Dissertations / Theses on the topic 'Aspirations and motivations'
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Seal, Alexander P. "The motivations, experiences, and aspirations of UK students on short-term international mobility programmes." Thesis, University of Surrey, 2018. http://epubs.surrey.ac.uk/845760/.
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International student mobility had undergone considerable growth over the last thirty years (OECD, 2015). Students who travel to different countries to study can be seen as an important group of people who develop the internationalisation of higher education. One type of student mobility, credit mobility, has come to assume greater importance recently. The number of credit mobile students, that is students who undertake a period studying or working abroad during their degree, has increased (European Commission, 2016). However, whilst credit mobile students form only a small minority of the student population, there has been a lack of research with young people who choose to participate in these programmes. This PhD research is a qualitative project that explores the motivations, experiences and aspirations of UK students who have spent either a semester or year abroad. Firstly, this study explores the backgrounds and biographies of these students who choose to travel abroad for higher education. Secondly, the study analyses the experiences of these students during their stay overseas. And thirdly, careful attention is paid to the aspirations of these students after they have returned from their period abroad. In this research, I demonstrate how young people attach significant value to student mobility by discussing it as an acceptable form of ‘authentic’ travel. Discourses around acceptable forms of travel, I show, stem from the habitus (Bourdieu 1986) of these young people. Secondly, I provide the first in-depth analysis of the key experiences of these students whilst abroad. Drawing on John Urry’s (2002) concept of the tourist gaze, I outline how new experiences away from home create a sense of adventure and novelty. Lastly, this research makes an original contribution to knowledge by developing our understanding of the aspirations of students who have completed a period abroad. Using Bauman’s (1996, 1998) theory of ‘tourism’, I demonstrate how young people who have studied and/or worked abroad become seduced by imagined mobile futures. I show how, for these students, their experiences create desires to continue living mobile lifestyles.
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Ewell-Eldridge, Ivy. "Examining Secondary Language Arts Teachers' Perceptions of Professional Learning| Motivations, Values, Barriers, Needs, and Aspirations." Thesis, Pepperdine University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10816349.
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Research reveals that for American secondary teachers, mere participation, or the desire to participate, in professional development is not a matter of concern, as many in the educational community have assumed. Yet, there is a void in the literature regarding American, lower secondary educators of literacy and their overall perceptions of professional learning. The purpose of this phenomenological study was to understand the perceptions of lower secondary English language arts (ELA)/literacy teachers, specifically in regard to what motivates these educators to participate in professional development, what they value in professional learning opportunities, the challenges that keep them from participating, and their overall professional development needs.
This qualitative study draws on two theoretical frameworks, constructivism and adult learning theory, as there are varied philosophies that contribute to the understanding of a teacher’s perception of professional learning. A non-experimental, phenomenological methodology was chosen, aiming to better understand participant’s individual experiences through their comprehensive, self-reported descriptions. The population of this study consisted of experienced, lower secondary ELA/literacy teachers employed in southern California public schools. Purposive, criterion sampling was used for this research, collecting data from a total of 13 semi-structured interviews of participants from two school districts.
The findings from this study resulted in five thematic categories that present the essential drivers and impediments to the participants’ involvement in professional learning opportunities: (a) teachers desire to improve their professional practice, (b) professional learning should be immediately applicable to professional practice, (c) teachers prefer to learn from other experienced teachers, (d) the culture of the school district and or site influences teacher learning, and (e) a teacher’s learning is influenced by their perception of themselves and previous experiences. Six conclusions were drawn from the thematic findings of this study. They rely upon the literature and findings to argue how teachers’ motivation, personal values, and aspirations for participation in professional learning opportunities is centered on personal and organizational factors along with the historical and current culture of American K-12 public schools.
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Nefes, Ebrar. "“Among other things, that is what I choose to do” Understanding Migration Motivations of Highly Skilled Youth from Turkey by Looking at Capabilities and Aspirations." Thesis, Linköpings universitet, Institutionen för kultur och samhälle, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-166759.
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Cuffee, Deborah Robinson. "Cultural mistrust, occupational aspirations and achievement motivation of black students." Thesis, University of North Texas, 1991. https://digital.library.unt.edu/ark:/67531/metadc332600/.
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The purpose of this study were three-fold: First, this study examined occupation prestige ratings of African American adolescents using a modified version of the Hatt-North (1947) Occupation Prestige Scale. A second purpose investigated the effects of cultural mistrust on occupation prestige preferences, as well as aspirations and expectations. Finally, this study examined the effects of cultural mistrust and achievement motivation on the occupational aspirations of Black youth.
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Olivares, Yvonne. "Are all groups created equal? What role do different types of groups play in changing aspirations?" Columbus, Ohio : Ohio State University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1187036098.
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Sheek, James L. "Rural students, aspirations, motivation, and music education why don't more rural students make it to college? /." Greensboro, N.C. : University of North Carolina at Greensboro, 2007. http://libres.uncg.edu/edocs/etd/1400/umi-uncg-1400.pdf.
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Thesis (Ed.D.)--University of North Carolina at Greensboro, 2007.Title from PDF t.p. (viewed Oct. 22, 2007). Directed by Carl Lashley; submitted to the School of Education. Includes bibliographical references (p. 153-159).
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Weibl, Gabriel. "International Student Mobility and Internationalisation of Universities - The role of serendipity, risk and uncertainty in student mobility and the development of cosmopolitan mind-sets through knowledge and intercultural competence. Employability, students’ future mobility aspirations and the EU’s support of international student mobility." Thesis, University of Canterbury. National Centre for Research on Europe, 2014. http://hdl.handle.net/10092/10268.
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The background to this study lies in the discrepancy between the perceptions of international student mobility in the context of the internationalisation of higher education by the EU and universities on one hand and international students themselves in terms of their motivations to study abroad on the other hand. This is a comparative study based on three main case studies, of six universities in New Zealand, Oxford University in the UK and the Charles University in the Czech Republic. It explores the students’ experiences abroad in terms of their intercultural competence, the shaping of identities, the acquisition and transfer of knowledge, the possible forming of cosmopolitan mind-sets and empathy, perceptions of
employability and their future mobility aspirations. This thesis also considers the barriers and ‘push and pull’ factors of mobility, perceptions of risk and uncertainty in regards to mobility and the role of serendipity in student mobility, which has been overlooked in the literature on
mobility and migration.
The theoretical framework of the study builds on social capital theory, Europeanisation and the ‘do-it-yourself biography’ theory. The nature of this topic, however, suggested the employment of the concepts of globalisation, transnationalism and consideration of other
forms of capital, such as the total human capital, mobility capital and transnational identity capital.
This is predominantly a qualitative, mixed-method and longitudinal research project, which uses surveys, case studies, interviews and the data collecting tool called grounded theory. It triangulates data to support and enhance the analytical validity of the thesis.
This research concludes that student experiences abroad as well as the internationalisation efforts of universities and the EU would benefit from the introduction of education for global citizenship, which should focus on the intercultural competencies of students. The thesis suggests sociocultural elements for example the cosmopolitan mind-set can enhance the economic, academic and political rationales of internationalisation, such as employability.
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Moussa, Mouloungui Aude. "Processus de transformation des intentions en actions entrepreunariales." Phd thesis, Université Charles de Gaulle - Lille III, 2012. http://tel.archives-ouvertes.fr/tel-00870880.
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L'étude des facteurs psychosociaux qui déterminent les comportements liés à la création d'entreprise est essentielle à l'explication de l'intention entrepreneuriale et du processus cognitif de sa transformation en action. Dans cette perspective nous nous sommes intéressés à la dynamique personnelle impliquée dans les conduites de création d'entreprise. Trois catégories de personnes ont participé à cette étude : les étudiants, les entrepreneurs en création et les entrepreneurs actifs. Cela nous a permis de contourner la difficulté méthodologique liée à la réalisation d'une observation longitudinale. A partir de la littérature internationale sur le sujet, nous présentons l'entrepreneuriat comme un processus téléologique qui s'élabore dans le temps. Ainsi, nous avons construit un modèle d'analyse par équations structurales établissant les liens entre les variables déterminantes de l'intention entrepreneuriale, les variables intermédiaires en particulier en référence au modèle du comportement planifié, à celui de Gollwitzer sur les phases de l'action et à Kuhl sur le contrôle de l'action et les conduites de création d'entreprise. Nos résultats nous ont permis de proposer un modèle théorique dit de la hiérarchisation de la mobilisation des capacités volitionnelles. Son postulat est semblable à celui de la théorie des besoins de Maslow. Toutefois, contrairement à la pyramide des besoins, nous faisons l'hypothèse d'une remobilisation possible des capacités volitionnelles d'une phase inférieure du processus
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Tao, Yick-Ku. "Hong Kong Chinese students' learning motivation : the role of social- versus individual-oriented achievement motivation /." View Abstract or Full-Text, 2003. http://library.ust.hk/cgi/db/thesis.pl?SOSC%202003%20TAO.
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Thesis (Ph. D.)--Hong Kong University of Science and Technology, 2003.Includes bibliographical references (leaves 175-193). Also available in electronic version. Access restricted to campus users.
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Hughes, Amanda. "The relationships between self-related perceptions, motivation, aspirations and achievements in an academic setting." Thesis, Staffordshire University, 2011. http://eprints.staffs.ac.uk/1895/.
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This thesis explores the nature of the self and how the various self-perception constructs – self-esteem, self-concept, and self-efficacy – contribute to academic functioning. The research was undertaken in three stages. The first was designed to examine how the self is represented. Bandura’s Multidimensional Scales of Perceived Self-Efficacy (1990) and Harter’s Self-Perception Profile for Adolescents (1988) were utilised to examine the extent to which self-efficacy and competency-related elements of the self-concept are independent constructs. Factor analysis of data provided by secondary school students revealed that when measured using domain-specific measures such as these, self-efficacy and competency self-concept do not represent totally separate, distinct aspects of the self. The second stage was designed to examine how representations of the self relate to academic performance, intrinsic motivation, and occupational and educational aspirations. Taking account of past academic performance and other factors that might impact on the self-perception–academic outcome relationship, self-efficacy was shown to be a better predictor of these outcomes than either of the other two self constructs. Self-esteem was the least predictive. These findings suggest that self-efficacy and self-concept, but not selfesteem, are important for the development of academic functioning. The third stage of this research was designed to examine whether interventions can have a positive effect on how the self is represented, and if so, whether this also impacts on academic functioning. This thesis used a widely-used and Government-supported intervention programme to explore this issue in a real-world context. There were positive effects on some aspects of self-concept but not on any other variables. These effects were not associated with any changes in the academic outcomes. The reasons why this intervention did not have a wider impact are explored, and the practical and theoretical implications of the findings are discussed. This research provides a clearer understanding about where educators and education policy-makers should focus their efforts if the aim is to enhance self-related perceptions in school.
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Sorich, David Wesley. "THE ROLE OF MOTIVATION AND ASPIRATION IN INFORMING ENTREPRENEURIAL STRATEGY AND SUPPORTING SATISFACTION." Diss., Temple University Libraries, 2019. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/581785.
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Business Administration/Strategic ManagementD.B.A.
Owner-operators are business owners that began grass-roots efforts to satisfy a need for potential customers i.e. develop a solution for a problem in which customers are willing to pay the owner-operator instead of doing it themselves. The problem and solution may be thought of in terms of a singularity for the customer, however this is not the case. A dichotomy exists where both the owner-operator and the customer have problems and desire solutions based on their individual self-interests. The owner-operators’ problems are manifested in motivations and aspirations and their solutions are displayed as satisfaction. The list of existing motivations and aspirations is too numerable to manage along with the amount of potential solutions. For the pilot study, an attempt was made to categorize the motivations into more manageable groups to ascertain any potential relation with success. The pilot study did not lead to any conclusive results concerning the relationship between motivation and success. However, the pilot study did reveal an associating element between motivation and success i.e. a relation between the problem and solution. That connection was strategy. Strategy was the aid that allowed the gratification to occur. The decision of the owner-operator to choose either a differentiated strategy or cost leadership (low-cost) strategy (Porter, 1980) allowed them to use a more common element where the distinctive nature of the motivations and aspirations was downplayed. The import of this relationship comes into existence depending on how interested various governing and business support bodies are in developing policies whose purpose is to create and/or aid new and existing business ventures (Hamilton, 1987). A continuous review of motivations, aspirations and their relationship with strategy is warranted as older studies become dated, not to history, but due to the fact that economies are in constant flux and as economies change (Hamilton, 1987), so do strategies, motivations, and aspirations. The pilot study focused on success as the resulting construct. During the analysis stage of the pilot study, it was noted that success among various entrepreneurs was difficult to compare and measure across individuals and industries. The result was to shift the construct from success to satisfaction, as it would allow for a simpler definition and better comparisons across entrepreneurs. The question that this dissertation attempts to answer is: What role does motivation and aspiration play in informing entrepreneurial strategy and supporting satisfaction?
Temple University--Theses
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Dowson, Martin, University of Western Sydney, of Arts Education and Social Sciences College, and School of Teaching and Educational Studies. "Relations between students' academic motivation, cognition and achievement in Australian school settings." THESIS_CAESS_TES_Dowson_M.xml, 2000. http://handle.uws.edu.au:8081/1959.7/729.
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The purpose of this research was to investigate relations between students' academic motivation, cognition, and achievement. In particular, substantial issues are investigated involving the interaction of students' academic motivation and cognition, and specifies how selected motivational and cognitive variables may influence student academic achievement. In order to do this, this study develops a causal model of student achievement which, using goal theory as a framework, incorporates both motivational and cognitive variables to account for students' academic achivement. In total, the results suggest that students' academic achievement may be both conceptualised, and operationalised, as the product of interrelations between key facilitating, motivational, and cognitive variables. Despite some limitations, the study suggests several positive directions for future research. These include, in particular, further investigation of the social goals identified, how these goals relate to students' academic cognition, and how selected social goals and strategies together influence students' academic achievement. There is also further scope to investigate the role of particular facilitating variables in 'driving' students' academic motivation and cognition. Thus, the present research provides an empirical basis from which future, complementary, research may be undertakenDoctor of Philosophy (PhD)
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Wentling, David J. "The relationship among commitment, achievement and educational aspirations in at-risk middle school students /." Access abstract and link to full text, 1993. http://0-wwwlib.umi.com.library.utulsa.edu/dissertations/fullcit/9412292.
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Schilder, Lauren Joy. "The influence of basic psychological needs on the identification of goals and aspirations of Grade 11 learners in the Western Cape." University of the Western Cape, 2012. http://hdl.handle.net/11394/4519.
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Magister Artium (Child and Family Studies) - MA(CFS)In South Africa when learners are in Grade 11 near the end of their school life, the new, but also difficult, transition into adult life now begins. This critical period of development brings forth an array of new challenges: exercising free will, being independent, an increased focus of self, and the decision on what path is to be taken after school. With these challenges comes the act of motivation to acquire the particular goals and aspirations of Grade 11 learners. The question posed was therefore what exactly motivates the South African Grade 11 learner, and why are they motivated to set and aspire to certain goals? The study investigated the basic psychological needs of Grade 11 learners at secondary schools in the Western Cape, along with its relation to the identification of the goals and aspirations of these learners. The study was quantitative in nature. Grade 11 learners currently enrolled for the 2012 academic year, attending secondary schools in the Metro North Western Cape Education District, were invited to participate in the study. This study investigated the influence of basic psychological needs on goals and aspiration pursuits. The sample consisted of 264 Grade 11 learners and data was collected through the administration of a questionnaire compiled through the combination of two scales: The Aspiration Index, and the Basic Measure of Psychological Needs Scale. The data was analyzed through regression analysis. The results of the study suggest that the satisfaction of needs was found to be a significant predictor of both intrinsic as well as extrinsic goal pursuits. The findings further provide an understanding of how basic psychological needs influence the identification of goals and aspirations of Grade 11 Learners. Recommendations are provided for further research in the field of adolescent basic psychological needs and its influences on the identification of goals and aspirations.
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Lewis, Sarah. "Academic motivation, aspirations, choice and expectations of sixth-form students and their parents in state and private schools." Thesis, De Montfort University, 2004. http://hdl.handle.net/2086/4224.
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Guo, Jiesi. "The relations among academic motivation, self-concept, aspirations and choices: Integrating expectancy-value and academic self-concept theory." Thesis, Australian Catholic University, 2016. https://acuresearchbank.acu.edu.au/download/7695976974bc5ca1d60e51898f3511733be75e2c06f42d1dbba4c0709ea3d117/16478749/Guo_2016_The_relations_among_academic_motivation.pdf.
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The fact that many talented and capable students opt out of the STEM (science, technology, engineering, and mathematics) pipeline and that women remain underrepresented in STEM fields are international phenomena and a matter of considerable concern amongst policymakers. Expectancy-value theory (EVT) (Eccles, 2009) is one of the major frameworks for studying achievement motivation, and has been widely used to tackle this issue. Previous EVT research has demonstrated that students’ expectancy and value beliefs for specific academic subjects are important precursors of achievement-related behaviours (Eccles, 2009; Wigfield, Tonks, & Klauda, 2009). Despite the fact that research on task values has increased, it still lags far behind research on expectancy-related beliefs (e.g., academic self-concept [ASC]) (Wigfield et al., 2009), which is known to represent an important determinant of diverse educational outcomes (Marsh, 2007). This thesis integrated EVT and ASC and extended prior work by closely investigating: (a) the unique contributions of ASC and multiple value components in predicting diverse achievement-related outcomes, particularly during post-high school transition; (b) the multiplicative relation between ASC and value beliefs (i.e., ASC-by-value interaction) that was a core assumption of the original EVT but seems to have disappeared from modern EVT (Nagengast et al., 2011); (c) how well the theoretical models posited in ASC theory (e.g., multidimensional and domain specific selfconcept model, reciprocal effect model [REM], internal/external frame-of-reference [I/E] model with its extension to dimensional comparison theory [DCT]) generalise to different value beliefs; and (d) how the social and cultural factors (e.g., gendered socialisation, socioeconomic status [SES]) shape individual and gender differences in educational and career pathways. This thesis explored new perspectives on EVT and ASC theory through five empirical studies relying on advanced methodologies and using data from large and representative national/international samples. Studies 1 and 4 respectively drew on Grade 8 students from Hong Kong (N = 13,621) and four OECD countries (N = 18,047), based on the International Trends in International Mathematics and Science Study. Studies 2 and 3 respectively drew on longitudinal data from representative samples of U.S. (N = 2,213) and Australian (N = 10,370) students during post-secondary school transition. Finally, study 5 was based on a sample of German 9th-grade students (N = 1,978).
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Ortiz, Yesenia. "The influence of perceived social support, academic self-concept, academic motivation, and perceived university environment on academic aspirations /." Available to subscribers only, 2007. http://proquest.umi.com/pqdweb?did=1404349151&sid=4&Fmt=2&clientId=1509&RQT=309&VName=PQD.
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Khalil, Nadine. "Cooperative learning in science classes in the United Arab Emirates: Learning environment, attitudes, motivation, engagement and career aspirations." Thesis, Curtin University, 2015. http://hdl.handle.net/20.500.11937/2604.
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The study reported in this thesis examined students’ and teachers’ perspectives on the use of cooperative learning in science classrooms in Abu Dhabi, UAE. The study involved a multistrand, mixed methods approach. Quantitative data was collected to assess students’ (N=784) perceptions of the learning environment, attitudes, motivation and career aspirations in science. Qualitative information was gathered from seven case study teachers. The findings indicated that cooperative learning could lead to improved student outcomes in science.
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Bailey, Loretta G. "An Analysis of Gender Differentials in Twenty-seven Motivational Variables Influencing Career Aspirations of Teachers and Administrators." Digital Commons @ East Tennessee State University, 1986. https://dc.etsu.edu/etd/2632.
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This study investigated a range of motivational variables which might lead individuals to become educational administrators. Identified and reported are those variables which are viewed by teachers who comprised the pool from which most future administrators are drawn. Twenty-seven items were identified and used on an instrument, designed by the writer. The null hypothesis for statistical differences between male and female educators was tested on each of the 27 items at the .05 level of significance, using multivariate analysis of variance and the test of simple main effects. A 20% sample of randomly selected male and female administrators produced 371 responses. The instrument was sent to a total of 1042 educators in the state of North Carolina during the spring of 1986 with a response rate of 75%. It was hypothesized that no significant differences would exist for sex, status, or the interaction of these upon each other for each of the 27 motivators. However, based upon several variables selected for the study, 14 differences appeared to separate the sexes. Compared with male educators, female educators viewed several motivators more negatively. They are: (1) Increased public scrutiny; (2) Negative public reaction; (3) Less time for summer vacations; (4) Being subjected to greater psychological pressures associated with teacher evaluation; (5) Work with athletic personnel and programs; (6) Career family conflicts; (7) Responsibility for disciplinary actions. Compared with male educators, female educators viewed the following motivators most positively. The are: (1) Possibility of earning higher annual salary; (2) Possibility of influencing academic achievement; (3) Opportunity to improve morale; (4) Opportunity to achieve positive recognition; (5) Probability of fewer teaching responsibilities; (6) Likelihood of being supported by coworkers; (7) Opportunity for professional growth. In view of these findings, it seemed appropriate to conclude that female educators represented in this study were not as motivated as male educators to seek administrative positions because of the inherent conflicts associated with the nature of administrative work itself or the collective self-concepts of these women which did not find expression in the kinds of administrative tasks that exist in educational administration today. The study also notes however, that women who are currently administrators hold many views similar to male administrators and appear atypical of women educators in general. (Abstract shortened with permission of author.)
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Leal, Veronica Michelle. "Predictors of non-traditional career self-efficacy in Mexican-American adolescent women." Columbus, Ohio : Ohio State University, 2006. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1147212703.
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McPhail, Naples Fabienne. "Aspirations of community college leadership a study of talent engagement and the barriers and motivation for faculty leadership development /." Diss., Restricted to subscribing institutions, 2006. http://proquest.umi.com/pqdweb?did=1280132531&sid=1&Fmt=2&clientId=1564&RQT=309&VName=PQD.
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Törnkvist, Metajittikorn Jennifer, and Caroline Örnklint. "Personlighetsdrag och motivation inom säljande organisationer : En studie om hur Femfaktorsteorin och Aspiration Index tillsammans kan utveckla en förståelse för säljares drivkrafter." Thesis, Högskolan i Gävle, Företagsekonomi, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-25313.
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Vachon, Véronique. "L'activité physique chez les adolescents : le rôle du contexte social, des aspirations et des ressources motivationnelles." Thesis, Université Laval, 2009. http://www.theses.ulaval.ca/2009/26505/26505.pdf.
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Sandström, Emma, and Daniel Nygårds. "Aspirationer i bankvärlden : En komparativ studie om motivationsfaktorer hos anställda inom banksektorn." Thesis, Uppsala universitet, Företagsekonomiska institutionen, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-414642.
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I en bransch där krav från olika håll ställs på de anställda är det viktigt att som arbetsgivare veta hur de ska göra för att främja motivationen på arbetsplatsen. Bankanställda ska idag bl.a. bygga upp ett förtroende i samhället, vara ansiktet utåt för bankens varumärke och bygga långvariga relationer med kunder, helst i flera generationsled och samtidigt hålla en hög kompetensnivå och leverera en bra produkt till sina kunder. Deci och Ryans Self-determination theory (SDT) delar in motivationen i två huvudkategorier, inreoch yttre motivation. Kasser och Ryan har sedan skapat Aspiration index, som fungerar som instrument för att mäta motivation. Indexet kategoriserar olika typer av livsmål och skapar inre- och yttre motivationsfaktorer utifrån dessa. Studiens syfte är att undersöka vilka motivationsfaktorer från Kasser och Ryans index som värdesätts högst hos de bankanställda och om denna prioritering skiljer sig mellan bankerna. Med hjälp av insamlade data, via enkäter, från 3 olika bankkontor drar vi slutsatsen att samtliga medarbetarna anser att inre motivationsfaktorer är viktigare än yttre motivationsfaktorer. Vi har även kunnat visa att det bland vissa av dessa faktorer även finns skillnader i värdesättning mellan de olika bankkontoren, där slumpen kunnat uteslutas.
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Aknouche, Amina. "The Positive Factors of Working as an English Teacher." Thesis, Malmö högskola, Lärarutbildningen (LUT), 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-29792.
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Fewer students apply for and finish the teacher programs in Sweden, and manyteachers leave their job. Swedish schools are in need of more teachers, but theteaching profession is today portrayed as unattractive. This research aims toinvestigate what factors that motivate some students to become teachers and whatfactors that motivate some teachers, ESL teachers in first hand, to work as teachers,mainly in secondary schools in Malmoe. Three secondary teachers who teach ESL inMalmoe were interviewed and expressed their thoughts about the positive aspects ofthe teaching job, why they wanted to become and why they work as ESL teachers, andwhat goals they have in relation to their profession. The research showed that the ESLteachers teach because they feel passionate about the subject they teach and becausethey enjoy working with children and teenagers. They find the job fun and rewarding,and think that it is challenging, especially when working in a city like Malmoe. Itseems as teachers often put the pupils first and do not focus on external rewards, suchas salary. Teacher motivation has an impact on student motivation and it is thereforeimportant that teachers remain motivated within their profession.
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Miller, Holly Harper. "An Analysis of the Relationship Between the Scholarly Activity of Counselor Education Doctoral Students and Intrinsic Versus Extrinsic Goal Aspirations." Ohio University / OhioLINK, 2006. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1155834044.
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Grisham, Patrick T. Baker Paul J. "Administrator behaviors and their effect on student achievement." Normal, Ill. Illinois State University, 1993. http://wwwlib.umi.com/cr/ilstu/fullcit?p9416871.
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Thesis (Ed. D.)--Illinois State University, 1993.Title from title page screen, viewed March 3, 2006. Dissertation Committee: Paul J. Baker (chair), John A. Dossey, Frederick C. Genge, Ronald L. McIntire, Sally B. Pancrazio. Includes bibliographical references (leaves 101-104) and abstract. Also available in print.
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Litalien, David. "Pourquoi les étudiants de régions rurales montrent des aspirations scolaires plus faibles que ceux provenant de régions urbaines? Une explication basée sur une perspective motivationnelle et relationnelle." Thesis, Université Laval, 2008. http://www.theses.ulaval.ca/2008/25258/25258.pdf.
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Plusieurs études démontrent que les étudiants des régions éloignées ont moins d’aspirations scolaires que ceux des villes (Arnold et al., 2005). Nous tentons de compléter l’étude des déterminants des aspirations à l’aide de la théorie de l’autodétermination (Deci & Ryan, 1985). Notre modèle motivationnel propose que comparativement aux étudiants urbains, ceux des régions vivent plus de problèmes sur le plan des ressources motivationnelles, ce qui mène à des aspirations plus faibles. Tel que postulé, les résultats indiquent que les étudiants des régions éloignées ont des aspirations scolaires plus faibles. Paradoxalement, ils rapportent une motivation scolaire plus élevée. Les aspirations ne semblent pas associées aux ressources motivationnelles; elles sont plutôt liées au revenu et aux aspirations des parents de même qu’à la moyenne cumulative des étudiants. Les résultats sont discutés en fonction de la théorie de l’autodétermination et de la littérature portant sur l’éducation rurale et les aspirations scolaires.Several studies indicate that rural students have lower educational aspirations than urban ones (Arnold et al., 2005). We used a Self-Determination Theory (Deci & Ryan, 1985) framework to better understand the educational aspirations. Our motivational model posits that rural students comparatively to urban ones, experience disturbances in motivational resources, which lead to lower levels of educational aspirations. As hypothesized, results indicated that rural students have lower educational aspirations than urban ones. In contrast to our initial contentions, rural students report higher levels of motivation (self-determined and controlled). Furthermore, results from structural equation modeling showed that educational aspirations do not seem to be affected by motivational resources but are rather influenced by parental incomes, parental educational aspirations for their children and the student’s achievement scores. Results are discussed in light of Self-Determination Theory and the literature on rural education and educational aspirations.
Inscrit au Tableau d'honneur de la Faculté des études supérieures
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Adams, John Edwin. "A Study to Determine the Impact of a Precollege Intervention Program on Early Adolescent Aspiration and Motivation for College in West Virginia." Diss., Virginia Tech, 1997. http://hdl.handle.net/10919/29268.
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The impact of a precollege intervention, the Junior High Washington Gateway Academy (JHWGA), on early adolescent aspiration and motivation for a college education was measured. JHWGA provided an intensive week of activities in career planning, self-concept improvement, and study skills. Specific research questions were: a) did participation in this program increase career readiness, self-concept, productive study habits, aspiration, and motivation to prepare for college? b) what percent of the variance in aspiration to and motivation for college in early adolescents could be explained by career readiness, self-esteem, and study habits?
Using survey research, a questionnaire was developed with five scales (career readiness, self-esteem, study habits, aspiration, and motivation). Questionnaires were sent to 301 West Virginia students in Grade 8 who had been JHWGA applicants in 1996. The 265 (88%) who responded were divided into two groups: a participant group consisting of 104 students who participated in the 1996 program and a comparison group consisting of 161 students who did not attend the 1996 program.
T-tests and chi square tests revealed no significant differences between groups. Multiple regressions were performed for the aspiration and motivation variables using career readiness, self concept, and study scales as independent variables. An assumption of normal variance was found to be violated because subjects favored endpoints on Likert scale causing data to be skewed. Career readiness, self-concept, and study habits (using transformation and excluding several outliers) were found to explain 59 percent of the variance in the aspiration model. However, two regressors (study habits and career readiness) were discovered to be highly correlated (r = .66). Only one regressor for the motivation model (study habits) was found to be significant.
Data results may have been affected by group differences, group selection, and lack of normal distribution. The two groups being measured were found to be unevenly matched with JHWGA participants having significantly lower grades than the comparison group. Based on this information and the low variance in data collected, results are believed to have been inconclusive regarding the effectiveness of JHWGA. Recommendations for further research are included.Ph. D.
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Liau, Michael. "Factors Influencing Senior Secondary School Retention in Malaysia." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1998. https://ro.ecu.edu.au/theses/1441.
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In this thesis a model to predict whether Form Five students in six secondary schools in Malaysia would continue with their Form Six studies and maintain their career aspirations was tested and the influence of motivation as a mediating variable was examined. There are two public examinations in Malaysia, which are not only important to the students themselves but also to their parents and to the employers who will be seeking credentials. The aspirations of students for their future careers are dependent on their performance at the Form Five public examination and the second Form Six public examination. This study sought to examine whether their performance at the Form Five examination was affected by their family background, goal commitment, school achievement, school commitment, social integration, and academic integration, and to examine whether these factors could separately or together influence a student's motivation to enter Form Six and later pursue tertiary education. Questionnaires were administered to 377 Form Five students before their Final Form Five examinations. Interviews were conducted after the administration of the questionnaires and after the release of the Form Five examinations results, some months later. Statistical analysis making use of the SPSS/PC statistical package and the Windows for SPSS was used, and it was found that the theoretical model did predict which students would proceed to Form Six and which would leave school at the end of Form Five.
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Nekovarova, Iva. "A feasibility study for a randomised controlled trial using the Personal Aspirations and Concerns Inventory for Offenders (PACIO) to improve short-term offenders' motivation for, and participation in, custodial education and to reduce reconviction." Thesis, Cardiff Metropolitan University, 2016. http://hdl.handle.net/10369/7954.
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Offenders’ treatment motivation has been linked to improved treatment engagement (Sellen et al, 2009; Campbell et al., 2010) and in turn treatment completion is associated with better rehabilitation outcomes (McMurran & Theodosi, 2007). Custodial education has been suggested to reduce reoffending (e.g., Zgoba et al., 2008) and so it may be useful to develop ways of motivating offenders to participate in custodial workshops and education classes. Firstly, the exploratory study investigated post-release employment issues in short-term offenders (STOs) sentenced to custody of less than 12 months. Secondly, the main study described a feasibility study examining STOs’ motivation to participate in education. The Personal Aspiration and Concerns Inventory for Offenders (PACIO) is a goal-based motivational interview aimed at enhancing treatment motivation and assessing its adaptive and maladaptive dimensions (Campbell et al., 2010). Firstly, the PACIO was used as a preparatory motivational intervention to investigate its effect on education participation compared with STOs who received the PACIO plus a motivational interview (PACIO plus) and a non-intervention. Secondly, the effect of education participation on reconviction rates was investigated. Thirdly, the influence of adaptive motivation (AM) and learned helplessness/ powerlessness (LH/P) profiles were investigated in terms of education participation. The PACIO and PACIO plus did not increase STOs’ motivation and education participation. However, education participation reduced reconviction. AM and LH/P did not predict education participation. Since these results did not confirm the hypothesised outcomes, it is not feasible to use the PACIO or the PACIO plus to improve and assess STOs’ motivation for and participation in custodial education. Future research should focus on developing an effective preparatory motivational intervention for STOs to participate in education.
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Ramirez, Maria Guadalupe. "The effects of Mexican Americans, Chicanos parental involvement on schooling." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2811.
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Hy, Kevin Ha. "Motives as a factor in acculturation among Asian international students." CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2678.
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This research examined the relationships between international students' acculturation levels and their motives for study abroad, residency intentions regarding the United States, English proficiency, and length of residency in the United States. Implications are discussed, including how the understanding of students' motives can be used in counseling and recruitment of international students.
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Mahamat, Alhadji. "Les facteurs contribuant à la réussite scolaire chez les adolescentes des lycées et collèges du Logone et Chari dans la région de l'Extrême-Nord / Cameroun." Thesis, Besançon, 2013. http://www.theses.fr/2013BESA1005.
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La présente étude traite de la problématique de la réussite scolaire chez les adolescentes âgées de 13 à 18 ans des lycées et collèges du département du Logone et Chari dans la région de l’Extrême-nord du Cameroun. Les filles de cette région font face à un certain nombre de difficultés liées à leur environnement, tant familial que scolaire, ainsi qu’à leurs propres attitudes qui compromettent leurs études. En dépit de ces écueils, certaines adolescentes réussissent à passer en classe supérieure avec des moyennes élevées et à décrocher leurs diplômes. Notre objectif en abordant cette recherche est d’étudier l’influence des facteurs personnels, familiaux et scolaires sur la réussite scolaire des adolescentes. En effet, nous nous sommes posé une question fondamentale, à savoir : quels sont les facteurs personnels, familiaux et scolaires qui prédisent le plus la réussite scolaire chez les adolescentes des lycées et collèges du département du Logone et Chari ? Pour répondre à cette préoccupation, quatre hypothèses nous ont guidé notamment une hypothèse générale intitulée « des facteurs personnels, familiaux et scolaires prédisent le plus la réussite scolaire chez les adolescentes des lycées et collèges d’enseignement général et technique, publics et privés du département du Logone et Chari », et trois hypothèses spécifiques : « les aspirations élevées contribuent à la réussite scolaire chez les adolescentes » ; « les attitudes éducatives parentales positives encouragent la réussite scolaire des adolescentes » et « les attitudes et les pratiques éducatives encourageantes des enseignants expliquent la réussite scolaire chez les adolescentes ». Trois questionnaires préalablement validés ont été administrés à un échantillon de 1031 adolescentes des lycées et collèges, de 1010 parents d’élèves, de 180 enseignants et 36 entretiens ont été conduits auprès de « femmes/filles sorties de l’école après y avoir réussi ». L’analyse des résultats a montré qu’il existe des corrélations significatives entre les différents facteurs personnels, familiaux et scolaires et la réussite scolaire chez les adolescentes. Nous avons suggéré quelques recommandations aux responsables du ministère des enseignements secondaires, aux parents et aux enseignants pour une meilleure implication des uns et des autres dans la réussite scolaire des adolescentes. Enfin, des propositions des recherches complémentaires ont été suggérées dans l’optique de pallier les limites mentionnées à la présente étudeThis study focuses on the problem of the school success of the teenage girls between the ages of 13-18 in the secondary and high schools of the Logone and Chari division, in the far-north region of Cameroon. Girls in this region face a number of problems related to their environment, family as well as academic due to their attitude which affect their studies. Inspite of these difficulties some young girls succeed in their studies. Our aim is to study the influence of individual, family and school factors on the school performance of the girl child. In effect we have raised one fundamental question in order to know: what are the individual, family and school factors which have to do with the teenage girl which determine their school success? In answering these question, the following hypotheses guided us: a main hypothese entitles “personal, family and school factors favour school success among the teenage girls in government and private secondary and high school both general and technical of Logone and Chari division” and tree specific hypotheses: “high aspirations contributed to school success among teenage girls”; “the attitudes and parental positives educational encourage school success of teenage girls” and “the attitudes and positives educational practices of teachers explain school success among teenage girls”. Tree questionnaires and a pilotated interview guide were administrated to a sample of 1031 teenage girls of secondary and high school, 1010 parents of students, 180 teachers and 36 “women/girls who succeeded in school before leaving”. The analysis of results showed that there are significant correlations among individual, family and school success factors and the school success teenage girls. In conclusion, we made some suggestions on areas of intervention to the hierarchy of the ministry of secondary education, to parents and to teachers in order to involve each of them in the school success of girls and make them more resilient. At the end some proposal, for further researches were made with the view to amend the limits of research
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Kennedy, Nichole H. "Motivations and postsecondary aspirations in a technical college dual enrollment program." 2008. http://purl.galileo.usg.edu/uga%5Fetd/kennedy%5Fnichole%5Fh%5F200812%5Fedd.
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Sousa, Ângela Maria Teixeira de. "Candidatos a RVCC: expectativas, aspirações e motivações." Master's thesis, 2013. http://hdl.handle.net/1822/29305.
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Dissertação de mestrado em Sociologia (área de especialização em Desenvolvimento e Políticas Sociais)A presente proposta enquadra-se no âmbito do Mestrado em Sociologia, área de Desenvolvimento e Políticas Sociais, e destina-se à realização da respetiva dissertação tendo em vista a sua conclusão. Numa altura em que o nosso país atravessa uma grave crise económica torna-se necessário as pessoas apostarem na sua valorização. Assistimos, nas últimas décadas, a reformas no sistema educativo português incutidas de intencionalidades politicas que transportam mudanças estruturais e ao nível da Administração Educacional. A nossa investigação centra-se na temática das Novas Oportunidades, mais concretamente no processo de RVCC. Propomos debruçar-nos sobre as razões dos candidatos que frequentaram o processo de RVCC, usando uma metodologia de vertente qualitativa, de forma a elucidar e analisar, com o objetivo de conhecer os motivos que levam os formandos a frequentarem o processo de RVCC nesta altura das suas vidas; quais as suas expectativas iniciais; que aspirações têm e quais as motivações. A razão que nos levou a escolher este tema prende-se com o facto de em Portugal ainda existirem muitas pessoas que não possuem a escolaridade obrigatória, o que conduz muitas vezes a situações de exclusão social e dificuldades acrescidas perante uma sociedade com um mercado de trabalho cada vez mais exigente. Esta investigação tem como ponto de átrio o Centro Novas Oportunidades da Mútua de Basto, situado em Cabeceiras de Basto. Para a realização desta investigação usaremos como metodologia: a recolha e análise documental e entrevistas semi-diretivas aplicadas aos candidatos e a profissionais-chave do processo de RVCC.
The present proposal falls within the scope of the Master degree in sociology, development and social politics area, and its destined to achieve the perspective of dissertation in view of its realization. In a time when our country crosses a severe economic crisis it is becoming necessary for the people to bet in their valorization. We have watched, in recent decades, to reforms on the Portuguese educational system instilled with politic internationalities that carrying structural and educational administration changes. Our investigation is centered on the theme New Opportunities, more exactly the RVCC process. We propose to address to the candidates, which attended the RVCC process, using a methodology of qualitative aspect , in order to elucidate and analyze, with the goal to understand the reasons that took made students to attend the RVCC process in this time of their lives; which where their initial expectations; their aspirations for the future and their social representations of education. The main reason that made me choose this theme was held with the fact that in Portugal there are still many people that do not have compulsory education what many times leads to social exclusion and increased difficulties with a more and more demanding work market. This investigation has as its lobby the New opportunities center, located in Cabeceiras de Basto. In order to achieve this investigation we will use the following methodology: Gathering of documental analysis, semi-directive interviews applied to the candidates and to the RVCC process professionals.
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"Die verband tussen angs en prestasie-aspirasie." Thesis, 2014. http://hdl.handle.net/10210/12937.
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Malema, Kgomotso Portia. "Self-esteem in relation to the educational and occupational aspirations of black South African adolescent girls." Thesis, 2004. http://hdl.handle.net/10530/1076.
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A dissertation submitted to the Faculty of Arts at the University of Zululand, (South Africa), in fulfillment of the requirements for the Master of Arts in Research Psychology degree, 2004.The purpose of the study was to examine certain aspects of educational and occupational development in adolescent females. Specifically, the aims were: (1) to ascertain the nature of occupational aspirations of black adolescent girls, (2) to determine the relationship between black adolescents self esteem and occupational aspirations, and (3) to find out whether parents' level of education has an influence on black adolescents' occupational aspirations. Subjects were 161 black girls, aged between 14 and 23 years, from two schools (one a private school and the other a government school) in the township of Atteridgeville, west of Pretoria. The overall results on the educational aspirations of this sample of adolescent girls indicated that these girls intend to graduate from, high school and achieve higher levels of education beyond high school. Occupational aspirations were assessed on the basis of their training requirements, on the first choice of occupation, which the students wanted more than the others; a majority of them aspired to occupations necessitating a degree. The type of schooling did play a role in influencing occupational aspirations, it is thus important to acknowledge that socioeconomic factor is the important variable , since socioeconomic influences which children go to public schools and which go to private schools. It was interesting to find that individual value for educational aspirations and social approval for educational aspirations were significantly related, and that the individual value for occupational aspirations and social approval for occupational aspirations were significant. The t-test for equality of means showed that the government school girls were slightly higher than the private school girls on school ability, while the private school girls were significantly higher on occupational aspirations than the government school girls
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Luo, Shih-Min, and 羅仕旻. "A Study on Motivation to Choose Schools , Educational Aspirations and Expectation Disconfirmation of Comprehensive High School Students." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/88231578192404634407.
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碩士國立彰化師範大學
工業教育與技術學系
98
The purpose of this study was to investigate the correlative status among Motivation to Choose Schools, Educational Aspirations and Expectation Disconfirmation of comprehensive high school students.For the research purpose, the self-edited questionnaire of “Motivation to choose schools, educational aspirations and expectation disconfirmation of comprehensive high school students”was used to test the 2nd grade student of public and private comprehensive high schools in 4 counties and cities (Taichung Country, Taichung City, Changhua Country and Nantou Country) in central Taiwan. With stratified random sampling, from 499 valid questionnaire in total in 10 comprehensive high schools, the valid return rate was 84.29%.A number of statistical procedures, such as descriptive statistics, t-test and one-way ANOVA, were applied to analyze the obtained data. The major findings and conclusions were as follows: 1. On the agreeable attitude of Motivation to Choose Schools aspects, the students had more cognition on the characteristic of comprehensive high schools, followed by "personal factors", "school factors", "future development" and "the influence of others". 2. If comprehensive high school students could re-select their schools, they tend not to choose the same school, and also would not recommend the original school to their friends and relatives. 3. On the agreeable attitude of Educational Aspirations aspects, the students had more cognition on future success.After two years study in comprehensive high schools , students had lowered educational aspirations. 4. On the agreeable attitude of Expectation Disconfirmation aspects, the students had more cognition on “Courses learning”, followed by "professional competence" and "future success", and felt the negative disconfirmation. 5. The students from different school establishment, size of a school, majors, program, sexes and birth order had obvious difference on the agreeable attitude of Motivation to Choose Schools. 6. Comprehensive high school students of different Motivation to Choose Schools, in the view of Educational Aspirations and Expectation Disconfirmation are significant differences. 7. The Educational Aspirations of comprehensive high school students in prior expectations and subsequent experience there were significant differences between. At last, according to the study, a concrete suggestion related to this research was brought up to the education authorities and the future researchers.
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Hsu, Chih-Hui, and 許智輝. "The Relationship between Opportunity and Necessity Entrepreneurial Motivation, and Growth Aspiration: Social Capital as a Moderator." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/37405581891126830829.
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碩士國立屏東科技大學
科技管理研究所
100
Motivation is the key of entrepreneurship, but previous studies couldn’t effectively distinguish the difference of effects from the relation of entrepre- neurship motivations and its results. This research points out there are three important gaps needed to be cleared. First of all, most of previous studies considered entrepreneurs create ventures due to discover opportunities (opportunity-motivated); in fact, there are, however, many people choosing to be entrepreneurs due to no better career choices (necessity-motivated). Secondly, the aim of this research is to study the contents of the two entrepreneurship motivations, because entrepreneurship motivation is closely related to personal targets and actual growth of their businesses. This research focuses on how entrepreneurship motivations influence the entrepreneurs’ growth aspiration for new ventures. Thirdly, this research views social capital as a moderator to discuss if entrepreneurs have more social capital, they could use more external resources of social networks to strengthen their growth aspiration. First of all, about the methodology of this research, this research analyzed GEM Taiwan 2010 and 2011 databases, and the result showed there was a significant difference in opportunity-motivated and necessity-motivated entrepreneurs’ growth aspiration. Secondly, entrepreneurs’ social capital partly moderated the relation between entrepreneurship motivations. Thirdly, the finding, the conclusion, and the academic and practical contribution of this research were proposed.
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Wojtalik, Janet Rose. "There's no place like home? the effects of childhood themes on women's aspirations toward leadership roles /." 2006. http://cdm256101.cdmhost.com/cdm-p256101coll31/document.php?CISOROOT=/p256101coll31&CISOPTR=14679.
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李建華. "A Study of Learning Motivation, Education Aspirations and Learning Satisfaction of Comprehensive High School Students : an Example of Twelfth Grade Students." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/01777446621220651940.
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碩士國立彰化師範大學
商業教育學系
101
Abstract The main purposes of this research are to understand the current situation of the 12th grade comprehensive high school students’ learning motivation, education aspirations and learning satisfaction, and to investigate the relationships among the learning motivation, education aspirations and learning satisfaction. This research is conducted through questionnaires with 911 effective samples out of 1,010 students. The collected data was analyzed through mean, standard deviation, t-test, one-way ANOVA, and Pearson product movement correlation. The main results are summarized as follows: 1. The learning motivation, education aspirations and learning satisfaction of comprehensive high school students are moderate. 2.The students choosing elective courses in different classes show more satisfaction in learning motivation,curriculum,and learning achievements than the ones choosing elective courses in the same class. 3.Among the various programs,the learning motivation of the vocational program learners is higher than the learning motivation of the social and the scientific programs. 4.The students choosing the program with interests show more satisfaction than the ones choosing the program without interests consideration. 5.The learning motivation and satisfaction of the 11th-graders tracked during the first semester are higher than the ones of the 10th-graders tracked during the second semester. 6.Student’s learning motivation, education aspirations and learning satisfaction are positive correlated.
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Wang, Chih-Hsien, and 王芷嫻. "The Enrollment Motivation, Learning Process, and Aspirations for Higher Education of the Students Major in Early Childhood Educare Department in Vocational School." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/81158921554913242578.
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碩士國立臺北教育大學
幼兒與家庭教育學系碩士班
101
The main purpose of this research is to inquiry the enrollment motivation, learning process, and aspirations for higher education of the students who major in early childhood education department in the vocational school. Data were collected via interview of three students who major in early childhood education department in a private vocational school in Taoyuan and other related documents. Results indicate that: 1.Personal factor plays a most important factor that affects their enrollment motivation among students. 2.There are several drastic attitudinal and emotional changes and transitions during their study period. 3.The students consider that they gain their professional knowledge and improve the competence in early childhood educare domain, and discover the weakness in their educare ability simultaneously. 4.The students are planning to enroll in the department of early childcare of a university, and furthermore want to register the teacher education certificate programs. 5.The first most importance factor to inspire students’ aspiration for Higher Education is interest. Secondly, the higher education information that offered by Professional Teachers in Department of early childcare of a Vocational High Schools, and the last is self- expectation that advance their child educare skill and knowledge. There are several suggestions drew based on the above results : 1.Enhance the careers guidance mechanisms for junior high school graduates, and specify the curriculum of early childhood educare department in the activities of educational propaganda. 2.Improve the practicum program of early childhood educre, let students are able to combine the theories and practical skills 3.Advance teachers’ teaching ability of Home Economics subjects 4.According the attribute of subjects, adjust the core competencies indexes.
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Médeiros, Isabelle. "Représentation de la lecture et des aspirations scolaires et professionnelles d'élèves québécois en difficulté inscrits en cheminement particulier de formation temporaire." Mémoire, 2009. http://www.archipel.uqam.ca/2532/1/M10992.pdf.
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Les changements économiques mondiaux forcent les entreprises québécoises à recruter des employés mieux formés. Dans ce contexte, certaines compétences doivent être valorisées, développées et maîtrisées dès le début de la scolarité. L'une de ces compétences est la lecture. L'apprentissage de la lecture étant un enjeu non seulement social, mais également économique, le but de cette recherche est de mieux comprendre quelles sont les représentations sociales, que se font les élèves en difficulté inscrits dans un cheminement particulier de formation temporaire, de la lecture et de leurs aspirations scolaires et professionnelles. La recension des écrits a permis de démontrer que les difficultés en lecture seraient un facteur important du décrochage scolaire et de la non-intégration
professionnelle. Ainsi, l'historique des diverses mesures d'intervention dans le système scolaire québécois a été présenté. Des aspects liés à l'élève à risque, aux difficultés de lecture ainsi qu'aux aspirations scolaires et professionnelles d'élèves au secondaire ont été recensés. La notion de représentations sociales a été retenue pour analyser les objets de recherche que sont la lecture et les aspirations scolaires et professionnelles d'élèves inscrits en cheminement particulier de formation temporaire. Cette recherche s'inscrit dans une approche exploratoire. Elle est de type qualitatif et descriptif. Des entrevues semi-dirigées ont été réalisées auprès de dix-neuf élèves d'une même école, inscrits en cheminement particulier de formation temporaire. Ce groupe provient de deux classes différentes.
Pour les élèves interrogés, la performance en lecture dans le contexte scolaire est un élément prépondérant dans les représentations qu'ils se font de la lecture. La représentation qu'ils se font de la lecture est surtout utilitaire. Ces élèves prennent peu de plaisir à lire à l'école. Bien que leur discours valorise la lecture, ils prennent conscience que leurs difficultés en lecture peuvent avoir un impact sur leur avenir professionnel. Maintenir une motivation jusqu'à la réalisation de leur projet scolaire et professionnel semble au coeur de leurs préoccupations. En conclusion, nous pouvons tirer de ces résultats que ces élèves semblent actuellement dans une période de transition et de construction de leur projet d'avenir professionnel. Ils voient l'importance de la réussite de leur année en cheminement particulier de formation temporaire. Ainsi, s'ils doivent reprendre cette année de formation, leurs aspirations scolaires et professionnelles s'ajusteront en conséquence et il est probable que leur motivation scolaire en soit grandement affectée. Il serait donc pertinent de mettre en place des services plus performants pour aider ces élèves à améliorer leurs compétences en lecture en plus de les aider à construire un projet d'avenir scolaire et professionnel à court terme. ______________________________________________________________________________ MOTS-CLÉS DE L’AUTEUR : Représentations sociales, Lecture, Élèves en difficulté, Cheminement particulier de formation temporaire.
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Cagiotti, Isabelle. "La formation académique des étudiants de premier cycle en psychologie à l'Université de Montréal : aspects situationnels, contextuels et globaux." Thèse, 2003. http://hdl.handle.net/1866/14710.
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Rosevear, Jennifer Claire. "Engaging adolescents in high school music." 2008. http://hdl.handle.net/2440/49828.
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This investigation aims to explore the attitudes of adolescents towards learning music and to gauge the extent of their involvement in the activities of playing, singing, creating and listening to music. It also seeks to determine the views of adolescents on attributions for success in various activities, including music. Beliefs about selfconcept, or self-identity, and their relationships to academic achievement and musical involvement are explored. The review of literature spans various facets of self-perception, including selfconcept, self-esteem, self-efficacy, self-regulation, and self-concept development, and considers the role of music in self-concept development. The impact of self-perceptions on motivation, which is central to learning, achievement and engagement, is also considered. The basic principles of learning, and their application to learning in music, provide the foundation for specific aspects of music learning, namely, music literacy, learning to play a musical instrument, singing, music technology and informal learning. The relationship between music learning and academic achievement is reviewed. The particular importance of music in adolescence, and adolescent attitudes to school music, provide a backdrop to the analysis of the wide-ranging factors involved in self-concept development, motivation and learning principles, thus leading to an overview of the various approaches which can facilitate the engagement of adolescents in learning in general, and in high school music in particular. A researcher-designed Survey of Musical Experiences and Self-concept was administered to Year 9 and 10 students in three high schools in metropolitan Adelaide, South Australia. Data from the survey, along with academic results, were collected from the 282 participants in the study. The data provide background information about each participant, along with their perceptions about perceived areas of strength and reasons for success in these areas. Information about involvement in musical activities was collated for all students, with approximately half of the students not studying music at school. Measures for self-esteem (Rosenberg, 1965) and perceived competence (Chan, 1993) were included in the survey. Using a mixture of qualitative and quantitative methods, the data were analysed in relation to the extent of involvement in music, attitudes to learning music, students’ attributions for success, and strengths of the relationships between musical involvement, self-concept and academic achievement. Conclusions can be drawn based on the survey data and the literature review, and these emphasise the importance of the social nature of learning and of providing opportunities for creative work in classroom activities. The most outstanding finding to be highlighted from the study was the aspect of enjoyment as a reason for achievement which appears to feature prominently in students’ responses, yet it is less widely recognised in the literature.http://proxy.library.adelaide.edu.au/login?url= http://library.adelaide.edu.au/cgi-bin/Pwebrecon.cgi?BBID=1321529
Thesis (Ph.D.) -- University of Adelaide, Elder Conservatorium of Music, 2008
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Rosevear, Jennifer Claire. "Engaging adolescents in high school music." Thesis, 2008. http://hdl.handle.net/2440/49828.
Full textAbstract:
This investigation aims to explore the attitudes of adolescents towards learning music and to gauge the extent of their involvement in the activities of playing, singing, creating and listening to music. It also seeks to determine the views of adolescents on attributions for success in various activities, including music. Beliefs about selfconcept, or self-identity, and their relationships to academic achievement and musical involvement are explored.
The review of literature spans various facets of self-perception, including selfconcept, self-esteem, self-efficacy, self-regulation, and self-concept development, and considers the role of music in self-concept development. The impact of self-perceptions on motivation, which is central to learning, achievement and engagement, is also considered. The basic principles of learning, and their application to learning in music, provide the foundation for specific aspects of music learning, namely, music literacy, learning to play a musical instrument, singing, music technology and informal learning. The relationship between music learning and academic achievement is reviewed. The particular importance of music in adolescence, and adolescent attitudes to school music, provide a backdrop to the analysis of the wide-ranging factors involved in self-concept development, motivation and learning principles, thus leading to an overview of the various approaches which can facilitate the engagement of adolescents in learning in general, and in high school music in particular.
A researcher-designed Survey of Musical Experiences and Self-concept was administered to Year 9 and 10 students in three high schools in metropolitan Adelaide, South Australia. Data from the survey, along with academic results, were collected from the 282 participants in the study. The data provide background information about each participant, along with their perceptions about perceived areas of strength and reasons for success in these areas. Information about involvement in musical activities was collated for all students, with approximately half of the students not studying music at school. Measures for self-esteem (Rosenberg, 1965) and perceived competence (Chan, 1993) were included in the survey. Using a mixture of qualitative and quantitative methods, the data were analysed in relation to the extent of involvement in music, attitudes to learning music, students’ attributions for success, and strengths of the relationships between musical involvement, self-concept and academic achievement.
Conclusions can be drawn based on the survey data and the literature review, and these emphasise the importance of the social nature of learning and of providing opportunities for creative work in classroom activities. The most outstanding finding to be highlighted from the study was the aspect of enjoyment as a reason for achievement which appears to feature prominently in students’ responses, yet it is less widely recognised in the literature.Thesis (Ph.D.) -- University of Adelaide, Elder Conservatorium of Music, 2008
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Dabir, Deepa. "A study of vocational aspirations, as a function of aptitudes, and motivational patterns among the boys and girls studying in 9th 10th & 11th grades in Nagpur district." Thesis, 1986. http://hdl.handle.net/2009/6333.
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"The influence of sex role identification and personality traits on vocational orientation of college students." Chinese University of Hong Kong, 1994. http://library.cuhk.edu.hk/record=b5887306.
Full textAbstract:
by Josephine Shui-fun Law.Includes questionaire in Chinese.
Thesis (M.Phil.)--Chinese University of Hong Kong, 1994.
Includes bibliographical references (leaves 46-62).
ACKNOWLEDGEMENT --- p.i
TABLE OF CONTENTS --- p.ii
LIST OF TABLES --- p.iii
LIST OF APPENDICES --- p.iv
ABSTRACT --- p.1
Chapter CHAPTER I -- --- Introduction --- p.2
Sociological Factors Socioeconomic Status --- p.5
Psychological Factors Achievement Motivation --- p.6
Self-Esteem --- p.7
Sex Role Orientation --- p.8
Gender differences on Aspirations Educational Aspiration --- p.11
Career Aspiration --- p.12
Purpose of the Study --- p.14
Chapter CHAPTER II -- --- Method Subjects and Data Collections --- p.15
Instruments --- p.16
Chapter CHAPTER III -- --- Results --- p.23
Chapter CHAPTER IV -- --- Discussion --- p.34
REFERENCES --- p.46
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De, Villiers Liesel. "Gebruik van regressie-analise in die identifisering van sportprestasiefaktore." Diss., 2002. http://hdl.handle.net/10500/17977.
Full textAbstract:
Summaries in Afrikaans and EnglishDie doel van hierdie ondersoek was om te bepaal watler faktore die grootste bydrae tot sportprestasie lewer. Met die literatuurstudie is die verskillende faktore wat sportprestasie beinvloed, geidentifiseer en verder ondersoek en beskryf. Daar is gevind dat 'n wye verskeidenheid faktore bestaan wat atletelsportdeelnemers se prestasie positief of negatief kan beinvloed. 'n Empiriese ondersoek is uitgevoer waarby 'n aantal atlete/sportdeelnemers, wat aan verskeie sportsoorte deelneem, betrek is. Die afrigters van hierdie atlete/sportdeelnemers is oak by die ondersoek betrek. Eerstens is bepaal watter faktore, volgens die atlete/sportdeelnemers, die grootste bydrae tot hul sportprestasie lewer. Daama is hierdie geidenlifiseerde faktore aan 'n regressieanalise onderwerp om te bepaal walter faktor/e die grootste en belangrikste bydrae tot sportprestasie lewer. Die resultate het getoon dat hierdie faktore soos volg is: motivering, afrigter, kommunikasie, selfvertroue, aanleg en dieet
The purpose of this study was to determine which factors contribute significantly to sports achievement. In the literature study, different factors with an underlying effect on sports achievement were identified, explained and further investigated. A wide variety of factors bearing positive as well as negative effect on athletes'/sport participants' achievement were found. An empirical study was carried out in which a number of athletes/sport participators were involved. The coaches of these athletes/sport participants were also included. The factors that play a major contributing role in these athletes/sport participants' sports achievement were primarily determined. Thereafter the identified factors were further investigated through the use of a regression analysis to ascertain which ones contribute the most to sports achievement. The results indicated that these factors are as follows: motivation, coach, communication, self-confidence, talent and diet.
Educational Studies
M.Ed. (met spesialisering in Voorligting)