Dissertations / Theses on the topic 'Collection motivations'
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Allison, Pamela. "Mystery Shopper Motivations and the Presence of Motivation Crowding." Doctoral diss., University of Central Florida, 2009. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/4064.
Full textPh.D.
Department of Educational Research, Technology and Leadership
Education
Education PhD
Denehy, Patrick Michael. "The Space of Motivations." Diss., Temple University Libraries, 2015. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/313760.
Full textPh.D.
In the Sellarsian idiom, the space of reasons distinguishes rational beings as those invested in the game of giving and asking for reasons as set apart from beings merely susceptible to the space of causes, i.e. the realm of law. In this work I open a path toward perceiving and thinking that human beings characteristically live their lives in the space of motivations, an intelligible realm of perception, thought, and action whereby non-rational, non-causal descriptions and explanations of behavior serve as the primary and legitimating backdrop of those lives. The idea of motivations stems from the underdeveloped notion within the corpus of Maurice Merleau-Ponty. In preparing a path toward the space of motivations, I argue for three claims. First, in the philosophy of mind, I argue for what I call the attentionality thesis (chapter 1), which states that the mind is primarily structured by attention in two senses: that consciousness has the capacity for re-direction toward different and multiple intentional objects, and that remaining directed toward an intentional object reveals different qualitative features of that object or mode of comportment. The attentionality thesis, which I draw from Merleau-Ponty's work, broadens the Brentano-Husserl intentionality thesis. I further argue that the attentionality thesis undercuts the distinction in kind between cognitive intentionality and motor intentionality (chapter 2), reveals shared problematic presuppositions of qualia theorists and functionalists (chapter 3), and challenges key concepts in Alva Noë's enactive theory of mind. Second, in light of the attentionality thesis, I diagnose concerns about whether perception is conceptual or nonconceptual, particularly with respect to John McDowell's conceptualism and Hubert Dreyfus's and Sean Kelly's nonconceptualism. I show that considerations of these arguments suggest an impasse between the claims that perception is conceptual, even in motor intentional comportments (chapter 2), and nonconceptual, in light of the fineness of grain argument (chapter 4). This leads to the final claim that the primary way to understand human perception, thought, and action is not via conceptual or nonconceptual considerations, but rather via motivations in the significance they lend (chapter 5).
Temple University--Theses
Berry, Jessica, and n/a. "Re:Collections - Collection Motivations and Methodologies as Imagery, Metaphor and Process in Contemporary Art." Griffith University. Queensland College of Art, 2006. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20070327.151934.
Full textBerry, Jessica. "Re:Collections - Collection Motivations and Methodologies as Imagery, Metaphor and Process in Contemporary Art." Thesis, Griffith University, 2006. http://hdl.handle.net/10072/365478.
Full textThesis (Professional Doctorate)
Doctor of Visual Arts (DVA)
Queensland College of Art
Full Text
Souder, Tavis J. "The effect of time on merger motivations." Honors in the Major Thesis, University of Central Florida, 2001. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/247.
Full textBachelors
Business Administration
Finance
Fowler, Amy. "Factors and Motivations Behind Volunteering at Domestic Violence Emergency Shelters." Honors in the Major Thesis, University of Central Florida, 2013. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/947.
Full textB.A.
Bachelors
Sciences
Sociology
Zeas, Joanne. "Teaching Developmental English: Perceptions and Motivations of One Adjunct Faculty Group." Diss., Temple University Libraries, 2013. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/223046.
Full textEd.D.
This qualitative study describes members of the Liberal Arts/English adjunct faculty at one mid-Atlantic urban community college (MAUCC), their perceptions of the organizational climate of their program, and their satisfaction and motivation patterns. The study was designed as a case study focusing on one MAUCC department. Adjunct faculty members constitute a growing percentage of the teaching force in higher education institutions--particularly in community colleges (Eagan, 2007; National Center for Educational Statistics, 2011). With rising economic pressure, community colleges increasingly rely on adjunct faculty for teaching their students, particularly in introductory and remedial courses (Eagan, 2007; National Center for Educational Statistics, 2011). However, research suggests that, relative to students taught by full-time faculty, students in introductory courses that are taught by adjunct faculty members are less likely to be successful and to persist to degree completion (Harrington & Schibik, 2001; Eagan, 2009; Jaeger, 2009). Some research suggests that adjunct faculty's work conditions interfere with the quality of their instruction (Eagan, 2007; Lei, 2008). Other research concludes that adjunct faculty members' motivation for teaching and/or method of teaching is incompatible with the investment required for supporting community college students in developmental courses (Adamowicz, 2007; Glenn, 2008). However, little is known about the way contemporary community college adjunct faculty members perceive their role in the organization and their responsibility for promoting students' learning, development, and academic success. The completed research answers the questions: (1) How do adjunct faculty members teaching developmental courses in a community college describe their satisfaction within their current organizational roles? (2) How do adjunct faculty members teaching developmental courses in a community college perceive their responsibility toward student learning and academic success? (3) How do adjunct faculty members describe their motivation within their current role? and (4) How do these adjunct faculty members' perceptions of satisfaction, instructional effectiveness, and motivation relate to their personal background? The research is designed as a case study and focuses on adjunct faculty members teaching introductory and developmental English at one community college.
Temple University--Theses
Flaherty, Elizabeth R. "Voices of Returning Adult Community College Studio Art Majors: Perceptions and Motivations." Diss., Temple University Libraries, 2014. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/270634.
Full textPh.D.
A current phenomenon of interest in community college education is the ever-expanding number of students pursuing college level instruction. This research aimed to look at the phenomenon within the framework of an undergraduate community college program in the Studio Arts. The study sought to identify threads of motivation and self-reflection during enrollment in college courses among a participant group of eight returning adult (28y.o.+) studio art students as they considered the significance of art in their lives, the decision to continue their arts education, and how their art-making and art-thinking may have been interconnected with personal identity development. A modified three-part phenomenological interview protocol, participant observation, and arts-based research methods were utilized to contribute to the understanding of the shared essence of these participants' lived experiences. What emerged from the data were intersections between identity development, artistic creativity, and maturity which had emerged in midlife as a commitment to developing their artistic identities through a community college program in the studio arts.
Temple University--Theses
Watson, Deborah Elaine. "Paul's collection in light of motivations and mechanisms for aid to the poor in the first-century world." Thesis, Durham University, 2006. http://etheses.dur.ac.uk/2601/.
Full textHarrison, Joycelyn Lorraine. "MOTIVATIONS FOR ENTERPRISE RESOURCE PLANNING (ERP) SYSTEM IMPLEMENTATION IN PUBLIC VERSUS PRIVATE SECTOR ORGANIZATIONS." Doctoral diss., University of Central Florida, 2004. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/4452.
Full textEd.D.
Department of Educational Research, Technology and Leadership
Education
Educational Research, Technology, and Leadership
Lay, Robert Warren. "COLLEGE STUDENTS’ MOTIVATIONS FOR PARTICIPATING IN HAZING RITUALS OF BLACK GREEK LETTER ORGANIZATION." Diss., Temple University Libraries, 2019. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/599531.
Full textEd.D.
Hazing in collegiate settings, both Greek and non-Greek, damages educational institutions’ reputations and creates liability as they seek to maintain the safety of their students. This study examines hazing activities that take place during the initiation process of Black Greek Letter Organizations (BGLOs). Utilizing qualitative research, it provides insight into the motivations of undergraduates who participate in BGLO hazing initiation rituals. Using National Pan-Hellenic Council (NPHC) and Pennsylvania State Law definition of hazing, this study focuses on an underexamined population generally overlooked by researchers in this field. Examining BGLO members’ familiarity with hazing prior to taking part revealed three levels of awareness: not aware, moderately aware, and very aware. Participants also indicated what kinds of dangers they were aware of, how they became aware of such dangers, and other facets of hazing they knew about prior to their participation in the activity. Members chose to join an organization where they believed hazing existed due to various factors: Confidence & Past Success, Intrapersonal Benefits, Societal Benefits, Perceptions of Hazing, Personal Relationships, Compatibility, Lack of Options, and Following Traditions. BGLO members’ willingness to undergo hazing sprang from the following factors: Long-term Benefits, Validation, The Bonds of Initiation, Personal Relationships, Acceptance, Perceptions of Hazing, Explanatory Justification. Finally, participants in this study indicated five roles that hazing plays in the initiation process of BGLO: Producing Better People, The Cycle of Re-Creation, Organizational Benefits, Validating Membership and Not Worth It. This project highlights the failure of higher educational institutions to play a key role in protecting students, specifically BGLO members, from the dangers of hazing and offers remedies for that oversight, including anti-hazing policies, hazing support services, membership intake processes, and fraternal organization advisement implications, as well as areas for future research on this topic.
Temple University--Theses
Halter, Heather J. "Moving from a textbook to Facebook college students' motivations for using social networking sites in education." Master's thesis, University of Central Florida, 2010. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/4617.
Full textID: 029050089; System requirements: World Wide Web browser and PDF reader.; Mode of access: World Wide Web.; Thesis (M.A.)--University of Central Florida, 2010.; Includes bibliographical references (p. 94-98).
M.A.
Masters
Nicholson School of Communication
Sciences
Pfohl, Jennifer. "Exploring the Motivations of NCAA Women's Artistic Gymnasts to Participate in Strength and Conditioning Training." Master's thesis, Temple University Libraries, 2016. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/379225.
Full textM.S.
This is the known first study completed on NCAA gymnastics motivations to participate in strength and conditioning. The study was open to all NCAA women’s artistic gymnastics participants. Research included the completion of an online survey (n = 141) with the opportunity to volunteer for a follow up phone interview (n = 5). Three research questions were examined: 1. What are the motivations of student-athletes in NCAA Women’s Artistic Gymnastics to participate in strength and conditioning training? 2. How does motivation to participate in strength and conditioning training influence the performance level of the student-athletes? 3. How does motivation to participate in strength and conditioning training influence the injury rate of the student-athletes? Overall, this study did not identify significant findings in the relationship with motivation to participate in strength and conditioning training with level of performance or injury rates. Qualitative phone interviews provided additional insight on experiences and feelings toward strength and conditioning training, which can be utilized by both researchers and practitioners. In order to further explore the relationship between strength and conditioning and gymnastics performance more research needs to be completed.
Temple University--Theses
Boyden, Julian. "Vox Populi-Vox Belli: A Historical Study of Southern Ante Bellum Public Attitudes and Motivations Toward Secession." Master's thesis, University of Central Florida, 2012. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5142.
Full textID: 031001448; System requirements: World Wide Web browser and PDF reader.; Mode of access: World Wide Web.; Adviser: .; Title from PDF title page (viewed June 27, 2013).; Thesis (M.A.)--University of Central Florida, 2012.; Includes bibliographical references (p. 353-358).
M.A.
Masters
History
Arts and Humanities
History
Dufrene, Chantel. "COLLEGE DRINKING, GREEK AFFILIATION AND THE NEED TO FIT IN: AN ANALYSIS OF SOCIAL NORMS AND MOTIVATIONS ASSOCIATED WITH FRATERNI." Master's thesis, University of Central Florida, 2006. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/2735.
Full textM.A.
Department of Sociology
Sciences
Applied Sociology
Tang, Tricia. "A comparative analysis of college student spring break destinations an empirical study of tourism destination attributes." Honors in the Major Thesis, University of Central Florida, 2012. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/626.
Full textB.S.
Bachelors
Rosen College of Hospitality Management
Hospitality Management
Kachanoff, Frank. "A collective approach to studying human motivation." Thesis, McGill University, 2013. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=119582.
Full textRÉSUMÉLa plupart du temps, le domaine de motivation humaine est étudié du point de vu de l'individu, en prenant en compte seulement le contexte immédiat qui l'influence. Certes, cette approche est approprié : pour expliquer le comportement d'un individu, l'individu devrait être l'unité d'analyse. Par contre, de la recherche récente faite part Taylor (2002) et Oyserman (2007, 2009) suggère que les groupes sociaux, et les identités collectives auxquelles ils sont associés, influence la motivation personnelle et la capacité de s'autoréguler des membres individuels. Pour continuer cette recherche, nous proposons que pour comprendre l'état d'une personne individuelle, nous devons aussi prendre compte des facteurs collectifs qui caractérisent le groupe social de l'individu et qui influence son groupe. Dans cette thèse, nous proposons et formulons une approche collective pour comprendre la motivation de l'individu. La recherche que nous présentons démontre comment une approche collective pour comprendre la motivation individuelle peut être appliquée pour élargir les théories de motivation qui sont courantes et influentes, mais qui sont concentré sur l'individu. Dans notre premier manuscrit, nous présentons une étude de journaux de bord horaires qui investigue le rôle que les groupes sociaux jouent pour fournir aux membres individuels un guide de buts individuels qui sont prescrits d'une façon claire, et une compréhension des processus nécessaires pour accomplir ces buts. Avec un groupe d'étudiants de première année habitant dans des résidences universitaires, nous avons trouvé que la perception d'un sens de clarté collective aux niveaux des buts académiques dans leur résidence était reliée à l'engagement de chaque individu dans leurs buts académiques. D'importance, cette relation était médiée par la clarté individuelle de buts académiques et du processus pour les atteindre. Cette recherche montre comment une approche collective pour étudier la motivation individuelle peut élargir la théorie de la façon optimale de fixer des buts (Locke & Lathame, 1990) et la recherche qui sort du domaine de psychologie industrielle et organisationnelle. Dans notre deuxième manuscrit, nous appliquons notre approche collective pour étudier la motivation individuelle, pour élargir le cadre de la théorie de détermination de sois (Deci & Ryan, 1985, 2000). Avec un échantillon large et culturellement divers, nous montrons que la perception qu'ont les membres individuels d'un groupe de l'autonomie collective de leur group sociale dans un contexte intergroupe est relie directement à leur propre satisfaction de leur besoin d'autonomie individuelle. De plus, la perception d'autonomie collective des membres du groupe était indirectement reliée à leur bien-être personnel, à leur style de motivation internalisé (et autonome) pour suivre les coutumes de leur groupe, et à leur niveau reporté d'engagement et de participation dans la culture de leur groupe. Pour conclure cette thèse, nous expliquons les implications théoriques et pratiques de nos résultats présents et nous proposons un model théorique général qui peut être appliqué pour adopter une approche collective à l'étude de la motivation individuelle.
Gust, Eric J. "The Arab citizens of Israel motivations for collective action." Thesis, Monterey, Calif. : Naval Postgraduate School, 2008. http://bosun.nps.edu/uhtbin/hyperion-image.exe/08Mar%5FGust.pdf.
Full textThesis Advisor(s): Baylouny, Anne M. "March 2008." Description based on title screen as viewed on May 2, 2008. Includes bibliographical references (p. 61-66). Also available in print.
Purl, Justin D. "Collective Control: Collective Efficacy's Role in Team Resource Allocation." Ohio University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1412876236.
Full textBatto, Nathan Frank. "Meshing motivations individual and collective action in the Taiwanese legislature /." Connect to a 24 p. preview or request complete full text in PDF format. Access restricted to UC campuses, 2006. http://wwwlib.umi.com/cr/ucsd/fullcit?p3240047.
Full textTitle from first page of PDF file (viewed January 12, 2007). Available via ProQuest Digital Dissertations. Vita. Includes bibliographical references (p. 198-209).
Buchroth, Ilona. "Motivational and situational discourses in collective community action." Thesis, Durham University, 2007. http://etheses.dur.ac.uk/2847/.
Full textSchmerling, Daniel. "The Measurement of Motivation: Examining the Measurement Properties of the Motivation Assessment System." Doctoral diss., University of Central Florida, 2013. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5700.
Full textPh.D.
Doctorate
Psychology
Sciences
Psychology; Industrial and Organizational
Patchell, Jason W. "Enhancing collective efficacy in elite youth basketball /." [St. Lucia, Qld.], 2006. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe19782.pdf.
Full textBordachar-Laval, Christine. "Mesure des effets des primes sur objectif sur la motivation individuelle et sur la motivation collective des salariés." Toulouse 1, 2003. http://www.theses.fr/2003TOU10048.
Full textThe increasing number of group pay systems in firms raises many new questions related to the effects of these compensation plans on the organizational performance and internal operation in the enterprise. Among these kinds of variable, the goal bonus is a topic which so far in France has not been investigated yet. This research aims at assessing their effects on the individual motivation of salaried employees as well as the collective motivation of the group of employees at work. Indeed, recently, the concept according to which it does not seem possible to isolate the individual from his working group, has grown up in the field of research into the management of human resources. This thesis intends to examine the exitence of a collective motivation within the organization the mecanisms of which could be of the same nature as those accounting for the individual effort behaviour. This research work resorts to socio-cognitive theories of goal setting, self-regulation and expectancy as well as the theories of equity and distributive and procedural fairness. An integrating analysis model is developed in order to suggest a hypothetical system of relations between independant variables relative to goal bonus and individual and collective effort behavior of employees. These relations are tested within the framework of empirical research. The data have been collected in the Bordeaux plant of Solectron Company. The results of correlation and regression tests between the variables of the analysis model are finally examined
Jennings, Jay. "Religious Motivation and the Democratic Citizen." Diss., Temple University Libraries, 2015. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/317436.
Full textPh.D.
There has been both praise and vilification of religion's role in shaping democratic citizens. By focusing on individual differences, religious motivations can help explain the complex relationship between religion and good citizenship, especially concerning the important topics of political engagement and prejudice. This dissertation will demonstrate that in order to understand the connection between religion and democratic citizenship, we must consider people's religious motivations. We must go beyond traditional approaches that only consider people's beliefs and behaviors. Religious motivation is a powerful measurement tool providing a richer framework than traditional measures of religiosity when answering a variety of questions regarding democratic citizenship. It is also a unique measure of individual difference with independent effects going beyond measures of personality, open-mindedness, ideology, and religiosity. The goal of this dissertation is twofold. First, it will establish religious motivation as an important measure that can greatly aid our understanding of the relationship between religion and democratic citizenship. Second, this dissertation will demonstrate how religious motivation can clarify religion's relationship with two specific measures of democratic citizenship: prejudice and political engagement. To meet these goals, this dissertation employs nationally representative surveys including a unique survey-experiment to provide evidence of religious motivations' important explanatory power. The findings suggest it is not what religious service you attend, or even how often you attend, but the motivation for being religious that best explains the level of political engagement and prejudice.
Temple University--Theses
Tibbetts, Erica. "Understanding Incarcerated Women's Motivation to Exercise." Diss., Temple University Libraries, 2015. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/327641.
Full textPh.D.
Women make up only 7% of the incarcerated population (Guerino, Harrison, & Sabol, 2012). However, this number is rising exponentially. The female prison population has increased eight-fold since 1980 (Carson & Gionelli, 2013). Up to 70% of women who are incarcerated will recidivate (Mallik-Kane & Vischer, 2008). A major contributor to this rapid increase and high rate of recidivism is that women's physical and mental health needs are not met while they are incarcerated. Creating gender sensitive programming that addresses women's physical and mental health needs while they are incarcerated and that can influence their lives after they leave could help decrease recidivism and increase the quality of life of thousands (Bloom, Owen, & Covington, 2003). While structured exercise programs are being offered with more frequency in women's prisons to help address these mental and physical health problems, attendance has been low and program staff struggle to retain participants. This research examined women's motivation to exercise, what they felt were benefits of engaging in physical activity, and what they perceived the barriers to physical activity are while incarcerated. The study was conducted in conjunction with an indoor cycling class being offered at the Philadelphia County Women's prison. Twenty-four women enrolled in the study and completed pre-program interviews and pencil and paper measures. Twelve women completed a follow up test; six graduated from the cycling program; six dropped out. Results show that women who build connections (relatedness) with instructors and peers are more likely to adhere to a structured exercise program, and that the basic psychological needs laid out by Self-Determination Theory are related to adherence. Additionally, women can internalize a range of reasons for and benefits of exercise that can help them overcome a range of institutional, individual, and environment barriers evident in a correctional setting.
Temple University--Theses
Hayashi, Chiyo. "JAPANESE LEARNERS’ MOTIVATION FOR READING ENGLISH." Diss., Temple University Libraries, 2015. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/354603.
Full textEd.D.
The present study is an exploration of multiple dimensions of L2 learners’ reading motivation and its relationship with L2 reading achievement. Based on theories of motivation and L1 and L2 studies, nine dimensions of motivation (Curiosity, Involvement, Challenge, Importance of L2 Reading, L2 Reading Self- Confidence, Instrumental Orientation, Recognition, Compliance, and Intrinsic Motivation for L1 Reading) were hypothesized to influence L2 reading achievement, and their dimensionality was examined using an L2 reading motivation questionnaire and statistical procedures. The participants, 1,030 students from nine Japanese universities, completed a 69-item Reading Motivation Questionnaire and a reading comprehension test. The questionnaire and test scores were statistically analyzed using the Rasch rating scale and dichotomous models, descriptive statistics, factor analysis, and structural equation modeling. The findings indicated that L2 reading motivation was multidimensional, consisting of both intrinsic and extrinsic motivation. This result was consistent with previous studies conducted in L1 and L2 reading. Intrinsic motivation for L2 reading (Interest and Involvement in L2 Reading and Desire to Read L2 Materials) and one types of extrinsic motivation (Instrumental Orientation) exerted greater influence on L2 reading motivation than the other types of extrinsic motivation (Importance of L2 Reading, Recognition, and Compliance). That is, internally controlled motivation is more influential than externally controlled motivation with an exception of Instrumental Orientation. Another important finding was that L1 reading motivation and L2 reading motivations were similar to some extent because five of the eight factors (Intrinsic Interest and Involvement in L2 reading, Desire to Read L2 Materials, Importance of L2 Reading, Recognition, and Compliance) were found both in L1 and L2 reading motivation. However, three L2 specific factors (Instrumental Orientation, L2 Reading Self Confidence, and Intrinsic Interest in L1 Reading) were also identified. Thus, the study showed that there were some similarities as well as fundamental differences between L1 and L2 reading motivation. In terms of the relationship between L2 reading motivation and text comprehension, the L2 Reading Motivation and Comprehension Model demonstrated L2 reading motivation is significantly related to L2 text comprehension. Concerning individual differences between male and female students, the study showed that their profiles were similar although, on the average, the female students were more motivated to read as has been repeatedly found in L1 reading. Differences in the motivational profiles due to L2 proficiency showed that Recognition, the desire to be recognized by others by performing well, was a factor that differentiated the high and low groups. However, because the relationship between L2 Reading Motivation and L2 Reading Comprehension was not significant for both groups, it is possible that there was a problem with the reading test that was used to make the groups. In summary, the present study has demonstrated the vital role of L2 reading motivation in L2 reading, and pointed to the need to incorporate motivational support into L2 reading pedagogy as has been successfully practiced in L1 reading. This study is significant to the domain of L2 instruction and research for several reasons. First, it extends the knowledge base in L2 reading by identifying the influence of L2 reading motivation on L2 reading behavior. Second, the results of the study contribute to designing research-based reading instruction aimed at enhancing L2 reading motivation and performance. Finally, it is hoped that this study provides individual educators with practical suggestions on how to improve L2 reading instruction in their individual teaching contexts, focusing on both affective and cognitive aspects of L2 learners.
Temple University--Theses
Shasivari, Altin, and Christian Naaman. "Individuella och kollektiva belöningssystem : En studie om hur de anställdas motivationsprocess formas och byggs i respektive system." Thesis, Högskolan i Skövde, Institutionen för teknik och samhälle, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-8520.
Full textIt has become more and more common for companies to implement reward systems. The reason why companies start to use these systems is because of the competition that now is growing stronger and stronger, therefore it’s very important to try and raise the employee’s motivation in work. It can also make the workers more loyal to the organization and make the key individuals to stay put. The motivation can be seen as a process and discusses three different concepts. When used correctly the reward system can be a motivation for the employees to reach the goals that are set in the company. There are different types of reward systems, individual and collective. In the first one we mention, the rewards are given separately to individuals and the staff are rewarded through their achievement. The other one is given out to a group and everyone gets the same amount of the reward. We’ve used a qualitative method to try and analyze and understand how the employees are motivated by an individual and collective reward system. A case study research was used, because we wanted to get a closer look into the banks and brokers. All 8 interviews have been made in each and one of the interviewee’s offices. With help of our key terms in the theoretical framework we’ve been able to ask our questions. In the same chapter as the theoretical framework we have in the first piece described organizations and individuals, how they relate to each other. Rewards is the next step in this process, and begin with explaining what motives there can be to apply a reward system in a company and which behaviors it can raise. We also bring up what kind of different rewards that exists. Under the headline motivation, we’ve used two theories, expectancy and equity, also work orientation has been looked at. In the empirical data our respondents explain to us how they are motivated in their respective system and also quite precise tell us how they experience the fairness and expectancies in their systems. When we analyze our theory and the data that we have gathered, a comparison between them will be made with the help of our key terms, we will analyze what differences and similarities that emerge. This will later on lead to our conclusions. Here, we will discuss how the interviewee’s motivation is affected by an individual and collective reward system. The final conclusion proves that the motivational process in individual and collective reward systems affect the employees differently.
Page, Catherine Jane. "Cultural implications of reading motivational methodologies." Honors in the Major Thesis, University of Central Florida, 2009. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/1312.
Full textBachelors
Education
English Education
Ferguson, Patricia Ann. "A Relationship Between Career Decision and Motivation to Persist." Doctoral diss., University of Central Florida, 2007. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/2410.
Full textEd.D.
Department of Educational Studies
Education
Curriculum and Instruction EdD
Harrell, Melissa. "THE RELATIONSHIPS BETWEEN LEADER BEHAVIOR, FOLLOWER MOTIVATION, AND PERFORMANCE." Doctoral diss., University of Central Florida, 2008. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/3854.
Full textPh.D.
Department of Psychology
Sciences
Psychology PhD
Cipollone, Maria. "Motivation to Mine: An Analysis of the Motivation for Extended Video Game Play among Preadolescents in a Physical Learning Environment." Diss., Temple University Libraries, 2015. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/352314.
Full textPh.D.
The relationship between video games and learning is a topic of interest for academic fields. But how can a voluntary activity, like playing video games, motivate students to be academically productive? This dissertation used the popular video game, Minecraft, to measure the intrinsic motivation of 7th and 8th grade students in mathematics class, using a Self-Determination Theory (SDT) framework. The results demonstrated that intrinsic motivation remained at high levels, as long as students are competent in game controls and were relatively free to do what they wanted within the general guidelines in the video game environment. Second, the role of social presence contributed to immersion in the video game environment and played a role in the continued motivation to play. Third, although there was no impact on rote measures of learning, such as memorizing vocabulary definitions, the Minecraft video game environment affected students’ ability to problem solve, as was evidenced by pre- and post-tests of rote and conceptual learning.
Temple University--Theses
Testa, Rylan Jay. "Motivation for Weight Loss Maintenance: Approach and Avoidance." Diss., Temple University Libraries, 2011. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/101058.
Full textPh.D.
Currently, two-thirds of adults and one-half of children and adolescents in the United States meet criteria for overweight or obese weight status (Wang & Beydoun, 2007). While weight loss often is desired among these individuals, few achieve sustained weight loss maintenance. A model of motivation, affect, and long-term weight loss maintenance is proposed, based on Carver's model of behavior change (2004b) and related research. This investigation evaluated the model's proposed associations between approach and avoidance motivation, depressive and anxious affect, and caloric consumption within the context of a dietary lapse condition in the laboratory. Findings did not support the hypotheses that avoidance motivation would be negatively related to calorie consumption or that approach motivation would be positively associated with calorie consumption. Conversely, higher avoidance motivation was found to predict higher caloric consumption. Finally, this relationship was not mediated by depressive or anxious affect. Instead, consumption of high calorie foods alone was shown to fully mediate this relationship. Recommendations for future research are presented in the context of these findings.
Temple University--Theses
Bergman, David Murphy. "Motivation and Middle School Readers: The nature of motivation among adolescent struggling readers who made notable gains while in middle school." Diss., Temple University Libraries, 2013. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/234823.
Full textEd.D.
This qualitative case study investigated the nature of motivational change among eight adolescent participants who made notable advances in reading while in middle school. Data was gathered through interviews, observations, and artifact analysis. Guthrie's (2001) work identified a list of essential elements for reading engagement: autonomy support, interesting texts, goal orientation, real-world instruction, evaluation, strategy instruction, teacher involvement, collaborative learning, and the use of praise and rewards. Using Guthrie's (2001) work as a guide, a line of inquiry was formulated that could yield useful data on which factors were most influential in accounting for motivational and achievement growth among this unique population of improved readers. At the end of a six month study, interesting texts and real-world connections were found to be the most significant of Guthrie's (2001) contexts for engagement in facilitating participants' growth as readers. However, the personal accounts of the students, parents, and teachers in this study reveal a more complex picture of the nature of the motivational change among these adolescent readers. From this data, seven themes emerged that related to participants' motivational experiences in the categories of ethnicity, gender, and disability status. The three themes that emerged on the topic of ethnicity were "Resisting a fear of failure," "Meeting readers where they are," and "Tying literacy to the real world." On the subject of gender, two themes also emerged from the data: "Genders appearing more similar than different" and "Girls preferring intrinsic motivation." On the subject of students with disabilities, an additional two themes emerged: "Experiencing more reading frustrations" and "Combining learning support and interesting texts." Several of these themes suggested findings that differed from previous research on motivation and adolescent readers. Based on these findings, implications for practitioners, policymakers, and researchers were explored.
Temple University--Theses
Alzamora, Priscilla M. "A study on motivation in the high school foreign language classroom through focus groups with third- and fouth-year high school Spanish students." Honors in the Major Thesis, University of Central Florida, 2008. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/1065.
Full textBachelors
Education
Foreign Language Education -Spanish
Hajieghrary, Hadi. "On Radar Deception, as Motivation for Control of Constrained Systems." Master's thesis, University of Central Florida, 2013. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5785.
Full textM.S.M.E.
Masters
Mechanical and Aerospace Engineering
Engineering and Computer Science
Mechanical Engineering; Mechanical Systems
Botero, Evelyn. "The Effects of Distress on Motivation in the Police Force." Honors in the Major Thesis, University of Central Florida, 2007. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/1158.
Full textBachelors
Sciences
Psychology
Fisher, Barbara Koch. "The Effects of Online Instructor Immediacy Behaviors on Student Motivation." Honors in the Major Thesis, University of Central Florida, 2007. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/1166.
Full textBachelors
Sciences
Organizational Communication
Loughren, Elizabeth A. "Motivation of First Time Marathoners to Adherence to Marathoning." Diss., Temple University Libraries, 2009. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/57352.
Full textPh.D.
As the number of marathons offered in the United States continues to increase, so does the number of marathon participants, including first time marathon runners. The purpose of this study was to examine race motivators for newbie marathoners and their likelihood of adherence to the sport of marathoning. A total of 906 first time marathon participants, who ran their debut race within the past year, were included in this study. Participants were chosen on the basis of their willingness to complete an online survey. The survey consisted of demographic questions and the Motivation of Marathoners Scales (MOMS) (Masters et al., 1993). Through a frequency analysis of the MOMS, mean values revealed participants utilized primarily personal goal achievement, self-esteem, and health orientation as reasons for training for and running a marathon. In terms of gender comparisons and the MOMS, males had higher means for personal goal achievement and competition; females had higher means in the remaining seven categories. Females and males also had significant differences in response means on seven of the MOMS subscales to run a marathon. A significant difference was also found between charity and non charity runners with the MOMS for weight concern. Significance was found in the intended time frame to run another marathon for females and males. A frequency count showed the top three reasons to run another marathon were to lower my finish time (82.9%), to include the race as part of a vacation weekend (73.8%), and to improve upon my training (62.9%). Significance was found between females and males in their chosen reasons for running another marathon. Gender differences were significant for to lower my finish time, attempt a different course, to raise money for charity, to run with family or friends, to include the race as part of a vacation weekend, and to improve upon my training. Significance was also found between charity and non charity runners and running another marathon to stay in shape, to have fun, to attempt a different course, as part of a vacation weekend, and to improve upon training. Based upon input from the `other' category, 21 additional categories were created for reasons to run another marathon.
Temple University--Theses
Onoda, Sakae. "Self-regulation and its relation to motivation and proficiency." Diss., Temple University Libraries, 2011. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/210107.
Full textEd.D.
This study was an investigation of the relationships among willingness to communicate, two motivational variables (intrinsic goal orientation and self-efficacy), three self-regulated learning strategies (metacognitive during-task self-regulation strategies, effort regulation strategies and peer learning strategies), and measures of English speaking and listening proficiency. The study primarily drew on the concept of self-regulation derived from educational psychology. A sample of 279 English majors studying at a private university in eastern Japan participated in this study. Data from a Japanese version of the Motivated Strategies for Learning Questionnaire (MSLQ) and scores of an in-house proficiency test designed to measure speaking and listening skills were collected. Factor analysis and Rasch analysis were conducted to develop a reliable shortened Japanese version of the MSLQ. Multiple one-way ANOVAs indicated that students with higher speaking and listening abilities as measured by an in-house proficiency test, tended to use more metacognitive during-task self-regulation strategies and effort regulation strategies compared with those with intermediate and lower speaking and listening proficiency. There were no statistically significant differences in peer learning strategies for speaking and peer learning strategies for listening. Finally, structural equation modeling was used to test hypothesized speaking and listening models of the relationships among willingness to communicate, intrinsic goal orientation, self-efficacy, metacognitive during-task self-regulation strategies, effort regulation strategies, peer learning strategies, and English speaking and listening proficiency. Modified models indicated that intrinsic goal orientation and self-efficacy influenced effort regulation strategies, which in turn predicted peer Learning strategies and metacognitive during-task self-regulation strategies. It was also found that peer learning strategies influenced metacognitive during-task self-regulation strategies. Finally, metacognitive during-task self-regulation strategies as well as willingness to communicate predicted speaking skills, but listening skills were only predicted by metacognitive during-task self-regulation strategies. Thus, the results illuminated the complex interrelationships among willingness to communicate, self-efficacy, intrinsic goal orientation, effort regulation strategies, and metacognitive during-task self-regulation strategies in predicting speaking and listening skills. Follow-up interviews with a focus group of students revealed that classroom teaching was mainly focused on speaking tasks that required proactive learning behaviors and effort and that listening tasks occupied only part of the class and that usually comprehension of main points served their purposes. The information helps explain why the speaking model had stronger interrelationships among willingness to communicate, motivational variables, self-regulation strategies, and the proficiency variable.
Temple University--Theses
Washington, Arnita. "THE EFFECTS OF LITERATURE ON STUDENT MOTIVATION AND CONNECTIONS IN MATHEMATICS." Master's thesis, University of Central Florida, 2005. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/3708.
Full textM.Ed.;
Department of Teaching and Learning Principles
Education
Mathematics Education
Nugent, Tisome. "THE IMPACT OF TEACHER-STUDENT INTERACTION ON STUDENT MOTIVATION AND ACHIEVEMENT." Doctoral diss., University of Central Florida, 2009. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/3770.
Full textEd.D.
Department of Educational Research, Technology and Leadership
Education
Education EdD
Kalish, Sabrina. "EFFECTS OF INSTRUCTOR IMMEDIACY AND STUDENT NEED FOR COGNITION ON STUDENT MOTIVATION AND PERCEPTIONS OF LEARNING." Master's thesis, University of Central Florida, 2009. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/2955.
Full textM.A.
Nicholson School of Communication
Sciences
Communication MA
Bell, Debra Anne. "Types of Home Schools and Need-Support for Achievement Motivation." Diss., Temple University Libraries, 2013. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/214758.
Full textPh.D.
Along many dimensions, homeschooling is increasing, diversifying, and spreading globally. Yet little is known about the motivational climates and teaching strategies parents have adopted to promote academic achievement and motivation within their homes. Working within a self-determination theory (SDT) framework, this study used cluster analysis to examine the naturally-occurring types of learning environments created by 457 homeschool parents. Measures of support for autonomy, mastery goal orientation, and conditional regard were adapted for a homeschool context and used as constituting variables. Follow-up measures of need satisfaction, efficacy, student academic engagement, teaching practices and demographics were used to identify significant differences among groups. A five cluster solution best fit the data: a high need support group, low need support group and three groups of mixed need support. In general, the high need and mixed need support groups were associated with higher student engagement, need satisfaction, efficacy for homeschooling and frequent use of teaching strategies that promote autonomous motivation and support for student competence. The low need support group was significantly associated with lower need satisfaction and teaching strategies associated with control. Higher levels of academic engagement were reported for those students homeschooled longer and at higher grade levels. Male teaching parents (n = 29) reported significantly less need satisfaction and were significantly associated with the low need support group. Taken together, the findings extend self-determination theory to an important, emerging learning context. Results were consistent with findings in SDT research across other domains; thus, lending support to the universality of SDT's main tenets.
Temple University--Theses
Knotts, Haley. "Motivation and adherence to exercise in college students with schizophrenia." Master's thesis, Temple University Libraries, 2018. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/527709.
Full textM.S.
The purpose of this study was to explore and define the behavioral and thought processes that affect exercise engagement and adherence in college students with schizophrenia. A mixed methods approach was proposed utilizing an online survey followed by semi structured interviews. The online survey used was the Exercise Benefits and Barriers Scale (EBBS) Adult Version and the semi structured interview questions were produced by the researcher. The potential participants for this study were students who were 18 years of age or older and registered with the Disability Resources and Services Department at Temple University. The participants were also to have already experienced their first episode of psychosis (FEP). The online survey yielded no completed questionnaires. The online survey consisted of the 43 question EBBS Adult version and a basic demographic questionnaire. The EBBS utilized a 4-point Likert scale ranging from ‘strongly disagree’ to ‘strongly agree.’ At the end of the survey, an optional question was added if participants wanted to take part in a semi-structured interview. The semi-structured interview also yielded no participants. Interviews were designed to develop a more in depth understanding of personal schizophrenia symptoms, how well symptoms are managed by the individual, and how exercise plays a role in their management. Interviews were to be transcribed verbatim and coded using transcendental phenomenology theory to explore the phenomenon of exercise adherence and non-adherence. Considering the lack of responses, social stigma surrounding mental illness could be a contributing factor. Discrimination surrounding mental illness has been shown to lower quality of life for individuals with a mental illness, increase unemployment rates, and increase anxiety and depression rates. Another potential contributing factor to low survey completion rate was the length of the EBBS. The population diagnosed with schizophrenia could benefit from research involving a six month exercise implementation. The EBBS or a shortened modified version could be utilized in pre and post testing along with exercise testing in the pre and post form analyzing the five areas of physical fitness. Semi-structured interviews would be beneficial to do prior, during, and at the end of the exercise intervention to acquire a well rounded view of the perceptions of exercise engagement. A follow up survey and interview would be completed after two months to examine continued or discontinued exercise engagement and the associated reasons. A case study or narrative research would be a second beneficial study. One or two participants who currently engage in exercise and are considered in the maintenance stage of behavior change would be followed and interviewed over the course of a year or longer. It would be valuable to examine a participant who is currently engaged in exercise since this is a phenomenon in this population. A qualitative research approach would give better insight into how these individuals perceive exercise, exercise barriers, or current and past exercise motivators. This in turn can better mold future research designs and exercise implementations to address the exercise motivation obstacle in people with schizophrenia.
Temple University--Theses
Johnson, Catherine. "EMPLOYEE MOTIVATION: A COMPARISON OF TIPPED AND NON-TIPPED HOURLY RESTAURANT EMPLOYEES." Master's thesis, University of Central Florida, 2005. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/2981.
Full textM.S.
Rosen College of Hospitality Management
Hospitality and Tourism Management
Tao, Yedong. "The Relationship Between Motivation and Online Social Presence in an Online Class." Doctoral diss., University of Central Florida, 2009. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/3833.
Full textPh.D.
Department of Educational Research, Technology and Leadership
Education
Education PhD
Poppe, Rebecca Lynn. "Reading Motivation in Upper Elementary Students: How Children Explain Reading For Pleasure." Doctoral diss., University of Central Florida, 2005. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/4277.
Full textEd.D.
Department of Educational Studies
Education
Curriculum and Instruction
Kowalski, David Jared. "Course-triggered Identity Exploration, Motivation, and Success among Community College Students." Diss., Temple University Libraries, 2016. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/412978.
Full textPh.D.
In this dissertation, I seek to extend motivational and identity research conducted in other educational contexts to the community college setting in an effort to provide insights into the relatively lower rates of academic success experienced by community college students. The purpose of this dissertation research is to explore the nature and prevalence of motivational orientations, identity processing styles, and course-triggered identity exploration among community college students, the relation of these orientations/processing styles/exploratory actions to one another and to students’ academic outcomes, and to attempt to promote adaptive identity exploration around an academic curriculum for remedial college students. The theoretical frameworks that guide this dissertation research are Achievement Goal theory (Ames, 1992), Brezonsky’s (1989) identity processing style, and Flum and Kaplan’s (2006) perspective on identity exploration and its promotion in educational settings (Kaplan, Sinai & Flum, 2014). This dissertation comprises three studies that utilize data collected over the course of two semesters: the fall semester of 2012 and the fall semester of 2014 at Montgomery County Community College in Pennsylvania. The three studies encapsulate a progressive process that aimed to map community college students’ goal orientations, identity processing styles, and experiences of course-triggered identity exploration and their relations with expected course outcomes, to establish conceptual and empirical support for the relations between identity exploration in the community college classroom and students’ adaptive goal orientations and identity processing styles, and to implement an intervention aimed to facilitate remedial community college students’ identity exploration within the curriculum and investigate these students’ experiences of motivation, identity processing, and course-triggered identity exploration over the course of the semester. The first study investigated the nature of and the relations amongst students’ course-triggered identity exploration, identity processing styles, achievement goal orientations, self-efficacy, and expected academic outcomes in the community college classroom. The study involved analysis of community college students’ self-report data from a survey (assessing the aforementioned constructs) administered to 100 students (39 males, 61 females) in an introductory psychology course. Results indicated that students most strongly adopted mastery-approach orientations and informational-oriented processing styles in the course. Results also suggested that mastery orientations and informational-oriented processing styles are conceptually related, as are performance orientations and normative and diffuse-avoidant processing styles. Additionally, mastery-avoidance orientations and self-efficacy were found to be significantly positively correlated with students’ expected course grades. The second study investigated the qualitative manifestations of these community college students’ experiences of identity exploration in the introductory psychology course, in order to arrive at conceptual insights as to the personal and contextual features involved in adaptive identity exploration in the community college classroom, as well as the conceptual definition and experiential meaning of course-triggered identity exploration in the community college context. This study involved analysis of open-ended qualitative data collected from the same survey used in the first study, which asked students to explain, in their own words, their experiences of identity exploration in the course. Of the 100 students who took the survey in Study 1, 92 provided qualitative feedback to the open-ended item. Results from the qualitative analysis of students’ responses indicated that 70% of student responses (n=65) indicated course-triggered identity exploration. Additionally, analysis of these students’ qualitative feedback suggested that five dimensions characterized students’ descriptions of course-triggered identity exploration: trigger, cognitive action, self-target, purpose, and time. The third study investigated the relations among students’ motivations, identity processing styles, course-triggered identity exploration, and academic outcomes studied in the first two studies; only this time within a unique context in the community college – remedial English courses. This study also sought to use a design-study approach to investigate the effects of course activities implemented to promote students’ identity exploration and to examine the trajectory of identity exploration over the course of a semester, and its relation to changes in students’ motivational orientations and identity processing styles. The study involved a semester-long researcher-instructor collaborative intervention in two developmental English courses at the community college. The intervention consisted of a theory-informed collaborative design of course activities that aimed to facilitate students’ identity exploration within the curriculum. Data collected included pre-post intervention surveys assessing students’ identity processing styles, achievement goals, and self-efficacy, post-intervention scales assessing students’ course-triggered identity exploration, reflective writing assignments that students completed as part of the intervention during the semester, a final identity-related assignment that students completed at the end of the course, and students’ expected course grades. A total of 17 students participated in at least one facet of Study 3 (e.g. surveys, reflective writings, etc.). Demographic information was provided by 13 students (males=6, females=7). Overall, results from the study supported the dimensional framework of course-triggered identity exploration derived in Study 2. However, results also indicated variation, with regard to the frequencies with which dimensions were evidenced in students’ writing, between the students in Study 2 and Study 3. The qualitative analysis also suggested that while students’ experiences/trajectories of identity exploration over the course of the semester may be individualized, prototypical trajectories may exist and certain course features may be more conducive to facilitating exploration than others for particular students.
Temple University--Theses
Lee, Benhee. "Korean Students' Motivation to Pursue Higher Education in the United States." Diss., Temple University Libraries, 2017. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/436600.
Full textPh.D.
The purpose of the study was to investigate the motivation of South Korean college students who come to the United States to study. Does the motivation of these students differ based on their perceptions of values for pursuing higher education? The focus of this study is on what Korean students value in their decision-making. Thus, their perceptions of educational values are presumably influenced by their societal and cultural context. In this study, an expectancy-value perspective is employed to investigate in depth the intentions of the Korean students. In addition, personality cannot be excluded from decision-making. To make the decision, some South Korean students may take high risks; thus, the Type-T personality trait is examined. A mixed-methods design, both quantitative and qualitative, was applied. A survey in the quantitative study explored motivation factors for pursuing college education in the United States, for attaining well-being in a new environment, and for taking risks. To investigate the intentions and decision-making of Korean students, in-depth individual interviews in the qualitative study explored how they perceive a higher education in the United States, whether the tendency of public opinion in South Korea influenced their decision to study in the United States, and what they expect from their choice in the future. The findings have implications for future research and for considering whether Korean “education fever” is on the right track in terms of psychological well-being.
Temple University--Theses