utav yttre motivation än manliga studenter. Resultatet visade inga könsskillnader inom inre motivation och amotivation. Resultatet påvisade även att studenter som hade en högre nivå utav yttre motivation samtidigt hade en högre nivå utav inre motivation. Förslag på framtida forskning inom området är att fokusera på studenter inom andra typer av utbildningar och utbildningsnivåer.
Subjects/Keywords: Self- determination theory; intrinsic motivation; extrinsic motivation; student; gender differences
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th 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 (16th Edition):
Örjes, Elin. “Studiemotivation hos studenter : Demografiska faktorers betydelse.” 2015. Thesis, Mälardalen University. Accessed March 05, 2021.
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 (7th Edition):
Örjes, Elin. “Studiemotivation hos studenter : Demografiska faktorers betydelse.” 2015. Web. 05 Mar 2021.
Vancouver:
Örjes E. Studiemotivation hos studenter : Demografiska faktorers betydelse. [Internet] [Thesis]. Mälardalen University; 2015. [cited 2021 Mar 05].
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
University of Houston
25.
-7387-1187.
Understanding Students’ Perceptions of Their Motivation to Practice Recreational Reading.
Degree: EdD, Professional Leadership, Education, 2020, University of Houston
URL: http://hdl.handle.net/10657/7280
► Background: Research has found regular reading, or the practice of habitually reading for pleasure, to support students’ learning in both literacy and other subject areas.…
(more)
▼ Background: Research has found regular reading, or the practice of habitually reading for pleasure, to support students’ learning in both literacy and other
subject areas. Although reading serves as the foundation for students' success, many lose their desire to read as they progress through elementary school; this decline is more prominent amongst boys than girls at or around the fourth grade. Although educators can combat this problem by developing positive reading habits and reading proficiencies within students, they must first understand the root of the decline in students’
motivation to read and how students perceive themselves as readers. Purpose: This study will inform upper elementary educators of students’ perceptions of reading, helping educators better to understand how to motivate all students to practice recreational reading. This study was guided by the following research question: How do fourth-grade students describe their
motivation to read, and what do their descriptions suggest about their reading habits and their perceptions of the materials made available to them? Methods: This study employed a qualitative multiple-case study research design. Gambrell’s
Motivation to Read Profile (MRP) survey was administered as a screener to 38 fourth-grade students currently under the reading instruction of the researcher to identify their levels of reading
motivation. Creswell’s stratified random sampling design was then employed to select six final research participants based upon gender and MRP scores. Through Zoom, the researcher conducted two individual interviews with each selected research
subject (lasting approximately 15 to 20 minutes in length) and one focus group interview (lasting approximately 20 minutes in length), in which all research subjects participated. The first individual interview was conversational, as it followed the interview protocol from the MRP. The second interview was semi-structured and generally open-ended. Both interviews allowed for participants to provide detailed insight regarding what motivates and de-motivates them each to practice recreational reading. Their responses helped the researcher understand students’
motivation to read from their points of view and experiences. The focus group interview, which was semi-structured and generally open- ended, allowed participants to answer questions collaboratively. Their interactions yielded both clarification and validation of findings from the individual interviews, and it provided participants with a final opportunity to reflect in a natural, conversational setting. The researcher also collected observational data of participants' reading behaviors, mechanics, and choices during their daily Silent Sustained Reading (SSR) time (lasting approximately 15 minutes in length) in class to understand what motivated and de-motivated students to read. All collected data underwent concept-driven coding by the researcher to generalize findings and concepts that lead to the emergence of specific themes. An educational checker, who is both…
Advisors/Committee Members: Hutchison, Laveria (advisor), Hall, Margaret (committee member), Li, Miao (committee member), White, Cameron (committee member).
Subjects/Keywords: recreational reading; motivation; reading motivation; student perception; elementary; Motivation to Read Profile
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
-7387-1187. (2020). Understanding Students’ Perceptions of Their Motivation to Practice Recreational Reading. (Doctoral Dissertation). University of Houston. Retrieved from http://hdl.handle.net/10657/7280
Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete
Chicago Manual of Style (16th Edition):
-7387-1187. “Understanding Students’ Perceptions of Their Motivation to Practice Recreational Reading.” 2020. Doctoral Dissertation, University of Houston. Accessed March 05, 2021.
http://hdl.handle.net/10657/7280.
Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete
MLA Handbook (7th Edition):
-7387-1187. “Understanding Students’ Perceptions of Their Motivation to Practice Recreational Reading.” 2020. Web. 05 Mar 2021.
Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete
Vancouver:
-7387-1187. Understanding Students’ Perceptions of Their Motivation to Practice Recreational Reading. [Internet] [Doctoral dissertation]. University of Houston; 2020. [cited 2021 Mar 05].
Available from: http://hdl.handle.net/10657/7280.
Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete
Council of Science Editors:
-7387-1187. Understanding Students’ Perceptions of Their Motivation to Practice Recreational Reading. [Doctoral Dissertation]. University of Houston; 2020. Available from: http://hdl.handle.net/10657/7280
Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete
University of Newcastle
26.
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
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th 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 (16th Edition):
Kett, Natasha Elizabeth. “A causal analysis of the relationship between teacher job satisfaction and student achievement.” 2015. Doctoral Dissertation, University of Newcastle. Accessed March 05, 2021.
http://hdl.handle.net/1959.13/1063065.
MLA Handbook (7th Edition):
Kett, Natasha Elizabeth. “A causal analysis of the relationship between teacher job satisfaction and student achievement.” 2015. Web. 05 Mar 2021.
Vancouver:
Kett NE. A causal analysis of the relationship between teacher job satisfaction and student achievement. [Internet] [Doctoral dissertation]. University of Newcastle; 2015. [cited 2021 Mar 05].
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
Brigham Young University
27.
Ostraff, Kaleb Joseph.
Considerations of Implementing Student-Directed Teacher-Supported Strategies in a Public Middle School Setting.
Degree: MA, 2020, Brigham Young University
URL: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=9457&context=etd
► In an attempt to help middle school art students to be more engaged and have more ownership over their learning experience, the researcher, who is…
(more)
▼ In an attempt to help middle school art students to be more engaged and have more ownership over their learning experience, the researcher, who is also the classroom teacher, created and implemented student-directed and teacher-supported strategies. Using a design-based research methodology, the author conducted a qualitative study over a twelve-week period investigating the affordances or limitations of implementing more student-directed strategies. The results showed three categories of student responses. The students that were ready and capable to direct their own learning excelled, guiding their own learning, and were able to generate personally relevant and disciplinary connected art. The second category of students initially did not have the artistic skills or the skills necessary to direct their own learning. Through interventions and scaffolding, these students were able to direct their learning and make personally relevant and disciplinary connected art. The last category of students struggled to guide their learning, were unmotivated, and relied on the teacher to direct their learning. The results suggest that neither a teacher-centered or student-directed model alone is adequate to achieve desired outcomes of students guiding their learning and achieving high academic standards. There is a need for a teacher to perceive and adapt their practice to address the multifaceted needs of students.
Subjects/Keywords: student-directed; teacher-centered; autonomy; motivation; student ownership; Fine Arts
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Ostraff, K. J. (2020). Considerations of Implementing Student-Directed Teacher-Supported Strategies in a Public Middle School Setting. (Masters Thesis). Brigham Young University. Retrieved from https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=9457&context=etd
Chicago Manual of Style (16th Edition):
Ostraff, Kaleb Joseph. “Considerations of Implementing Student-Directed Teacher-Supported Strategies in a Public Middle School Setting.” 2020. Masters Thesis, Brigham Young University. Accessed March 05, 2021.
https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=9457&context=etd.
MLA Handbook (7th Edition):
Ostraff, Kaleb Joseph. “Considerations of Implementing Student-Directed Teacher-Supported Strategies in a Public Middle School Setting.” 2020. Web. 05 Mar 2021.
Vancouver:
Ostraff KJ. Considerations of Implementing Student-Directed Teacher-Supported Strategies in a Public Middle School Setting. [Internet] [Masters thesis]. Brigham Young University; 2020. [cited 2021 Mar 05].
Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=9457&context=etd.
Council of Science Editors:
Ostraff KJ. Considerations of Implementing Student-Directed Teacher-Supported Strategies in a Public Middle School Setting. [Masters Thesis]. Brigham Young University; 2020. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=9457&context=etd
28.
Hill, Kathleen A.
Early Adolescents' Understandings of College and Career Readiness Conceptually and in Relation to Their Own Lives.
Degree: 2016, University of Nevada – Reno
URL: http://hdl.handle.net/11714/2130
► A major focus in the K-12 education system today is preparing students to not only graduate high school, but to enter and succeed in a…
(more)
▼ A major focus in the K-12 education system today is preparing students to not only graduate high school, but to enter and succeed in a postsecondary education. As part of this movement, many researchers have attempted to understand the factors that indicate whether a
student is prepared for postsecondary education; this is also known as college and career readiness (CCR). Yet, what is lacking in the literature is a focus on the
student perspective regarding CCR. This research attempted to fill that gap by investigating how students understand CCR conceptually, and in relation to their own lives. In order to answer this question, a qualitative, longitudinal study was conducted using a constructivist grounded theory approach to data collection and analysis. Forty-four students were recruited and interviewed five times over the course of two and half years in order to gauge their understandings of CCR. Findings indicate that 17 students were able to align their academic performance and aspirations in a way that indicated CCR, while 27 were not yet articulating an alignment of academic and performance and aspirations. Within the first group, 8 students felt the need to be the best, while 9 knew that school was important, but it was not the most important aspect of their lives. Of those in the second group, 11 were still exploring their future, 11 were not ready to explore the future, and 5 felt that they were misunderstood and engaged in constant conflict. The discussion and implications for practice focus on self-determination theory, building purpose, creating
student empowerment, and the timing of career counseling.
Advisors/Committee Members: Usinger, Janet (advisor), Laden, Rita (committee member), Sanchez, Jafeth E. (committee member), Evans, William (committee member), Minarik, Melanie (committee member).
Subjects/Keywords: College and career readiness; Motivation; Student empowerment; Student voice
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Hill, K. A. (2016). Early Adolescents' Understandings of College and Career Readiness Conceptually and in Relation to Their Own Lives. (Thesis). University of Nevada – Reno. Retrieved from http://hdl.handle.net/11714/2130
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Hill, Kathleen A. “Early Adolescents' Understandings of College and Career Readiness Conceptually and in Relation to Their Own Lives.” 2016. Thesis, University of Nevada – Reno. Accessed March 05, 2021.
http://hdl.handle.net/11714/2130.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Hill, Kathleen A. “Early Adolescents' Understandings of College and Career Readiness Conceptually and in Relation to Their Own Lives.” 2016. Web. 05 Mar 2021.
Vancouver:
Hill KA. Early Adolescents' Understandings of College and Career Readiness Conceptually and in Relation to Their Own Lives. [Internet] [Thesis]. University of Nevada – Reno; 2016. [cited 2021 Mar 05].
Available from: http://hdl.handle.net/11714/2130.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Hill KA. Early Adolescents' Understandings of College and Career Readiness Conceptually and in Relation to Their Own Lives. [Thesis]. University of Nevada – Reno; 2016. Available from: http://hdl.handle.net/11714/2130
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Colorado State University
29.
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
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th 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 (16th Edition):
Bruick, Thomas J. “Mastery motivation: moving towards a better understanding of college student success.” 2019. Doctoral Dissertation, Colorado State University. Accessed March 05, 2021.
http://hdl.handle.net/10217/195348.
MLA Handbook (7th Edition):
Bruick, Thomas J. “Mastery motivation: moving towards a better understanding of college student success.” 2019. Web. 05 Mar 2021.
Vancouver:
Bruick TJ. Mastery motivation: moving towards a better understanding of college student success. [Internet] [Doctoral dissertation]. Colorado State University; 2019. [cited 2021 Mar 05].
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 Toronto
30.
Xiao, Meng.
Student Engagement: Chinese International Student Experiences in Canadian Graduate Schools.
Degree: 2020, University of Toronto
URL: http://hdl.handle.net/1807/101207
► This study investigates the learning and practical experience of Chinese international students in Canadian graduate schools to increase their engagement and enhance their experience. Specifically,…
(more)
▼ This study investigates the learning and practical experience of Chinese international students in Canadian graduate schools to increase their engagement and enhance their experience. Specifically, this research explores the challenges and needs faced by Chinese international graduate students engaging in Canada. Qualitative data were collected in the form of student and staff member interviews and educational policies from an urban university in Canada.
Generally, the participants have varied understanding of student engagement from their experiences and cultural backgrounds. The determining factors that influence Chinese international graduate students’ engagement in Canadian institutions include cultural differences, language barriers and identities, student motivation, sense of belonging and community inclusivity, the expectations of parents, instructors, and peers, personality, interests, financial burdens and employment barriers, and gender-based differences. To better engage in and out of the classroom, Chinese international graduate students need the support of their academic and social engagement and the supporting resources. They need the support from the following areas: academic and professional development, language and cultural awareness, critical awareness and engagement, the environment based on equity, diversity, and inclusivity, sense of belonging, student voice and leadership, financial resources, health life including mental health, safety and wellness, and time management.
Implications from this study suggest deconstructing the Western dominant ways of the understanding of student engagement. These findings provide some practical suggestions for Chinese international graduate students to better engage in Canadian graduate institutions and for staff to better support Chinese graduate international students. They also suggest some directions for future research.
Ed.D.
Advisors/Committee Members: McDougall, Douglas, Sociology and Equity Studies in Education.
Subjects/Keywords: Cultural Identity; Internationalization; Social Justice; Student Engagement; Student Motivation; Student Voice; 0515
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Xiao, M. (2020). Student Engagement: Chinese International Student Experiences in Canadian Graduate Schools. (Doctoral Dissertation). University of Toronto. Retrieved from http://hdl.handle.net/1807/101207
Chicago Manual of Style (16th Edition):
Xiao, Meng. “Student Engagement: Chinese International Student Experiences in Canadian Graduate Schools.” 2020. Doctoral Dissertation, University of Toronto. Accessed March 05, 2021.
http://hdl.handle.net/1807/101207.
MLA Handbook (7th Edition):
Xiao, Meng. “Student Engagement: Chinese International Student Experiences in Canadian Graduate Schools.” 2020. Web. 05 Mar 2021.
Vancouver:
Xiao M. Student Engagement: Chinese International Student Experiences in Canadian Graduate Schools. [Internet] [Doctoral dissertation]. University of Toronto; 2020. [cited 2021 Mar 05].
Available from: http://hdl.handle.net/1807/101207.
Council of Science Editors:
Xiao M. Student Engagement: Chinese International Student Experiences in Canadian Graduate Schools. [Doctoral Dissertation]. University of Toronto; 2020. Available from: http://hdl.handle.net/1807/101207
◁ [1] [2] [3] [4] [5] … [18] ▶
. 
Open Access Theses and Dissertations