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.
Full textAo, 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.
Full textPh.D.
Doctorate
Education and Human Performance
Education; Instructional Technology
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.
Full textHongsa-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.
Full textOuyang, Li. "Motivation, cultural values, learning processes, and learning in Chinese students." Thesis, Kingston, Ont. : [s.n.], 2008. http://hdl.handle.net/1974/1340.
Full textKim, 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.
Full textWeinhardt, 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.
Full textGeorge, 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/.
Full textTitle 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).
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.
Full textPh.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
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.
Full textSun, 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.
Full textPh. D.
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.
Full textBath, 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.
Full textTitle 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).
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.
Full textDoctor of Philosophy (PhD)
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.
Full textGibbs, 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.
Full textCoveney, 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.
Full textPh.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
Holder, Joseph Patrick. "Motivation: Using Student's Interests to Guide Instruction." Thesis, The University of Arizona, 2013. http://hdl.handle.net/10150/297624.
Full textLee, 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.
Full textCash, Erin. "Motivation and Goal-Setting in College Athletes." Diss., Virginia Tech, 2009. http://hdl.handle.net/10919/37542.
Full textPh. D.
Koehnke, Carl Phillip. "Goal orientation, ethnicity, and achievement of middle elementary students." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2837.
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 textWilliams, 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.
Full textPh. D.
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/.
Full textHood, 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.
Full textDavids, 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.
Full textThe 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
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.
Full textAlfaddai, 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.
Full textGo, 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.
Full textMorgenroth, Thekla. "How role models affect role aspirants' motivation and goals." Thesis, University of Exeter, 2015. http://hdl.handle.net/10871/18483.
Full textSieman, 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/.
Full textChu, 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.
Full textLi, 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.
Full textGalliger, 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.
Full textBarlia, 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.
Full textDavis, 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.
Full textEerde, 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.
Full textBowes, 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.
Full textWang, C. K. John. "Ability beliefs, achievement goals and intrinsic motivation in physical education." Thesis, Loughborough University, 2001. https://dspace.lboro.ac.uk/2134/7478.
Full textDea, C. "Goal motivation and the self-regulation of goals in depression." Thesis, University of Liverpool, 2014. http://livrepository.liverpool.ac.uk/2009022/.
Full textBienkowski, 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.
Full textPresented to the faculty of the Department of Psychology. Advisor: Mark C. Bowler. Title from PDF t.p. (viewed June 11, 2010). Includes bibliographical references.
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.
Full textTitle 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.
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.
Full textSource: Masters Abstracts International, Volume: 45-06, page: 2706. Typescript. Abstract precedes thesis as [2] preliminary leaves. Includes bibliographical references (leaves 55-56).
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.
Full textReeder, Taryn. "The effects of goals, rewards, and strategy planning on team motivation." Thesis, Georgia Institute of Technology, 1993. http://hdl.handle.net/1853/28745.
Full textLowe, 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.
Full textSit, 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.
Full textStimson, 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.
Full textIncludes abstract. Available via ProQuest Digital Dissertations. Title from first page of PDF file (viewed March 23, 2010). Includes bibliographical references. Also issued in print.
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.
Full textIntrodução. 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
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.
Full textThis 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.