subject:(task engagement)

Queensland University of Technology

1. De Lacy, Jonnie C. Task engagement at work: Characteristics, antecedents and consequences.

Degree: 2016, Queensland University of Technology

► In this thesis existing theory is extended by combining work engagement and flow research to generate the concept of task engagement, which focuses on episodes… (more)

Subjects/Keywords: work engagement; employee engagement; task engagement; flow at work; job engagement

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APA (6^th Edition):

De Lacy, J. C. (2016). Task engagement at work: Characteristics, antecedents and consequences. (Thesis). Queensland University of Technology. Retrieved from http://eprints.qut.edu.au/95623/

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

Chicago Manual of Style (16^th Edition):

De Lacy, Jonnie C. “Task engagement at work: Characteristics, antecedents and consequences.” 2016. Thesis, Queensland University of Technology. Accessed April 10, 2021. http://eprints.qut.edu.au/95623/.

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

MLA Handbook (7^th Edition):

De Lacy, Jonnie C. “Task engagement at work: Characteristics, antecedents and consequences.” 2016. Web. 10 Apr 2021.

Vancouver:

De Lacy JC. Task engagement at work: Characteristics, antecedents and consequences. [Internet] [Thesis]. Queensland University of Technology; 2016. [cited 2021 Apr 10]. Available from: http://eprints.qut.edu.au/95623/.

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

Council of Science Editors:

De Lacy JC. Task engagement at work: Characteristics, antecedents and consequences. [Thesis]. Queensland University of Technology; 2016. Available from: http://eprints.qut.edu.au/95623/

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

Washington State University

2. [No author]. STUDENT ENGAGEMENT AND MOTIVATION IN THE FOREIGN LANGUAGE CLASSROOM .

Degree: 2012, Washington State University

URL: http://hdl.handle.net/2376/4157

► This dissertation consists of two manuscripts to examine student motivation and engagement in the foreign language classroom. The purpose of the first paper is to… (more)

▼ This dissertation consists of two manuscripts to examine student motivation and engagement in the foreign language classroom. The purpose of the first paper is to propose a model that distinguishes between motivation and engagement. The paper highlights the connections and differences between motivation and engagement in order to point out issues including: whether motivational studies differ from engagement studies; whether the definition of motivation differs from the definition of engagement; and whether students can be motivated but not engaged in language class. In the model, motivation is defined as a general perception of content, discipline area, or activity that influences attitudes toward task involvement. Engagement is seen as a person's involvement in a task. The model also suggests relationships between motivation and engagement. It can be used by both researchers and practitioners to explore the importance of both concepts to student achievement. The purpose of the study in the second paper is to investigate task engagement perception gaps among course designers, teachers, and students in a technology-enhanced language classroom using the model proposed in the first paper as a framework. Based on the findings, the model was refined to help teachers and course designers have a better idea of how to choose and create engaging tasks for students. A sample of 29 pre-service teachers, three online course designers, and two instructors was recruited to participate in an online Chinese course to express their perceptions on these online tasks. All the participants were asked to take a background information survey and six weekly engagement surveys. Interviews, artifact analysis, and observations were also conducted to provide additional insights into participants' background, the tasks, and their perceptions of these tasks. The findings suggested a clear distinction between emotional and behavioral engagement from the student engagement indicators in the proposed model. Furthermore, several categories under the cognitive engagement were modified to make more sense for technology-enhanced language classrooms. Taken together, these findings might be helpful for teachers and course designers to indicate students' emotions and behaviors, and then adjust the teaching strategies and learning environments to sustain or increase students' task engagement.

Subjects/Keywords: Educational technology; Engagement; Foreign Language; Motivation; Student Engagement; Task Engagement

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APA (6^th Edition):

author], [. (2012). STUDENT ENGAGEMENT AND MOTIVATION IN THE FOREIGN LANGUAGE CLASSROOM . (Thesis). Washington State University. Retrieved from http://hdl.handle.net/2376/4157

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

Chicago Manual of Style (16^th Edition):

author], [No. “STUDENT ENGAGEMENT AND MOTIVATION IN THE FOREIGN LANGUAGE CLASSROOM .” 2012. Thesis, Washington State University. Accessed April 10, 2021. http://hdl.handle.net/2376/4157.

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

MLA Handbook (7^th Edition):

author], [No. “STUDENT ENGAGEMENT AND MOTIVATION IN THE FOREIGN LANGUAGE CLASSROOM .” 2012. Web. 10 Apr 2021.

Vancouver:

author] [. STUDENT ENGAGEMENT AND MOTIVATION IN THE FOREIGN LANGUAGE CLASSROOM . [Internet] [Thesis]. Washington State University; 2012. [cited 2021 Apr 10]. Available from: http://hdl.handle.net/2376/4157.

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

Council of Science Editors:

author] [. STUDENT ENGAGEMENT AND MOTIVATION IN THE FOREIGN LANGUAGE CLASSROOM . [Thesis]. Washington State University; 2012. Available from: http://hdl.handle.net/2376/4157

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

Colorado State University

3. Sandell, Kyle. Transformational leadership, engagement, and performance: a new perspective.

Degree: MS(M.S.), Psychology, 2012, Colorado State University

URL: http://hdl.handle.net/10217/72359

► The transformational leadership style has long been shown to elicit above average performance in followers; however, the reasoning behind why this process occurs is unclear.… (more)

Subjects/Keywords: employee engagement; transformational leadership; task performance

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APA (6^th Edition):

Sandell, K. (2012). Transformational leadership, engagement, and performance: a new perspective. (Masters Thesis). Colorado State University. Retrieved from http://hdl.handle.net/10217/72359

Chicago Manual of Style (16^th Edition):

Sandell, Kyle. “Transformational leadership, engagement, and performance: a new perspective.” 2012. Masters Thesis, Colorado State University. Accessed April 10, 2021. http://hdl.handle.net/10217/72359.

MLA Handbook (7^th Edition):

Sandell, Kyle. “Transformational leadership, engagement, and performance: a new perspective.” 2012. Web. 10 Apr 2021.

Vancouver:

Sandell K. Transformational leadership, engagement, and performance: a new perspective. [Internet] [Masters thesis]. Colorado State University; 2012. [cited 2021 Apr 10]. Available from: http://hdl.handle.net/10217/72359.

Council of Science Editors:

Sandell K. Transformational leadership, engagement, and performance: a new perspective. [Masters Thesis]. Colorado State University; 2012. Available from: http://hdl.handle.net/10217/72359

4. Bernhardt, Kyle Anthony. The Effects Of Modulating Accommodative-Vergence Stress Within The Context Of Operator Performance On Automated System Tasks.

Degree: PhD, Psychology, 2020, University of North Dakota

URL: https://commons.und.edu/theses/3256

► Automated systems (e.g., self-driving cars, autopilot) can reduce an operator’s (i.e., driver, pilot, baggage screener) task engagement, which can result in mind wandering, distraction,… (more)

▼ Automated systems (e.g., self-driving cars, autopilot) can reduce an operator’s (i.e., driver, pilot, baggage screener) task engagement, which can result in mind wandering, distraction, and loss of concentration. Consequently, unfavorable performance outcomes, such as missed critical signals and slow responses to emergency events, can occur. Because automation reverts the operator to a “visual monitoring” role, the oculomotor accommodative-vergence responses (the oculomotor responses that maintain a single focused image on the retina) may play a vital role in human-automation interactions. Prior research has shown that individuals with deficits in the accommodative-vergence responses can exhibit inattentive symptoms (e.g., poor concentration) characteristic of attention-deficit/hyperactivity disorder (ADHD) while performing prolonged close work (e.g., reading). Given the behavioral symptoms present in those experiencing accommodative-vergence stress, automated systems may exacerbate these negative effects. The current study examined the effects of accommodative-vergence stress in combination with automation on aspects of operator task engagement. Participants (N = 95) under accommodative-vergence stress wearing -2.0 diopter lenses or normal viewing conditions completed a 40 min flight simulation task either with or without automation. Physiological dependent measures included electroencephalographic (EEG) parietal-occipital alpha power spectral density (PSD), an EEG multivariate metric of engagement, and pupil diameter. Self-report measures of task engagement, cognitive fatigue, and visual fatigue symptoms were also collected along with oculomotor measurements (accommodation and convergence) and flight simulation task performance. Multivariate analyses indicated that the application of -2.0 diopter lenses did not significantly alter oculomotor measurements or subjective reports of visual fatigue. Oculomotor stress modestly affected task performance and tended to result in increased EEG measures of engagement, while subsequently increasing feelings of fatigue, potentially indicating a compensatory effort response. Participants performing the simulation with automation exhibited significantly lower task engagement, as indicated by greater parietal-occipital alpha PSD, less multivariate EEG engagement, smaller pupil diameter, and lower self-reported engagement. Overall, oculomotor stress and automation did not interact synergistically to affect task engagement and associated performance outcomes. Automation and time on task were the main determinants of task engagement. These results underscore the negative effects automation can have on underlying operator cognitive states and the associated need to carefully design automation to combat reduced task engagement. Applications for system design and the use of EEG in augmented cognition systems involving automation are discussed. Advisors/Committee Members: Dmitri Poltavski.

Subjects/Keywords: Accommodation; Automation; EEG; Task Engagement; Vergence

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APA (6^th Edition):

Bernhardt, K. A. (2020). The Effects Of Modulating Accommodative-Vergence Stress Within The Context Of Operator Performance On Automated System Tasks. (Doctoral Dissertation). University of North Dakota. Retrieved from https://commons.und.edu/theses/3256

Chicago Manual of Style (16^th Edition):

Bernhardt, Kyle Anthony. “The Effects Of Modulating Accommodative-Vergence Stress Within The Context Of Operator Performance On Automated System Tasks.” 2020. Doctoral Dissertation, University of North Dakota. Accessed April 10, 2021. https://commons.und.edu/theses/3256.

MLA Handbook (7^th Edition):

Bernhardt, Kyle Anthony. “The Effects Of Modulating Accommodative-Vergence Stress Within The Context Of Operator Performance On Automated System Tasks.” 2020. Web. 10 Apr 2021.

Vancouver:

Bernhardt KA. The Effects Of Modulating Accommodative-Vergence Stress Within The Context Of Operator Performance On Automated System Tasks. [Internet] [Doctoral dissertation]. University of North Dakota; 2020. [cited 2021 Apr 10]. Available from: https://commons.und.edu/theses/3256.

Council of Science Editors:

Bernhardt KA. The Effects Of Modulating Accommodative-Vergence Stress Within The Context Of Operator Performance On Automated System Tasks. [Doctoral Dissertation]. University of North Dakota; 2020. Available from: https://commons.und.edu/theses/3256

RMIT University

5. Haire, J. The role of core affect dynamics on work task engagement.

Degree: 2018, RMIT University

URL: http://researchbank.rmit.edu.au/view/rmit:162381

► Work task engagement is an essential precursor to task outcomes and a contributor to overall performance during employment. Practitioners and researchers in psychology (specifically education)… (more)

Subjects/Keywords: Fields of Research; Core affect; Work Task Engagement; Task Challenge; Hedonic Tone Activation

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APA (6^th Edition):

Haire, J. (2018). The role of core affect dynamics on work task engagement. (Thesis). RMIT University. Retrieved from http://researchbank.rmit.edu.au/view/rmit:162381

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

Chicago Manual of Style (16^th Edition):

Haire, J. “The role of core affect dynamics on work task engagement.” 2018. Thesis, RMIT University. Accessed April 10, 2021. http://researchbank.rmit.edu.au/view/rmit:162381.

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

MLA Handbook (7^th Edition):

Haire, J. “The role of core affect dynamics on work task engagement.” 2018. Web. 10 Apr 2021.

Vancouver:

Haire J. The role of core affect dynamics on work task engagement. [Internet] [Thesis]. RMIT University; 2018. [cited 2021 Apr 10]. Available from: http://researchbank.rmit.edu.au/view/rmit:162381.

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

Council of Science Editors:

Haire J. The role of core affect dynamics on work task engagement. [Thesis]. RMIT University; 2018. Available from: http://researchbank.rmit.edu.au/view/rmit:162381

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

Washington State University

6. [No author]. ESL learners' motivation and task engagement in technology enhanced language learning contexts .

Degree: 2012, Washington State University

URL: http://hdl.handle.net/2376/4277

► This dissertation includes two studies: 1) a pilot study on ESL reading motivation and reading task engagement and 2) a follow-up study on ESL motivation… (more)

Subjects/Keywords: English as a second language; Curriculum development; Educational technology; ESL; L2 Motivation; Reading engagement; Task development; Task engagement; Technology

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APA (6^th Edition):

author], [. (2012). ESL learners' motivation and task engagement in technology enhanced language learning contexts . (Thesis). Washington State University. Retrieved from http://hdl.handle.net/2376/4277

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

Chicago Manual of Style (16^th Edition):

author], [No. “ESL learners' motivation and task engagement in technology enhanced language learning contexts .” 2012. Thesis, Washington State University. Accessed April 10, 2021. http://hdl.handle.net/2376/4277.

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

MLA Handbook (7^th Edition):

author], [No. “ESL learners' motivation and task engagement in technology enhanced language learning contexts .” 2012. Web. 10 Apr 2021.

Vancouver:

author] [. ESL learners' motivation and task engagement in technology enhanced language learning contexts . [Internet] [Thesis]. Washington State University; 2012. [cited 2021 Apr 10]. Available from: http://hdl.handle.net/2376/4277.

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

Council of Science Editors:

author] [. ESL learners' motivation and task engagement in technology enhanced language learning contexts . [Thesis]. Washington State University; 2012. Available from: http://hdl.handle.net/2376/4277

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

University of Oregon

7. Guerreiro, Meg. The Impact of a Technology-enhanced Math Performance Task on Student Cognitive Engagement in Mathematics.

Degree: PhD, Department of Educational Methodology, Policy, and Leadership, 2017, University of Oregon

URL: http://hdl.handle.net/1794/22627

► Technology may play a critical role in impacting student engagement, specifically within an assessment context. Using a mixed methods approach, I examined the relationship between… (more)

▼ Technology may play a critical role in impacting student engagement, specifically within an assessment context. Using a mixed methods approach, I examined the relationship between varying degrees of technology-enhancements applied in a mathematics performance task on the outcome of student cognitive engagement. Using a counterbalanced quasi-experimental design, I evaluated the impact of three performance task platforms on student self-reported cognitive engagement in from a sample of students in grades 6-8 in Oregon, Washington, and North Carolina (N = 450). The three performance task platforms (a) included technology-enhanced (technology-based including animation and interactivity), (b) technology-enabled (computer-based without including animation and interactivity), (c) and paper-and-pencil. The measure used for cognitive engagement (CE-S-DSP & SOS) was a hybrid of previously used self-reporting tools and showed preferable reliability for the overall score of cognitive engagement. The data were not able to be explored using a 5-factor confirmatory factory analysis, due to model fit limitations. Results from the between subjects analysis of variance and did not suggest a relationship between performance task platform (modality type) and student cognitive engagement. Qualitative interview data indicated that students preferred using technology to take tests and overall showed favorability for the technology-enhanced performance task, specifically the interactivity and animations to help visualize and work through the problem. Yet, despite the positive links to technology-enhancements, there were features of paper-and-pencil tasks that students appreciated such as the ability to navigate between the items and the ability to take notes. Results indicated that just putting tests on computers may not be enough and technological affordance should be purposefully implemented. Findings from this study can help inform future use of platform type, technological enhancements employed, and strategies for technology use within an assessment context. Advisors/Committee Members: Scalise, Kathleen (advisor).

Subjects/Keywords: Assessment modality; Educational technology; Engagement; Mathematics Assessment; Performance task; Technological enhancements

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APA (6^th Edition):

Guerreiro, M. (2017). The Impact of a Technology-enhanced Math Performance Task on Student Cognitive Engagement in Mathematics. (Doctoral Dissertation). University of Oregon. Retrieved from http://hdl.handle.net/1794/22627

Chicago Manual of Style (16^th Edition):

Guerreiro, Meg. “The Impact of a Technology-enhanced Math Performance Task on Student Cognitive Engagement in Mathematics.” 2017. Doctoral Dissertation, University of Oregon. Accessed April 10, 2021. http://hdl.handle.net/1794/22627.

MLA Handbook (7^th Edition):

Guerreiro, Meg. “The Impact of a Technology-enhanced Math Performance Task on Student Cognitive Engagement in Mathematics.” 2017. Web. 10 Apr 2021.

Vancouver:

Guerreiro M. The Impact of a Technology-enhanced Math Performance Task on Student Cognitive Engagement in Mathematics. [Internet] [Doctoral dissertation]. University of Oregon; 2017. [cited 2021 Apr 10]. Available from: http://hdl.handle.net/1794/22627.

Council of Science Editors:

Guerreiro M. The Impact of a Technology-enhanced Math Performance Task on Student Cognitive Engagement in Mathematics. [Doctoral Dissertation]. University of Oregon; 2017. Available from: http://hdl.handle.net/1794/22627

Delft University of Technology

8. Kim, Munyung (author). Enhancement of Air Traffic Controller's Task Engagement for Smooth Transition from Supervisory to Manual Control.

Degree: 2019, Delft University of Technology

URL: http://resolver.tudelft.nl/uuid:7fc69484-2c56-4811-9f20-5357bc8677c5

►

To meet the increasing demands of air traffic, automated systems have been introduced to help air traffic controllers cope with the increasing air traffic in… (more)

Subjects/Keywords: Air traffic control; Automation; Supervisory control; Task engagement; Situation Awareness

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APA (6^th Edition):

Kim, M. (. (2019). Enhancement of Air Traffic Controller's Task Engagement for Smooth Transition from Supervisory to Manual Control. (Masters Thesis). Delft University of Technology. Retrieved from http://resolver.tudelft.nl/uuid:7fc69484-2c56-4811-9f20-5357bc8677c5

Chicago Manual of Style (16^th Edition):

Kim, Munyung (author). “Enhancement of Air Traffic Controller's Task Engagement for Smooth Transition from Supervisory to Manual Control.” 2019. Masters Thesis, Delft University of Technology. Accessed April 10, 2021. http://resolver.tudelft.nl/uuid:7fc69484-2c56-4811-9f20-5357bc8677c5.

MLA Handbook (7^th Edition):

Kim, Munyung (author). “Enhancement of Air Traffic Controller's Task Engagement for Smooth Transition from Supervisory to Manual Control.” 2019. Web. 10 Apr 2021.

Vancouver:

Kim M(. Enhancement of Air Traffic Controller's Task Engagement for Smooth Transition from Supervisory to Manual Control. [Internet] [Masters thesis]. Delft University of Technology; 2019. [cited 2021 Apr 10]. Available from: http://resolver.tudelft.nl/uuid:7fc69484-2c56-4811-9f20-5357bc8677c5.

Council of Science Editors:

Kim M(. Enhancement of Air Traffic Controller's Task Engagement for Smooth Transition from Supervisory to Manual Control. [Masters Thesis]. Delft University of Technology; 2019. Available from: http://resolver.tudelft.nl/uuid:7fc69484-2c56-4811-9f20-5357bc8677c5

University of Texas – Austin

9. Crandall, Jason Robert. Clickers and classroom engagement : the impact of audience response systems on student attentiveness and engagement.

Degree: MA, Educational Psychology, 2011, University of Texas – Austin

URL: http://hdl.handle.net/2152/ETD-UT-2011-05-2849

► Student engagement is a critical component of effective classroom instruction. Many socio-constructive pedagogies, including active learning and peer instruction, depend upon students not only paying… (more)

Subjects/Keywords: Clicker; Classroom response systems; Engagement; Attentiveness; Dual-task

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APA (6^th Edition):

Crandall, J. R. (2011). Clickers and classroom engagement : the impact of audience response systems on student attentiveness and engagement. (Masters Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/ETD-UT-2011-05-2849

Chicago Manual of Style (16^th Edition):

Crandall, Jason Robert. “Clickers and classroom engagement : the impact of audience response systems on student attentiveness and engagement.” 2011. Masters Thesis, University of Texas – Austin. Accessed April 10, 2021. http://hdl.handle.net/2152/ETD-UT-2011-05-2849.

MLA Handbook (7^th Edition):

Crandall, Jason Robert. “Clickers and classroom engagement : the impact of audience response systems on student attentiveness and engagement.” 2011. Web. 10 Apr 2021.

Vancouver:

Crandall JR. Clickers and classroom engagement : the impact of audience response systems on student attentiveness and engagement. [Internet] [Masters thesis]. University of Texas – Austin; 2011. [cited 2021 Apr 10]. Available from: http://hdl.handle.net/2152/ETD-UT-2011-05-2849.

Council of Science Editors:

Crandall JR. Clickers and classroom engagement : the impact of audience response systems on student attentiveness and engagement. [Masters Thesis]. University of Texas – Austin; 2011. Available from: http://hdl.handle.net/2152/ETD-UT-2011-05-2849

10. Varli, Abdo. Att ha “kul” på arbetsplatsen: innovativt eller barnsligt? : En kvalitativ studie gällande anställdas och chefers inställning till att ha “kul” på arbetsplatsen.

Degree: Business Studies, 2020, Södertörn University

URL: http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-41069

►

Purpose: The aim of this study is to get a better understanding on how employees within the restaurant and accountant business view different types… (more)

▼

Purpose: The aim of this study is to get a better understanding on how employees within the restaurant and accountant business view different types of ”fun” at the workplace. The aim is to clarify what effects the different types of fun have to the work performance from a managers point of view. The study is also intended to explore what similarities and differences there are between employees and managers view of workplace fun, but also to see if the restaurant and accountant businesses distinguish from each other. Theory: In the beginning there will be statements from employees and managers point of view of workplace fun. Thereafter, the theoretical reference framework will be described based on employees and managers-controlled activities where previous research presents concepts to clarify and emphasize these activities. At last the effects that contribute to work performance as a result from having fun at the workplace will be described. Theoretical reference framework emphasizes the different businesses impact on having fun. Method: A qualitative method with a deductive approach has been used based on theoretical research and this was implemented in practicality through semi-structured interviews that later were collected as data. The people that got interviewed were both employees and managers within the restaurant and accountant business. The study applies a comfort selection. Conclusion: The conclusion of the study shows that both managers and employees consider having fun at the workplace to be important and that employee-controlled activities are more appreciated. The manager-controlled activities were more preferred amongst employees within the restaurant business rather than employees from the accountant business. However, it was shown that managers from both businesses consider the opposite regarding managers-controlled activities.

Syfte: Det övergripande syftet med denna studie är att få en djupare förståelse för hur anställda inom restaurang- och revisionsbranschen upplever olika typer av “kul” på arbetsplatsen. Till syftet hör att klargöra vilka effekter dessa olika typer av kul har till arbetet ur chefernas perspektiv. Studien ämnar även att undersöka vilka likheter och olikheter som finns mellan anställda och chefer i dessa avseenden samt hur detta skiljer sig åt mellan restaurang- och revisionsbranschen. Teoretisk referensram: Till en början följer en redogörelse över de anställdas respektive chefernas ställning till att ha kul på arbetsplatsen. Därefter redogör den teoretiska referensramen för en uppdelning på medarbetarstyrda samt chefsstyrda aktiviteter där tidigare forskning presenterar begrepp för att tydliggöra och belysa dessa aktiviteter. Vidare redogörs det även för effekter till arbetet som ett resultat av att ha kul på arbetet. Den teoretiska referensramen belyser även de olika branschernas påverkan på att ha kul.…

Subjects/Keywords: Fun; Engagement; Performance; Organic fun; Task fun; Managed fun; Kul; Engagemang; Prestation; Organic fun; Task fun; Managed fun; Business Administration; Företagsekonomi

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APA (6^th Edition):

Varli, A. (2020). Att ha “kul” på arbetsplatsen: innovativt eller barnsligt? : En kvalitativ studie gällande anställdas och chefers inställning till att ha “kul” på arbetsplatsen. (Thesis). Södertörn University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-41069

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

Chicago Manual of Style (16^th Edition):

Varli, Abdo. “Att ha “kul” på arbetsplatsen: innovativt eller barnsligt? : En kvalitativ studie gällande anställdas och chefers inställning till att ha “kul” på arbetsplatsen.” 2020. Thesis, Södertörn University. Accessed April 10, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-41069.

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

MLA Handbook (7^th Edition):

Varli, Abdo. “Att ha “kul” på arbetsplatsen: innovativt eller barnsligt? : En kvalitativ studie gällande anställdas och chefers inställning till att ha “kul” på arbetsplatsen.” 2020. Web. 10 Apr 2021.

Vancouver:

Varli A. Att ha “kul” på arbetsplatsen: innovativt eller barnsligt? : En kvalitativ studie gällande anställdas och chefers inställning till att ha “kul” på arbetsplatsen. [Internet] [Thesis]. Södertörn University; 2020. [cited 2021 Apr 10]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-41069.

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

Council of Science Editors:

Varli A. Att ha “kul” på arbetsplatsen: innovativt eller barnsligt? : En kvalitativ studie gällande anställdas och chefers inställning till att ha “kul” på arbetsplatsen. [Thesis]. Södertörn University; 2020. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-41069

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

George Mason University

11. Glassman, Sarah Jane. The Relationship between Observed Task Characteristics and the Pattern of Seventh Grade Students' Situational Engagement during a Science Unit .

Degree: 2016, George Mason University

URL: http://hdl.handle.net/1920/10569

► Student engagement is an important aspect of teaching and learning. Traditionally, engagement has been measured as a static trait. This study measured engagement as a… (more)

Subjects/Keywords: Science education; Middle school education; instruction; science education; Self-Determination Theory; situational engagement; student engagement; task

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APA (6^th Edition):

Glassman, S. J. (2016). The Relationship between Observed Task Characteristics and the Pattern of Seventh Grade Students' Situational Engagement during a Science Unit . (Thesis). George Mason University. Retrieved from http://hdl.handle.net/1920/10569

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

Chicago Manual of Style (16^th Edition):

Glassman, Sarah Jane. “The Relationship between Observed Task Characteristics and the Pattern of Seventh Grade Students' Situational Engagement during a Science Unit .” 2016. Thesis, George Mason University. Accessed April 10, 2021. http://hdl.handle.net/1920/10569.

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

MLA Handbook (7^th Edition):

Glassman, Sarah Jane. “The Relationship between Observed Task Characteristics and the Pattern of Seventh Grade Students' Situational Engagement during a Science Unit .” 2016. Web. 10 Apr 2021.

Vancouver:

Glassman SJ. The Relationship between Observed Task Characteristics and the Pattern of Seventh Grade Students' Situational Engagement during a Science Unit . [Internet] [Thesis]. George Mason University; 2016. [cited 2021 Apr 10]. Available from: http://hdl.handle.net/1920/10569.

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

Council of Science Editors:

Glassman SJ. The Relationship between Observed Task Characteristics and the Pattern of Seventh Grade Students' Situational Engagement during a Science Unit . [Thesis]. George Mason University; 2016. Available from: http://hdl.handle.net/1920/10569

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

KTH

12. Bergman, Gustav. Visualizing time-on-task in second language learning : A case study.

Degree: Electrical Engineering and Computer Science (EECS), 2019, KTH

URL: http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-259556

►

With globally increased migration and mobility between countries, it has become critical for many people to learn to speak a second language. The focus… (more)

▼

With globally increased migration and mobility between countries, it has become critical for many people to learn to speak a second language. The focus of this study is on adult migrant language learners that are learning a second language of the host country on the side of their working life. This study aims to support learners in their second language acquisition outside classrooms settings. In particular, it explores how the use of a specially designed application aimed at helping learners to keep track on how much time they spend on studying a second language affects their engagement and motivation to continue study the target language. To support migrant learners keeping track of the time spent on language learning activities (e.g., speaking, writing, reading and listening), a web-based application, the TimeTracker App, accessible through users’ mobile device has been developed by the researcher and offered to the learners. Participants in this study used the application for around two weeks. A mixed method approach was employed: data was collected through semi-structured interviews and by extracting log data from the application’s database. Interview data was analysed by means of a conventional content analysis and log data by using descriptive statistics. Overall, the study’s results show that the use of the TimeTracker App enabled the respondents to feel more aware of how much time they spent on their studies, and inspired them to devote more time to study the target language compared to before using the application. The findings suggest that migrant learners become more motivated and engaged in their second language learning when using the application.

Globalt ökad migration och rörlighet mellan länder har gjort det kritiskt för många att lära sig att tala ett andraspråk. Denna studie fokuserar på arbetande migranter som lär sig ett andraspråk vid sidan av sitt arbetsliv. Studien syftar till att stödja de studerande i sitt lärande av ett andraspråk utanför klassrummet. I synnerhet undersöker den hur användningen av en speciellt utformad applikation som syftar till att hjälpa eleverna att hålla reda på hur mycket tid de spenderar på att studera ett andraspråk påverkar deras engagemang och motivation för att fortsätta studera målspråket. För att hjälpa studerande migranter hålla reda på den tid som spenderas på språkinlärning (t ex att tala, skriva, läsa och lyssna) har en webbaserad applikation, TimeTracker App, som är tillgänglig via användarnas mobiltelefon, utvecklats av författaren och erbjudits till eleverna. Deltagarna i denna studie använde applikationen i cirka två veckor. En blandad metod användes: data samlades in genom halvstrukturerade intervjuer och genom att extrahera loggdata från applikationsdatabasen. Intervjudata analyserades med hjälp av en konventionell innehållsanalys och loggdata med hjälp av beskrivande statistik. Sammantaget visar studiens resultat att användningen av TimeTracker App gjorde det möjligt för respondenterna att bli mer medvetna om hur mycket tid de spenderade…

Subjects/Keywords: second language learning; engagement; motivation; time-on-task; learning analytics; mobile learningsecond language learning; engagement; motivation; time-on-task; learning analytics; mobile learning; Computer and Information Sciences; Data- och informationsvetenskap

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

APA (6^th Edition):

Bergman, G. (2019). Visualizing time-on-task in second language learning : A case study. (Thesis). KTH. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-259556

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

Chicago Manual of Style (16^th Edition):

Bergman, Gustav. “Visualizing time-on-task in second language learning : A case study.” 2019. Thesis, KTH. Accessed April 10, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-259556.

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

MLA Handbook (7^th Edition):

Bergman, Gustav. “Visualizing time-on-task in second language learning : A case study.” 2019. Web. 10 Apr 2021.

Vancouver:

Bergman G. Visualizing time-on-task in second language learning : A case study. [Internet] [Thesis]. KTH; 2019. [cited 2021 Apr 10]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-259556.

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

Council of Science Editors:

Bergman G. Visualizing time-on-task in second language learning : A case study. [Thesis]. KTH; 2019. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-259556

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

Northeastern University

13. Wallace, Ashley Kathleen. The effects on task-engagement and staff-assistance on students with emotional disabilities through the use of choice-making for academic tasks.

Degree: MS, Department of Counseling and Applied Educational Psychology, 2013, Northeastern University

URL: http://hdl.handle.net/2047/d20003305

► Choice-making is an essential developmental skill which has been shown to increase adaptive behaviors and decrease maladaptive behaviors. One adaptive behavior that has been studied… (more)

Subjects/Keywords: Academics; Behavior; Choice-making; Disabilities; Emotional; Task-engagement; Applied Behavior Analysis; Counseling Psychology

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APA (6^th Edition):

Wallace, A. K. (2013). The effects on task-engagement and staff-assistance on students with emotional disabilities through the use of choice-making for academic tasks. (Masters Thesis). Northeastern University. Retrieved from http://hdl.handle.net/2047/d20003305

Chicago Manual of Style (16^th Edition):

Wallace, Ashley Kathleen. “The effects on task-engagement and staff-assistance on students with emotional disabilities through the use of choice-making for academic tasks.” 2013. Masters Thesis, Northeastern University. Accessed April 10, 2021. http://hdl.handle.net/2047/d20003305.

MLA Handbook (7^th Edition):

Wallace, Ashley Kathleen. “The effects on task-engagement and staff-assistance on students with emotional disabilities through the use of choice-making for academic tasks.” 2013. Web. 10 Apr 2021.

Vancouver:

Wallace AK. The effects on task-engagement and staff-assistance on students with emotional disabilities through the use of choice-making for academic tasks. [Internet] [Masters thesis]. Northeastern University; 2013. [cited 2021 Apr 10]. Available from: http://hdl.handle.net/2047/d20003305.

Council of Science Editors:

Wallace AK. The effects on task-engagement and staff-assistance on students with emotional disabilities through the use of choice-making for academic tasks. [Masters Thesis]. Northeastern University; 2013. Available from: http://hdl.handle.net/2047/d20003305

Northeastern University

14. Paredes, Jessica. Increasing independent task engagement in an individual with autism.

Degree: MS, Department of Counseling and Applied Educational Psychology, 2012, Northeastern University

URL: http://hdl.handle.net/2047/d20002627

► A systematic replication of previous research by Leif et el (2008) evaluated the effects of prompts and DRA components on appropriate independent task engagement in… (more)

Subjects/Keywords: behavioral sciences; automatic reinforcement; stereotypy; task engagement; Behavioral Disciplines and Activities; Psychology

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APA (6^th Edition):

Paredes, J. (2012). Increasing independent task engagement in an individual with autism. (Masters Thesis). Northeastern University. Retrieved from http://hdl.handle.net/2047/d20002627

Chicago Manual of Style (16^th Edition):

Paredes, Jessica. “Increasing independent task engagement in an individual with autism.” 2012. Masters Thesis, Northeastern University. Accessed April 10, 2021. http://hdl.handle.net/2047/d20002627.

MLA Handbook (7^th Edition):

Paredes, Jessica. “Increasing independent task engagement in an individual with autism.” 2012. Web. 10 Apr 2021.

Vancouver:

Paredes J. Increasing independent task engagement in an individual with autism. [Internet] [Masters thesis]. Northeastern University; 2012. [cited 2021 Apr 10]. Available from: http://hdl.handle.net/2047/d20002627.

Council of Science Editors:

Paredes J. Increasing independent task engagement in an individual with autism. [Masters Thesis]. Northeastern University; 2012. Available from: http://hdl.handle.net/2047/d20002627

Harvard University

15. Mason, Alexandra. Is There a Correlation Between the Level of Group Diversity and the Level of Creativity in the Group?.

Degree: ALM, 2019, Harvard University

URL: http://nrs.harvard.edu/urn-3:HUL.InstRepos:42006712

►

This study investigates the relationship between different levels of diversity and group creativity by examining the correlation between individual creativity and group creativity, functional and… (more)

Subjects/Keywords: group creativity; diversity; functional diversity; demographic diversity; Big Five personality; task engagement

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APA (6^th Edition):

Mason, A. (2019). Is There a Correlation Between the Level of Group Diversity and the Level of Creativity in the Group?. (Masters Thesis). Harvard University. Retrieved from http://nrs.harvard.edu/urn-3:HUL.InstRepos:42006712

Chicago Manual of Style (16^th Edition):

Mason, Alexandra. “Is There a Correlation Between the Level of Group Diversity and the Level of Creativity in the Group?.” 2019. Masters Thesis, Harvard University. Accessed April 10, 2021. http://nrs.harvard.edu/urn-3:HUL.InstRepos:42006712.

MLA Handbook (7^th Edition):

Mason, Alexandra. “Is There a Correlation Between the Level of Group Diversity and the Level of Creativity in the Group?.” 2019. Web. 10 Apr 2021.

Vancouver:

Mason A. Is There a Correlation Between the Level of Group Diversity and the Level of Creativity in the Group?. [Internet] [Masters thesis]. Harvard University; 2019. [cited 2021 Apr 10]. Available from: http://nrs.harvard.edu/urn-3:HUL.InstRepos:42006712.

Council of Science Editors:

Mason A. Is There a Correlation Between the Level of Group Diversity and the Level of Creativity in the Group?. [Masters Thesis]. Harvard University; 2019. Available from: http://nrs.harvard.edu/urn-3:HUL.InstRepos:42006712

University of Georgia

16. Goodroe, Joseph Turner. Teacher perspectives of contextual teaching and learning with respect to student engagement.

Degree: 2014, University of Georgia

URL: http://hdl.handle.net/10724/26329

► This qualitative dissertation was a phenomenological study of four Georgia high school teachers that examined their perceptions of contextual teaching and learning (CTL) and the… (more)

Subjects/Keywords: Authentic learning task; Communities of practice; Constructivism; Contextual teaching and learning; Situated learning; Student engagement

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

APA (6^th Edition):

Goodroe, J. T. (2014). Teacher perspectives of contextual teaching and learning with respect to student engagement. (Thesis). University of Georgia. Retrieved from http://hdl.handle.net/10724/26329

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

Chicago Manual of Style (16^th Edition):

Goodroe, Joseph Turner. “Teacher perspectives of contextual teaching and learning with respect to student engagement.” 2014. Thesis, University of Georgia. Accessed April 10, 2021. http://hdl.handle.net/10724/26329.

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

MLA Handbook (7^th Edition):

Goodroe, Joseph Turner. “Teacher perspectives of contextual teaching and learning with respect to student engagement.” 2014. Web. 10 Apr 2021.

Vancouver:

Goodroe JT. Teacher perspectives of contextual teaching and learning with respect to student engagement. [Internet] [Thesis]. University of Georgia; 2014. [cited 2021 Apr 10]. Available from: http://hdl.handle.net/10724/26329.

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

Council of Science Editors:

Goodroe JT. Teacher perspectives of contextual teaching and learning with respect to student engagement. [Thesis]. University of Georgia; 2014. Available from: http://hdl.handle.net/10724/26329

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

University of Toronto

17. Risteska, Martina. Exploration of naturalistic driving data: Development of distracted driver behaviour models.

Degree: 2018, University of Toronto

URL: http://hdl.handle.net/1807/91608

►

Distraction is detrimental to traffic safety. This thesis provides insights into distracted driving behaviours through two research objectives explored on naturalistic driving data: 1) distraction… (more)

Subjects/Keywords: Distracted Driving; Driver Behaviour Models; Environmental Demands; Naturalistic Driving Data; NEST Dataset; Secondary Task Engagement; 0546

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

APA (6^th Edition):

Risteska, M. (2018). Exploration of naturalistic driving data: Development of distracted driver behaviour models. (Masters Thesis). University of Toronto. Retrieved from http://hdl.handle.net/1807/91608

Chicago Manual of Style (16^th Edition):

Risteska, Martina. “Exploration of naturalistic driving data: Development of distracted driver behaviour models.” 2018. Masters Thesis, University of Toronto. Accessed April 10, 2021. http://hdl.handle.net/1807/91608.

MLA Handbook (7^th Edition):

Risteska, Martina. “Exploration of naturalistic driving data: Development of distracted driver behaviour models.” 2018. Web. 10 Apr 2021.

Vancouver:

Risteska M. Exploration of naturalistic driving data: Development of distracted driver behaviour models. [Internet] [Masters thesis]. University of Toronto; 2018. [cited 2021 Apr 10]. Available from: http://hdl.handle.net/1807/91608.

Council of Science Editors:

Risteska M. Exploration of naturalistic driving data: Development of distracted driver behaviour models. [Masters Thesis]. University of Toronto; 2018. Available from: http://hdl.handle.net/1807/91608

University of Wollongong

18. Morrissey, Peter Edward. Investigating how an authentic task can promote student engagement when learning about Australian history.

Degree: Doctor of Education, 2014, University of Wollongong

URL: ; https://ro.uow.edu.au/theses/4166

► The importance of learning about National history has been well recognised and has led to public debate about the content and how it should… (more)

▼ The importance of learning about National history has been well recognised and has led to public debate about the content and how it should be presented to students. A perceived lack of student engagement with history has led to suggestions that a change in classroom pedagogy from teacher to student-centred activities is warranted. This study investigated the research problem of defining design principles to assist teachers in motivating and engaging students in the study of Australian History through the use of technology to support authentic tasks. The study employed a design-based research (DBR) approach to investigate how an authentic task that involved students utilising a web site resource to research the story of a WW1 soldier, could engage and motivate high school History students. The intervention was implemented with Year 9 students in an Australian regional high school. The investigation examined the design principles, student processes and the teacher’s role in the delivery and completion of a student-centred, technology-based, authentic task. The study involved three iterative cycles of investigation during a period of three consecutive years at the same school with different students and teachers being involved each year. The study was conducted using qualitative methods within a design-based research framework. The sources of data were classroom observations and post-activity structured interviews with teachers and representative samples of students. The data collected was analysed using a constant comparative method to determine themes and issues related to the implemented solution. Three questions guided the investigation. (1) What are the critical principles applicable to the design of a technology-based authentic task, which will interest motivate and engage students in the study of Australian History? (2) What processes do students engage in when completing an authentic historical task using a technology-based learning resource? (3) How do teachers facilitate the use of a complex and sustained technology-based task in their history classes and what is their perception of improved learning outcomes for students? This study showed that authentic activities can motivate and engage students when learning about Australian History. The motivation and engagement of students was consistent across the three iterations despite the differing circumstances applying in each classroom situation. Eleven Design Principles to guide educators in planning authentic activities were derived from this research and are listed …

Subjects/Keywords: Authentic task; student engagement; Australian history; World War One; design-based research; student-centred; design principles; technology

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APA (6^th Edition):

Morrissey, P. E. (2014). Investigating how an authentic task can promote student engagement when learning about Australian history. (Doctoral Dissertation). University of Wollongong. Retrieved from ; https://ro.uow.edu.au/theses/4166

Chicago Manual of Style (16^th Edition):

Morrissey, Peter Edward. “Investigating how an authentic task can promote student engagement when learning about Australian history.” 2014. Doctoral Dissertation, University of Wollongong. Accessed April 10, 2021. ; https://ro.uow.edu.au/theses/4166.

MLA Handbook (7^th Edition):

Morrissey, Peter Edward. “Investigating how an authentic task can promote student engagement when learning about Australian history.” 2014. Web. 10 Apr 2021.

Vancouver:

Morrissey PE. Investigating how an authentic task can promote student engagement when learning about Australian history. [Internet] [Doctoral dissertation]. University of Wollongong; 2014. [cited 2021 Apr 10]. Available from: ; https://ro.uow.edu.au/theses/4166.

Council of Science Editors:

Morrissey PE. Investigating how an authentic task can promote student engagement when learning about Australian history. [Doctoral Dissertation]. University of Wollongong; 2014. Available from: ; https://ro.uow.edu.au/theses/4166

Arizona State University

19. Miller, Jessica Ann. Involve Me! Using Developmentally Appropriate Practices to Support a Rigorous Kindergarten Program: The Effects on Engagement and Attitude.

Degree: Leadership and Innovation, 2019, Arizona State University

URL: http://repository.asu.edu/items/55472

► Chi and Wylie’s (2014) Interactive Constructive Active Passive Framework (ICAP) was used as the foundation of a teacher led intervention using small group instruction with… (more)

Subjects/Keywords: Elementary education; Early childhood education; Education; Engagement; Kindergarten; Manipulatives; Mathematics; Small Group instruction; Time-on-Task

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APA (6^th Edition):

Miller, J. A. (2019). Involve Me! Using Developmentally Appropriate Practices to Support a Rigorous Kindergarten Program: The Effects on Engagement and Attitude. (Doctoral Dissertation). Arizona State University. Retrieved from http://repository.asu.edu/items/55472

Chicago Manual of Style (16^th Edition):

Miller, Jessica Ann. “Involve Me! Using Developmentally Appropriate Practices to Support a Rigorous Kindergarten Program: The Effects on Engagement and Attitude.” 2019. Doctoral Dissertation, Arizona State University. Accessed April 10, 2021. http://repository.asu.edu/items/55472.

MLA Handbook (7^th Edition):

Miller, Jessica Ann. “Involve Me! Using Developmentally Appropriate Practices to Support a Rigorous Kindergarten Program: The Effects on Engagement and Attitude.” 2019. Web. 10 Apr 2021.

Vancouver:

Miller JA. Involve Me! Using Developmentally Appropriate Practices to Support a Rigorous Kindergarten Program: The Effects on Engagement and Attitude. [Internet] [Doctoral dissertation]. Arizona State University; 2019. [cited 2021 Apr 10]. Available from: http://repository.asu.edu/items/55472.

Council of Science Editors:

Miller JA. Involve Me! Using Developmentally Appropriate Practices to Support a Rigorous Kindergarten Program: The Effects on Engagement and Attitude. [Doctoral Dissertation]. Arizona State University; 2019. Available from: http://repository.asu.edu/items/55472

East Tennessee State University

20. Almutairi, Naif. Effects of the MotivAider and Self-Monitoring to Increase On-Task Behavior for Students with Attention Deficit Hyperactivity Disorder.

Degree: M.Ed. (Master of Education), Special Education, 2017, East Tennessee State University

URL: https://dc.etsu.edu/etd/3343

► The following study compared the use of the MotivAider as a self-monitoring tactile device between an elementary age student with ADHD and his teacher… (more)

Subjects/Keywords: ADHD; self-monitoring; Motivaider; On-Task behavior; student with disabilities; academic engagement; Special Education and Teaching

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APA (6^th Edition):

Almutairi, N. (2017). Effects of the MotivAider and Self-Monitoring to Increase On-Task Behavior for Students with Attention Deficit Hyperactivity Disorder. (Thesis). East Tennessee State University. Retrieved from https://dc.etsu.edu/etd/3343

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

Chicago Manual of Style (16^th Edition):

Almutairi, Naif. “Effects of the MotivAider and Self-Monitoring to Increase On-Task Behavior for Students with Attention Deficit Hyperactivity Disorder.” 2017. Thesis, East Tennessee State University. Accessed April 10, 2021. https://dc.etsu.edu/etd/3343.

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

MLA Handbook (7^th Edition):

Almutairi, Naif. “Effects of the MotivAider and Self-Monitoring to Increase On-Task Behavior for Students with Attention Deficit Hyperactivity Disorder.” 2017. Web. 10 Apr 2021.

Vancouver:

Almutairi N. Effects of the MotivAider and Self-Monitoring to Increase On-Task Behavior for Students with Attention Deficit Hyperactivity Disorder. [Internet] [Thesis]. East Tennessee State University; 2017. [cited 2021 Apr 10]. Available from: https://dc.etsu.edu/etd/3343.

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

Council of Science Editors:

Almutairi N. Effects of the MotivAider and Self-Monitoring to Increase On-Task Behavior for Students with Attention Deficit Hyperactivity Disorder. [Thesis]. East Tennessee State University; 2017. Available from: https://dc.etsu.edu/etd/3343

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

East Tennessee State University

21. Paolucci, Caitlin. Using Standing Desks on Students with ADHD to Determine Its Effects on Task Engagement in the Classroom.

Degree: M.Ed. (Master of Education), Special Education, 2020, East Tennessee State University

URL: https://dc.etsu.edu/etd/3737

► This study investigated the effects of a standing desk on academically engaged time during instruction. The study was conducted with two male students with… (more)

Subjects/Keywords: Single Subject; Attention Deficit Hyperactivity Disorder; ADHD; standing desks; on-task engagement; academically engaged time; Special Education and Teaching

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APA (6^th Edition):

Paolucci, C. (2020). Using Standing Desks on Students with ADHD to Determine Its Effects on Task Engagement in the Classroom. (Thesis). East Tennessee State University. Retrieved from https://dc.etsu.edu/etd/3737

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

Chicago Manual of Style (16^th Edition):

Paolucci, Caitlin. “Using Standing Desks on Students with ADHD to Determine Its Effects on Task Engagement in the Classroom.” 2020. Thesis, East Tennessee State University. Accessed April 10, 2021. https://dc.etsu.edu/etd/3737.

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

MLA Handbook (7^th Edition):

Paolucci, Caitlin. “Using Standing Desks on Students with ADHD to Determine Its Effects on Task Engagement in the Classroom.” 2020. Web. 10 Apr 2021.

Vancouver:

Paolucci C. Using Standing Desks on Students with ADHD to Determine Its Effects on Task Engagement in the Classroom. [Internet] [Thesis]. East Tennessee State University; 2020. [cited 2021 Apr 10]. Available from: https://dc.etsu.edu/etd/3737.

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

Council of Science Editors:

Paolucci C. Using Standing Desks on Students with ADHD to Determine Its Effects on Task Engagement in the Classroom. [Thesis]. East Tennessee State University; 2020. Available from: https://dc.etsu.edu/etd/3737

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

University of Georgia

22. Thomas, Christopher Howell. Clarifying the concept of work engagement.

Degree: 2014, University of Georgia

URL: http://hdl.handle.net/10724/23540

► Work engagement has been used to describe the extent to which employees devote themselves and their full energies to work related endeavors. Although engagement is… (more)

Subjects/Keywords: Employee Engagement; Scale Development; Confirmatory Factor Analysis; Meaningfulness; Psychological Safety; Availability; Contextual Performance; Task Performance; Role Innovation

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APA (6^th Edition):

Thomas, C. H. (2014). Clarifying the concept of work engagement. (Thesis). University of Georgia. Retrieved from http://hdl.handle.net/10724/23540

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

Chicago Manual of Style (16^th Edition):

Thomas, Christopher Howell. “Clarifying the concept of work engagement.” 2014. Thesis, University of Georgia. Accessed April 10, 2021. http://hdl.handle.net/10724/23540.

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

MLA Handbook (7^th Edition):

Thomas, Christopher Howell. “Clarifying the concept of work engagement.” 2014. Web. 10 Apr 2021.

Vancouver:

Thomas CH. Clarifying the concept of work engagement. [Internet] [Thesis]. University of Georgia; 2014. [cited 2021 Apr 10]. Available from: http://hdl.handle.net/10724/23540.

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

Council of Science Editors:

Thomas CH. Clarifying the concept of work engagement. [Thesis]. University of Georgia; 2014. Available from: http://hdl.handle.net/10724/23540

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

Virginia Tech

23. Gozali, Tsofit. Montessori-Based Activities for Persons With Dementia:Effects on Engagement and Affect.

Degree: MS, Human Development, 2002, Virginia Tech

URL: http://hdl.handle.net/10919/32737

► This study focuses on the importance of activity as an intervention with persons with dementia. Continuity theory serves as a general guide, along with… (more)

▼ This study focuses on the importance of activity as an intervention with persons with dementia. Continuity theory serves as a general guide, along with research on leisure in later life and the theory of personhood in dementia, to explain the importance of engaging persons with dementia in activities. Implementing purposeful activities with persons with dementia has been demonstrated to reduce boredom and agitated behavior and to maximize the functional abilities of the individual. The important role of task analysis and adaptation of the activity to personal needs (motor, psychological, social) and past interests of the individual is central to the study, which utilizes meaningful activities as suggested in the literature from the field of occupational therapy. The current study addresses specific principles of activity for persons with dementia and applies a well-established educational philosophy from the field of child development to this population. Previous research has demonstrated that Montessori activities, modified for use with persons with dementia, can facilitate positive engagement and affect. Montessori-based activities were incorporated in a model of well-being in dementia (Coppola, 1998; Hasselkus, 1998), conducted in small parallel group settings, (i.e., referred to a group of individuals situated together but individually completing the same task), included a verbal approach to facilitating meaning of the activities. The amount and type of engagement and affect were compared during Montessori-based activities and regularly scheduled activities of 10 older adults with dementia at a university-based adult day service. Significantly higher levels of constructive engagement (motor or verbal response to activity) and lower levels of non-engagement (sleeping, staring into space) were exhibited during Montessori-activities compared to regular activities. Principles of activities for persons with dementia along with principles of the Montessori-based program are presented. Methodological modifications are suggested, and implications for research and practice are discussed. Advisors/Committee Members: Jarrott, Shannon E. (committeechair), Blieszner, Rosemary (committee member), Mancini, Jay A. (committee member).

Subjects/Keywords: meaningful activities; well-being; task analysis; engagement; dementia

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APA (6^th Edition):

Gozali, T. (2002). Montessori-Based Activities for Persons With Dementia:Effects on Engagement and Affect. (Masters Thesis). Virginia Tech. Retrieved from http://hdl.handle.net/10919/32737

Chicago Manual of Style (16^th Edition):

Gozali, Tsofit. “Montessori-Based Activities for Persons With Dementia:Effects on Engagement and Affect.” 2002. Masters Thesis, Virginia Tech. Accessed April 10, 2021. http://hdl.handle.net/10919/32737.

MLA Handbook (7^th Edition):

Gozali, Tsofit. “Montessori-Based Activities for Persons With Dementia:Effects on Engagement and Affect.” 2002. Web. 10 Apr 2021.

Vancouver:

Gozali T. Montessori-Based Activities for Persons With Dementia:Effects on Engagement and Affect. [Internet] [Masters thesis]. Virginia Tech; 2002. [cited 2021 Apr 10]. Available from: http://hdl.handle.net/10919/32737.

Council of Science Editors:

Gozali T. Montessori-Based Activities for Persons With Dementia:Effects on Engagement and Affect. [Masters Thesis]. Virginia Tech; 2002. Available from: http://hdl.handle.net/10919/32737

York University

24. Roumenova Ianakieva, Iana. A Task Analysis of Therapeutic Engagement in a Professionally Facilitated Online Intervention for Young Couples Affected By Breast Cancer.

Degree: MA -MA, Psychology (Functional Area: Clinical Psychology), 2015, York University

URL: http://hdl.handle.net/10315/30677

► Engagement in online intervention, defined as the extent to which participants are involved in and attentive to the contents of the intervention, has been shown… (more)

Subjects/Keywords: Clinical psychology; breast cancer; online couple intervention; online intervention engagement; task analysis; facilitated intervention; dyadic coping; therapeutic alliance

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APA (6^th Edition):

Roumenova Ianakieva, I. (2015). A Task Analysis of Therapeutic Engagement in a Professionally Facilitated Online Intervention for Young Couples Affected By Breast Cancer. (Masters Thesis). York University. Retrieved from http://hdl.handle.net/10315/30677

Chicago Manual of Style (16^th Edition):

Roumenova Ianakieva, Iana. “A Task Analysis of Therapeutic Engagement in a Professionally Facilitated Online Intervention for Young Couples Affected By Breast Cancer.” 2015. Masters Thesis, York University. Accessed April 10, 2021. http://hdl.handle.net/10315/30677.

MLA Handbook (7^th Edition):

Roumenova Ianakieva, Iana. “A Task Analysis of Therapeutic Engagement in a Professionally Facilitated Online Intervention for Young Couples Affected By Breast Cancer.” 2015. Web. 10 Apr 2021.

Vancouver:

Roumenova Ianakieva I. A Task Analysis of Therapeutic Engagement in a Professionally Facilitated Online Intervention for Young Couples Affected By Breast Cancer. [Internet] [Masters thesis]. York University; 2015. [cited 2021 Apr 10]. Available from: http://hdl.handle.net/10315/30677.

Council of Science Editors:

Roumenova Ianakieva I. A Task Analysis of Therapeutic Engagement in a Professionally Facilitated Online Intervention for Young Couples Affected By Breast Cancer. [Masters Thesis]. York University; 2015. Available from: http://hdl.handle.net/10315/30677

25. LIU YUKUN. LET THE ENGAGED MIND WANDER A BIT: AN INTEGRATED EXAMINATION OF THE UNINTENDED COSTS OF WORK ENGAGEMENT AND THE NEGLECTED BENEFITS OF MIND WANDERING.

Degree: 2017, National University of Singapore

URL: http://scholarbank.nus.edu.sg/handle/10635/137194

Subjects/Keywords: work engagement; mind wandering; task performance; burnout; job satisfaction; life satisfaction

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APA (6^th Edition):

YUKUN, L. (2017). LET THE ENGAGED MIND WANDER A BIT: AN INTEGRATED EXAMINATION OF THE UNINTENDED COSTS OF WORK ENGAGEMENT AND THE NEGLECTED BENEFITS OF MIND WANDERING. (Thesis). National University of Singapore. Retrieved from http://scholarbank.nus.edu.sg/handle/10635/137194

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

Chicago Manual of Style (16^th Edition):

YUKUN, LIU. “LET THE ENGAGED MIND WANDER A BIT: AN INTEGRATED EXAMINATION OF THE UNINTENDED COSTS OF WORK ENGAGEMENT AND THE NEGLECTED BENEFITS OF MIND WANDERING.” 2017. Thesis, National University of Singapore. Accessed April 10, 2021. http://scholarbank.nus.edu.sg/handle/10635/137194.

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

MLA Handbook (7^th Edition):

YUKUN, LIU. “LET THE ENGAGED MIND WANDER A BIT: AN INTEGRATED EXAMINATION OF THE UNINTENDED COSTS OF WORK ENGAGEMENT AND THE NEGLECTED BENEFITS OF MIND WANDERING.” 2017. Web. 10 Apr 2021.

Vancouver:

YUKUN L. LET THE ENGAGED MIND WANDER A BIT: AN INTEGRATED EXAMINATION OF THE UNINTENDED COSTS OF WORK ENGAGEMENT AND THE NEGLECTED BENEFITS OF MIND WANDERING. [Internet] [Thesis]. National University of Singapore; 2017. [cited 2021 Apr 10]. Available from: http://scholarbank.nus.edu.sg/handle/10635/137194.

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

Council of Science Editors:

YUKUN L. LET THE ENGAGED MIND WANDER A BIT: AN INTEGRATED EXAMINATION OF THE UNINTENDED COSTS OF WORK ENGAGEMENT AND THE NEGLECTED BENEFITS OF MIND WANDERING. [Thesis]. National University of Singapore; 2017. Available from: http://scholarbank.nus.edu.sg/handle/10635/137194

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

26. Kenneally, Chad. The Effects of Optimism, Transformational Leadership, and Work Engagement on Work Outcomes: A Moderated Mediation Model.

Degree: MS, Psychology, 2020, Old Dominion University

URL: 9798607314392 ; https://digitalcommons.odu.edu/psychology_etds/346

► Optimism serves as a powerful resource that can help employees accomplish tasks at work and overcome challenges. However, there are still psychological connections that… (more)

Subjects/Keywords: Moderated mediation; Optimism; Task performance; Transformational leadership; Turnover intention; Work engagement; Industrial and Organizational Psychology; Organizational Behavior and Theory; Personality and Social Contexts

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APA (6^th Edition):

Kenneally, C. (2020). The Effects of Optimism, Transformational Leadership, and Work Engagement on Work Outcomes: A Moderated Mediation Model. (Thesis). Old Dominion University. Retrieved from 9798607314392 ; https://digitalcommons.odu.edu/psychology_etds/346

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

Chicago Manual of Style (16^th Edition):

Kenneally, Chad. “The Effects of Optimism, Transformational Leadership, and Work Engagement on Work Outcomes: A Moderated Mediation Model.” 2020. Thesis, Old Dominion University. Accessed April 10, 2021. 9798607314392 ; https://digitalcommons.odu.edu/psychology_etds/346.

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

MLA Handbook (7^th Edition):

Kenneally, Chad. “The Effects of Optimism, Transformational Leadership, and Work Engagement on Work Outcomes: A Moderated Mediation Model.” 2020. Web. 10 Apr 2021.

Vancouver:

Kenneally C. The Effects of Optimism, Transformational Leadership, and Work Engagement on Work Outcomes: A Moderated Mediation Model. [Internet] [Thesis]. Old Dominion University; 2020. [cited 2021 Apr 10]. Available from: 9798607314392 ; https://digitalcommons.odu.edu/psychology_etds/346.

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

Council of Science Editors:

Kenneally C. The Effects of Optimism, Transformational Leadership, and Work Engagement on Work Outcomes: A Moderated Mediation Model. [Thesis]. Old Dominion University; 2020. Available from: 9798607314392 ; https://digitalcommons.odu.edu/psychology_etds/346

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

University of Kentucky

27. Beitel, Caitlin E. Effects of Training Teachers to Use a Modified System of Least Prompts to Support Behaviors of Young Children.

Degree: 2015, University of Kentucky

URL: https://uknowledge.uky.edu/edsrc_etds/14

► There is much research conducted on training teachers to use the evidence-based teaching strategies known as system of least prompts. However, there is little research… (more)

Subjects/Keywords: Early Childhood Education; Fidelity of implementation; System of Least Prompts; Modified System of Least Prompts; On-task Engagement; Curriculum and Instruction; Educational Methods

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

APA (6^th Edition):

Beitel, C. E. (2015). Effects of Training Teachers to Use a Modified System of Least Prompts to Support Behaviors of Young Children. (Masters Thesis). University of Kentucky. Retrieved from https://uknowledge.uky.edu/edsrc_etds/14

Chicago Manual of Style (16^th Edition):

Beitel, Caitlin E. “Effects of Training Teachers to Use a Modified System of Least Prompts to Support Behaviors of Young Children.” 2015. Masters Thesis, University of Kentucky. Accessed April 10, 2021. https://uknowledge.uky.edu/edsrc_etds/14.

MLA Handbook (7^th Edition):

Beitel, Caitlin E. “Effects of Training Teachers to Use a Modified System of Least Prompts to Support Behaviors of Young Children.” 2015. Web. 10 Apr 2021.

Vancouver:

Beitel CE. Effects of Training Teachers to Use a Modified System of Least Prompts to Support Behaviors of Young Children. [Internet] [Masters thesis]. University of Kentucky; 2015. [cited 2021 Apr 10]. Available from: https://uknowledge.uky.edu/edsrc_etds/14.

Council of Science Editors:

Beitel CE. Effects of Training Teachers to Use a Modified System of Least Prompts to Support Behaviors of Young Children. [Masters Thesis]. University of Kentucky; 2015. Available from: https://uknowledge.uky.edu/edsrc_etds/14

28. Veiga, Dhayana Inthamoussu. Aprendizagem e engajamento como função de consequências para o desempenho de crianças em um programa de ensino individualizado de leitura.

Degree: 2014, Universidade Federal de São Carlos; Programa de Pós-Graduação em Psicologia – PPGPsi; UFSCar; BR

URL: https://repositorio.ufscar.br/handle/ufscar/5996

►

Financiadora de Estudos e Projetos

The individualized teaching program for elemental reading and writing skills Learning to Read and Write in Small Steps has been… (more)

▼

Financiadora de Estudos e Projetos

The individualized teaching program for elemental reading and writing skills Learning to Read and Write in Small Steps has been systematically developed and improved for the last 25 years. Anecdotal observations suggested a reduction on the engagement of children in the program, indicating need to study motivational‟ variables in this context. The purpose of the present study was to analyze learning and task engagement of children during the application of Module 1 of the Program: 1) in its standard version (Standard-Procedure) and 2) in a token version, where points were added to a counter in correct trials exchanged for video access as supplementary consequences (Token- Procedure). Two experiments were conducted in an elementary public school with 21 children without or with incipient reading repertoire. In the Experiment 1, participants were nine boys and four girls with 8-10 years of age of the 3rd and 4th grade. Some participants were exposed to Standard-Procedure and others to Token-Procedure. Learning measures provided by the program and systematic observational measures (ten seconds partial interval recording) assessed performance. On-Task and Off-Task behaviors (participants‟) and Task Assistance and On-Task Request behaviors (experimenter‟s) were recorded in five sessions per participant. Results showed that all participants had meaningful gains in reading, spelling and equivalence performance, with teaching and recombination words, and the advancement in the procedure occurred within a number of sessions similarly to programmed teaching steps. An overall reduction trend of average latency to perform task along units was observed. The average latency in Token-Procedure was significantly lower than in Standard- Procedure. More promptness to perform task was interpreted as evidence of its greater evocative effectiveness, probably due its correlation with a more effective consequence. It suggests that the effects of standard consequences were supplemented by the introduction of points. All participants systematically engaged in the task during the teaching sessions and Off-Task behaviors occurred more variably and apparently without interfering in task performance, except in some cases. Off-task behaviors appeared to be mostly an artifact of the discrete-trial procedure, in which the task cannot occur continuously. The results of Experiment 1 led to Experiment 2, in which the parameters of point accumulation and of its exchange were adjusted (Token‟- Procedure). Participants were six boys and two girls, with 6-9 years, of 2nd or 3rd grade, with lower initial repertoire and were only partially exposed to Token‟- Procedure. Their performance differ significantly in relation to other participants, such as a higher number of repetitions of teaching steps and less gains of target repertoires, which impaired the observation of possible effects of Token‟-Procedure. Despite of the limitations of this study, its results indicate important…

Advisors/Committee Members: Souza, Deisy das Graças de.

Subjects/Keywords: Behaviorismo (Psicologia); Análise do comportamento; Leitura - ensino; Motivação; Engajamento na tarefa; Crianças; Consequências arbitrárias; Teaching programming; Reading; Motivation; Contrived consequences; Learning; Task engagement; Children; CIENCIAS HUMANAS::PSICOLOGIA

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

APA (6^th Edition):

Veiga, D. I. (2014). Aprendizagem e engajamento como função de consequências para o desempenho de crianças em um programa de ensino individualizado de leitura. (Doctoral Dissertation). Universidade Federal de São Carlos; Programa de Pós-Graduação em Psicologia – PPGPsi; UFSCar; BR. Retrieved from https://repositorio.ufscar.br/handle/ufscar/5996

Chicago Manual of Style (16^th Edition):

Veiga, Dhayana Inthamoussu. “Aprendizagem e engajamento como função de consequências para o desempenho de crianças em um programa de ensino individualizado de leitura.” 2014. Doctoral Dissertation, Universidade Federal de São Carlos; Programa de Pós-Graduação em Psicologia – PPGPsi; UFSCar; BR. Accessed April 10, 2021. https://repositorio.ufscar.br/handle/ufscar/5996.

MLA Handbook (7^th Edition):

Veiga, Dhayana Inthamoussu. “Aprendizagem e engajamento como função de consequências para o desempenho de crianças em um programa de ensino individualizado de leitura.” 2014. Web. 10 Apr 2021.

Vancouver:

Veiga DI. Aprendizagem e engajamento como função de consequências para o desempenho de crianças em um programa de ensino individualizado de leitura. [Internet] [Doctoral dissertation]. Universidade Federal de São Carlos; Programa de Pós-Graduação em Psicologia – PPGPsi; UFSCar; BR; 2014. [cited 2021 Apr 10]. Available from: https://repositorio.ufscar.br/handle/ufscar/5996.

Council of Science Editors:

Veiga DI. Aprendizagem e engajamento como função de consequências para o desempenho de crianças em um programa de ensino individualizado de leitura. [Doctoral Dissertation]. Universidade Federal de São Carlos; Programa de Pós-Graduação em Psicologia – PPGPsi; UFSCar; BR; 2014. Available from: https://repositorio.ufscar.br/handle/ufscar/5996

29. [No author]. ELL STUDENT ENGAGEMENT IN COMPUTER-ASSISTED LANGUAGE LEARNING TASKS .

Degree: 2014, Washington State University

URL: http://hdl.handle.net/2376/5412

► This dissertation consists of two manuscripts to examine English language learners' (ELLs) task engagement in computer-assisted learning environment. The purpose of first paper is to… (more)

Subjects/Keywords: Educational technology; Language; Computer-assisted language learning; engagement; English language learners; Internet tasks; task engagement

…41 Definition of Task Engagement… …95 D. Participant Perceptions of Task Engagement Survey… …USAGE 1. Figure; A model of task engagement… …A model of task engagement… …43 2. Figure; A refined model of task engagement…

15 more images…

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APA (6^th Edition):

author], [. (2014). ELL STUDENT ENGAGEMENT IN COMPUTER-ASSISTED LANGUAGE LEARNING TASKS . (Thesis). Washington State University. Retrieved from http://hdl.handle.net/2376/5412

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

Chicago Manual of Style (16^th Edition):

author], [No. “ELL STUDENT ENGAGEMENT IN COMPUTER-ASSISTED LANGUAGE LEARNING TASKS .” 2014. Thesis, Washington State University. Accessed April 10, 2021. http://hdl.handle.net/2376/5412.

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

MLA Handbook (7^th Edition):

author], [No. “ELL STUDENT ENGAGEMENT IN COMPUTER-ASSISTED LANGUAGE LEARNING TASKS .” 2014. Web. 10 Apr 2021.

Vancouver:

author] [. ELL STUDENT ENGAGEMENT IN COMPUTER-ASSISTED LANGUAGE LEARNING TASKS . [Internet] [Thesis]. Washington State University; 2014. [cited 2021 Apr 10]. Available from: http://hdl.handle.net/2376/5412.

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

Council of Science Editors:

author] [. ELL STUDENT ENGAGEMENT IN COMPUTER-ASSISTED LANGUAGE LEARNING TASKS . [Thesis]. Washington State University; 2014. Available from: http://hdl.handle.net/2376/5412

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

North-West University

30. Swart, Johannes Petrus. Antecedents and outcomes of happiness of managers in the agricultural sector in South Africa /|cJohannes Petrus Swart .

Degree: 2011, North-West University

URL: http://hdl.handle.net/10394/10363

► The happiness of managers is an important research theme for several reasons. Managers spend most of their working day with people, are constantly interacting with… (more)

▼ The happiness of managers is an important research theme for several reasons. Managers spend most of their working day with people, are constantly interacting with various social systems and are role models for happiness in organisations. Furthermore, happiness (in terms of feeling and functioning well) is associated with mental health and positive organisational outcomes. The prevalence of positive mental health is relatively low, with less than a third of the population experiencing high mental health. Research about happiness is necessary given that gains in mental health predict declines in mental illness. Two conceptualisations of happiness, namely authentic happiness (Seligman, 2002), and flourishing (Keyes, 2005) include dimensions of feeling and functioning well. No studies have been conducted regarding the happiness of managers in South Africa. Therefore, research is necessary to investigate the factors associated with happiness, as well as the pathways to managers’ happiness. Psychological need satisfaction is an important pathway through which social-contextual variables impact happiness of people. The aim of this research was to investigate the state of, antecedents and outcomes of happiness of managers in the agricultural sector in South Africa. A cross-sectional design with managers in the South African agricultural sector (N = 507) was used. The Orientations to Happiness Questionnaire, Satisfaction with Life Scale, Job Satisfaction Scale, Organisational Citizenship Behaviour Scale, Organisational Commitment Scale, Antecedents Scale, Work-related Basic Need Satisfaction Scale, Work Engagement Scale, Mental Health Continuum Short Form, Questionnaire for Eudaimonic Well-being, Work-role Fit Scale, Work-Life Questionnaire and Turnover Intention Scale were utilised. Cronbach alpha coefficients, exploratory factor analysis, Pearson correlations, multiple regression analysis, descriptive statistics and mediational analysis (Omnibus procedure) were applied. Structural equation modelling was used to test a structural model of orientations to happiness and its relation to various organisational outcomes. The results of study 1 showed that orientations to happiness (i.e. pleasure, meaning and engagement) had strong direct effects on subjective well-being, job satisfaction and organisational citizenship behaviour. Orientations to happiness impacted job satisfaction indirectly through subjective well-being. Subjective well-being had a strong direct and positive effect on job satisfaction. Orientations to happiness and subjective well-being affected organisational commitment indirectly through their effects on job satisfaction. Concerning happiness as flourishing at work, the results of study 2 showed that 3% of the managers were languishing, 48.5% were moderately flourishing, while 48.5% were flourishing. Task characteristics, supervisor relations, availability of resources impacted job satisfaction, emotional and psychological well-being of managers. Remuneration was associated with job satisfaction, emotional and…

Subjects/Keywords: Happiness; Pleasure; Meaning; Engagement; Hedonia; Eudaimonia; Managers; Antecedents; Psychological needs satisfaction; Job satisfaction; Work engagement; Flourishing; Work-role fit; Co-worker relations; Task characteristics; Work beliefs; Purpose; Organisational citizenship behaviour; Turnover intention

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

APA (6^th Edition):

Swart, J. P. (2011). Antecedents and outcomes of happiness of managers in the agricultural sector in South Africa /|cJohannes Petrus Swart . (Thesis). North-West University. Retrieved from http://hdl.handle.net/10394/10363

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

Chicago Manual of Style (16^th Edition):

Swart, Johannes Petrus. “Antecedents and outcomes of happiness of managers in the agricultural sector in South Africa /|cJohannes Petrus Swart .” 2011. Thesis, North-West University. Accessed April 10, 2021. http://hdl.handle.net/10394/10363.

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

MLA Handbook (7^th Edition):

Swart, Johannes Petrus. “Antecedents and outcomes of happiness of managers in the agricultural sector in South Africa /|cJohannes Petrus Swart .” 2011. Web. 10 Apr 2021.

Vancouver:

Swart JP. Antecedents and outcomes of happiness of managers in the agricultural sector in South Africa /|cJohannes Petrus Swart . [Internet] [Thesis]. North-West University; 2011. [cited 2021 Apr 10]. Available from: http://hdl.handle.net/10394/10363.

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

Council of Science Editors:

Swart JP. Antecedents and outcomes of happiness of managers in the agricultural sector in South Africa /|cJohannes Petrus Swart . [Thesis]. North-West University; 2011. Available from: http://hdl.handle.net/10394/10363

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

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Open Access Theses and Dissertations