Dissertations / Theses on the topic 'Dropout Intention'

Aquesta recerca intenta trobar una definició d'abandonament (dropout) empírica i adaptada als estudiants de la UOC i, per extensió, potencialment adaptable a altres institucions d'aprenentatge a distància en línia. Hem fet una anàlisi de la quantitat de semestres consecutius de descans (N) que fan que es consideri que un estudiant d'un programa determinat ha abandonat els estudis (amb una probabilitat inferior al 5% de retorn o error màxim). Aquesta N és diferent per a cada programa, com també ho és el percentatge global d'abandonament. Per a tots els programes hi ha una alta probabilitat d'abandonament després d'una pausa, especialment quan aquesta interrupció és durant el segon o tercer semestre (early dropout). La recerca continua posant el focus d'anàlisi en l'early dropout, amb la definició de dos models per al conjunt de nous estudiants de grau que descansen durant el segon semestre: el model d'intenció de continuar i el de rematrícula efectiva (o prolongació de descans), ambdós durant el tercer semestre.
Esta investigación trata de encontrar una definición de abandono (dropout) empírica y adaptada a los estudiantes de la UOC y, por extensión, potencialmente adaptable a otras instituciones de aprendizaje a distancia en línea. Hemos realizado un análisis de la cantidad de semestres consecutivos de descanso (N) que hacen que se considere que un estudiante de un programa determinado ha abandonado los estudios (con una probabilidad inferior al 5 % de retorno o error máximo). Esta N es diferente para cada programa, así como el porcentaje global de abandono. Para todos los programas, hay una alta probabilidad de abandono tras una pausa, especialmente cuando esta interrupción es en el segundo o tercer semestre (early dropout). La investigación continúa poniendo el foco de análisis en el early dropout, con la definición de dos modelos para el conjunto de nuevos estudiantes de grado que descansan en el segundo semestre: el modelo de intención de continuar y el de rematrícula efectiva (o prolongación de descanso), ambos en el tercer semestre.
The aim of this research is to establish an empirical definition of dropout that is tailored to UOC students and can be adapted later on to other online distance learning institutions. To do so, we analyse the number of consecutive rest periods (N) needed for a student on a particular programme to be considered to have dropped out (with a probability of less than 5% return or maximum error). This N proves to be different for each programme, as does the overall dropout rate. All programmes show a high probability of students' leaving after a break, especially when this interruption in their studies takes place in the second or third semester (early dropout). The research then focuses on early dropout, defining two models for the total number of new bachelor's degree students taking a break in the second semester: the continuance intention model and the effective re-enrolment model (or extended rest period), both for the third semester.

Chaque année, en France, entre 2 et 40 % des étudiants qui sont inscrits en doctorat arrêtent leur parcours en troisième cycle, avec une variabilité selon les disciplines et l’avancement caractérisé par le nombre d’années d’inscription (Kalenbach et al., 2020). Pour étudier ce phénomène, une des possibilités est de mesurer l’intention d’abandonner des doctorants. L’intention d’abandonner informe sur un changement dans l’expérience des étudiants et sur leur motivation à continuer le doctorat. Elle peut être décrite comme la motivation d’un individu à arrêter son cursus universitaire sans avoir obtenu son diplôme (Sheeran,2002). Cette recherche propose donc d’étudier l’intention d’abandonner sur un échantillon de doctorants en Arts, Lettres, Langues et Sciences Humaines et Sociales, au prisme de différentes variables qui ont toutes été associés dans la littérature internationale à l’abandon ou l’intention d’abandonner (Juniper et al., 2012). Dans le cadre de cette thèse, ces variables sont organisées en trois grandes catégories. Les variables contextuelles (i.e., Recherche, Social, Direction de thèse, Santé et vie privée, Université, Facilités, Perspectives de carrière, Impact du confinement sur le Travail et l’Humeur, l’Année de progression en thèse), les variables dispositionnelles (i.e., Conscienciosité, Agréabilité, Sensibilité émotionnelle, Ouverture aux expériences, Extraversion, Auto-efficacité), et les variables affectives (i.e., Anxiété, Dépression, Épanouissement, Fierté, Intérêt, Satisfaction). Pour atteindre l’objectif de cette recherche, deux enquêtes ont été envoyées aux doctorants de deux écoles doctorales en Art, Lettres, Langues et Sciences Humaines et Sociales, l’une en 2020 et l’autre en 2021. L’enquête diffusée en 2020 comprenait six questionnaires à renseigner et celle diffusée en 2021 en comportait huit. Au total, 393 étudiants ont participé à cette recherche, avec parmi eux, 81 doctorants qui ont été évalués à propos de leur vécu sur deux années universitaires consécutives (i.e., 2020 et 2021). Les données récoltées lors de ces deux enquêtes et leurs principaux apports sont présentés au sein de trois articles expérimentaux, avec une organisation de la réflexion menée autour de trois études. Les études 1 et 2 (i.e., 2a et 2b) examinent l’intention d’abandonner au regard des trois catégories de variables susmentionnées (i.e., contextuelles, dispositionnelles, affectives). Puis, une revue de la littérature est fournie pour introduire une perspective différente sur le vécu du doctorat, sachant que l’accent est mis sur les déterminants d’un vécu positif de la thèse. L’étude 3 qui suit cette revue de littérature envisage donc l’intention d’abandon en approfondissant l’examen des variables affectives. D’une manière générale, ce travail de recherche permet tout d’abord de dégager parmi les variables contextuelles, dispositionnelles et affectives considérées, celles qui dégradent le plus le vécu du doctorant chez les étudiants qui ont l’intention d’abandonner comparés à ceux qui souhaitent poursuivre pour obtenir leur doctorat. Si l’expérience de la thèse représente une “épreuve” pour tous les doctorants, ceux qui n’ont pas l’intention d’abandonner se démarquent par leurs affects positifs dont le niveau est significativement supérieur à celui des doctorants souhaitant arrêter. Les affects positifs diminuent l’impact négatif des variables responsables d’un manque de bien-être et prédisent l’intention de ne pas abandonner. Les résultats de la thèse sont notamment discutés au regard du modèle Broaden-and-Build (Fredrickson,1998). Dans l’ensemble, si cette thèse fournit des éléments de réflexion qui pourront être utiles à de nombreux acteurs du monde doctoral (i.e., directeurs de thèse, directeurs d’unité de recherche et d’écoles doctorales), elle vise surtout à fournir à tous les doctorants un éclairage sur les leviers qui pourraient les aider à faire de cette étape dans leur parcours une expérience positive
Every year in France, between 2 and 40% of students enrolled in a doctorate program stop their studies at the postgraduate level, with significant variability depending on the discipline and the number of years of enrolment (Kalenbach et al., 2020; Thibault, 2019). One way of studying this phenomenon is to measure doctoral students' intention to drop out. The intention to drop out provides information about a change in students' experience and their motivation to continue with the doctorate. It can be described as an individual's motivation to leave university without obtaining a degree (Sheeran, 2002). This research therefore proposes to study the intention to drop out on a sample of PhD students in the Humanities and Social Sciences, through the prism of different variables that have all been associated in the international literature with dropping out or the intention to drop out (Juniper et al., 2012; Sverdlick et al., 2018). In the context of this thesis, these variables are organized into three broad categories. Contextual variables (i.e., Research, Social, Thesis direction, Health and private life, University, Facilities, Career prospects, Impact of confinement on Work and Mood, Year of thesis progression), dispositional variables (i.e., Conscientiousness, Agreeableness, Emotional sensitivity, Openness to experience, Extraversion, Self-efficacy), and affective variables (i.e., Anxiety, Depression, Flourishing, Pride, Interest, Satisfaction). To achieve the objective of this research, two surveys were sent to doctoral students in two doctoral schools in the Humanities and Social Sciences, one in 2020 and the other in 2021. The survey sent in 2020 included six questionnaires to be completed and the one sent in 2021 included eight questionnaires. In total, 393 students took part in this research, including 81 doctoral students who were evaluated on their experiences over two consecutive academic years (i.e., 2020 and 2021). The data collected in the course of these two surveys and their main contributions are presented in three experimental articles, with an organization of the reflection carried out around three studies. Studies 1 and 2 (i.e., 2a and 2b) examine the intention to drop out with respect to the three categories of variables mentioned above (i.e., contextual, dispositional, affective). Then, a literature review is provided to introduce a different perspective on the doctoral experience, with a focus on the determinants of a positive doctoral experience. Study 3, which follows this literature review, therefore considers the intention to abandon by examining affective variables in greater depth. Overall, this research makes it possible first of all to identify, among the contextual, dispositional and affective variables considered, those that have the greatest negative impact on the doctoral student's experience, showing that doctoral students who intend to drop out have a more difficult doctoral experience than those who wishto continue and obtain their doctorate. While the thesis experience is an 'ordeal' for all doctoral students, those who do not intend to drop out stand out for their positive affect, which is significantly higher than that of doctoral students who wish to drop out. Positive affect reduces the negative impact of the variables responsible for unhappiness and predicts the intention not to drop out. The results of the thesis are finally discussed in the context of Fredrickson's Broaden-and-Build model (1998). As a whole, while this thesis provides useful insights for many people involved in the doctoral world (i.e. thesis directors, research unit directors, doctoral school directors), its main aim is to provide all doctoral students with an insight into the levers that could help them make this stage of their career a positive and fulfilling experience

Magister Artium (Social Work) - MA(SW)
Learner and teacher motivation are vital to the study of learner retention or dropout rates in schools. Together with self-efficacy of both teachers and learners, its effect on learner retention rates in South African secondary schools can no longer be ignored. The aim of this research was to examine the relationships of learner and teacher motivation and self-efficacy with learners’ intention to drop out of high school. The Self-Determination Theory (SDT) and Bandura’s Theory of Self-efficacy were adopted to explain the relationship between studied variables. A quantitative methodology was used with a cross-sectional comparative design. The sample consisted of 625 learners and 111 teachers from 5 randomly selected high schools in the Metro North (from 43 government high schools) and 5 randomly selected schools in Metro East (from 42 government high schools) Education Districts in the Western Cape. Fifty percent of the schools were considered low income schools based on the school fees requirement. The data were collected using self-report questionnaires consisting of four sections, Demographic Information, the Motivational Index, Self-efficacy and Dropout Perceptions. The data were analysed with the Statistical Package for Social Sciences (SPSS V23). The current study found no significant relationships between teacher and learner motivation and self-efficacy. However, there was a significant negative relationship between teacher self-efficacy and learners’ intention to drop out of school. There was also a significant positive relationship between learner motivation and learners’ intention to drop out of school. Further research should be conducted to establish the reasons why there are negative relationships between teacher self-efficacy and learner self- efficacy. Also why a large number of learners, especially those from low socio-economic schools, seem more motivated to leave school than to persist. A further investigation is also required into the predictive factors which lead to learner vulnerability to drop out of school.

Attrition rates among students in music teacher training programs have contributed to a shortage of qualified music teachers for the nation's schools. The purpose of this study was to investigate the predictive relationship of academic variables in three different learning environments and the intent of a select population of music education majors to leave the degree program. The study drew upon the work of Tinto, Bean and Astin to form a theoretical foundation for examining variables unique to student withdrawal from the music education degree plan. Variables were examined within the context of three different learning environments: (1) applied lessons, (2) ensembles and (3) non-performance courses. Participants were 95 freshmen and sophomore music education majors at a public university who were enrolled in the music education degree program during the spring semester, 2002. Data included participant responses on the Music Student Inventory (MSI), a questionnaire developed specifically for the study, and grade data from university records. Independent variables in the study included participants' perceptions of (1) Ensemble experiences, (2) Applied lesson experiences, (3) Non-performance music course experiences, (3) Course requirements, and (4) Performance growth. Additional variables included: (1) Ensemble placement, (2) Course grades for music theory, applied lessons and aural skills, and (3) cumulative grade point averages. Gender interactions were also examined. The dependent variable in the study was intent to withdraw from the music education program. Data were analyzed using a binary logistic regression procedure. Results of the analysis indicated that none of the variables tested were statistically significant predictors of subjects' intentions to withdraw from the music education degree program. Gender interactions were not evident among the variables. Although statistically insignificant, the strongest predictor of the variables represented by questionnaire responses was lesson experiences. The ana ysis of course grades for music theory, applied lessons and aural skills failed to produce a statistically significant main effect, but applied lesson grades produced the strongest effect in the model. Results of the study suggest that students' intentions to withdraw from the music education program are related to variables other than those representing the academic component of the music education program.

碩士
國立中正大學
運動與休閒教育研究所
104
This study aimed to explore the relationship among motivation, burnout and dropout intention of college cheerleaders. There were 362 college cheerleaders, from the mixed and all-female groups in both premier and elite divisions in 2016 University Cheerleading Championship, participated in this study. The study examined whether there were differences of motivation, burnout, and dropout intention among demographic groups, and whether motivation and burnout could predict dropout intention. The major findings were as followed: 1. For cheerleaders, intrinsic motivation is the most influent reason to keep their enthusiasm; emotional and physical exhaustion is the major reason for burnout, and they have relatively low dropout intention. 2. Cheerleaders rated motivation differerently by their athlete identities and competition divisions; burnout by practiced days; and dropout intention by gender and practiced years. 3. Devaluation of sport, emotional and physical exhaustion, intrinsic motivation, and external regulation effectively predict cheerleaders’ dropout intention. College cheerleaders enjoy the engagement process in cheerleading, but too much practice may lead to emotional and physical exhaustion. Student athletes in premier division care about the availability of scholarships. Cheerleaders who were female, practiced fewer days per week, and with fewer practice years tend to have higher dropout intention. Schools could increase cheerleaders’ motivation by increasing the quota of student athlete, scholarships, and other financial supports to the cheerleaders. To avoid dropout intention, coaches should set appropriate goals for cheerleaders according to their abilities. Keyword : Cheerleading, Motivation, Burnout, Dropout Intention

碩士
東海大學
資訊管理學系
99
Virtual communities (VCs) are getting more and more prosperous and thus attracting many scholars to conduct numerous related researches. However, after detailed scrutiny of 1709 VC related journal and conference papers, we found some important questions remain unanswered. This finding inspired our research program. Thus we probed into reasons influencing member’s intention to quit a VC. VCs of interest are targeted to clarify the research scope. Since members voluntarily and chronically participate in a VC of interest for leisure purpose, we employed the notion of serious leisure and derived several possible determinants accordingly. Furthermore, two interpersonal factors were introduced in our research model, since participating in VCs are more interactive oriented by contrast with general leisure activities. 364 questionnaires was delivered and collected for further analysis. The results revealed social support within groups played most important part of cognitive leisure satisfaction; and thereby affected dropout intention. Personal investment was a critical factor of leisure involvement. Moreover, when dropout intention was considered, cognitive leisure satisfaction was more salient factor than leisure involvement.

碩士
國立彰化師範大學
輔導與諮商學系
106
This study is based on self-determination theory, exploring the impact of high school students' learning motivation on their dropout intention. The present study randomly surveyed 247 Malaysian Independent Chinese High School students. The instruments used in this study are the student's learning status scale, the learning motivation scale, the pressure scale and the dropout intention scale. Research data by SPSS Chinese version data processing, using independent-samples t test, hierarchical regression and multiple regression analysis. The results of this study were listed as below: 1. Learning motivation, academic achievement, basic psychological needs and learning pressure can predict drop intention. 2. Female students have much higher academic achievement and learning pressure than male students. 3. As students grow up according to grades, sense of relatedness in learning pressure and knowledge obtain from learning are reduced. 4. The basic psychological needs, academic achievement, intrinsic motivation and internal control external motivation (identified regulation and integrated regulation) from learning, there are none significantly related. Learning pressure and external motivation of external control (external regulation) are significantly related. 5. The basic psychological needs, academic achievement, learning motivation and learning pressure could explain 36% of dropout intention. 6. Learning motivation on basic psychological needs of the predictive force is 11% to 35%. Intrinsic motivation for academic achievement, there is a significant impact, could explain 7%. Sense of competence, external regulation and internal regulation can predict learning pressure. Suggestions were made accordingly. Keywords: learning motivation, dropout intention

碩士
國立臺灣師範大學
體育學系
103
Aim: In the field of competitive sport, in order to perform well in games, players need to be trained over a long period of time. Thus, motivation is an important issue. Study has shown that in youth soccer sport, there was positive correlation between positive peer relation quality and self-determined motivation (Ullrich-French &; Smith, 2006). Recent study also found that in sport circumstances, individuals with positive peer relation were associated with optimal physical education experiences and increase the level of sport participation (Cox &; Ullrich-French, 2010). In view of the importance of sport peer relation. This study examined women basketball players' perception of peer relation to amotivation and the prediction of dropout intention. Method: the participants of this study were 54 players from WSBL (Women Super Basketball League) The mean age of the participants was 23.3 years. This study used questionnaire survey. After received the informed consent from participants, they were asked to fill the sport peer relationship scale, amotivation scale and dropout intention scale. Results: This study found that, 1) Positive peer relation significantly predicted amotivation. 2) Positive peer relation significantly predicted quit intention. 3) Positive peer relation predicted quit intention by amotivation. 4) Negative peer relation significantly predicted amotivation. 5) Negative peer relation significantly predicted quit intention. 6) Negative peer relation predicted quit intention by amotivation. 7) Amotivaiton significantly predicted quit intention. Amotivation played the mediating role between peer relation predicting dropout intention.

碩士
國立彰化師範大學
輔導與諮商學系
106
Based on Self-determination theory and Big-Five personality traits, this study explores the impact of young students’ personality traits, external learning motivation, three basic psychological needs (competence, autonomy, and relatedness) for intrinsic learning motivation, and academic pressure on the dropout intention. The purposes of the study are to (1)understand the current states of young students’ external learning motivation, basic psychological need, academic pressure, personality traits, and their dropout intention, examine the research variables in gender, and grade differences, (2)understand the relationship between young students’ dropout intention and their gender, grade, basic psychological need, external learning motivation, personality traits, and academic pressure, and (3)examine the contribution of young students’ gender, grade, basic psychological need, external learning motivation, personality trait and academic pressure to dropout intention. This research participants are 689 students from one university in both Taichung City and Changhua County, and one high school in Chiayi County. 670 provided valid data. The study instrument includes “Learning motivation scale”, “Personality trait scale”, “Academic pressure scale” and “Dropout intention scale”. The data were analyzed by descriptive statistics, t-test, one way ANOVA, Pearson’s product-moment correlation, and multiple linear regressions to verify the above research objectives. The research results summary are: 1. Young students tend not to have dropout intention, and male students’ dropout intention is significantly higher than female students. 2. High school students have significantly higher academic pressure than university students, whereas there is no significant difference among the university students. 3. University students have significantly higher “competence” and “autonomy” than high school students. 4. Male students have significantly higher “external regulation” than their female counterparts, whereas female students have higher “identified regulation” and “integrated regulation”. High school students have significantly higher “external regulation” and “introjected regulation” than university students, while university students have significantly higher “Identity regulation” and “Integral regulation” compared to high school student. 5. ANOVA results show that "Agreeableness, Neuroticism" have significant difference across grades, but no post hoc tests are significant. 6. Students’ dropout intention correlate positively with academic pressure, neuroticism, external regulation, introjected regulation; it has negative correlations with gender, conscientiousness, extraversion, agreeableness, identified regulation, integrated regulation, and basic psychological needs 7. Gender and personality trait account for 20% of the dropout intention’s variance; the addition of learning attitude (extrinsic motivation regulation) can increase the total explain of dropout intention by 12%; finally, adding in academic pressure and basic psychological need, the explain of dropout intention raised by another 3%. Suggestions for practice and future research are made accordingly.

碩士
國立體育學院
教練研究所
93
The purposes of the study were to examine: (1) the relationship between three-dimension goal orientation, group cohesion, and dropout intention. (2) the causal model of three-dimension goal orientation, group cohesion, and dropout. Participant were 233 (average age=16.29±.99 years) high school student athletes sampled from Taiwanese High Basketball League (HBL) with 7 teams including 100 females and with 7 teams including 133 males. Each participant completed Chinese-version of Three-dimension Achievement Goal Orientation in Sport Questionnaire, Group Environment Questionnaire (GEQ), and Dropout Intention Scale. The results of Pearson correlation indicated that social orientation was positively related to task cohesion and social cohesion; and negatively related to dropout intention. Task orientation was positively related to task cohesion and social cohesion; and negatively related to dropout intention. Task cohesion and social cohesion were negatively related to dropout intention. The results of path analysis indicated that dropout intention was negatively predicted by social cohesion and task cohesion. Dropout intention was negatively predicted by task orientation. Social cohesion and task cohesion played as important mediators in terms of goal orientation predicting dropout intention. Based on the results of this study, the implications and future directions are proposed.

碩士
國立體育學院
教練研究所
91
The purpose of this study was to examine the prediction of high school basketball players’ satisfaction and dropout intention by using the framework of self-determination theory. Participants were 292 high school student athletes (males=171, females=121) recruited from 16 men’s and 12 women’s basketball teams. The average age of participants was 17.08 ± 0.96 years. After receiving the informed consent, participants were requested to complete inventories assess perception of motivational climate, perceptions of autonomy and competence, motivation in sport, perception of satisfaction, and dropout intention in sport. The results indicate that (1) perceptions of autonomy and competence were significantly predicted by both mastery and performance climate. However, mastery climate had greater explained variance than performance climate. (2) Self-determined motivation was significantly predicted by perceptions of autonomy and competence. Specifically, basketball players perceived higher autonomy and competence tended to report higher degree of self-determined motivation (i.e., intrinsic motivation). (3) Self-determined motivation positively predicted satisfaction and negatively predicted dropout intention. (4) The results of path analysis indicated that perceptions of autonomy and competence played as important mediators in terms of perceptions of motivational climate predicting self-determined motivation. In turn, self-determined motivation positively predicted satisfaction and negatively predicted dropout intention. In addition, perception of mastery climate had direct effects on satisfaction and self-determined motivation. On the other hand, perception of performance climate negatively predicted self-determined motivation directly. According to the results and discussion, the practical application and future research suggestions are provided

Text in English
Although the participation of students at institutions of higher learning in South Africa is increasing, student dropout remains a challenge. Student dropout is influenced by a variety of factors, some of which are psychological. The purpose of this study was to investigate the role of adjustment and sense of belonging on students’ intention to dropout of university. The study comprised of three distinctive objectives. The first objective of the study was to examine the relationship between sense of belonging, adjustment and students’ intention to drop out of university. Second, the study sought to test whether sense of belonging and adjustment would predict students’ intention to dropout of university. Finally, the study sought to test whether students’ socioeconomic status would moderate the relationship between sense of belonging and intention to dropout of university. The sample for the study consisted of 955 students enrolled for undergraduate programmes for the 2018 academic year. Pearson correlation, multiple linear regression and moderation analysis were used to test hypotheses stated in the study. The findings revealed a statistically significant relationship between sense of belonging, adjustment and the intention to dropout. The findings also confirmed that sense of belonging and adjustment predict the intention to dropout. However, the study could not prove the hypothesis that socioeconomic status moderates the relationship between sense of belonging and the intention to dropout. Nevertheless, the findings of this study highlighted the importance of psychological factors on undergraduate students’ academic success. Thus, universities should consider initiating programmes that will address students’ psychological challenges throughout their enrolment at university to improve student retention and rates of graduation.
Psychology
M.A.(Psychology with Specialization in Research Consultation)

碩士
國立臺灣體育大學(桃園)
教練研究所
96
The purpose of this study was twofold: first, to test the prediction of coach’s transactional and transformational leadership perceived by athletes on sport motivation, satisfaction, and dropout intention and second, to test the augmenting effect of perceived transformational leadership on sport motivation, satisfaction and dropout intention among women’s elite basketball players. Total 60 elite basketball players recruited from 4 teams competing in Women’s Super Basketball League (WSBL) participated in the study. The average age of the participants was 23.1±4.27 years and the experience in basketball was 10.55±4.01 years. Participants were asked to complete questionnaires which assessed their perceptions of coach’s transactional and transformational leadership, sport motivation, satisfaction, and dropout intention. The main findings from the study were: (1) The perceived transactional leadership could positively predicted athletes’ identified regulation of sport motivation and perceived transformational leadership could positively predicted athletes’ intrinsic motivation and negatively predicted amotivation; However satisfaction and dropout intention were not predicted by either transactional leadership or transformational leadership; (2) The results of hierarchical regression analyses indicted that the augmenting effect of transformational leadership was found on intrinsic motivation, introjected regulation and amotivation of sport motivation. Based on the results of this study, the implications, applications and future research directions are also proposed.

碩士
國立屏東科技大學
技職教育研究所
103
The purpose of this study was to investigate the dropout intention for students in normal and high risk families in Pingtung County, particularly with the perspectives of their family’s culture and social capital. 1030 junior high students were stratified random selected. The descriptive statistics, independent sample t test, ANOVA, multiple regression analysis, and path analysis were employed to analyze the collected data. The results of this research were as the following: 1. A significant difference was found between students’ distinct family background and their family culture and social capital. 2. A significant difference was found between students’ distinct family background and the attitudes toward personal dropout behavior, dropout subjective norm, cognitive behavioral control, integrated school performance, and dropout intention. 3. Students’ family culture and social capital significantly affect their attitudes toward personal dropout behavior, dropout subjective norm, and cognitive behavioral control. 4. Students’ personal dropout behavior, dropout subjective norm, and cognitive behavioral control significantly affect their attitudes toward personal dropout behavior. 5. Students’ integrated school performance is a mediator for their dropout intention factors and dropout intention.

碩士
國立雲林科技大學
休閒運動研究所碩士班
94
The purpose of this were to analyze (1) the dance student’s perceived teacher’s leadership style on dance commitment; (2) the dance student’s perceived teacher’s leadership style on perceived ability; (3) student’s dance commitment on dropout intention; (4) student’s perceived ability on dropout intention. This study took the students who participated in two and three degree of dance classes of national senior high school in 2006. There were 266 subjects. The instruments were Multifactor Leadership Questionnaire, Leisure commitment scale, perceived ability scale, and dropout intention scale. The following result appeared:(1) Transformational leadership style could predict enjoyment, involvement alternatives, personal investment, and involvement opportunity of dance commitment. (2) Transactional leadership style couldn’t predict dance commitment. (3) Transformational leadership style could predict perceived ability, but Transactional leadership style couldn’t. (4) Enjoyment, involvement alternatives, and personal investment of dance commitment could predict student’s dropout intention. (5) Perceived ability could predict dropout intention. Key word: transactional & transformational leadership style, dance commitment, perceived ability, dropout intention

碩士
國立臺灣師範大學
體育學系
102
The main purposes of this study were: (1) to investigate the relationships among coach motivational climate, parent-initiated motivational climate, peer motivational climate, basic need satisfaction, intrinsic motivation, and dropout intention in junior and senior high school tennis players; (2) to compare the differences among the aforementioned variables. A total of 225 junior and senior high school tennis players (160 males and 65 females) at the average age of 15.02 were recruited. The instruments included Coach Motivational Scale, Parent-Initiated Motivational Climate Scale, Peer Motivational Scale, Basic Need Satisfaction Scale, Intrinsic Motivation Scale, and Dropout Intention Scale. The Pearson product-moment correlation and hierarchical regression were conducted to analyze the obtained results. The findings were as follows: (1) Differences were observed in junior and senior high school tennis players’ perception of coach task-involvement climate, learning and enjoyment climate, peer ego-involvement climate, intrinsic motivation, and dropout intention. (2) Junior high school tennis players’ perceived coach task-involvement climate, learning and enjoyment climate, peer task-involvement climate could positively predict autonomy; learning and enjoyment climate could positively predict competence; however, coach ego-involvement climate, worry conducive climate, and peer ego-involvement climate negatively predicted competence; coach ego-involvement climate and peer ego-involvement climate negatively predicted relatedness. Senior high school tennis players’ perception of coach task-involvement climate positively predicted autonomy; coach task-involvement climate and learning and enjoyment climate positively predicted competence; coach task-involvement climate positively predicted relatedness while worry conducive climate negatively predicted relatedness; however, peer motivational climate did not significantly predict autonomy, competence, or relatedness. (3) Junior high school tennis players’ perceived autonomy, a variable in basic need satisfaction, positively predicted intrinsic motivation. However, it did not hold true in senior high school tennis players. (4) Both junior and senior high school tennis players’ perception of intrinsic motivation could not predict dropout intention. The present study concluded with a discussion in the light of the findings and offered suggestions for the application of the results and further research.

碩士
國立臺東大學
體育學系碩士班
95
The purpose of this study was to investigate the gymnastic players’ expectancy and value beliefs and the dropout intentions with different backgrounds, and furthermore to analysis the players themselves and players perceived coaches’ expectancy and value beliefs toward their dropout intentions. The study subjects were 287 gymnastic players from participated schools in the 2006 National Gymnastics Championship. A total of 296 copies were dispatched, 287 of the questionnaires were effective. All the collected data were analyzed by descriptive statistics, independent sample t-test, one-way MANOVA, stepwise multiple regression analysis. The findings of this study were as follows: 1. There were no significant differences in the expectancy and value beliefs between different genders and athletic performances of gymnastic players. However, there were significant differences in different educational stages, including the ability expectancy, psychological cost of failure, significant others’ expectations cost and task value. 2. There were no significant differences in players perceived coaches’ expectancy and value beliefs between different genders and athletic performances of gymnastic players. However, there were significant differences in different educational stages, including perceived coaches’ ability expectancy, perceived coaches’ psychological cost of failure and perceived coaches’ significant others’ expectations cost. 3. There were no significant differences in dropout intensions between different genders, educational stages and athletic performances. 4. Dropout intentions were significantly predicted by task value, perceived coaches’ significant others’ expectations cost and perceived coaches’ psychological cost of failure. All these three predictors accounted for 21% of the total variances in dropout intentions.

"Relationship marketing (RM) represents a possible marketing strategy for regional, new universities in Australia. Universities have been interested in student retention for many reasons other than marketing. However, now faced with increased domestic competition and the adoption of a student customer focus, the need to stem first year student attrition has become more pronounced. RM is an attractive strategy for regional, new universities as the key outcome of RM is the retention of current customers. However, RM thoery remains fragmented with many gaps in the literature..." -- abstract. Relationship marketing (RM) represents a possible marketing strategy for regional, new universities in Australia. Universities have been interested in student retention for many reasons other than marketing. However, now faced with increased domestic competition and the adoption of a student customer focus, the need to stem first year student attrition has become more pronounced. RM is an attractive strategy for regional, new universities as the key outcome of RM is the retention of current customers. However, RM theory remains fragmented with many gaps in the literature. Accordingly, the research problem investigated was: How do first year students' perceptions of their relationship with the regional, new, Australian university in which they are enrolled impact upon their retention intentions (to complete their current degree) for a higher education service product? Two research questions were developed to address two primary theoretical concerns. Firstly, this research was concerned with the further development of four specific RM themes, these being: relationship desire, relational benefits, relationship satisfaction and relationship strength. Secondly, this research was concerned with the interrelationships between these four RM themes and their subsequent impact upon relationship-based retention intentions. A two-stage methodological approach was used. An exploratory study using interviews and focus groups was undertaken first. In concert with the literature review, the exploratory study formed the basis for the development of the main study questionnaire survey. The questionnaire was then administered at three regional, new universities and provided quantitative data about the research questions and hypotheses. The data generated by the 334 useable questionnaires were analysed with SPSS and AMOS 4.0 with structural equation modelling the primary data analysis technique. In addressing the research problem, this research makes contri-butions to RM theory. Firstly, theoretical contributions were made to each RM theme, thus adding to the understanding of relationship desire, relational benefits, relationship satisfaction and relationship strength. Primarily, this research found that: 1) a customer's desire for a relationship impacts upon their perceptions of relational benefits and relationship satisfaction; 2) there are three context-specific categories of relational benefits, namely learning environment, motivation and assessment confidence; 3) relationship satisfaction is the primary influencer of relationship-based retention intentions; and 4) there are three categories of context-specific relationship strength dimensions, namely bene-volence, care and feedback. The second contribution to theory made by this research was the model of RM theme interrelationships, which empirically identified the links between the four RM themes and their impact upon relationship-based retention intentions. This research also has practical implications for higher education marketing. The findings of this research provide useful and meaningful practical information about first year students' perceptions of their relationship with their university, and the impact of these relationships upon their retention intentions. As such, the findings of this research may assist in the adoption, design and implementation of RM strategies by regional, new universities. The overall conclusion of this research was that for some first year students, relationships are an important retention criterion, for other first year students relationships are a retention consideration but of lesser importance, while for the remaining first year students, relationships are inconsequential to their retention decisions. As such, RM remains a potential marketing strategy for regional, new universities to enhance the retention of some, but not all, of their first year student consumers.