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Published: 8 June 2024

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1

Cooper, Debra A. "Students' perceptions of effort in mathematics." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0027/MQ62202.pdf.

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2

Moissa, Barbara. "Maximizing students' engagement through effort-based recommendations." Electronic Thesis or Diss., Université de Lorraine, 2021. http://www.theses.fr/2021LORR0230.

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L’exploitation des données est un phénomène croissant qui est présent dans différents scénarios, y compris le scénario éducatif, où il tient la promesse de faire progresser notre compréhension et d’améliorer le processus d’apprentissage. De cette promesse a émergé le domaine de recherche sur l’analyse de l’apprentissage qui tire idéalement parti de la technologie et des théories éducatives pour exploiter les données éducatives. Sur le plan technologique, nous nous intéressons aux systèmes de recommandation car ils peuvent aider les étudiants, les enseignants et les autres parties prenantes à trouver les meilleures ressources d’apprentissage, et ainsi atteindre leurs objectifs d’apprentissage et développer des compétences en moins de temps. Sur le plan théorique, nous nous intéressons à la technique d’influence sociale pied-dans-la-porte, qui consiste en faire des demandes consécutives avec un coût croissant. Cette technique semble particulièrement pertinente dans le contexte éducatif car elle peut non seulement être formalisée dans un système de recommandation, mais elle est également compatible avec la zone de développement proximal qui stipule que le défi présenté par les ressources d’apprentissage doivent augmenter progressivement afin de garder les étudiants motivés. Cependant, nous ne savons pas comment l’application de cette technique via des recommandations peuvent influencer les étudiants. Par conséquent, dans cette thèse, nous étudions ces influences en supposant que l’effort des étudiants est un bon indicateur du coût des demandes, car non seulement chaque activité d’apprentissage nécessite un certain niveau d’effort, mais il est souvent cité comme un facteur clé pour la réussite des étudiants. Pour cela, nous avons modélisé la mesure et la prédiction de l’effort des étudiants grâce à des modèles d’apprentissage automatique utilisant des données pouvant être utilisées dans la vie réelle, et les avons exploitées afin d’appliquer explicitement la technique du pied-dans-la-porte dans un système de recommandation. Nos résultats montrent que, par rapport aux modèles de recommandation qui ne formalisent pas cette technique, les modèles de recommandation proposés ont une influence positive sur l’effort, la conformité, la performance et l’engagement des étudiants. Cela suggère que cette approche a le potentiel d’améliorer le processus d’apprentissage, car les élèves présenteront les comportements susmentionnés
Data exploitation is a growing phenomenon that is present in different scenarios, including the educational scenario, where it holds the promise of advancing our understanding and improving the learning process. From this promise emerged the learning analysis research field that, ideally, takes advantage of technology and educational theories to explore the educational data. On the technological side, we are interested in recommendation systems because they can help students, teachers and other stakeholders to find the best learning resources and thus achieve their learning goals and develop competencies in less time. On the theoretical side, we are interested in the social influence technique foot-in-the-door, which consists in making consecutive requests with an increasing cost. This technique seems particularly relevant to the educational context because it can not only be formalized into a recommendation system, but it is also compatible with the zone of proximal development that states that the challenge presented by the learning resources need to increase gradually in order to keep students motivated. However, we do not know to what extent explicitly applying this technique via recommendations can influence students. Therefore, in this thesis, we investigate such influences assuming that students’ effort is a good indicator of the cost of the requests, since not only every learning activity requires a certain level of effort and, but it is often cited as a key factor for students’ success. For this, we modeled the measurement and prediction of the students’ effort through machine learning models using data that can be used in real life and exploited it in order to explicitly apply the foot-in-the-door technique in a recommendation system. Our results show that, compared to recommendation models that do not formalize this technique, the proposed recommendation models have a positive influence on the students’ effort, compliance, performance and engagement. This suggests that this approach has the potential to improve the learning process as students will present the aforementioned behaviors

3

Schmocker, Mary J. "Impact of online learning on student effort and persistence in technical college students." Online version, 2008. http://www.uwstout.edu/lib/thesis/2008/2008schmockerm.pdf.

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4

Avendano, John Palmer James C. "Student involvement assessing student satisfaction, gains, and quality of effort /." Normal, Ill. : Illinois State University, 2003. http://wwwlib.umi.com/cr/ilstu/fullcit?p3115177.

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Thesis (Ph. D.)--Illinois State University, 2003.
Title from title page screen, viewed Jan. 10, 2005. Dissertation Committee: James C. Palmer (chair), Phyllis McCluskey-Titus, Paul Vogt, John S. Erwin. Includes bibliographical references (leaves 121-126) and abstract. Also available in print.

5

Estes, Shannon L. "The Teacher-Student Relationship and its Impact on At-Risk Students’ Effort, Confidence, and Motivation in Reading." University of Findlay / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=findlay162714778456995.

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6

Acikgoz, Salim. "Contributions Of Self-confidence, Actual Work Effort And Perceived Importance Of Work Effort To Eight Grade Students." Master's thesis, METU, 2006. http://etd.lib.metu.edu.tr/upload/2/12607242/index.pdf.

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The purpose of the study was to predict mathematics achievement with self-confidence in mathematics, actual work effort in mathematics, and perceived importance of work effort in mathematics, and to investigate the gender differences with respect to those variables. The study was conducted in Ankara, Turkey with 157 eight-grade students (87 boys, 70 girls) from a private school. The following measuring instruments were used: (1) Confidence in Learning Mathematics Scale, (2) Effort as a Mediator of Mathematical Ability Scale, (3) Homeworks and Mathematics Achievement Tests. The validity and reliability of the measuring instruments were tested by the researcher. The data of this study were analyzed by using Stepwise Multiple Regression Analysis and Multivariate Analysis of Variance (MANOVA). The results of the study indicated that (1) the combined effect of three predictor variables (Self-confidence, actual work effort, and perceived Importance of work effort) on students&rsquo
mathematics achievement was significant (R2adj=0.543). Girls&rsquo
mathematics achievement was significantly (R2adj=0.531) affected by three predictor variables (Self-confidence, actual work effort, and perceived importance of work effort). Whereas for boys, two variables (Self-confidence and actual work effort) were the predictors which had a significant combined effect on mathematics achievement (R2adj=0.539). (2) There was no statistically significant mean difference between girls and boys with respect to self-confidence, actual work effort, perceived importance of work effort and mathematics achievement.

7

Miller, Ernestine V. "Perceived relation of adult community college students between quality of effort and outcome gains adult students at one community college /." Diss., Columbia, Mo. : University of Missouri-Columbia, 2008. http://hdl.handle.net/10355/5522.

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Thesis (Ed. D.)--University of Missouri-Columbia, 2008.
The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on July 27, 2009) Includes bibliographical references.

8

Tsui, Mi-sum Philomena. "Helping and liking behaviour: consequences ofteachers' attributions of students' ability and effort." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1987. http://hub.hku.hk/bib/B29782909.

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9

Lin, Mei-Chin. "Taiwanese college students' quality of effort and their self-reported educational attainment /." free to MU campus, to others for purchase, 1997. http://wwwlib.umi.com/cr/mo/fullcit?p9841318.

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10

Carleton, Julia Magdalen Machara. "Achieving success in Western society : bulimia as the ultimate effort /." Thesis, This resource online, 1994. http://scholar.lib.vt.edu/theses/available/etd-12162009-020330/.

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11

Askun, Cengiz S. "Relationships between students' level of effort and course perceptions in a blended learning environment." [Bloomington, Ind.] : Indiana University, 2007. 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:3253635.

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Thesis (Ph.D.)--Indiana University, Dept. of Instructional Systems Technology, 2007.
Title from PDF t.p. (viewed Nov. 18, 2008). Source: Dissertation Abstracts International, Volume: 68-02, Section: A, page: 0531. Adviser: Barbara A. Bichelmeyer.

12

Placido, Robert B. "Self-determination of Military Students in Postsecondary Education." Thesis, University of North Texas, 2014. https://digital.library.unt.edu/ark:/67531/metadc699858/.

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The purpose of this quantitative study was to examine undergraduate military veteran students’ self-determination and academic effort in relation to their nonveteran college peers. A total of 734 undergraduates attending 4-year institutions in Texas completed a survey, including: 76 veterans (63% males, 37% females); and 658 non-veterans (26% males, 74% females). This research created a more holistic survey of self-determination by adding the 8-item New General Self-Efficacy Scale to the 10-item Self-determination Scale. The survey also included 13-items drawn from the National Survey of Student Engagement. A factor analysis with a varimax rotation of the items identified six factors: competence, autonomy, relatedness, reflection, learning strategies, and quantitative reasoning resulting in a significant Bartlett’s test of sphericity (2 (465) = 12324.53, p < .001). The first hierarchical ordinary least squares (HOLS) analysis results showed that undergraduate veteran students have statistically significant higher levels of self-determination than students without military experience with a small effect size (R2 = .022%, p < .001); however, a meta-analysis of self-determination revealed a large effect size of d = 1.33 between veterans (M = .81, SD = .12) and freshmen undergraduates (M = .65, SD = .12). The second HOLS analysis revealed that self-determination is a positively related, statistically significant factor in academic effort potentially adding 6.8% variance explained to the multi-factored general causal model of college impact (GCMCI).

13

Guenther, Meagan. "Teacher Recommendations Of Students for Honors Coursework: Effects of Teacher Perceptions of Student Characteristics Including Race/Ethnicity." Miami University / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=miami1240537263.

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14

Konrad, Cathy J. Palmer James C. "The relationship of nursing student quality of effort, satisfaction, and self-reported perceptions of learning gains in associate degree nursing programs in specialized colleges." Normal, Ill. Illinois State University, 2002. http://wwwlib.umi.com/cr/ilstu/fullcit?p3064516.

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Thesis (Ph. D.)--Illinois State University, 2002.
Title from title page screen, viewed February 23, 2006. Dissertation Committee: James C. Palmer (chair), Albert T. Azinger, Phyllis McCluskey-Titus, Jo Ellen Sharer. Includes bibliographical references (leaves 96-99) and abstract. Also available in print.

15

Williams, Danita Renee. "The Use of Embedded and Stand-Alone Measures of Effort in Predicting Academic Ability in College Students." BYU ScholarsArchive, 2016. https://scholarsarchive.byu.edu/etd/6434.

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Detection of sub-optimal effort is a critical element of all psychological assessment procedures. Failure to consider the validity of the client's performance and symptom reporting may result in inaccurate conclusions about the degree of impairment. Because the American with Disabilities Act requires colleges to provide accommodations for students with documented disabilities, providing resources for students feigning impairment may ultimately drain university resources intended to help those students with disabilities. This study sought to examine the relationship between two different types of measures of effort and variables related to academic ability. De-identified archival data was gathered from the University Accessibility Center (UAC) at Brigham Young University (BYU) which provided psychological assessments for accommodation seeking students (N = 602) for a reduced fee. Measures used to detect sub-optimal effort included the Test of Memory Malingering (TOMM), Word Memory Test (WMT), Validity Indicator Profile (VIP), California Verbal Learning Test-Second Edition (CVLT-II), Reliable Digit Span (RDS), and the Integrated Visual and Auditory Continuous Performance Advanced Edition (IVA-AE). Measures indicating academic ability included select subtests from the Woodcock Johnson Test of Achievement Third Edition (WJ-III). Additionally, Matrix Reasoning of the Wechsler Adult Intelligence Scale Fourth Edition (WAIS-IV) was included as a cognitive measure of nonverbal IQ. Two point biserial correlations were conducted. Results indicated that the nonverbal portion of the VIP had a significant relationship with writing fluency. The TOMM also had a significant relationship with writing fluency. Additionally, results demonstrated that Reliable Digit Span had a significant relationship with Academic Fluency, Writing Fluency, Letter Word Identification, and Math Fluency. Data suggests that university disability service offices may wish to include the RDS, TOMM, and VIP in their considerations of effort.

16

Freeman, Mabel Gilbert. "A study of the relationship of honors students' residential environment, college of enrollment, and gender to quality of effort and student involvement /." The Ohio State University, 1988. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487592050227565.

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17

Lee, Man-wai, and 李文慧. "How does normative excellence information moderate the effect of effort and ability praise on students' intrinsic motivation when they face challenges?" Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2014. http://hdl.handle.net/10722/209697.

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The experimental study examined how different types of praise moderated the effect of normative information on students’ self-efficacy and intrinsic motivation when they face challenges. Two hundred and Fifty Form 1 and 2 students (114 females, 136 males) were randomly assigned to six different conditions, using a 2 (Normative information: with normative information, without normative information) X 3 (Praise: ability praise, effort praise, no praise) between-groups design. Students first worked on a logical reasoning task and received a bogus quantitative feedback of a high score (8 out of 10) and a written qualitative feedback according to their assigned conditions. Students then did a similar but more challenging task and checked their scores before completing measures of self-efficacy and intrinsic motivation. Self-reported measure showed that after facing setbacks, students receiving effort praise and normative information in the first task indicated significantly lower self-efficacy than the students only receiving effort praise. Theoretical and practical implications are discussed. Keywords: effort praise, ability praise,
published_or_final_version
Educational Psychology
Master
Master of Social Sciences

18

Choi, Nam-fung Amy. "What do teachers' evaluative comments tell the students about the teachers' appraisal of their ability and effort?" Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1985. http://hub.hku.hk/bib/B29782557.

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19

Guenther, Meagan Marie. "Teacher recommendations of students for honors coursework effects of teacher perceptions of student characteristics including race/ethnicity /." Oxford, Ohio : Miami University, 2009. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=miami1240537263.

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20

Kiran, Dekant. "A Study On Sources And Consequences Of Elementary Students." Master's thesis, METU, 2010. http://etd.lib.metu.edu.tr/upload/12612503/index.pdf.

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A STUDY ON SOURCES AND CONSEQUENCES OF ELEMENTARY STUDENTS&rsquo
SELF-EFFICACY BELIEFS IN SCIENCE AND TECHNOLOGY COURSE KIRAN, Dekant M.S., Department of Elementary Science and Mathematics Education Supervisor: Assoc. Prof. Dr. Semra SUNGUR September 2010, 98 pages The present study aimed at investigating sources and consequences of middle school students&rsquo
science self-efficacy beliefs. While mastery experience, vicarious experience, verbal persuasion, and emotional arousal were examined as sources of self-efficacy beliefs, students&rsquo
achievement goals, metacognition, and effort regulation were examined as consequences of self-efficacy beliefs. Self-report instruments, Sources of Science Self-Efficacy Scale (SSSE), Motivated Strategies for Learning Questionnaire (MSLQ) and Achievement Goal Questionnaire (AGQ), were administered to 1932 middle school students to assess variables of the study. Results showed that mastery experience, verbal persuasion, and emotional arousal significantly predict students&rsquo
science self-efficacy which was found to be positively linked to mastery approach goals, performance approach goals, mastery avoidance goals, metacognition, and effort regulation. In addition, a positive relationship was found between verbal persuasion and mastery approach goals. Moreover, findings revealed that approach goals were positively associated with metacognition and effort regulation while avoidance goals are negatively linked to effort regulation. Additionally, results indicated a positive association between emotional arousal and effort regulation.

21

Angchun, Peemasak. "Factors Related to the Selection of Information Sources: A Study of Ramkhamhaeng University Regional Campuses Graduate Students." Thesis, University of North Texas, 2011. https://digital.library.unt.edu/ark:/67531/metadc84161/.

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This study assessed students’ satisfaction with Ramkhamhaeng University regional library services (RURLs) and the perceived quality of information retrieved from other information sources. In particular, this study investigated factors relating to regional students’ selection of information sources to meet their information needs. The researcher applied the principle of least effort and Simon’s satisficing theory for this study. The former principle governs and predicts the selection of these students’ perceived source accessibility, whereas the latter theory explains the selection and use of the information retrieved without considering whether the information is optimal. This study employed a web-based survey to collect data from 188 respondents. The researcher found that convenience and ease of use were the top two variables relating to respondent’s selection of information sources and use. The Internet had the highest mean for convenience. Results of testing a multiple linear regression model of all four RURCs showed that these four independent variables (convenience, ease of use, availability, and familiarity) were able to explain 69% of the total variance in the frequency of use of information sources. Convenience and ease of use were able to increase respondents’ perceived source accessibility and explain the variance of the frequency of use of sources more than availability and familiarity. These findings imply that respondents’ selection of information sources at the RURCs were governed by the principle of least effort. Libraries could consider the idea of one-stop services in the design of the Web portal, making it user friendly and convenient to access. Ideally, students could have one card to check out materials from any library in the resources sharing network.

22

Kaufman, Mary Ann. "An investigation of the influences of college students' goals on quality of effort and growth during the freshman year." Diss., Virginia Polytechnic Institute and State University, 1987. http://hdl.handle.net/10919/80280.

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The purpose of this study was to develop and test a conceptual model of influences of motivational factors and quality of effort on two freshman-year developmental outcomes. Literature on college effects indicates the importance of student characteristics in determining college outcomes, but does not provide evidence concerning the influences that students' nonacademic goals have on their growth and development. A sample of freshmen dormitory residents responded to the College Student Experiences questionnaire. Goals data were provided by a survey conducted during freshmen orientation. Ordinary least squares regression analyses were used to estimate effects of quality of effort dimensions, motivational factors (including goals for college), and four background characteristics on two outcomes--perceived personal-social gains and perceived intellectual gains. The hypothesized model did not fit the data. Highly intercorrelated quality of effort scores introduced multi-collinearity and led to unreliable estimates of the independent effects of the three quality of effort dimensions. The implications of collinearity and other characteristics of the data for interpretation of results were discussed. Regression results indicated that, among the motivational factors, the importance of social goals contributed the most to student estimates of personal-social gains while educational aspirations and certainty about major and career contributed the most to student estimates of intellectual gains. The relationships were partially mediated by quality of effort although interpretation of the indirect effects was limited by the collinearity of quality of effort dimensions. The social goals variable predicted the quality of participation both in group experiences and in personal-interpersonal experiences; educational aspirations and certainty about major and career both predicted the quality of academic experiences; and educational aspirations also contributed to prediction of the quality of personal-interpersonal experiences. The fourth motivational factor, importance of personal development goals, contributed to both outcomes but had no significant relationships with quality of effort dimensions. This surprising finding was thought to merit further investigation. Among the background characteristics, gender (female) was a strong predictor of both outcomes.
Ed. D.

23

Young, Denise Halsey. "A Mixed Methods Study of Transfer Students' Perceptions of an Undergraduate Summer Research Program: Exploring the Relationships Between the Program and Students' Science-Related Beliefs and Effort in the Program." Diss., Virginia Tech, 2020. http://hdl.handle.net/10919/96758.

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Community college students who transfer to a bachelor's degree granting institution to complete degrees in science often change majors before graduation. Limited research is available on institutional support programs that target this specific population and how programs such as summer research and academic enrichment might increase their motivation to study and persist in a science major. The present study examined the relationship between participants' perceptions of their experience in a summer research program and their motivation to persist in science-related majors and career paths. Participants were community college students with an interest in pursuing a science major and career at the host university. All participants completed a 10-week residential summer apprenticeship-style research program. Participants completed pre- and post-surveys before voluntarily participating in a semi-structured interview that utilized questions adapted from the MUSIC Model of Academic Motivation Inventory. The findings demonstrate the relationship between program features and participants' science-related self-efficacy, science identification, science-related goals, and effort.
Doctor of Philosophy
This study explored the relationship between community college students' experiences in a summer research program and their decisions about science-related academic and career goals. Participants were enrolled in a ten-week summer research and academic enrichment program at a research university. Each participant was assigned a faculty mentor for the duration of the program. The findings suggest that certain features of the program were related to participants' goals in science.

24

Suprawati, Maria Magdalena Nimas Eki. "Stories for primary-aged Indonesian students and their potential to introduce children to the importance of effort toward challenges." Thesis, Suprawati, Maria Magdalena Nimas Eki (2019) Stories for primary-aged Indonesian students and their potential to introduce children to the importance of effort toward challenges. PhD thesis, Murdoch University, 2019. https://researchrepository.murdoch.edu.au/id/eprint/49229/.

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This research examined the potential of written stories as educational materials that can serve to introduce children to the importance of effort in the first years of formal education. It is grounded on well-established associations between children’s effort and academic success as well as literature indicating that stories can potentially modify children’s behaviour. The empirical research, conducted in Indonesia, comprised three independent but related studies. Study 1 analysed a corpus of stories recommended for Year 1 and Year 2 Indonesian children, in order to identify the nature of effort toward challenge depicted in these texts. Using a combination of content and structural text-based analysis, it was found that self-initiated individual effort in the face of challenge was emphasised to a lesser extent than culturally valued behaviours such as accepting difficult situations without trying to change them, as a representation of accepting God’s will (Indonesian: nrimo), and aiding others who are affected by challenges. Study 2 explored qualitatively how four Indonesian teachers acknowledged effort-related themes depicted in two stories they presented in class. Important differences were found among teachers, with one teacher simply reading the text without any discussion and three overtly addressing themes emerging from the stories. Effort-related themes and persevering in the face of challenges were not among the most important themes but rather, themes consistent with cultural expectations such as friendship and caring for others. Finally, study 3 investigated children’s understanding of the stories their teachers (Study 2) told in class. The analysis of children’s responses to a story recall task showed that the hardest theme for children to recall was the main character’s effort while the easiest one was the story’s outcome. Children’s recall also differed across teacher groups, suggesting that the activation of cultural schema through teachers’ talk may be a variable associated with children’s understanding of the themes depicted in the stories. Using not only literature in educational and developmental psychology but also embedding contextually sensitive information to interpret the findings, this research has provided evidence of the potential of stories available at school to introduce not only effort-related themes but also other themes that are consistent with curricular and broader societal expectations for young Indonesian children.

25

Nunn, Lisa Michele. "Identity and the pursuit of school success understandings of intelligence and effort in three high schools." Diss., [La Jolla] : University of California, San Diego, 2009. http://wwwlib.umi.com/cr/ucsd/fullcit?p3359525.

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Thesis (Ph. D.)--University of California, San Diego, 2009.
Title from first page of PDF file (viewed July 21, 2009). Available via ProQuest Digital Dissertations. Vita. Includes bibliographical references (p. 314-334).

26

Sargent, Carol Springer. "Improving Retention for Principles of Accounting and Elementary Statistics Students: Ultra-Short Tutorials Designed to Motivate Effort and Improve Performance." Digital Archive @ GSU, 2009. http://digitalarchive.gsu.edu/epse_diss/59.

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This dissertation reports on two supplemental instruction implementations in courses with high failure rates. In study one, 27 ultra-short on-line tutorials were created for Principles of Accounting II students (N = 426). In study two, 21 tutorials with a similar design were created for Elementary Statistics students (N = 1,411). Accounting students were encouraged by their instructor to use the resource, but statistics students only saw a brief demonstration by the researcher. Neither course gave students credit for using the tutorials. In study one, 71.4% of the accounting students used the tutorials. Students who used the tutorials had dramatically lower drop rates and better pass rates. Tutorial use was correlated with exam scores, although the effect was moderate. Tutorial use remained at high levels two years after implementation without instructors promoting use of the resource. Course grades were higher for the two-year period after implementation compared to the two years prior to implementation. In study two, statistics sections were randomly assigned to intervention (tutorials; 695 students) or control (716 students). There were no significant differences in drop rates or average grades between intervention and control sections. On average, 46.0% of the intervention students used the tutorials. Users were less likely to drop and more likely to pass compared to non-users and control students; these differences were especially pronounced among low-achieving students. Tutorial use was correlated with slightly higher exam scores, but only for low achievers. The lack of differences between intervention and control sections may have been due to the drop off of usage after the first exam and the small learning effect only accruing to the relatively small number of low achievers. Participants reported the tutorials as “important to their course achievement” more often than other course resources. The important features of the tutorials were convenience (24/7 Internet access), efficiency of learning, and clear instruction. These studies suggest that the magnitude of the learning effect of the ultra-short tutorials depends on the tutorial topics, instructor promotion of the resource, and whether or not they are implemented in a course in which students feel the need to seek extra instruction.

27

Frye, James. "Voices of Summer: Interviews with Middle School Students Repeating Academic Courses in Summer School." VCU Scholars Compass, 2010. http://scholarscompass.vcu.edu/etd/2148.

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As the needs of society changed, states faced increasing pressure from the federal government to raise educational standards. States adopted rigorous standards, however many students failed to meet defined proficiency levels, necessitating summer school attendance or grade retention. Factors associated with academic failure have been extensively documented in the academic literature. The factors identified in the research can be organized into six categories, including motivation, age and ability, withdrawal from school, parents and guardians, school practices, and teacher practices. The purpose of the current study was to explore middle school students’ perceptions of factors which contributed to the academic outcomes necessitating enrollment in academic courses in summer school, and what factors they believe could have made a positive impact. This study focused on the following research questions: How did middle school students, enrolled in one or more academic courses in summer school, perceive (1) academic outcomes and to what these were attributed, (2) the relationship among ability, effort, and outcome, (3) sources and levels of motivation, (4) sources and levels of school bonds, (5) interactions and relationships with school personnel, and (6) the role and level of involvement of adults in their academic lives? A qualitative, ethnographic design, with detailed descriptions of the methodological considerations and rich, thick narrative, was used to explore the research questions. Seventeen middle school students, repeating academic courses in summer school, were interviewed. Emergent themes were identified from inductively coded interviews. The analysis revealed that participants primarily accepted responsibility for academic outcomes but also identified distractions as a contributing factor. Teachers were seen as playing a role in both creating and removing distractions. Participants perceived work ethic as positively correlated with intelligence, and perceptions of ability tended to be related to duration of exerted effort. Negative social bonds were perceived as adversely affecting participants’ academic performance, and participants reported few positive interactions or relationships with school personnel. Negative consequences were the primary means used by adults to motivate participants, and too little, too late characterized active adults engagement in participants’ academics. Perceived levels of effort exerted and concern exhibited by an adult paralleled academic outcomes.

28

Timpone, Lyndsey Ann. "Motivational Profiles of Middle School Students in an RTI Model: Implicit theories of intelligence, regulatory focus, goal preference, effort attributions and academic self-efficacy." Miami University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=miami1334148679.

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Woodyard, Jacquelyn Claire. "Autonomy Supportive Instruction as it relates to Students' Motivational Beliefs on an ePortfolio Project: The Moderating Role of Culturally Based Learning Preferences." Diss., Virginia Tech, 2016. http://hdl.handle.net/10919/73388.

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This study investigated students' perceptions of autonomy support from an instructor in relation to students' motivational beliefs on an ePortfolio project. The motivational beliefs of interest included: Effort/Importance, felt Pressure/Tension, and Value/Usefulness. These relationships were further examined with particular focus on the potential moderating role of students' culturally based learning preferences as outlined in Parrish and Linder-VanBerschot's (2010) Cultural Dimensions of Learning Framework (CDLF). This study was quasi-experimental, survey-based research supported by self-reported data collected from a convenience sample of graduate and undergraduate students. Students enrolled in a variety of courses that assigned an ePortfolio assignment received an email invitation from their instructor and self-selected to participate. Based on the responses of 35 students, the findings from this research showed significant relationships between three culturally based learning preferences and the motivational belief of Value/Usefulness. A summary of findings, limitations, and implications for further research are discussed.
Ph. D.

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Nyahodza, Lena. "An evaluation of electronic services offered to Master's students by the University of the Western Cape academic library as an effort to bridge the digital divide." Master's thesis, University of Cape Town, 2016. http://hdl.handle.net/11427/20599.

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Academic libraries are challenged to meet the demands of patrons as expectations shift towards remote access to library services. In Africa, such challenges are exacerbated by the legacy of the digital divide. In this post-apartheid period South Africa has acknowledged the presence of a multifaceted digital divide, and that the inequalities established in the past have not yet been resolved. Therefore, academic libraries could be of great value in playing emancipatory roles through the provision of technologies and other resources that enable access to information by marginalised communities. The aim of the study is to evaluate the electronic services provided by UWC academic library to Master's Students and determine if efforts made to bridge the digital divide are perceived by users as effective, through investigating use of internet-connected infrastructure, skills development programmes established to promote adequate use of the e-services, and identification of challenges experienced by users as they interact with e-services. The study employed a qualitative research method, grounded in phenomenological design and supported by Critical Theory. Data was collected from two samples drawn using purposive sampling from the target population of Master's students and librarians. Data collection from students was facilitated through an online survey and six librarians were interviewed. Main themes that guided the dialogue during data collection emanated from reviewed literature. The study concludes that UWC library has emerged as a competent agent of democracy, having implemented several projects to support marginalised academic students in accessing information. The library has provided ICTs, bandwidth and skills development programmes to support students. However, the challenges encountered are diverse, and income imbalances among communities still prevail, indicating that projects and programmes established by university libraries to bridge the divide need to be ongoing and sustainable since the phenomenon cannot be exterminated.

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Jackoby, Henry Benjamin EdD. "The Crossover Project: A Case Study of One High School's Effort to Provide Skill-Deficient Students the Opportunity to Cross Over Into a College Preparatory Math Track." Miami University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=miami1303424503.

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Riffer, Helena. "Self-perceived English Proficiency in Relation to Extramural Language Environment : A comparison between Swedish students of English living in the UK and in Sweden." Thesis, Karlstads universitet, Avdelningen för utbildningsvetenskap, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-9640.

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Students today encounter a vast amount of English in their free time, outside the walls of school. They watch English films, play English computer games, and keep international contacts through the internet. This present study focuses on mapping the so called Extramural English activities of two groups of upper secondary high school students in order to find out how and if the overall English proficiency of those students can be derived from the English they encounter in their free time. One of the groups is living and studying at a Swedish school in the UK, while the other one is living and studying at a regular high school in the south of Sweden. Both groups participated in a survey where they were asked to answer questions about their free time habits, time spent on different English activities and how they feel that their confidence and overall proficiency in the subject has improved. The results of this study show that the students living in the UK engage in more English activities outside of school and that they claim overall better results and higher confidence in their English. This study contains proof that Extramural English is an important factor in achieving targetlike language proficiency.

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Johansson, Frida, and Emma Reimer. "“If I can capture the students in this way, no matter what subject, then it is worth all the effort!” Using Telecollaboration for English Language Development and Intercultural Competence in Swedish K-3 settings." Thesis, Malmö högskola, Fakulteten för lärande och samhälle (LS), 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-35506.

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This case study on telecollaboration focuses on Swedish practicing teachers’ attitudes andexperiences with telecollaboration, i.e. an educational tool for communication betweenstudents in different countries to enhance foreign language development and interculturalcompetence. Four Swedish teachers with varying teaching experience were interviewed toshare their experiences of telecollaboration in the earlier school years. The design andimplementation of telecollaborative projects as well as the correspondence with the Swedishcurriculum according to the interviewees will be presented and discussed along with possiblebeneficial outcomes and challenges that might arise in the design and implementation oftelecollaborative projects. These aspects are also compared with findings of previousresearch on telecollaboration in educational settings. Finally, some suggestions for futureresearch in the field is provided.

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Sundberg, Sharon Eloise. "The effect of a relationship-building activity on nursing student anxiety in the clinical setting." Thesis, University of British Columbia, 1988. http://hdl.handle.net/2429/27736.

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A pre-test post-test group design was used to determine whether student nurses who received a relationship-building intervention would rate their relationship with the instructor higher than those who received a placebo/ whether student nurses who received the intervention would have less state anxiety than those who received a placebo/ and whether there was a relationship between ratings of state anxiety and student-instructor relationships. The intervention was designed to occur over a three-day period. Data were collected from a homogenous sample of 30 control nursing students and 31 experimental nursing students. Effectiveness of the intervention was determined by measuring student anxiety levels using the State-Trait Anxiety Inventory (Spielberger/ Gorsuch/ & Lushene/ 1970) and by measuring the student-instructor relationship using the Relationship Questionnaire (adapted from Truax & Carkhuff/ 1967). Additional data were collected from a Stressful Event Questionnaire/ a demographic data form/ and a debriefing session with participating instructors. Analysis of data indicated a treatment main effect was statistically significant. Members of the experimental group rated the perceived relationship with the instructor higher than members of the control group. There was no significant difference between groups in their ratings of anxiety. There was a trend/ however/ for those in the experimental group to have lower state anxiety than those in the control group. Correlations between the student-instructor relationship scores and the anxiety scores were low but were in the anticipated negative direction.
Applied Science, Faculty of
Nursing, School of
Graduate

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Smith, Renee M. "College debt : an exploratory study of risk factors among college freshmen and its effect on college choice /." View online, 2008. http://repository.eiu.edu/theses/docs/32211131464726.pdf.

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McIntyre, Catherine A. "Student loans the effect on a generation of college students /." Instructions for remote access. Click here to access this electronic resource. Access available to Kutztown University faculty, staff, and students only, 1990. http://www.kutztown.edu/library/services/remote_access.asp.

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Taylor, Helen Kermgard. "Evaluation of a community college extended orientation course : effect on self-appraisal and performance /." Thesis, Connect to this title online; UW restricted, 1988. http://hdl.handle.net/1773/7882.

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Norton, Charles W. "Weighted grading practice perceptions of the effect by high school counselors /." Online version, 2008. http://www.uwstout.edu/lib/thesis/2008/2008nortonc.pdf.

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Meyers, Paul Brian. "The effect of student led conferences on students, parents, and teachers." CSUSB ScholarWorks, 1998. https://scholarworks.lib.csusb.edu/etd-project/1513.

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Steele, Patricia E. "The effect of state merit-based financial aid on college price an analysis of Florida postsecondary institutions /." College Park, Md. : University of Maryland, 2007. http://hdl.handle.net/1903/7203.

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Thesis (Ph. D.) -- University of Maryland, College Park, 2007.
Thesis research directed by: Education Policy, and Leadership. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.

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Sakiz, 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.

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Zickar, Justin Michael. "The Effect of Veteran Student Support Services on Veteran Students' Academic Achievement." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7102.

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Since the introduction of the Post-9/11 G.I. Bill, veteran student support services have expanded in higher education in response to the growing veteran student population and to improve the academic achievement of veteran students. The problem addressed in this study was a lack of knowledge regarding the effect of veteran students' participation in veteran student support services on veterans' academic achievement at selected colleges in Maryland. Using a theoretical foundation of Pascarella and Terenzini's within-college framework, the research question examined the effects of veteran students' participation in veteran student support services on their academic achievement as measured by their grade point average. A quantitative causal-comparative design and a veteran student sample of N = 128 were used to determine if veteran student support services affect veteran students' academic achievement. Archival data from 2 higher education institutions in the state of Maryland were collected for this study. Results of a one-way ANOVA showed no significant difference in the academic achievement of veteran students who participated and who did not participate in veteran student support services. The findings from this study may lead to positive social change for veteran students in the state of Maryland and across the United States by providing an empirical basis for the need for improvements of veteran students support services in higher education.

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Holmes, Joshua Mark. "A life in common: exploring the causal effect of living on campus." Diss., University of Iowa, 2019. https://ir.uiowa.edu/etd/6959.

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This this three-article dissertation sought to explore the potential causal link of students’ collegiate residence with three broad categories of student outcomes. Using data from the Wabash National Study of Liberal Arts Education, each article employed propensity score matching in an effort to reduce selection bias associated with a student’s decision to live on campus. The first manuscript examined academic achievement, retention, four-year graduation, and satisfaction with the college experience and found that living on campus had no direct effect on any of these outcomes. The second manuscript explored the effect of living on campus on students’ overall health, alcohol consumption and binge drinking, smoking behaviors, exercise frequency, and psychological well-being. Findings suggest that living on campus has a positive effect on students’ first-year alcohol consumption, frequency of binge drinking, and exercising behaviors. These findings do not persist beyond the first year. Some conditional effects were uncovered, with a significant interaction between race and campus residence on some outcomes. The final study considered the effect living on campus has on student engagement. Living on campus was found to have a direct effect on positive peer interactions, frequency of interactions with student affairs staff, and co-curricular involvement. Like the second study, conditional analyses were conducted and revealed significant interactions mostly among race and campus residence.

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Stevens, Kevin J. "The effect of student assistance programs on middle school students' academic performance and self-concept." Online version, 1999. http://www.uwstout.edu/lib/thesis/1999/1999stevensk.pdf.

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McCormick, Sarajane Y. "Nurse Educator and Nursing Student Learning Style Match and Its Effect on the Problem Solving Ability of the Nursing Student." Thesis, North Texas State University, 1987. https://digital.library.unt.edu/ark:/67531/metadc331200/.

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This investigation concerned the effect of nurse educator/nursing student learning style match on the latter's problem solving ability. Problem solving ability was defined as the processes of finding facts, problems, ideas, solutions and their acceptance in other than past experience, tradition and habit. The underlying conceptual framework was Kolb's holistic model of experiential learning which combines experience, perception, cognition and behavior. The model has vertical and horizontal axes resulting in four quadrants or kinds of learners: diverger, assimilator, converger and accommodator. Instruments used were Kolb's Learning Style Inventory and Gover's Nursing Performance Simulation Instrument.

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Barnes, Brittany Nichole. "The Effect of Risky Behavior Perceptions on Social Greek and Honors Student Stereotyping." Kent State University Honors College / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=ksuhonors1323398370.

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Johnston, Tiffany Sarah Lavern. "The Effect of Set Induction on student knowledge, attitude, and engagement levels of high school agricultural science students." [College Station, Tex. : Texas A&M University, 2008. http://hdl.handle.net/1969.1/ETD-TAMU-2008-12-97.

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Vroonland, David W. "An Analysis of the Effect of Distance Learning on Student Self-Efficacy of Junior High School Spanish Students." Thesis, University of North Texas, 2004. https://digital.library.unt.edu/ark:/67531/metadc4563/.

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Prior to the development of interactive television, schools that were either geographically isolated or financially restricted were often unable to provide courses that may have been essential for students. Interactive television has helped such school districts provide appropriate courses for their students. Because student self-efficacy is a significant indicator of student success, the relationship between distance learning and students' self-efficacy requires research. The problem of the study was to examine the impact of site location in a distance learning environment on student self-efficacy in Spanish instruction. The participants in this study were junior high school students enrolled in distance-learning Spanish classes at two junior high schools in a north central Texas independent school district. All of the students were taught by the same instructor. The age range of the students was from 11 to 14 years of age, and all students were in either the seventh or the eighth grade. Students took a modified version of the Motivated Strategies for Learning Questionnaire at the end of each treatment. Using the counterbalanced design, each subject was matched to themselves. T-tests for nonindependent samples were used to compare the two treatments. The findings indicate that there is no significant difference in the level of student self-efficacy by site location. The findings in this study support the use of distance learning as a medium for Spanish instruction at the junior high school level. Because of the strong statistical relationship between self-efficacy and student performance, teachers and administrators can reasonably believe that site location will not hamper their students' success.

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Wing, Michael D. "Student Transfer: The Effect of Timing on Academic Achievement." Fogler Library, University of Maine, 2008. http://www.library.umaine.edu/theses/pdf/WingMD2008.pdf.

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Meilahn, Angie. "Teacher praise for student effort, achievement, and ability." Menomonie, WI : University of Wisconsin--Stout, 2007. http://www.uwstout.edu/lib/thesis/2007/2007meilahna.pdf.

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