Dissertations / Theses on the topic 'Student's goals and motivation'
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HONGSA-NGIAM, Anusak, and anusakhongsa@yahoo com. "AN INVESTIGATION OF PHYSICS INSTRUCTORS' BELIEFS AND STUDENTS' BELIEFS, GOALS AND MOTIVATION FOR STUDYING PHYSICS IN THAI RAJABHAT UNIVERSITIES." Edith Cowan University. Community Services, Education And Social Sciences: School Of Education, 2007. http://adt.ecu.edu.au/adt-public/adt-ECU2007.0011.html.
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Students' interest in physics seems to be decreasing at all levels of education in most countries including Thailand. This problem is likely to be influenced by physics teaching and learning processes. Instructors' beliefs influence teaching strategies whereas students' beliefs, goals and motivation influence learning strategies. The investigation of factors influencing teaching and learning will provide useful information for improving the teaching and learning of physics. This research aims to explore physics instructors' beliefs about teaching and learning physics, students' beliefs, goals and motivation for studying physics in Thai Rajabhat universities. A questionnaire was administered to instructors who teach introductory physics courses in Rajabhats throughout Thailand at the beginning of second semester in 2002. Questionnaires were administered to first year students who enrolled in introductory physics courses at two Rajabhat universities in the south of Thailand at the beginning and the end of that semester. Four case studies were conducted with instructors and students at the two Rajabhats during the semester.
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Ao, Yu. "The Effect of Visualized Student's Self-Set Learning Progress Goals on East Asian Chinese Student's Motivation and Self confidence In Learning." Doctoral diss., University of Central Florida, 2012. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5107.
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This study was conducted to determine if visualized goal achievement can help enhance East Asian Chinese students' motivation in learning and elevate their confidence in reaching their goals thus improving their performance. The goal achievement was visualized on a goal achievement progress chart that was self-created and self-managed by the East Asian Chinese students and the goal creating was under the supervision of their instructor. In this study, literature reviews on the theories, previous research studies in the perspectives of East Asian students' motivation in learning, goal setting on motivation, self-determination, self-efficacy, and expectancy theories are conducted to provide theoretical ground and legitimate evidence for this particular research. The researcher conducted an experiment in which students were given a learning task and required to set their own learning goals for that learning task under the supervision of their instructors. In this specific experiment, a total of 106 students from a university that was funded by American Educators in a central province in China agreed to participate in stages one, and two of the study, but some students withdrew from this research and some did not participate in both research stages therefore their data were take out from the data to make research result more consistent. Therefore eventually 72 students were considered eligible to go through the whole process of turning in the questionnaires and participating in the performance test. In this particular goal setting research study, the students were given the freedom of setting their own learning pace and managing their own progress on a visualized progress chart. The progress chart was visualized as a climbing/progressing line, which goes from bottom to top (see appendix C) once students achieved their learning goals. At the same time, the instructor provided feedback concerning the students' progress. Although some of the research results displayed no statistical significance for motivation and self-confidence during the pre and post session of the research, there is a positive correlation among motivation, self-confidence, and performance outcome. One research result did corroborate the previous research study that goal setting strategy would improve learning outcome.Ph.D.
Doctorate
Education and Human Performance
Education; Instructional Technology
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Davis, Michele. "Student achievement motivation : single or multiple goals? /." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape11/PQDD_0006/MQ42367.pdf.
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Hongsa-ngiam, Anusak. "An investigation of physics instructors' beliefs and students' beliefs, goals and motivation for studying physics in Thai Rajabhat universities." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2006. https://ro.ecu.edu.au/theses/35.
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Students' interest in physics seems to be decreasing at all levels of education in most countries including Thailand. This problem is likely to be influenced by physics teaching and learning processes. Instructors' beliefs influence teaching strategies whereas students' beliefs, goals and motivation influence learning strategies. The investigation of factors influencing teaching and learning will provide useful information for improving the teaching and learning of physics. This research aims to explore physics instructors' beliefs about teaching and learning physics, students' beliefs, goals and motivation for studying physics in Thai Rajabhat universities. A questionnaire was administered to instructors who teach introductory physics courses in Rajabhats throughout Thailand at the beginning of second semester in 2002. Questionnaires were administered to first year students who enrolled in introductory physics courses at two Rajabhat universities in the south of Thailand at the beginning and the end of that semester. Four case studies were conducted with instructors and students at the two Rajabhats during the semester.
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Ouyang, Li. "Motivation, cultural values, learning processes, and learning in Chinese students." Thesis, Kingston, Ont. : [s.n.], 2008. http://hdl.handle.net/1974/1340.
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Kim, Yuna. "Study, Socialize, and Play: Understanding Students’ Multiple Goal Pursuit and Multiple-Goals-Directed Self-Regulation." The Ohio State University, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1587486169238009.
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Weinhardt, Justin M. "Assessing the Influence of a Self-Efficacy Intervention on Students' Motivation andPerformance." Ohio University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1363259898.
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George, Janice C. "The effect of career goals and socioeconomic mobility on nontraditional students' intrinsic motivation for college attendance." unrestricted, 2007. http://etd.gsu.edu/theses/available/etd-11272007-012005/.
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Thesis (Ph. D.)--Georgia State University, 2007.Title from file title page. Philo Hutcheson, committee chair; Carolyn Furlow, Benjamin Baez, Hayward Richardson, committee members. Electronic text (174 p. : ill.) : digital, PDF file. Description based on contents viewed Aug. 20, 2008. Includes bibliographical references (p. 150-164).
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Karakus, Melissa. "UNDERSTANDING THE MASTERY-AVOIDANCE GOALS CONSTRUCT: AN INVESTIGATION AMONG MIDDLE SCHOOL STUDENTS IN TWO DOMAINS." Diss., Temple University Libraries, 2016. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/373902.
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Educational PsychologyPh.D.
This dissertation addressed knowledge gaps concerning “mastery-avoidance goals”—a construct within the prominent motivational perspective Achievement Goal Theory. Mastery-avoidance goals refer to students’ engagement in an achievement task with the purpose of avoiding failure to develop competence. While it was introduced to the achievement goal literature over a decade and a half ago, the construct of mastery-avoidance goals still lacks intuitive relevance, conceptual clarity, and evidence of prevalence among young students. In addition, so far, research has not established clear patterns of relations of mastery-avoidance goals with the other personal achievement goals (mastery-approach, performance-approach, and performance-avoidance), with contextual motivational emphases, or with adaptive and maladaptive educational outcomes. This dissertation aimed to contribute to knowledge in these gaps by investigating mastery-avoidance goals among middle school students in two subject domains that concern different types of competence: science and instrumental music. The dissertation describes two studies. In Study 1, I administered a self-report measure to middle school students (N=126) that included summated scales to investigate the empirical distinction between mastery-avoidance goals and other achievement goals, the components of its conceptual definition, its prevalence of adoption by young students in the two different domains, as well as its relations with contextual emphases and adaptive and maladaptive educational outcomes. Multidimensional scaling analysis indicated that while students in both science and instrumental music made a distinction between mastery and performance goals, these students did not make a complete distinction between mastery-approach and mastery-avoidance goals, at least according to the conceptual definition investigated in these studies. Regression analyses indicated that students’ perceptions of their teachers’ emphasis on mastery-approach and mastery-avoidance goals were significantly related to their reports of mastery-avoidance goals. Cluster analysis suggested a pattern of two general motivational profiles in the sample of more and less motivated students that differed on their simultaneous and respective high and low endorsements of both mastery-approach and mastery-avoidance goals, intrinsic and extrinsic motivation, sense of academic efficacy, and also academic achievement. In Study 2, I aimed to further knowledge of the meaning that students make of mastery-avoidance goals by examining students’ (N=79) qualitative responses to questions asking them to interpret items from the summated-scales self-report measure. Findings from a qualitative content analysis supported the findings from Study 1 about students’ lack of distinction between mastery-approach and mastery-avoidance goals, and indicated that students interpreted mastery-avoidance goals items in ways that were different from those intended by the researchers. These findings suggested that students form meanings of mastery-avoidance goals that are potentially different from the formal conceptual definition in the literature. The findings are interpreted as suggesting that students’ meaning-making about mastery-avoidance goals in both science and instrumental music may be contextualized by their personal characteristics (e.g., age), by characteristics of their school and classroom environments, and by situational characteristics (e.g., proximity of evaluative tasks). Further research should investigate systematically the different personal and contextual factors that may contribute to the meaning students make of mastery-avoidance goals.
Temple University--Theses
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George, Janice C. "The Effect of Career Goals and Socioeconomic Mobility on Nontraditional Students' Intrinsic Motivation for College Attendance." Digital Archive @ GSU, 2008. http://digitalarchive.gsu.edu/eps_diss/15.
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The growth of the community college has created an access point for many students that traditionally would not pursue higher education. Although community colleges have soared in enrollment in the last forty years, the rate at which students persist and graduate has remained low compared to four-year institutions. Studies on college persistence and academic achievement indicate that there is a consistency of characteristics among community college, low-income, and first-generation students. Behaviors traditionally associated with persistence, such as integration within the institution, are not characteristic nontraditional students because they tend to have closer connections with the environment external to the college campus. Missing from the literature are studies that examine the motivational factors that encourage persistence in spite of the risk factors. The twofold purpose of this study was to examine the effects of nontraditional students’ extrinsic motivation on their intrinsic motivation for attending college and to examine how the effects of environmental and background influences on intrinsic motivation are mediated through extrinsic motivation. Two surveys, The Academic Motivation Scale and the Factors Influencing Pursuit of Higher Education Questionnaire, were administered to 151 students from two community colleges in the Southeast. Through hierarchical regression analysis and path analysis the study examined how nontraditional students’ intrinsic motivation levels for attending college was affected by background influences (locus of control, perception of barriers, and self-efficacy), environmental influences (family and friends support), career goal attainment, and socioeconomic mobility. The results of the study indicated that career goal attainment, locus of control, and support of friends had a positive direct impact on students’ intrinsic motivation levels. The results also revealed that several of the background and environmental influence variables had an indirect effect on intrinsic motivation mediated through the extrinsic motivation variable of career goal attainment. The findings from this study add to the current retention, persistence, and motivation literature.
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Sun, Wei. "The relationship among middle school students' motivation perceptions of science class, science identification and career goals." Diss., Virginia Tech, 2018. http://hdl.handle.net/10919/83454.
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This dissertation examined the extent to which pre-high school students' motivation-related perceptions of their science class affected their science identification, which sequentially affected their future science-related career goals. The MUSIC® Model of Motivation (Jones, 2009, 2018) includes five components (i.e., eMpowerment, Usefulness, Success, Interest, and Caring) and is designed to help teachers design instruction to promote students' motivation. Domain identification (Osborne and Jones, 2011) is a concept closely related to students' motivation and academic outcomes. In this study, data was collected from 311 pre-high school students and Structural Equation Modeling (SEM) analysis was conducted to test the structure pattern among the MUSIC model components, science identification, and science-related career goals. Results indicate that with three of the MUSIC model components (i.e., usefulness, success, and interest) significantly related to students' science identification, students' science identification was highly correlated to their science career goals.
Moreover, this study demonstrated the structure patterns among the MUSIC model components and science identification varied by gender by conducting multi-group SEM analyses for a separate female sample (N = 161) and male sample (N = 150). Consistently, students' science identification was a strong predictor of their science career goals in both female and male groups.
These findings are important for STEM educators because they indicate that it may be possible for teachers to impact students' science identification and career goals by focusing on students' perceptions of the MUSIC model components in science class. Moreover, these results contribute to the study of the large gender gap in STEM careers. Teachers can focus on specific teaching strategies and help female students develop their science identification in ways that lead to their long-term science-related career goals.Ph. D.
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Hongsa-ngiam, Anusak. "An investigation of physics instructors' beliefs and students' beliefs, goals and motivation for studying physics in Thai Rajabhat Universities." Connect to thesis, 2006. http://portal.ecu.edu.au/adt-public/adt-ECU2007.0011.html.
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Bath, Antonella Stimac. "The relationship between person-environment congruence and fundamental goals for African American and European American, female college students." Columbus, OH : Ohio State University, 2003. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1056649233.
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Thesis (Ph. D.)--Ohio State University, 2003.Title from first page of PDF file. Document formatted into pages; contains xii, 165 p. : ill. Includes abstract and vita. Advisor: W. Bruce Walsh, Dept. of Psychology. Includes bibliographical references (p. 148-153).
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Hinkley, John W., University of Western Sydney, of Arts Education and Social Sciences College, and School of Psychology. "School achievement motivation among Navajo High School students : a study of school achievement goals, achievement values, and ability beliefs." THESIS_CAESS_PSY_Hinkley_J.xml, 2001. http://handle.uws.edu.au:8081/1959.7/365.
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Navajo school students, it is believed, underachieve at school in terms of school attendance, dropout rates, and standardized performance tests. Among the many reasons proposed to explain the persistent school underachievement is that school culture is largely based on individualism, interpersonal competition, and other Western norms and values. These, it is argued, are an anathema to Native Americans. Hence, school culture may predispose many Navajo High School students to failure. To test this belief I constructed a model of school achievement motivation drawn from Western conceptualizations of achievement motivation described Navajo High School students achievement motivation. Using confirmatory factor analyses tests of equivalency were conducted that contrasted non-traditional Navajo students and females with near traditional Navajo students and males. Using structural equation modeling, I examined the relations of the language, location, and gender variables on the achievement goal factors, mediated by school measures of achievement, ability beliefs, social goals and achievement goals. I concluded that non-traditional and near traditional Navajo students are more similar than dissimilar. Clearly this raises concerns regarding the making of policy based on assumptions regarding presumed differences between non-traditional and near traditional Navajo High School students. I also concluded that, school achievement measures, the ability beliefs, and the social approval and social concern goals are important factors that influence the school achievement goals Navajo students emphasize. This has implications for the manner in which schools and teachers emphasize these factors in classrooms.Doctor of Philosophy (PhD)
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Schuyten, Pierce Sara Elizabeth. "The relationship between epistemological beliefs and academic achievement goals in middle school children." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2738.
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Gibbs, Todd Adam. "Striving for Wellness: An Exploration of Motivation, Goal Pursuits, and Well-being in an Online Educational Environment." The Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu1490284819134807.
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Coveney, Tiffany Moore. "High School Completion: Investigating the roles of social goals, degree of motivation/resiliency, and differential impact of sex among students in an alternative high school." Diss., Temple University Libraries, 2009. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/44173.
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School PsychologyPh.D.
The majority of literature exploring high school completion and dropout has specifically investigated dropout percentages, reasons behind drop out, and what types of students decide to drop out. Information concerning alterable variables and why students complete high school is less abundant. Often, reasons behind high school dropout include variables that are out of the students' and schools' control. For instance, location (urban, rural, suburban), socioeconomic status (SES), and family education and support are not situations that can be easily altered by students or schools. As a result, the problem of high school dropout is more understood, but is not remediated. The purpose of the current study was to determine what influence, if any, social goals, degree of motivation/resiliency, and gender had on high school completion in an alternative high school. The alterable variables of social goals and motivation/resiliency were of particular interest to the researcher as the basis for potential interventions and strategies to be implemented by schools in order to improve graduation rates. Data were collected from 212 young men (n= 102) and women (n= 110) who began the 2007-08 school year at an alternative high school in Philadelphia, PA. A multivariate analysis of variance (MANOVA) was utilized for this study. Information regarding social goals and degree of motivation/resiliency was obtained with measures created by staff members at the school. Findings suggest that students who graduated from this alternative high school demonstrated more specific and realistic social goals as compared to students who dropped out.
Temple University--Theses
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Holder, Joseph Patrick. "Motivation: Using Student's Interests to Guide Instruction." Thesis, The University of Arizona, 2013. http://hdl.handle.net/10150/297624.
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Motivation is a key ingredient to students' success in school and as a preservice teacher I have focused and reflected on this broad topic. Through my coursework I have learned to take an ethnographic approach to learning about my students’ daily life outside of school and this has led me to conduct case study home visits. I observed and analyzed home life interactions and environments in the hopes of making school content more meaningful. Throughout one student teaching semester I worked with my mentor teacher and our class to implement a long-term project that bridged students’ home life with school. My mentor teacher and I collaborated on bodies of knowledge or themes that were of interest to the majority of the class. We chose a pop-culture topic, Angry Birds, which looked to be of interest to most of our students. I implemented the long-term project and through two transcribed interviews and an analysis of theories relevant to motivation concluded that teachers can help students’ motivation by implementing curriculum that follows their interests.
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Lee, Ka-man Karen, and 李嘉汶. "The effects of self-image goals and compassionate goals on achievementmotivation." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2010. http://hub.hku.hk/bib/B45589215.
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Cash, Erin. "Motivation and Goal-Setting in College Athletes." Diss., Virginia Tech, 2009. http://hdl.handle.net/10919/37542.
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Motivation and goal-setting are important concepts in athletics and sport and exercise psychology. However, little research has compared motivation and goal-setting by gender. The self-determination theory was used and the purpose of this study was to determine if there is a difference between male and female athletes when looking at amotivation, external regulation, identified regulation, intrinsic motivation, and goal-setting.
One hundred and six student-athletes (fifty one males and fifty five females) from a Division I college in Virginia participated in the study. These student-athletes compete in either cross country (n= 7), track (n = 16), field (n= 16), track and cross country (n= 8), track and field (n= 2), track, field and cross country (n= 2), swimming (n= 47), or diving (n= 8). The student-athletes completed two instruments; the Situational Motivation Scale (SIMS) and a goal-setting questionnaire.
The results revealed that there was a significant difference between gender and question number two of the Situational Motivation Scale (“because I’m doing it for my own good.”) There was no significant difference when comparing gender to amotivation, external regulation, identified regulation, and intrinsic motivation. There was no significant finding between gender and the use of goal-setting. Lastly, a significant difference was found on number twelve of the goal-setting questionnaire (“I believe setting goals helps improve my performance”) based on year in college.
In conclusion, there were no significant differences found between male and female athletes when looking at amotivation, external regulation, and intrinsic motivation. Significance was found on one identified regulation question. Females reported that they are participating in the sport –for their own good– more than males. There were no significant differences found between male and female athletes when looking at goal-setting.Ph. D.
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Koehnke, Carl Phillip. "Goal orientation, ethnicity, and achievement of middle elementary students." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2837.
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Examines goal orientation, ethnicity, gender, and achievement variables of 149 elementary school children (grades 3-5) at a Southern California elementary school. Research was conducted using a 2 x 2 goal orientation matrix that included mastery-approach, mastery-avoid, performance approach, and performance-avoid constructs. California Standards Test (CST) were used to determine achievement. Results supported the hypothesis that there would be no differences based on ethnicity, gender, or grade level. Statistically significant differences were found in the mastery-avoid goal because of class subject. Also, mastery-avoid was found to have a negative correlation to high test scores as measured by CST.
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Hogan, 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.
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The purpose of the thesis is twofold (a) to review the relationship between alcohol use and emotion regulation, and (b) to develop and evaluate a newly designed questionnaire calIed the Brief Aspirations and Concerns in Life Inventory (BACLI) for measuring the structure of an individuals motivation for obtaining their life goals. First, this thesis presents a review of alcohol's roles in regulating emotions. This review paper proposes an integration of Cox and Klinger's (1988, 1990,2004) motivational model of alcohol use and Gross and Thompson's (2007) model of emotion regulation strategies. It aims to further the understanding of alcohol's role in regulating emotions. Tentative conclusions are made that alcohol can be used to enhance some emotion regulation strategies, albeit in many cases maladaptively. The empirical paper compares the outcomes and relationships between the BACLI questionnaire and a well-established and comprehensive Personal Concerns Inventory (PCI; Cox & Klinger, 2000). It also examines the relationship between other motivational and emotional variables and alcohol use and problems. The BACLI provided a good alternative to the PCI. In line with previous research, motivational variables were predictive of alcohol use and problems. Difficulties with emotion regulation also predicted greater drinking problems. Finally, these papers are discussed in terms of their implications for clinical psychology.
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Williams, Carl David. "Personal goals systems and social cognitive theory: A motivational model of college student alcohol use." Diss., Virginia Tech, 2003. http://hdl.handle.net/10919/11096.
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College students drink at high rates. More than 80% of college students drink alcohol and about 40% engage in occasions of heavy drinking. Heavy episodic drinking among college students is associated with multiple negative consequences, such as verbal confrontations, physical fights, unprotected sex, vandalism, and driving while under the influence.
Goals constitute a broad cognitive context in which behaviors occur. As an established technology for studying goal constructs, personal projects (Little, 1983; 1989; 1998) assess both long-term and short-term goals, as well perceptions about the goals assessed. Aided by the assessment of personal projects, the present study examined the ability of goal constructs to explain variability in drinking among college students within an integrated social cognitive theory model.
In prospective analyses, results indicated that alcohol self-efficacy, negative outcome expectancies, and drinking self-regulation strategies were shown to be significant predictors of drinking. In addition, the goal attribute variables of Involvement and Efficacy, incongruence, and avoidance accounted for unique variance in drinking after controlling for gender, self-efficacy, outcome expectancies and drinking self-regulation. Results add to the understanding of motivational forces potentially important to drinking decisions, highlighting the contributions of goal variables.Ph. D.
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Rozhon, Michele Antoinette. "Effects of explanatory style and situational constraints on goal setting." Thesis, This resource online, 1992. http://scholar.lib.vt.edu/theses/available/etd-09192009-040320/.
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Hood, Janelle Karina. "Children's goals and competence : the relation between children's goals, competence, and adjustment." Online access for everyone, 2007. http://www.dissertations.wsu.edu/Thesis/Spring2007/j_hood_042607.pdf.
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Davids, Samantha. "The relationship between self-efficacy, goal-setting and achievement motivation among final year students at a selected university in the Western Cape Province." University of the Western Cape, 2015. http://hdl.handle.net/11394/5235.
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Magister Commercii (Industrial Psychology) - MCom(IPS)The purpose of the study was to investigate the relationship between self-efficacy, goal-setting and achievement motivation among students in their final year at a selected university in the Western Cape Province. The sample consisted of 128 final year students who were asked to complete a questionnaire. The questionnaires comprise a section on the biographical information of the participants as well as sections containing the, Academic Self-Efficacy Scale, Achievement Motivation Scale and a Goal Setting Questionnaire. Informed consent was obtained from the various participants and anonymity of participation and confidentiality were ensured. Data was analysed using the Statistical Package for the Social Sciences (SPSS) version 23. The Statistical analyses techniques employed included Item Analysis, Pearson’s Correlation test, Factor Analysis and a Multiple Regression Analysis. The results of the study indicate there is a statistically significant relationship between selfefficacy and goal-setting (Hypothesis 1), self-efficacy and achievement motivation (Hypothesis 2), achievement motivation and goal-setting among students in their final year of study (Hypothesis 3). Furthermore the results indicated that self-efficacy and goal-setting are significant predictors of achievement motivation (Hypothesis 4). These findings indicate that the stronger an individual’s belief in their perceived self-efficacy, the more likely they are to set challenging goals for themselves which may in turn result in a stronger commitment to attaining those goals. In addition, students who are assured in their ability to achieve success in their studies are most likely to possess the need to achieve excellence. Furthermore, results suggest that students who possess the need to achieve excellence or demonstrate higher levels of achievement motivation have the tendency to set more challenging goals than those with lower levels of achievement motivation.
National Research Foundation
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Tso, Mei-kuen Lydia. "The effects of teaching practices on student's motivation in project learning." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B2979304x.
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Alfaddai, Asma Homoud. "The Impact of Motivation by School's Administration on The Student's Achievement." Cleveland State University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=csu1450965514.
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Go, A. (Adelina). "Student’s motivational goal orientation in facing national exam in Indonesia." Master's thesis, University of Oulu, 2017. http://urn.fi/URN:NBN:fi:oulu-201704251554.
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The aim of this study is, first, to explore students’ personal achievement goal orientation in relation to National Exam in Indonesia. The second aim is to study the relation between students’ perception of teachers’ and parents’ goal orientation preferences with student’s personal achievement goal. According to Zimmerman (2011) goal orientation is the purpose or the reason of the learners’ achievement. This study used goal orientation theory as the theoretical framework. Goal orientation theory’s primary focus is how students think about their performance in their study. Many researchers have identified two types of goals that are mainly prominent in an achievement setting and they were referred by various names in the literature. However, in this study, these two goal orientations will be referred to as a mastery goal orientation and a performance goal orientation. Mastery goal orientation focuses on the development of knowledge, new skill, deep learning and improving their level of competence, thus is self-referential. Performance goals determines to demonstrate their competency to gain positive judgment, and in some cases, learners will feel successful by trying to outperform peers on academic tasks. This study was conducted using sample collected in a primary and secondary school in Indonesia. Pattern of Adaptive Learning Survey (PALS) by Carol Midgely et al., (2000) was used as data collection instrument in this study. There were three scale used; (1) Personal Achievement Goal Orientations, (2) Perceptions of Teacher’s Goals, and (3) Perceptions Of Parent’s Goals Perceptions. The questionnaires had been developed according to the trichotomies theoretical framework for students’ goals. The questionnaires used had also been modified to focus on engagement in specific task which is the National Exam. The results shows that there are; (a) non-significant differences of exam and non-exam group, for both personal mastery goal orientation and performance-approach goal orientation; (b) perception of teachers’ and parents’ mastery goal orientation do influence students’ personal mastery goal orientation due to moderate positive correlation result when it comes to students’ perception of the goal orientation delivered by parents and teachers in exam group students; (c) perception of teachers’ and parents’ mastery goal orientation have weak positive correlation with student’s personal mastery goal orientation in non-exam group students. On the other hand, for students’ personal performance-approach orientation, perception of teachers’ and parents’ performance-approach goal orientation do not have any correlation. The conclusions of this study highlight that there are many aspects influencing students’ personal achievement goal orientation that need to be considered. National Exam, in this context, was not giving much impact since there was no difference found in exam and non-exam group. Predictors of this result might be influenced of the International Curriculum adopted by the school or caused by the timing when the survey were distributed (post-exam). Parents’ and teachers’ contribution in endorsement of goal orientations are somehow important according to the correlation result. In the future study, more specific result might be seen from pre- and post-exam data to analyze whether the result differ from pre- and post-exam. In this case, longitudinal study will be suitable method to collect the data. Another suggested topic for further research is to investigate the relationship between teachers’ personal goal orientation in their teaching with students’ learning behavior.
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Morgenroth, Thekla. "How role models affect role aspirants' motivation and goals." Thesis, University of Exeter, 2015. http://hdl.handle.net/10871/18483.
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Role models are often suggested as a means of motivating people to set and reach ambitious goals, especially for members of stigmatised groups in achievement settings. Yet, findings in relation to the effectiveness of role model are mixed and the literature on role models suffers from a number of limitations: (1) it lacks a clear definitional consensus of role models, (2) there is a lack of an integrated theoretical framework around role modelling, (3) very little of our current understanding of role models draws on the motivational literature to explain how role models can influence motivation and goals, and (4) the focus of the extant role model literature has been mainly on the attributes that make role models effective at the expense of understanding how this occurs. In this thesis, we first review the literature on role models (Chapter 1) and present two studies highlighting the limitations of the extant understanding of role modelling (Chapter 2). We then address these limitations by developing a theoretical framework of role modelling where we integrate different definitions of role models into a new conceptualisation in which we propose that role models influence goals and motivation in three distinct ways: by acting as behavioural models, by representing the possible, and by being inspirational. We then draw on expectancy-value theories of motivation to build a theoretical framework for understanding not only when but also how role models can effectively influence motivation and goals in these three functions (Chapter 3). This new theoretical framework, the Motivational Theory of Role Modelling, highlights how the power of role models can be harnessed to increase role aspirants’ motivation, reinforce their existing goals, and facilitate their adoption of new goals. We present four empirical studies supporting the ideas put forward in this theoretical framework, namely that role models in their three functions increase expectancy and value and, in turn, motivation and goals (Chapters 4,5, and 6). Finally, we integrate and summarise our findings and discuss theoretical and practical implications (Chapter 7).
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Sieman, Ashley Mouberry. "Motivational Predictors of Academic Cheating Among First-Year College Students: Goals, Expectations, and Costs." NCSU, 2009. http://www.lib.ncsu.edu/theses/available/etd-12042008-105621/.
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Academic cheating is a persistent and pervasive problem that threatens the core values of higher education (Burnett, Rudolph, & Clifford, 1998; McCabe, Trevino, & Butterfield, 2001a; Whitely & Keith-Spiegel, 2002). While a significant amount of research has been devoted to exploring the problem of student cheating, much of what exists is descriptive in nature and lacks an overarching, theoretically-based, conceptual framework. This study aimed to fill this gap in the existing literature by proposing and testing a theoretically-based conceptual model of the motivational predictors of academic cheating using a population of first-year college students. The model used in this study was developed based on the combined work of Murdock and Anderman (2006) and Harding, Mayhew, Finelli, & Carpenter (2007) and relied generally on expectancy value theory and, specifically, on the theory of planned behavior, to explore how goals, expectations, and costs influence first-year college studentsâ decisions to cheat. The proposed model was tested using a quantitative web-based survey instrument that was administered during the spring of 2008 to all 4,462 full-time, second semester, first-year students attending a large, public, land grant, institution located on the east coast of the United States. Data were analyzed using a variety of quantitative statistical techniques including multiple and hierarchical regression, general linear modeling, and structural equation modeling. Results provided support for the use of expectancy value theory and, specifically, the theory of planned behavior, as a theoretical model for understanding how motivational factors influence studentsâ decisions to cheat. Results showed that goals and expectations are important for understanding how studentsâ perceive the costs associated with cheating and that attitudes toward cheating and past cheating behavior are among the strongest predictors of intention to cheat and actual cheating behavior. Implications for practice and future research are presented and discussed.
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Chu, Hoi-yen Ivy, and 朱凱茵. "Testing different achievement goal models among seconday school students in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2010. http://hub.hku.hk/bib/B45588910.
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Li, Wing-yee Dorothy. "Effects of achievement goal profiles on students' self-handicapping behaviours, intrinsic motivation and mathematics performance." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B29791327.
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Galliger, Courtney Carroll. "To Be Or Not To Be…Motivated: A Comparison Of Students' Goal Orientation Within Direct Instruction And Constructivist Schools." Bowling Green State University / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1237475910.
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Barlia, Lily. "High school student's motivation to engage in conceptual change-learning in science." Connect to this title online, 1999. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1105552842.
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Davis, Heather Inga. "Description and continuity of goal orientation of high school students with ADHD /." Full-text of dissertation on the Internet (152 KB), 2009. http://www.lib.jmu.edu/general/etd/2009/Honors/Davis_Heather/davishi_honors_11-11-2009.pdf.
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Eerde, Wendelien van. "Work motivation and procrastination : self-set goals and action avoidance /." Inhaltsverzeichnis, 1998. http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&doc_number=008711103&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA.
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Bowes, Neal. "Influencing sport motivation through the achievement goals of young people." Thesis, University of Bristol, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.549453.
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Wang, C. K. John. "Ability beliefs, achievement goals and intrinsic motivation in physical education." Thesis, Loughborough University, 2001. https://dspace.lboro.ac.uk/2134/7478.
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This thesis examined the relationships of the conceptions of sport ability, achievement goals, and intrinsic motivation in Physical Education. Studies 1 and 2 investigated the psychometric properties of the Conceptions of the Nature of Athletic Ability Questionnaire (CNAAQ), a measure of sport ability beliefs. Results showed that the revised version of the scale possesses sound psychometric properties in assessing sport ability beliefs among children and youth. In addition, the relationships between ability beliefs, goal orientations, perceived competence, and behavioural indicators (intentions and amotivation) were also examined in the first two studies. An incremental belief predicted task orientation, whereas an entity belief predicted ego orientation. Intentions to be physically active were predicted by goal orientations indirectly through perceived competence, and directly by task orientation. In addition, amotivation was predicted directly and indirectly by ability beliefs and directly by achievement goals. Specifically, entity beliefs directly predicted amotivation, task orientation negatively predicted amotivation. Study 3 examined the interrelationships between ability beliefs, achievement goals, perceived competence, behavioural regulation, and arnotivation using cluster analysis. Five distinct clusters were identified based on these motivational constructs and these profiles were found to be related to perceived physical self-worth and levels of sport participation. Study 4 experimentally manipulated sport ability beliefs and examined their causal influence on achievement goals and motivation patterns when faced with failure. The causal link between ability beliefs and goals was supported. Ability attributions for failure were stronger for entity theorists compared to incremental theorists. However, hypotheses predicting differences on effort attributions, affective reactions, and behavioural markers were not supported. Study 5 examined the effects of goal involvement on enjoyment and intrinsic motivation under positive feedback. The results suggested that task-involved and ego-involved participants did not differ in self-reported enjoyment and free-choice behaviour measure. However, the free-choice behaviour of the ego-involved participants may not be fully intrinsically motivated. In addition, autonomous communication increased the positive effects of task and ego involvement on intrinsic motivation and enjoyment, whereas controlling communication had an undermining effect. Overall, results show that high incremental beliefs and high task orientation facilitate adaptive motivational patterns. Autonomy-supportive contexts also enhanced students' task motivation compared to controlling contexts.
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Dea, C. "Goal motivation and the self-regulation of goals in depression." Thesis, University of Liverpool, 2014. http://livrepository.liverpool.ac.uk/2009022/.
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The overarching aim of this thesis is to study features of goal motivation and the self-regulation of personal goals which have been implicated in the development and maintenance of depression (Trew, 2011; Van de Elzen & Macleod, 2006; Wrosch, Scheier, Carver and Schulz, 2003). This thesis consists of two main chapters: a narrative literature review and an empirical paper. Each chapter, together with how they are linked is outlined in this introductory chapter. Chapter 1 The context for the review is set by providing a brief background on the prevalence of depression and highlighting the present lack of research which examines goal motivation within depression. A brief overview of goal motivation and goal self-regulatory research and theory is provided to contextualise the review and to establish the need to extend our understandings of these areas within depression. Following this the narrative review is structured around its two main aims. Firstly, the review develops an understanding of depression from a dysregulation of goal adjustment perspective. This chapter of the review focuses on research which has examined two specific goal adjustment processes (i.e. goal disengagement and goal re-engagement) conceptualised by Wrosch, Scheier, Carver and Schulz (2003). This area of research has largely focused on an individuals’ ability to reduce their effort and commitment towards and unattainable goal and re-engage with alternate goals (Wrosch, et al., 2003; Wrosch, 2011). The review highlights the main findings which have suggested a relationship between maladaptive goal adjustment responses to unattainable goals and a vulnerability to depression (Wrosch, 2011). The review identifies limitations of previous research and identifies the need to undertake further research in clinical populations. This need is addressed as one the main aims of the empirical paper. The second aim of the review focuses on research which has examined the influence of rumination in mediating goal adjustment processes and depressive affect. The review discusses the findings from studies which have posited a pathway to depression linked to rumination, whereby this response impairs goal disengagement and prevents the re-engagement with more realistic and rewarding goals. The review identifies the limitations of these studies and suggests important areas for future research. Specifically, the need to address what may predispose individuals to adopt a maladaptive ruminative response to problematic goal attainment. The chapter concludes by presenting potential clinical implications from the studies in the treatment of depression and suggests directions for future research. Overall, the narrative review sets the context for the empirical paper, which follows in the subsequent chapter. Specifically, the need to undertake research within a clinical population examining whether distinct goal adjustment processes are a feature of depressed individuals in responding to unattainable goals. Also, the need to investigate additional processes which predispose individuals to respond ruminatively to problematic goal attainment and may potentially mediate the relationship between goal adjustment and depression. These issues are revisited and addressed within the empirical paper. Chapter 2 This chapter presents the empirical paper, which is intended for publication and is written in the style of the journal identified for submission (Motivation and Emotion). The empirical paper aims to further study goal motivation and the self-regulation of unattainable goals within depression. The paper presents the key theoretical models and research in the area of goal motivation. There is a discussion of goal motivation research which has linked depression to distinct types of goals, characterised by different types of goals (approach goals vs avoidance goals). Also, recent research is presented which has examined whether depression biases cognitive aspects of goal motivation, specifically goal expectancies (Dickson, Moberly & Kinderman, 2011). To date, there has been a paucity of research examining goal orientation and goal expectancies within depression, despite the proliferation of goal based therapies. An additional impetus outlined for further research within a clinical population is the mixed findings reported by previous studies regarding goal motivation within depression. Therefore, the present study examined the goal orientation (approach vs avoidance) and goal expectancies of depressed individuals relative to non-depressed individuals. Following this, the key theoretical models and research which have been linked to the self-regulation of unattainable goals is presented. The empirical paper attempted to build upon the understandings from the narrative review. Also, the study examined whether depressed and non-depressed individuals differ in their reporting of their goal adjustment tendencies. This was intended to identify if distinct goal adjustment processes are a feature of depressed individuals. The study attempts to identify processes which may predispose an individual to engage in maladaptive rumination in response to problematic goal attainment, which may mediate the relationship between goal adjustment and depression. Therefore, the present study aimed to establish whether metacognitive ruminative beliefs mediate the relationship between goal adjustment and depression. Previous research has suggested that these beliefs influence an individuals’ engagement in rumination in response to a stressor and have been implicated in depression (Moulds, Yap, Kerr, Williams & Kandris, 2010). A discussion of the present study findings is also presented which offers interpretations of the study results as well as their relevance to previous research, which has been undertaken. Methodological considerations of the study are discussed, alongside the clinical implications of the study findings and future directions for research. Summary In summary, this thesis aims to develop a greater understanding of depression from a goal motivation and goal regulation perspective. First, a narrative review presents two primary aims, (i) to provide an understanding of the dysregulation of goal adjustment processes (goal disengagement and goal re-engagement) in responding to an unattainable goal linked to depression (ii) the influence of rumination, in response to unattainable goals, as a vulnerability contributing to the maintenance and exacerbation of depressive mood, through disruption of goal adjustment processes. Second, an empirical paper presents three main aims (i) to examine the goal orientation (approach vs avoidance) of depressed and non-depressed individuals (ii) to examine the goal expectancies of depressed individuals compared to non-depressed individuals (iii) the goal adjustment tendencies of depressed compared to non-depressed individuals in responding to an unattainable goal and, (iv) the mediation of metacognitive ruminative beliefs upon goal adjustment and depression.
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Bienkowski, Sarah C. Bowler Mark C. "A conditional reasoning measure of goal orientation : preliminary development." [Greenville, N.C.] : East Carolina University, 2009. http://hdl.handle.net/10342/2222.
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Thesis (M.A.)--East Carolina University, 2009.Presented to the faculty of the Department of Psychology. Advisor: Mark C. Bowler. Title from PDF t.p. (viewed June 11, 2010). Includes bibliographical references.
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Upton, Rachel D. Panter A. T. "Examining characteristics, motivations, and career goals of black students who attend historically black colleges and law schools." Chapel Hill, N.C. : University of North Carolina at Chapel Hill, 2009. http://dc.lib.unc.edu/u?/etd,2636.
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Thesis (M.A.)--University of North Carolina at Chapel Hill, 2009.Title from electronic title page (viewed Oct. 5, 2009). "... in partial fulfillment of the requirements for the degree of Master of Arts in the Department of Psychology Quantitative." Discipline: Psychology; Department/School: Psychology.
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Chuk, Joseph R. "Electric utility corporate goals in employee television programs." Instructions for remote access. Click here to access this electronic resource. Access available to Kutztown University faculty, staff, and students only, 1987. http://www.kutztown.edu/library/services/remote_access.asp.
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Thesis (M.S.)--Kutztown University of Pennsylvania, 1987.Source: Masters Abstracts International, Volume: 45-06, page: 2706. Typescript. Abstract precedes thesis as [2] preliminary leaves. Includes bibliographical references (leaves 55-56).
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Lockhart, Tony F. "Increasing motivation by adapting intelligent tutoring instruction to learner achievement goals." Thesis, Georgia Institute of Technology, 2011. http://hdl.handle.net/1853/39556.
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The impact of affect on learning and performance has caused many researchers in the field of cognitive psychology to acknowledge the value of motivationally supportive instruction. Goal orientation, which refers to the perceptions and behaviors of the learner in achievement situations, has been the most predominant theory in learning motivation. However, research suggests multiple components are responsible for affecting student cognitive engagement. The traditional framework distinguishes individuals who are self-motivated to master challenging tasks from those who are motivated to earn favorable judgments of performance as intrinsic and extrinsic learners, respectively. In addition, learners may be further categorized by an eagerness to ensure a positive outcome or by their vigilance in avoiding negative outcomes. As such, my research explores how these motivational categories can be utilized to construct a more robust instructional model.
The objective of this research is to evaluate the effectiveness of adaptive remediation strategies on motivation and learning performance. Research suggests the cost of integrating cognitive tasks with error analysis outweigh the benefits of sparse learning gains. However, further investigation is required to understand how feedback can improve these outcomes. The experiment presented here seeks to evaluate the adaptive instruction of two pedagogical agents embedded within two separate versions of the Virtual BNI Trainer. The basic coach uses a model of the learner's experience level to determine an appropriate level of elaboration required during remediation. In contrast, the motivationally enhanced coach uses a model of the learner's goal orientation to construct feedback that appeals to their natural disposition.
A controlled experiment was conducted to evaluate the effects of adaptive instruction on student self-efficacy, engagement, and learning performance in the Virtual BNI Training Environment. The results of this experiment are used to establish guidelines for integrating goal orientation, error analysis, and feedback within a virtual coach, to improve motivation and learning performance. In addition, these findings also indicate areas for future research.
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Reeder, Taryn. "The effects of goals, rewards, and strategy planning on team motivation." Thesis, Georgia Institute of Technology, 1993. http://hdl.handle.net/1853/28745.
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Lowe, Leroy. "Improving student's intrinsic motivation levels in a two year college international business diploma program." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape11/PQDD_0019/MQ56789.pdf.
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Sit, Hui-ping Cindy. "Motivational orientations and sport participation in youth : a comparison of achievement goal theory and reversal theory /." Hong Kong : University of Hong Kong, 2002. http://sunzi.lib.hku.hk/hkuto/record.jsp?B24873056.
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Stimson, Tierra Starr. "The precursors and outcomes of goal choice and attainment." Diss., [Riverside, Calif.] : University of California, Riverside, 2009. http://proquest.umi.com/pqdweb?index=0&did=1957340971&SrchMode=2&sid=1&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1269886969&clientId=48051.
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Thesis (Ph. D.)--University of California, Riverside, 2009.Includes abstract. Available via ProQuest Digital Dissertations. Title from first page of PDF file (viewed March 23, 2010). Includes bibliographical references. Also issued in print.
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Marques, Marta Moreira. "Physical exercise adherence: The role of motivation, regulatory efficacy and competing goals." Master's thesis, Instituto Superior de Psicologia Aplicada, 2008. http://hdl.handle.net/10400.12/645.
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Dissertação de Mestrado em Psicologia da SaúdeIntrodução. Os elevados índices de inactividade nas sociedades ocidentais e o conhecimento científico dos benefícios da prática regular de exercício físico, contribuíram para o impulsionar da investigação das variáveis psicológicas que podem estar associadas à adesão, manutenção, abandono e resistência à prática de exercício físico. O presente estudo, adoptando uma perspectiva de auto-regulação do comportamento (Maes & Karoly, 2005), analisou a relação entre a prática de exercício físico e a motivação (extrínseca e intrínseca), eficácia auto-reguladora e objectivos competitivos com a prática de exercício físico. Foi ainda objectivo deste estudo analisar a existência de diferenças nos níveis de fadiga, concentração, motivação, actividades diárias e sintomas psicológicos (problemas de sono, depressão e ansiedade), entre sujeitos com diferentes níveis de exercício físico. Método. Participaram no estudo 269 sujeitos adultos (21-65 anos), de ambos os sexos, distribuídos por diversos grupos de acordo com os seus níveis de actividade física: inactivos, activos irregulares, activos regulares (até 24 meses) e activos regulares (há pelo menos de 24 meses). Utilizando metodologia de inquérito, o estudo consistiu na aplicação de um conjunto de questionários, num único momento, aos participantes. O processo de recolha foi feito por email/correio. Os níveis de exercício físico foram recolhidos através de questões acerca do historial de actividade física dos participantes. Os instrumentos utilizados foram o Alameda 7 (Schoenborn, 1985), Behavior Regulation for Exercise Questionnaire (Markland& Tobin, 2004), Regulatory Self- Efficacy Scale, Competing Goals Scale (Gebhardt & Maes, 1998), Checklist of Individual Strength (Vercoulen, Swanink, Fennis, Galama, Van der Meer & Bleijenberg, 1994) and Brief Symptom Inventory (Canavarro, 1999). Todos os instrumentos apresentaram, nesta amostra, boas propriedades psicométricas. Resultados. Os resultados revelaram a existência de diferenças significativas nos níveis de eficácia auto-reguladora e motivação. Os sujeitos praticantes regulares de exercício físico apresentaram maior confiança na sua capacidade para ultrapassar barreiras à prática de exercício físico e regulação do comportamento mais autónoma, em comparação com os não praticantes e os praticantes irregulares. A quantidade de objectivos conflituantes com o exercício valorizados pelos indivíduos, apresentou igualmente diferenças significativas, neste caso, superior no grupo dos indivíduos inactivos. A análise discriminante efectuada extraiu uma função discriminativa ' significativa entre grupos, constituída pelas variáveis motivação e eficácia auto-reguladora. Verificou-se ainda existirem associações significativas positivas entre o tipo de regulação do comportamento e os níveis de eficácia auto-reguladora em todos os grupos de exercício físico. Os sujeitos não praticantes de exercício físico apresentaram os níveis mais elevados de fadiga, ansiedade e problemas de sono e, os níveis mais baixos de motivação e concentração. Discussão. Estes resultados contribuem para a compreensão dos factores psicológicos associados à prática de exercício físico. A investigação futura deverá examinar estas relações utilizando métodos longitudinais e de intervenção, de modo a observar de que forma estas variáveis permitem predizer modificações no comportamento de exercício físico ao longo do tempo. Considera-se que as intervenções dirigidas a aumentar os níveis de eficácia auto-reguladora, potenciar autonomia na regulação do comportamento (motivação intrínseca) e identificar e criar alternativas para objectivos competitivos, poderão ser úteis na promoção e manutenção da prática de exercício físico
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Peeva, Aleksandra. "Political Goals, Economic Constraints: Explaining the Motivation and Effects of Economic Sanctions." Doctoral thesis, Humboldt-Universität zu Berlin, 2018. http://dx.doi.org/10.18452/19473.
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Diese Dissertation untersucht ökonomische Sanktionen im Kontext der empirischen politischen Ökonomie. Obwohl sie aus drei unabhängigen Kapiteln besteht, ist das übergeordnete, verbindende Ziel dieser Forschungsarbeit ein Gesamtverständnis der Motivation und der Effekte von Sanktionen anzubieten, getragen von der generellen Idee der Wechselwirkungen zwischen ökonomischen Anreizen und politischen Zielen. Meine Forschung zeichnet die ökonomischen Restriktionen ab, mit denen sich die politischen Entscheidungsträger im Bereich der internationalen Beziehungen auseinandersetzen.This dissertation explores economic sanctions in an empirical political economy context. While consisting of three independent papers, it aims at providing a holistic understanding of the motivation and effects of sanctions in particular, and the interplay between economic incentives and political goals in general. My research delineates the economic constraints that policymakers encounter in the field of international relations.