Dissertations / Theses on the topic 'Learning, motivation and emotion'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 dissertations / theses for your research on the topic 'Learning, motivation and emotion.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse dissertations / theses on a wide variety of disciplines and organise your bibliography correctly.
Waninge, Freerkien. "Emotion and motivation in language learning." Thesis, University of Nottingham, 2017. http://eprints.nottingham.ac.uk/47639/.
Full textJones, Amy Lynn. "Emotional factors in history learning via digital history narrative creation." Diss., University of Iowa, 2012. https://ir.uiowa.edu/etd/3473.
Full textMéndez, López Mariza Guadalupe. "Emotion and language learning : an exploration of experience and motivation in a Mexican university context." Thesis, University of Nottingham, 2011. http://eprints.nottingham.ac.uk/13175/.
Full textLANDRETH, ANTHONY WILLIAM. "FAR BEYOND DRIVEN: ON THE NEURAL MECHANISMS OF MOTIVATION." University of Cincinnati / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1196094476.
Full textJärvenoja, H. (Hanna). "Socially shared regulation of motivation and emotions in collaborative learning." Doctoral thesis, Oulun yliopisto, 2010. http://urn.fi/urn:isbn:9789514263309.
Full textTiivistelmä Tämä tutkimus tarkastelee motivaation ja emootion ilmentymistä yhteisöllisessä oppimisessa. Tavoitteena on selvittää, millaisia sosio-emotionaalisia haasteita oppijat kohtaavat oppimisprosessin aikana ja miten motivaatiota ja emotionaalisia tuntemuksia säädellään näissä tilanteissa. Lisäksi tavoitteena on löytää ja kehittää tilannekohtaisia analysointimenetelmiä erityisesti sosiaalisesti jaetun emootion säätelyn tutkimiseksi. Tutkimus koostuu oppijoiden tilannesidonnaisia sosio-emotionaalisia tulkintoja keräävän instrumentin kehittelystä sekä kahdesta empiirisestä tutkimusaineistosta. Ensimmäinen tutkimusaineisto koostuu peruskoulun oppilaiden haastatteluista ja videoidusta työskentelystä. Toinen tutkimusaineisto sisältää korkeakouluopiskelijoiden kyselyaineistoa, videoitua työskentelyä ja haastatteluita. Kokonaisvaltaisen ymmärryksen luomiseksi aineiston analyysissä yhdistetään näitä erityyppisiä aineistoja ja kuvailevaa kvantitatiivista analyysiä käytetään tukemaan kvalitatiivisia tulkintoja. Itsesäädellyn oppimisen tutkimuksessa on ollut nähtävillä tarve löytää metodisia ratkaisuja, joiden avulla voidaan kerätä aineistoa yksilöiden vaihtelevista kokemuksista todellisissa oppimistilanteissa. Aikaisemmin pääpaino on ollut staattisissa, yksilöiden yleisiä käsityksiä mittaavien aineistojen analyysissä. Tässä tutkimuksessa ensimmäisen tutkimusaineiston tuloksia hyödynnetään AIRE (Adaptive Instrument for Regulation of Emotions) -instrumentin kehittelyssä. AIRE kerää tilannekohtaista tietoa sosio-emotionaalisten haasteiden kokemuksista ja näihin liittyvästä ryhmässä tapahtuvasta emootioiden säätelystä. AIRE:a käytetään toisen tutkimusaineiston yhtenä keruuvälineenä. Sosiaalisten oppimistilanteiden aikana oppijoissa herää erilaisia tuntemuksia, jotka vaikuttavat oppimistilanteeseen. Tämän tutkimuksen tulokset osoittavat, että oppijat voivat säädellä emotionaalisia tuntemuksia ylläpitääkseen tavoitesuuntautunutta opiskelua. Tulosten perusteella voidaan todeta, että yhteisöllisen oppimisen tilanteissa ryhmän jäsenet voivat yhdessä kontrolloida motivationaalisia ja sosio-emotionaalisia haasteita. Tämä sosiaalisesti jaettu emootioiden säätely (socially shared regulation) eroaa itsesäätelystä sekä yhdessä säätelemisestä (co-regulation), jossa tuetaan yksilön kehittymistä itsesäätöiseksi oppijaksi tai jossa ryhmän jäsenet säätelevät kukin rinnakkain omaa toimintaansa
Xiong, Junmei. "Affective aspects of learning adolescents' self-concept, achievement values, emotions, and motivation in learning mathematics." Frankfurt, M. Berlin Bern Bruxelles New York, NY Oxford Wien Lang, 2008. http://d-nb.info/994958730/04.
Full textShen, E. "The effects of agent emotional support and cognitive motivational messages on math anxiety, learning, and motivation." Tallahassee, Florida : Florida State University, 2009. http://etd.lib.fsu.edu/theses/available/etd-04302009-233640/.
Full textAdvisor: John Keller, Florida State University, College of Education, Dept. of Educational Psychology and Learning Systems. Title and description from dissertation home page (viewed on Oct. 13, 2009). Document formatted into pages; contains ix, 127 pages. Includes bibliographical references.
Simpson, Leon Mark. "The emotional landscape of working in a learning disability service." Thesis, University of Hertfordshire, 2013. http://hdl.handle.net/2299/10615.
Full textOkwor, Festus Amechi. "Motivation for learning as the key to success of foreign students in Ukraine." Thesis, НТУ "ХПІ", 2014. http://repository.kpi.kharkov.ua/handle/KhPI-Press/8440.
Full textSilva, Vanessa Martini da. "O ensino por investigação e seu impacto na aprendizagem de alunos do ensino médio de uma escola pública brasileira." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2014. http://hdl.handle.net/10183/104834.
Full textThe high school has maintained a teaching of Biology fairly theoretical and somewhat connected to reality of the world that surrounds the students. Currently it is expected that a student coming out of high school acting with autonomy, dealing with information and making use of the knowledge acquired in school, as is made clear in National Curricular Parameters (PCN). Thus, using methodologies that involve the inquiry-based learning can give the student a new way of thinking, an opportunity to build their own knowledge. In inquiry-based education, there are three very important factors to be investigated: motivation of students to learn and participate in various activities in the classroom, the emotion aroused in students in relation to school and the school environment and the idea and design of science they develop throughout their school years. This paper reports a study which scales to assess the excitement and motivation of students were used, plus a questionnaire that assessed the concept of Science of them before and after the completion of activities involving inquiry-based learning. At first, the data generated showed that there was little variation in emotion and motivation of students before and after the investigative activities, however, on the concept of Science of them, the change was amazing. In a second step the speeches of the students were analyzed during the development of investigative activities, this analysis presented data through theoretical frameworks linked to meaningful learning demonstrated the relevance of using activities involving research in the classroom. Thus, to investigate the interference of methodologies involving inquiry-based learning in motivation, emotion and concept of Science of high school students, highlights the importance of studies in none-traditional educational environments that emphasize opportunities for students develop understanding, express emotions, and they can construct meaning from realworld applications.
Gutierrez, Cortez Madeleinne, and Cassandra Sebestyen. "Användarens upplevelse av digitala och fysiska kommunikationssätt." Thesis, Linnéuniversitetet, Institutionen för informatik (IK), 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-65953.
Full textIn recent years, the use of digital artifacts has increased, giving less space to paper. Previous research illustrates that reading through paper is most popular without any indication that it is actually better with regard to learning. The purpose of the work is therefore to see if there is a difference and similarity between instructions on paper (physical) or screen (digital). The study is based on the theory Cognitive Fit theory shortened CFT. The theory has then been modified to an own model, where the choice between paper and screen has been made through the user experience in learning (E-learning), past experiences, motivation and emotions. These concepts have arisen from CFT as well as previous research and have consequently followed throughout the process. One factor to be found in earlier research and CFT is the issue of the project. The questionnaire has been investigated and answered using methods such as usability testing, where users were able to build two LEGO-models of the same difficulty on the various platforms screen and paper. The usability testing was combined with Emotiv headset, which helped to measure the brain's emotional system. Finally, interviews were conducted in order to be able to share the participants thoughts about the test. The final result showed that some major factors play a part in the choice between screen and paper. Among other things, concepts like experience, motivation and feelings, as well as comparisons and similarities between the two platforms. Half of the participants felt that a physical instruction manual was most common, while the other half considered the digital user manual as common with tutorials and so on. The user tests went as expected, some contradictory feelings emerged unfortunately which could create greater distractions among the participants. A greater extent about this is done in the various sections of the report.
Kulakow, Stefan [Verfasser], Diana [Akademischer Betreuer] Raufelder, Diana [Gutachter] Raufelder, Ursula [Gutachter] Kessels, and Kathrin [Gutachter] Mahlau. "Learning Environments in Contrast: How Adolescent Students Differ in their Self, Emotions, Motivation, and Learning Behavior in Teacher-Directed Learning and Student-Centered Learning Classes / Stefan Kulakow ; Gutachter: Diana Raufelder, Ursula Kessels, Kathrin Mahlau ; Betreuer: Diana Raufelder." Greifswald : Universität Greifswald, 2021. http://d-nb.info/122853618X/34.
Full textReppy, Dorothy H. "Urban Middle School Students and the Relationship of their Perception on Care on their Intrinsic Motivation." Youngstown State University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=ysu1541192176011249.
Full textShepherd, Melvin D. "A study using communcation practices, motivation principles and high performance learning strategies to aid students in the classroom with emotional disabilities." Menomonie, WI : University of Wisconsin--Stout, 2005. http://www.uwstout.edu/lib/thesis/2004/2004shepherdm.pdf.
Full textSouza, Rosa Andrea Lopes de. "A viagem de Alfred Russel Wallace ao Brasil: uma aplicação de história da ciência no ensino de biologia." Universidade de São Paulo, 2014. http://www.teses.usp.br/teses/disponiveis/81/81133/tde-13042015-144132/.
Full textThis dissertation, set in search of \"History, Philosophy and Culture in Science Education\" line, addressed the insertion of an episode of the History of Science in Biology teaching of basic education. The research, characterized by an inclusive approach of the History of Science in teaching Biology, was guided by the following objectives: 1) develop the study of a historical episode involving the journey of the English naturalist Alfred Russel Wallace (1823-1913) to Brazil in the nineteenth century; 2) develop an empirical study of using episode of the History of Biology in teaching and learning content biology through the development, validation, implementation and evaluation of an instructional sequence; 3) investigate the effects of using of an episode of the History of Biology on motivational and emotional aspects of learning content for students of Biology. A trip to the Amazon Wallace was analyzed according to the methodology of research in History of Science, using primary and secondary sources. The initial training of the researcher and the motivations for the provision of travel were investigated according to the context of the scientific expeditions of the nineteenth century. We also discuss the major contributions he has developed, particularly on Amazonian palm trees. This study generated a material that can serve as a subsidy to the teacher who wishes to address this historical episode in the classroom. From this episode, we created a teaching sequence based on the studies of Wallace on the Amazon palm trees. Palm trees studied by Wallace served as the basis for students to carry out activities related to biological classification, the use of dichotomous keys for identification and development of a phylogenetic classification matrix. The teaching learning sequence consisted of eight lessons developed with different strategies of teaching and learning, using a specially designed instructional materials for each class. After the validation process, the teaching learning sequence was applied to two groups of 2nd year of High School, a public school in São Paulo, in the first half of 2013. Triangulation of data obtained through the recording and transcription of the classes as well as application of two validated questionnaires in the literature was performed: one designed to assess motivation and to review other students\' situational emotion. The data analysis led to the development of a graphical representation mapping the motivational and emotional dispositions of students during interactions of teaching and learning instructional sequence. As the results of empirical research that can contribute to the area of teaching natural sciences in that historical approaches are inserted, are evidence that the students responded positively to learning of scientific considered complex and current content away from their daily lives, such as the phylogenetic classification, after this study have been caused from the studies of Wallace in the Amazon. This research also contributes to the dissemination of a methodology for investigating motivational and emotional aspects of learning content students in Biology. Finally, set some parameters on the contribution of the History of Science in teaching Biology.
Carter, Tracey Bennett. "How Self-Awareness, Motivation, and Empathy are Embedded and Modeled in Community College Preservice Early Educator Online Courses." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/4429.
Full textRobertson, James Thomas. "Motivation and emotion regulation : a grounded theory analysis." Thesis, University of Canterbury. Department of Psychology, 2004. http://hdl.handle.net/10092/2473.
Full textHogan, Lee M. "Relationships among alcohol use, emotion, motivation, and goals." Thesis, Bangor University, 2008. https://research.bangor.ac.uk/portal/en/theses/relationships-among-alcohol-use-emotion-motivation-and-goals(0e4b9237-5b51-4ed8-9c75-28a6bf355455).html.
Full textDamm, Lisa Marie. "The architecture of emotion experience." Diss., [La Jolla] : University of California, San Diego, 2009. http://wwwlib.umi.com/cr/ucsd/fullcit?p3352255.
Full textTitle from first page of PDF file (viewed May 8, 2009). Available via ProQuest Digital Dissertations. Vita. Includes bibliographical references.
Spiers, Daniel Llatas. "Facial emotion detection using deep learning." Thesis, Uppsala universitet, Institutionen för informationsteknologi, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-300712.
Full textMellor, Karen. "Emotion identification, emotion word fluency and Alexithymia in people with learning disabilities." Thesis, Lancaster University, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.413849.
Full textSchiefele, Ulrich. "Interest, learning, and motivation." Universität Potsdam, 1991. http://opus.kobv.de/ubp/volltexte/2009/3353/.
Full textDavidsson, Kajsa. "Language learning and motivation." Thesis, Konstfack, Industridesign, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:konstfack:diva-4048.
Full textPerassinoto, Maria Gislaine Marques. "Estratégias de aprendizagem no ensino fundamental = relações com regulação emocional, motivação e rendimento escolar." [s.n.], 2011. http://repositorio.unicamp.br/jspui/handle/REPOSIP/250788.
Full textDissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação
Made available in DSpace on 2018-08-18T14:22:38Z (GMT). No. of bitstreams: 1 Perassinoto_MariaGislaineMarques_M.pdf: 1137457 bytes, checksum: e52966e7fb8155abc730f62a194375a5 (MD5) Previous issue date: 2011
Resumo: Estudos e pesquisas mostram a importância das estratégias de aprendizagem para o processo de aquisição de conhecimentos e para a melhoria do rendimento escolar. A presente pesquisa investiga as estratégias de aprendizagem relatadas pelos alunos de 2ª, 4ª, 6ª e 8ª séries do Ensino Fundamental, de três escolas públicas do município de Hortolândia, sendo uma municipal (ensino de 1º ano a 4ª série) e duas estaduais (de 5ª a 8ª séries), em relação ao gênero, a idade, a série e ao rendimento escolar. Verifica ainda, se há correlação entre as estratégias de aprendizagem e a regulação emocional e entre as estratégias de aprendizagem e o tipo de motivação para aprender dos alunos. A amostra foi composta de 314 participantes, de ambos os sexos e com diferentes níveis de rendimento escolar, cuja faixa etária variou entre 7 a 17 anos. Para a coleta dos dados utilizou-se a Escala de Estratégias de Aprendizagem do Ensino Fundamental (EAEF), a Escala de Motivação para Aprender de Alunos do Ensino Fundamental (EMA), a Escala de Avaliação da Regulação Emocional para Estudantes do Ensino Fundamental (EREEF) e o Rendimento Escolar dos alunos nas disciplinas de Português e Matemática. As escalas foram aplicadas coletivamente, em duas sessões. Todos os itens foram lidos pela pesquisadora durante a aplicação. Os resultados mostraram diferença nas estratégias de aprendizagem quando consideradas em relação a gênero, idade, série e rendimento escolar, assim como existência de correlações entre as estratégias de aprendizagem e a motivação para aprender e entre as estratégias de aprendizagem e a regulação emocional. Espera-se que o conhecimento produzido pela presente pesquisa possa contribuir para futuros estudos e para a prática pedagógica dos docentes.
Abstract: Recent studies on learning strategies have revealed their importance to learning, once they contribute to increase school performance and the processing of information by the students. Hence, the current research investigates the learning strategies informed by second, fourth, sixth and eighth-grade students in Elementary School, from three public schools in the city of Hortolandia - one of them is municipal (first to fifth grades) and two are state-managed (sixth to ninth grades) - in relation to gender, age, grade and school performance. Additionally, it investigates if a correlation may be encountered between learning strategies and the emotional regulation and between learning strategies and the type of learning motivation present in students. The sample is constituted of 314 subjects, from both genders and with diverse school performance, ages ranging between 7 and 17 years old. Data collection has employed the Elementary School Learning Strategies Scale (EAEF), Elementary School Learning Motivation Scale (EMA), the Elementary School Emotional Regulation Evaluation Scale (EREEF) and students performance in the subjects Portuguese and Math. The scales were employed collectively, in two meetings. The researcher has read every item throughout the sections. The results have displayed some disparity between the learning strategies and the investigated variables: gender, age, grade and school performance, as well as existing correlations between learning strategies and learning motivation and between learning strategies and emotional regulation. There is the expectation that the data produced within this study be relevant not only to future researchers but also to educators to improve their pedagogical practice and the quality of the educational situations, fortifying, thus, the learning to learn process.
Mestrado
Psicologia Educacional
Mestre em Educação
Peterson, C. Mark. "The Motivation-Emotion-Matching (MEM) model of television advertising effects." Diss., Georgia Institute of Technology, 1994. http://hdl.handle.net/1853/30653.
Full textHeadrick, Jonathon Jeffs. "Affective learning design: A principled approach to emotion in learning." Thesis, Queensland University of Technology, 2015. https://eprints.qut.edu.au/89755/1/Jonathon_Headrick_Thesis.pdf.
Full textHilles, Emery K. "Emotion and Inhibition: Pride Versus Happiness." Scholarship @ Claremont, 2012. http://scholarship.claremont.edu/scripps_theses/51.
Full textSakiz, Gonul. "Does teacher affective support matter? An investigation of the relationship among perceived teacher affective support, sense of belonging, academic emotions, academic self-efficacy beliefs, and academic effort in middle school mathematics classrooms." Columbus, Ohio : Ohio State University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1179794983.
Full textWood, Pamela Margaret. "Emotion recognition amongst individuals with learning disabilities." Thesis, University of Birmingham, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.397561.
Full textBruton, Laurie. "A study of memory, learning, and emotion /." La Verne, Calif. : University of La Verne, 2003. http://0-wwwlib.umi.com.garfield.ulv.edu/dissertations/fullcit/3100047.
Full textNguyen, Tien Dung. "Multimodal emotion recognition using deep learning techniques." Thesis, Queensland University of Technology, 2020. https://eprints.qut.edu.au/180753/1/Tien%20Dung_Nguyen_Thesis.pdf.
Full textFernández, Carbonell Marcos. "Automated Multimodal Emotion Recognition." Thesis, KTH, Skolan för elektroteknik och datavetenskap (EECS), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-282534.
Full textAtt kunna läsa och tolka affektiva tillstånd spelar en viktig roll i det mänskliga samhället. Detta är emellertid svårt i vissa situationer, särskilt när information är begränsad till antingen vokala eller visuella signaler. Många forskare har undersökt de så kallade grundläggande känslorna på ett övervakat sätt. Det här examensarbetet innehåller resultaten från en multimodal övervakad och oövervakad studie av ett mer realistiskt antal känslor. För detta ändamål extraheras ljud- och videoegenskaper från GEMEP-data med openSMILE respektive OpenFace. Det övervakade tillvägagångssättet inkluderar jämförelse av flera lösningar och visar att multimodala pipelines kan överträffa unimodala sådana, även med ett större antal affektiva tillstånd. Den oövervakade metoden omfattar en konservativ och en utforskande metod för att hitta meningsfulla mönster i det multimodala datat. Den innehåller också ett innovativt förfarande för att bättre förstå resultatet av klustringstekniker.
Ask, Karl. "Criminal investigation : motivation, emotion and cognition in the processing of evidence /." Göteborg : Dept. of Psychology Göteborg Univ, 2006. http://www.gbv.de/dms/spk/sbb/recht/toc/513716297.pdf.
Full textRyan, Robin Christopher. "Motivation in tandem language learning." Thesis, University of British Columbia, 2014. http://hdl.handle.net/2429/50172.
Full textEducation, Faculty of
Language and Literacy Education (LLED), Department of
Graduate
Choy, Ching-ho Harriet. "Teachers' motivation in project learning." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B29793002.
Full textKugai, Kseniia. "Motivation in foreign language learning." Thesis, Київський національний університет технологій та дизайну, 2019. https://er.knutd.edu.ua/handle/123456789/12993.
Full textGazdula, Joseph H. "Enterprise learning : methods and motivation." Thesis, University of Liverpool, 2013. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.631691.
Full textNickel, Bethany J. "High School Band Communities of Practice During COVID-19: A Multiple Case Study." Case Western Reserve University School of Graduate Studies / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=case1623155976075894.
Full textOdisho, Sankhero, and Nordberg Kevin Rylander. "Effekter av spelifiering : På lärplattformen PING PONG." Thesis, Högskolan i Borås, Akademin för bibliotek, information, pedagogik och IT, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:hb:diva-12646.
Full textGamification is defined as the use of game design elements in non-gaming context. This is a concept whose popularity has increased and continues to increase. In recent years, gamification has been applied in education but also other areas such as: marketing, politics and interactive systems. Studies have shown a noticeable impact of gamification on user behavior, but despite this, there is a lack of applications and research of gamification applied on information systems and teaching. The purpose of this study is to describe what feelings students experience when using their primary learning management system and how a gamified learning management system would affect students' feelings and thus their study experience. This is done through a qualitative research assignment that is based on semi structured interviews with five students, which holds an active education at the University of Borås. In connection with the semi structured interviews, an interactive IT artefact was presented in the form of a prototype where game elements have been applied to the students' primary learning management system. The prototype was used to enable the informants to gain a deeper understanding of what gamification involves and what it could look like in practice applied to the learning management system. The conclusions presented indicate that students' study experience is improved to some extent as there are more positive feelings in connection with the use of the gamified learning management system. This is unlike what it did in connection with the use of the primary learning management system where gamification was not applied. The positive emotions that arose among the students were primarily an increase of motivation, improved self-esteem and an increased community. Some parts of the gamified learning management system have caused negative feelings such as stress and performance anxiety. The conclusions also indicate what developers need to keep in mind in order to avoid stress and performance anxiety among the students. We also find that the conclusions are essential for developers to succeed in the practical application of gamification on a learning management system where the students' study experience is the main focus.
Moshfeghi, Mohammadshakib, Jyoti Prasad Bartaula, and Aliye Tuke Bedasso. "Emotion Recognition from EEG Signals using Machine Learning." Thesis, Blekinge Tekniska Högskola, Sektionen för ingenjörsvetenskap, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:bth-4147.
Full textLi, Yuqing. "Deep Learning of Human Emotion Recognition in Videos." Thesis, Uppsala universitet, Informationssystem, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-339062.
Full textVartak, Aniket. "BIOSIGNAL PROCESSING CHALLENGES IN EMOTION RECOGNITIONFOR ADAPTIVE LEARNING." Doctoral diss., University of Central Florida, 2010. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/2667.
Full textPh.D.
School of Electrical Engineering and Computer Science
Engineering and Computer Science
Electrical Engineering PhD
Cella, Matteo. "Emotion-based learning : an experimental and clinical investigation." Thesis, Swansea University, 2009. https://cronfa.swan.ac.uk/Record/cronfa42967.
Full textMusleh, Rana Yaser. "Language Learning Motivation: The Palestinian Context. Attitudes, Motivation, and Orientations." Doctoral thesis, Universitat de Barcelona, 2011. http://hdl.handle.net/10803/1676.
Full textThe present study involves the investigation of motivation towards learning English as a foreign language, in four different districts in the West Bank. The first research question in this thesis is an inquiry into language learning motivation and its underlying components among Palestinian learners of English in the context of Palestine. In the second research question, the investigation also looked into how these underlying constructs relate to each other and to achievement. The third research question was an inquiry into how six 'individual and context variables' impacted the motivational constructs identified. Data collection combined a structured questionnaire measuring learner attitudes towards English as well as L2 orientations and a set of semi-structured questions, which provided qualitative data. In this study the questionnaire used was adapted from Cid, Grañena and Tragant (2002), an instrument developed in the context of Catalonia with further modification based on an earlier pilot study (Musleh, 2006) conducted in Palestine.
First, exploratory factor analysis (EFA) was done in order to see how items cluster together. Results revealed four constructs underlying motivation in learning English among Palestinian school children, two attitudinal factos (Motivation and Enjoyment and Awareness for Need) and two reasons for learning the English language (Instrumentality and Interaction with L2 people/culture). Then, confirmatory factor analysis (CFA) was run in order to confirm the constructs identified using EFA and lead to the development of a full structural model based on relationships in models specified by Tragant, Victori, and Thompson (2009) and Csizer and Dörnyei (2005). Finally, the specified model revealed of the SEM analysis (structural equation modeling) a good fit with strong positive relations between Instrumentality Interaction with L2 people/culture, InstrumentalityMotivation and Enjoyment, Motivation and Achievement, Awareness for Need Achievement, and Awareness for Need Instrumentality.
After the SEM analysis, a multivariate and univariate analysis of variance (MANOVA and ANOVA) were used to show the impact of variables such as student 'grade level', and 'academic level of the mother and father', 'district', 'type of school', and 'gender' on the motivational constructs proposed. Results revealed four significant differences: between 'grade level x 'gender and the father's x the mother's academic levels with Interaction with L2 people culturee, between 'district and Motivation and enjoyment, and 'type of school x 'father's academic level' and Instrumentality. This conforms to research findings in the field of language learning motivation which has shown that individual and demographic differences have an impact on attitudes towards learning an L2.
The findings are further reinforced by qualitative data, thus providing a richer representation of motivation for learning English and its components in the Palestinian context. In comparing this study to the study carried out by Tragant (2006) and Tragant, Victori, and Thompson (2009) results demonstrate that motivation and attitudes in learning the English language differs among students from Palestine and from Catalonia, due to the different roles the language plays in each context. Thus, confirming the proposition that context and culture greatly impact language learning attitudes and reasons for learning the English language.
KEYWORDS: Applied Linguistics, Motivation, Foreign language learning
Dado que la motivación es una variable afectiva que influencia la adquisición de una segunda lengua, este estudio analiza la motivación entre estudiantes palestinos (12-18 años). Si tenemos en consideración la situación actual en Palestina, los motivos que llevan a los estudiantes a estudiar una lengua extranjera seguro que se ven afectados por el contexto (cultura y valores) de aprendizaje.
El estudio se centra en la investigación de la motivación hacia el inglés como lengua extranjera en cuatro distritos del West Bank. La primera pregunta de investigación de esta tesis doctoral se centra en el estudio de los componentes de la motivación en estudiantes palestinos de inglés en el contexto de Palestina. En la segunda pregunta de investigación se analizan cómo estos componentes se relacionan entre sí y con un componente lingüístico. En la tercera pregunta de investigación se estudia el efecto de seis variables individuales y de contexto en los componentes motivacionales identificados. En la recogida de datos se utilizó un cuestionario estructurado para medir las actitudes y orientaciones del estudiante de inglés, complementado con una serie de preguntas semiestructuradas, las cuales proporcionan datos cualitativos. El cuestionario se adaptó de Cid, Grañena y Tragant (2002), desarrolado en el contexto de Cataluña, con algunas modificaciones basadas en un estudio piloto (Musleh, 2006), realizado en Palestina.
En primer lugar, se sealizó un análisis factorial exploratorio para examinar la distribución de los ítems en factores. Los resultados mostraron cuatro constructos en el contexto de aprendizaje del inglés en las escuelas palestinas, dos factores actitudinales (Motivación y placer y Consciencia de necesidad) y dos motivos para el aprendizaje del inglés (Orientación instrumental y Orientación interactiva). En segundo lugar, se realizó un análisis factorial confirmatoria para reafirmar los factores identificados y desarrollar un modelo estructural basado en los modelos especificados en Tragant, Victori, y Thompson (2009) y Csizer y Dörnyei (2005). Finalmente se especificó un modelo y se obtuvieron medidas adecuadas en el análisis de ecuación estructural realizado. El modelo muestra relaciones positivas entre la orientación instrumental y la interactiva, la orientación instrumental y motivación y placer, y motivación y placer y el componente lingüístico.
Posteriormente al análisis de ecuación estructural, se realizó un análisis de varianza multivariado y univariado (MANOVA y ANOVA) para estudiar el impacto de las variables 'curso', 'nivel académico' de la madre y el padre, 'distrito', 'tipo de escuela', y 'género' en los factores motivacionales del modelo propuesto. Los resultados mostraron cuatros diferencias significativas: entre 'curso x 'género' y el nivel académico' del padre x la madre con la Ontientación interactiva, entre 'distrito' y Motivación y placer, y entre 'tipo de escuela x 'nivel académico' del padre y Orientación intrumental. Estos resultados confirman que las diferencias individuales y demográficas son variables influyentes en las actitudes hacia el aprendizaje de una segunda lengua. Los resultados obtenidos del análisis cualitativo complementan los resultados cuantitativos aportando una representación más rica de algunos aspectos sobre la motivación en el aprendizaje del inglés en Palestina. Al comparar este estudio con los resultados obtenidos en Tragant (2006) y Tragant, et al. (2009) se demuestra que la motivación y las actitudes en el aprendizaje del inglés tienen características distintivas en Palestina y Cataluña, debido al papel diferenciado que esta lengua juega en ambos contextos. Así pues, se confirma la proposición según la cual el contexto y los aspectos culturales juegan un papel importantísimo en las actitudes y las orientaciones hacia el aprendizaje del inglés.
PALABRAS CLAVE: Lingüística Aplicada, Motivación, Enseñanza de una lengua extranjera
Buchanan, Joshua. "I Feel Your Pain: Social Connection and the Expression and Perception of Regret." Miami University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=miami1436928483.
Full textRothkirch, Marcus [Verfasser]. "Der Einfluss von Emotion und Motivation auf die visuelle Informationsverarbeitung / Marcus Rothkirch." Berlin : Medizinische Fakultät Charité - Universitätsmedizin Berlin, 2013. http://d-nb.info/1035406373/34.
Full textLuo, Ying. "Motivation, emotion, attitude, & gratification in the use of online video media." HKBU Institutional Repository, 2015. https://repository.hkbu.edu.hk/etd_oa/260.
Full textLorek, Amy E. "Learning as leisure motivation, outcome, value /." [Bloomington, Ind.] : Indiana University, 2009. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3358933.
Full textTitle from PDF t.p. (viewed on Feb. 8, 2010). Source: Dissertation Abstracts International, Volume: 70-05, Section: A, page: 1781. Adviser: Alan W. Ewert.
Zuvcenko, Zoya B. "Workplace learning : exploring confidence & motivation." Thesis, University of Sheffield, 2015. http://etheses.whiterose.ac.uk/10566/.
Full textSarsar, Firat. "The Effectiveness of Emotional Motivational Feedback Messages." 2014. http://scholarworks.gsu.edu/msit_diss/131.
Full text