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1
O'Grady, Kevin. "Motivation in secondary religious education." Thesis, University of Warwick, 2006. http://wrap.warwick.ac.uk/2848/.
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I show how my previous MA research indicated useful data regarding motivation in secondary school Religious Education (RE) but needed augmented theoretical and empirical substance to inform a general pedagogy (chapter 1): to this end I address issues of adolescent agency and identity (chapter 2) and creativity (chapter 3). Draft recommendations for an active, creative, existential and hermeneutical RE pedagogy result from these augmentations (chapter 2, revised in chapter 3). The heart of this thesis is a classroom-based empirical study designed to apply and assess my recommendations for RE practice. I argue action research and ethnographic strategies fit for my field study purposes (chapter 4). I then present and analyse my field study data, identifying categories of student motivation in RE, namely dialogue with difference, existential or ethical interest and personal significance. These categories are seen to be highly compatible with my earlier draft recommendations for RE practice (chapters 5, 6, 7 and 8). Next, I integrate my data into a critique of Andrew Wright’s religious literacy pedagogy, arguing that Wright’s oppositions of language to experience and intrinsic to pragmatic value are misleading, but conceding that his fundmental principles are sound and that his recent theory overcomes some earlier difficulties. This includes consideration of Ninian Smart’s phenomenological Religious Studies and John Dewey’s educational philosophy. I go on to re-affirm that dialogue with difference, existential or ethical interest and personal significance are basic to what motivates RE pupils. Therefore, effective RE requires hermeneutical learning, including attention to the development of pupils’ own ideas and values over time; action research indicates ways for teachers to handle this requirement (chapter 9).
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Cowan, Geraldine M. "Diabetic patient education and motivation." Thesis, Aston University, 1987. http://publications.aston.ac.uk/14498/.
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Diabetes mellitus is a condition which requires a high degree of patient cooperation in self-management to achieve optimal glycaemic control. The concept of patient education, to enhance the treatment and management of diabetes, is well recognised. Several diabetes education programmes have already been described, but increased knowledge of diabetes did not necessarily result in improved self-mangement or glycaemic control. Other factors, such as attitudes and motivations, may therefore be particuarly important. The aims of the present study were to investigate the influence of patients' attitudes to diabetes, and to develop motivational aspects which enable the application of knowledge to enhance self-management and compliance with treatment. Thirty-one insulin-dependent diabetic (IDD) patients entered into a 12 month educational programme, particularly designed to increase motivation. Patients' attitudes to diabetes, their knowledge and self-management skills were assessed using questionnaires and practical tests, and parameters of glycaemic control were measured. The progress of these patients was compared at intervals with a close matched group of 25 control IFF patients who continued to receive routine clinic care. Patients completing the educational programme achieved better glycaemic control (p< 0.05), greater knowledge (p< 0.001), more favourable attitudes (p< 0.03) and increased competence in management skills (p< 0.02) compared with the control group. Evaluation procedures indicated that the programme was acceptable to the patients, and was successful in terms of increasing patient motivation. Six months after completion of the programme, glycaemic control deteriorated, although knowledge, attitudes and management skills were unchanged. This might reflect the withdrawal of extrinsic motivation, attention and supervision provided during the programme. It is recommended that consideration be given to the development of patients' intrinsic motivation to achieve maximum benefit from diabetes education programmes.
3
O'Keefe, Barbara A. "A study in educational motivation, students' motivation related beliefs concerning co-operative education and school." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0005/MQ42417.pdf.
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Davis, Kelly. "Relationships Between Student Motivation Training & Motivation, Achievement, Attendance & Classroom Behavior." TopSCHOLAR®, 1993. https://digitalcommons.wku.edu/theses/2239.
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The purpose of the present study was to replicate a student motivation training program (Hughes, 1990) and extend the investigation by including the relationships between student motivation training and achievement, attendance, and classroom behavior. Participants were all 4th- and 5th -grade students from two elementary schools. A separate -sample, pretest-posttest control group design was used. The study addressed eight questions regarding the effects of student motivation training. Results indicated that student motivation, teacher perceptions of student motivation, and the number of motivational idea units on two of three writing samples were enhanced as a result of the training program. No significant differences were found for math and reading grades, attendance data, number of discipline slips received, and the third writing sample. Implications for further research and interventions are discussed.
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Warburton, Victoria Emily. "Approach-avoidance motivation in physical education." Thesis, Loughborough University, 2008. https://dspace.lboro.ac.uk/2134/13962.
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Physical education (PE) represents one of the most important physical settings in which to study motivational processes due to its uniqueness in including all young people with a wide range of physical abilities. Moreover, positive experiences in school PE are thought likely to enhance lifelong physical activity, giving PE an important role in influencing young people's involvement in physical activity both within and beyond the school curriculum. However, there is increasing concern over the physical activity levels of young people today, and understanding the changes in pupil's motivational processes during the time when they appear most at risk of declining levels of physical activity, may help researchers and physical educators intervene to offset the decline. Using Elliot's Hierarchical Model of Approach and A voidance Achievement Motivation (EIliot, , 1999; ElIiot & Church, 1997) as a theoretical basis, the purpose of this thesis was to examine pupil's approach-avoidance goal adoption in PE. Moreover, it was to determine the temporal pattern of approach-avoidance goals and the predictive utility of key antecedents, namely perceptions of competence and implicit theories of ability to these temporal patterns. Study 1 followed pupils across the primary to secondary school transition and examined their approach-avoidan,ce goals, implicit theories of ability and perceptions of competence prior to the transition and throughout Year 7 of secondary school. On the whole, the changes appeared to be suggestive of less adaptive motivationaf profiles, i.e., lower incremental beliefs, competence perceptions and mastery-approach (MAp) goal stnving. Competence perceptions and implicit theories of ability differed in their predictive utility of initial status and rate of change in approach-avoidance goal adoption. The effects of perceived competence appeared to be stronger in Year 6 of primary school while the effects of implicit theories of ability were more apparent in Year 7 of secondary school. Furthermore, in Year 6 of primary school, boys exhibited a more adaptive motivational profile than girls which remained throughout Year 7 of secondary school. Study 2a examined approach-avoidance goals, implicit theories of ability and perceptions of competence in pupils in Years 7, 8 and 9 of secondary school. Pupils completed measures on four occasions over a 9 month period. Goals and perceptions were tapped in relation to PE 'in general'. MAp, mastery-avoidance (MAv) and performance-avoidance (PAv) goals exhibited a linear decline over time, whereas performance-approach (PAp) goals showed no significant change. Theoretical propositions regarding the antecedents of approach-avoidance goal adoption were supported. Year group was found to moderate a number of these antecedent goal relationships. Results suggest that Year 7 is a critical time for adolescents' motivation in school PE. Study 2b determined the influence of implicit theories of ability and competence perceptions on changes in approach-avoidance goal adoption in two specific activities in the PE curriculum. In both tennis and cricket, differences between pupils were more likely than differences between classes to account for changes in implicit theories, perceptions of competence and approach-avoidance goals over the course of a unit of work. Controlling for prior approach-avoidance goal adoption, 'incremental beliefs predicted change in MAp goal adoption and perceptions of competence predicted change in PAp goal adoption over the unit of work in both tennis and cricket. Differences in the predictive pattern of antecedents to changes in goal adoption emerged between activities. The final study (study 3) provided a more-fine grained analysis of normative achievement goal adoption in specific activities in PE by differentiating between approach-avoidance and appearance-competition performance goals. Confirmatory factor analysis supported the delineation off our performance goals. In line with the Hierarchical Model of Approach and Avoidance Achievement Motivation, partial support for the mediating role of performance goals was observed, but entity beliefs and perceptions of a performance climate' each exerted a direct positive effect on self-handicapping in PE. The addition of the appearance-competition distinction to performance approach-avoidance goals revealed differences in the direction and magnitude of the antecedent goal and goal outcome relationships. The results of these four studies contained within the present thesis provide interesting insights into pupils' approach avoidance motivation in PE at both the contextual and activity specific level. The changes in pupils' motivation, on the whole, are indicative of less adaptive motivational profiles as they progress through their school career. Implicit theories of ability and competence perceptions appear to play a role in offsetting this decline but future research endeavours should continue to pursue longitudinal research to identify other key predictors of within-and between-pupil change. This will ensure that achievement motivation research in the PE context is well placed to help educators promote more adaptive motivational processes and outcomes that sustain participation in physical activity.
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Barton, Alison L. "Igniting Student Motivation." Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etsu-works/3437.
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Wondering how to stoke the flames of enthusiasm among your students? In this seminar, we'll explore what factors impact learner motivation, and then put those ideas to work. You'll be provided with practical suggestions for how to create a motivating class, ways to implement these suggestions in an online setting, and opportunities to brainstorm other great ideas with fellow attendees.
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Cheng, Wing-yu, and 鄭穎瑜. "Motivating language learners: effects of motivational strategies on student motivation in Chinese foreignlanguage classroom." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2011. http://hub.hku.hk/bib/B48365701.
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The objective of this study is to investigate the effects of teacher motivational strategies on student motivational behavior in Chinese Foreign Language classroom. Specifically, the study attempted to explore the relationship between motivational strategies and student actual classroom behavior and students preference on motivational strategies in enhancing student motivational behavior.
The participants were three Chinese foreign language teachers and their Year 8 classes (78 pupils) of the two lowest levels class of Chinese in the school. The study was conducted during the second and third term of the 2010-2011 academic year in an international school in Hong Kong.
Using a MOLT observation scheme, a check list of motivated practices, five classes of each teacher were observed to gather data on their motivated behaviors in their classroom. Post lesson interview was also conducted with the students after the observed lessons.
It is revealed that teacher motivated practice is associated with student motivational behavior and that Activity-Design-related practices are more prominent factors. On the other hand, it is also discovered that effective motivated practice are varied according to teachers i.e. how teachers employ the strategies in class and the learning environment they provided for students. In short, the findings of the study might provide teacher insights on effective practices that enhance student motivated behavior and implications on classroom practice other that motivational strategies.<br>published_or_final_version<br>Education<br>Master<br>Master of Education
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Epps, Susan Bramlett. "Motivation Workshop." Digital Commons @ East Tennessee State University, 1998. https://dc.etsu.edu/etsu-works/2580.
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Lorek, Amy E. "Learning as leisure motivation, outcome, value /." [Bloomington, Ind.] : Indiana University, 2009. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3358933.
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Thesis (Ph.D.)--Indiana University, School of Health, Physical Education and Recreation, 2009.<br>Title from PDF t.p. (viewed on Feb. 8, 2010). Source: Dissertation Abstracts International, Volume: 70-05, Section: A, page: 1781. Adviser: Alan W. Ewert.
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Seder, Laurie S. "Understanding the multidimensionality of reading motivation: Comparing reading motivation of students with and without learning/reading disabilities." Diss., The University of Arizona, 2001. http://hdl.handle.net/10150/280786.
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This study was designed to validate multiple dimensions of reading motivation and to examine how students with learning/reading disabilities (LRD) differed along these dimensions from non-LRD, same-aged peers. A sample of fourth and fifth grade students completed the Motivation for Reading Questionnaire (MRQ; Wigfield & Guthrie, 1997), a questionnaire designed to assess 11 possible dimensions of reading motivation, including self-efficacy, intrinsic and extrinsic motives for reading, goals for reading, and social aspects of reading. Confirmatory factor analysis, analysis of covariance, and discriminant analysis were employed to demonstrate that the proposed dimensions of reading motivation could be identified, measured reliably, and could discriminate between cohorts of students. Several of the scales were positively related to one another. Scale score means on some of the dimensions differed by grade and LRD status, fourth graders reported stronger motivation than fifth graders, non-LRD reported stronger motivation in Self-Efficacy and Challenge, while LRD students reported stronger motivation in Compliance. Scale score means on most of the dimensions were similar by gender and ethnicity regardless of LRD status. Eight of the 11 scales related to children's report of reading activity. Discriminant analysis revealed three dimensions discriminating between students with and without LRD. This study confirms that reading motivation is multidimensional and should be considered when conducting research and practice.
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Parker, Joshua C. "Gender differences in the motivation to learn." Online pdf file accessible through the World Wide Web, 2007. http://archives.evergreen.edu/masterstheses/Accession89-10MIT/Parker_J%20MITthesis%202007.pdf.
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Roberson, Benjamin N. "Motivation towards learning perceived in Socratic seminar versus traditional lecture." Thesis, Pepperdine University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3558400.
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<p> As discussed in past literature, high school students often lack motivation towards learning (Crow, 2007; Lumsden, 1995). This lack of motivation interferes with student learning (Lumsden,1995; Vansteenkiste, Simons, Lens, Soenens, & Matos, 2005). At the middle school and collegiate level, Socratic Seminar is seen to provide motivation towards learning in students (Copeland, 2005; Mee, 2000; Strong, 1996); however, there is a need for research on student motivation as a result of Socratic Seminar at the high school level. </p><p> The purpose of this study is to identify the extent to which, if any, differences exist in student motivation towards learning among students receiving English instruction via Socratic Seminar versus traditional lecture at the high school level. It was hypothesized that Socratic Seminar provides a better opportunity for students to experience the IV pillars of motivation as described by John Keller (1987a)--attention, relevance, confidence, and satisfaction--than traditional lecture does. </p><p> A quantitative correlational design was implemented with a cross-sectional data collection administered post-implementation of traditional lecture 3 times and post-implementation of Socratic Seminar 3 times over an 8-week period with 139 11th grade English students at Lutheran High School of Orange County. The responses were viewed as a group through the application of chi-squares. Next, chi-squares were applied to analyze the group's results for each question from the modified CIS. Then, the results were analyzed via Cramer's V within the individual constructs of motivation as described by the CIS, which include: attention, relevance, confidence and satisfaction. </p><p> The results displayed Socratic Seminar as providing a more motivating experience towards learning in certain areas of motivation while lecture was seen to be more motivating for other areas of motivation. It was originally believed the application of Socratic Seminar would provide higher student motivation toward learning. From these results, it was learned that teachers must seek a balanced approach in their teaching by applying both Socratic Seminar and lecture. In a broader sense, the lesson learned is that different teaching strategies motivate students in different ways and a wide range of teaching strategies ought to be applied.</p>
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Lee, Tsz-ling Alice. "Enhancement of student motivation." Click to view the E-thesis via HKUTO, 2008. http://sunzi.lib.hku.hk/hkuto/record/B41716759.
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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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Tkaczyk-Ikeda, Jennifer M. "Effective strategies for fostering motivation an analysis of research on cultivating motivation and engagement /." Online pdf file accessible through the World Wide Web, 2010. http://archives.evergreen.edu/masterstheses/Accession89-10MIT/Tkaczyk-Ikeda_JMMIT2010.pdf.
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Olson, Nancy B. "Educational motivation in older adults /." View online, 2001. http://repository.eiu.edu/theses/docs/32211131498845.pdf.
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Goudas, Marios. "Intrinsic motivation and goal orientations in physical education." Thesis, University of Exeter, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.384950.
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Booyzen, Marcelle. "Healing space "education, motivation, integration" youth prison facility." Diss., Pretoria : [s.n.], 2004. http://upetd.up.ac.za/thesis/available/etd-02072005-120916.
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Lucey, Kevin. "The Effect of Motivation on Student Persistence in Online Higher Education| A Phenomenological Study of How Adult Learners Experience Motivation in a Web-Based Distance Learning Environment." Thesis, Duquesne University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10750789.
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<p> The purpose of this study was to investigate the role of motivation in the persistence of adults enrolled in online higher education. Since the 1990’s, online courses and programs have proliferated across higher education, with adults (ages 25 and over) currently making up the largest portion of online enrollments. Online courses, however, suffer from a higher rate of student attrition than their hybrid and face-to-face counterparts. Although it is difficult to attribute the high rate of attrition in online education to any one factor, research has identified a lack of motivation as a primary cause of student dropout. Likewise, studies have shown that when motivation is present, learners are more likely to persist in their coursework. In order to develop a deeper understanding of this issue, a phenomenological approach was chosen as the most appropriate method for this study. </p><p> Participants for this study were at least 25 years of age and were enrolled in an online class at a large public university in the Mid-Atlantic region of the United States. In adhering to the phenomenological method, open-ended, in-depth interviews were used to investigate how adult learners experience motivation in online higher education. Transcendental phenomenological analysis was then used to determine the essence of this experience. During the first stage of this process, twelve distinct themes emerged from the data, including Relevance and Applicability, Communication, Flexibility, and Instructor Presence. During the next stage, three additional structural themes were identified: Relation to Self, Relationship with Others, and Time. During the final stage of analysis, the essence of this experience was revealed as the participants’ Goal Commitment and their Need for Guidance. </p><p> Key findings from this study include the confirmation of motivation as a critical component in the persistence of adult online learners. In addition, a number of factors were identified as key facilitators and barriers to persistence in adults learning online. In developing an in-depth understanding of the link between motivation and persistence in this particular sample of learners, the results of this study may potentially contribute to addressing the overall larger problem of high rates of attrition in online higher education. </p><p>
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Ljunggren, Anna, and Ulrika Oléhn. "Motivation : en kvalitativ studie om elevers motivation i lärarledda lärandesituationer." Thesis, Växjö University, School of Education, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:vxu:diva-1967.
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<p>Syftet med studien är att få en ökad kunskap om vad som motiverar elever i årskurs fem i lärarledda lärandesituationer. Valet att utföra studien i årskurs fem beror på att vi under vår studietid har mött elever i denna årskurs och har ställt oss undrande till vad det är som motiverar dem. Motivation är ett begrepp som har genomsyrat lärarutbildningen och på grund av detta ville vi veta mer om hur eleverna uppfattar begreppet. Flera teoretiker menar att elevers motivation till lärande kan påverkas av såväl inre som yttre faktorer samt diverse behov. Jenner (2004) anser att det även finns en tredje faktor där eleverna tycks pendla mellan faktorerna. Ett resonemang som gjorde oss nyfikna och ligger till grund för studiens uppkomst.</p><p>Metoden som studien bygger på är av kvalitativ art och totalt deltog sex intervjupersoner. Resultatet visade att det är många olika faktorer som påverkar elevernas motivation, bland annat lustfyllt lärande, positiv feed-back, bra och omtänksamma lärare, kompisrelationer och engagerade föräldrar.</p>
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Casey, Ty Thomas. "Strategies of Motivation Teachers Can Learn from Coaches." The Ohio State University, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=osu1618840243801335.
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Wilken, Eric Conrad. "The Effects of Extrinsic Motivation on High School Attendance." Thesis, Lindenwood University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10251586.
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<p> The Missouri School Improvement Plan’s fourth standard addresses the importance of attendance to the accreditation of school districts. Because of this standard many school districts are in need of a successful plan to increase attendance; therefore, this study was designed to determine the extrinsic motivators educators use to encourage attendance and the influence the motivators have on students. The population for this study included accredited public school districts in the west central and southwest regions of Missouri. A stratified sample consisting of 45 high schools was selected from public school districts with 400 or fewer students in grades K-12 during the 2012-2013, 2013-2014, and 2014-2015 school years. From this group, 20 high school principals agreed to participate in the study. Principals completed a survey which was designed to identify extrinsic motivators used to increase attendance rates in their respective districts. Survey results indicated nine different motivators were used among the 20 schools with a final exam exemption identified as the most frequently used and most effective motivator. Attendance data from the Annual Performance Report (APR) for each participating high school were collected. The data revealed only four of the 20 high schools recorded an increase in average daily attendance in school years 2013-2014 and 2014-2015; however, the majority of the 20 high schools’ attendance rates were higher than the average daily attendance rate of the state. When attendance rates were reviewed with the survey results, there was little or no increase in attendance rates based on the number of motivators used in the participating high schools.</p>
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Aronoff, Leya. "Dynamic Motivation to Lead: Construct Validity of Motivation to Lead." Scholarship @ Claremont, 2019. https://scholarship.claremont.edu/cmc_theses/2254.
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Although motivation to lead (MTL) was characterized as stable, recent research suggested otherwise. This study explored the malleability of MTL and its predictors. Individuals with high affective-identity MTL are motivated to lead because they enjoy leading. Individuals with high social normative MTL are motivated by an obligation to lead. Individuals with high noncalculative MTL are drawn to leadership because they avoid weighing the costs and benefits of leading. Applicants to a California college were sent a questionnaire on MTL and leadership self-efficacy (LSE) (Time 1 assessment, N = 2704). Four years later (Time 2), participants who responded at Time 1 were sent a survey on motivation to lead, leadership self-efficacy, college leadership experience, and leader identity (LID) (N = 96). Results showed that participants’ affective-identity and noncalculative MTL have decreased over time. Leadership self-efficacy at Time 2 and leader identity at Time 2 were related to the changes in all 3 categories of MTL. Only specific college leadership experiences related to changes in affective-identity MTL. Lastly, leader identity at Time 2 mediated the relationship between affective-identity MTL at Time 1 and Time 2. Most high school students applied to college aspiring to be leaders, but only students who cultivate their leader identity should continue to be motivated to lead. Implications are discussed in the context of the construct validity of MTL, specifically for student leadership development in higher education.
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Spergel, Marla Wendy. "The impact of teachers' emotional intelligence skills on students' motivation to learn." Thesis, University of Ottawa (Canada), 2010. http://hdl.handle.net/10393/28506.
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The purpose of this qualitative study is to encourage high school graduates to voice on the impact past teachers had on their motivation to learn, and to determine if this impact has affected their post high school lives. Through a focus group strategy, 21 high school alumni participated in three separate focus groups. Participants discussed their former teachers' emotional intelligence skills that influenced their motivation to learn. On the review, teachers were identified as a major factor in a student's motivation to learn. This research was guided by Bandura's Social Cognitive Theory of Motivation (1986) and constructs related to learning and motivation from Carl Rogers' Humanistic Views of Personality (1961), and from Brain Based Learning perspectives with a major focus on the area of Emotional Intelligence.
Findings revealed that the majority of participants identified teachers who most motivated them to learn and who demonstrated skills associated with emotional intelligence.
An important and disturbing finding was that some of the participants had negative experiences. Further work is recommended to expand this research in a post secondary education study to gain insight into the long-term benefits attributable to experiencing positive teachers and the negative impact teachers have on students' motivation to learn, specifically on student anxiety and learned helplessness.
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Wall, Erik, and Fredrik Fogelqvist. "Räkna med motivation : En studie om gymnasieelevers motivation i matematikundervisning." Thesis, Örebro University, Department of Education, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-1799.
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<p>Forskning pekar på brister i dagens matematikundervisning som bland annat handlar om elevers motivation. Syftet med denna uppsats är att undersöka gymnasieelevers studiemotivation i ämnet matematik. Genom intervjustudier har elevers upplevelser av deras mål, självförtroende och inflytande kopplats till teorier om motivation.</p><p>Motivation är ett begrepp som har utvecklats av många forskare under en längre tid, vilket har lett till ett flertal infallsvinklar. I skolan är mål, självförtroende och inflytande några av möjliga faktorer som påverkar elevers motivation. Elevernas mål i undervisningen betraktas med utgångspunkt i relationen mellan lärandemål och prestationsmål. Självförtroendet tolkas utifrån elevernas upplevelser av mot- och medgångar. Till sist behandlas inflytande utifrån elevers syn på inflytande över undervisning och planering. Vad gäller motivation jämförs inre faktorer såsom intresse och känslor med yttre faktorer såsom belöningar och bestraffningar.</p><p>Resultatet av undersökningen visar tydliga kopplingar mellan litteraturen och elevernas uppfattningar. Bland annat beskriver eleverna en slentrianmässig undervisning med föga möjligheter till inflytande. En tydlig provkultur påverkar elevernas självförtroende och skapar prestationsinriktade mål för undervisningen.</p>
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Kilic-Bebek, Ebru. "Explaining Math Achievement: Personality, Motivation, and Trust." Cleveland State University / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=csu1258571646.
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Artis, Ronald Jay. "Beliefs about education that attract community college faculty into higher education and motivate them to stay in higher education /." Digital version accessible at:, 2000. http://wwwlib.umi.com/cr/utexas/main.
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Björkman, Camilla. "Motivation : elevers lust att lära." Thesis, Linköping University, Department of Educational Science (IUV), 2001. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-1316.
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<p>Syftet med detta examensarbete är att undersöka vad som motiverar elever till att lära sig i skolan, samt få kunskap om hur jag som lärare kan hjälpa omotiverade elever att hitta lusten till fortsatt lärande. Svaren på frågeställningarna har sökts dels i litteratur och dels genom intervjuer med elever i år åtta. </p><p>Resultatet visar att det som främst motiverar eleverna är att få bra betyg, att bygga en bra grund inför fortsatta studier, och att kunna skaffa sig en bra utbildning för att senare få ett bra arbete. Eleverna stimuleras även när något är roligt. Humor och glädje skapar lust hos eleverna. Exempel på andra viktiga motivationskällor är läraren och dennes personlighet och undervisningssätt, kamrater och skolmiljön.</p>
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Sundman, Sandra. "Shakespeare-en väg till motivation." Thesis, Linköping University, Department of Educational Science (IUV), 2003. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-2013.
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<p>Det här examensarbetet handlar om att motivera elever att lära sig engelska och hur man som lärare kan arbeta i grundskolan för att både starka och svaga elever ska vilja och kunna lära sig engelska. Arbetet består av en studie av Donya Feuers Shakespeareprojekt i Stockholm, en litteraturstudie och en undersökning gjord i en sjätteklass. Undersökningen består av ett försök att genomföra en serie lektioner i Donya Feuers anda samt en utvärdering. Studien visar att det är viktigt att motivera elever så att de ska finna det meningsfullt att lära sig och att det går att genomföra delar av Shakespeareprojektet i en klass av en lärare.</p>
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Paulsson, Olivia, and Therese Larsen. "Students' Motivation in a Physical English Classroom and Sustaining Motivation when Transferring to Online Education." Thesis, Högskolan i Halmstad, Akademin för lärande, humaniora och samhälle, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-42865.
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This study aimed to investigate in what ways a group of Swedish teachers and students of English at upper secondary school can provide and maintain motivation for learning English when required to transfer their teaching from the physical classroom to online mode. Two questionnaires were answered by 46 upper secondary school students and eight English teachers. The questionnaires were supplemented with separate interviews in which six students and two teachers participated. The questionnaires were analysed using Braun and Clarke’s thematic analysis model (2006), while the data resulting from the interviews was analysed through a phenomenological approach inspired by Amedeo Giorgi’s four-phase phenomenological method described in Phenomenology and Psychology Research (1985). The result of the study showed that students are motivated to learn English if they have a functioning relationship with their teacher, if they have friends who motivate them, and if lessons vary in format. However, when transferred to online mode, motivation was difficult to sustain. The students’ primary source of motivation, in the form of physical- and social connections was lost. Both students and teachers experienced online education as time-consuming.
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Morey, Raphael. "A Path to Motivation| A Mediated Moderation Analysis of the Relationships between Task-Contingent Rewards, Psychological Ownership, and Intrinsic Motivation Using Path Analysis." Thesis, Long Island University, C. W. Post Center, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10690283.
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<p> Private sector businesses employ performance pay compensation plans in order to incentivize increased employee effort. Legislation offers opportunities for school districts to experiment with performance pay plans in an attempt to encourage teacher effort, productivity, competition, and recruitment. Despite the potential benefits of performance pay, providing a task-contingent reward for an interesting activity has the tendency to undermine an individual’s intrinsic motivation for a task. This study sought to assess psychological ownership as a potential moderator for the undermining effect, which may shield an individual’s feelings of autonomy, competence, and relatedness, allowing for intrinsic motivation in light of a task-contingent reward. This study analyzed data from 127 undergraduates and graduate students enrolled at Long Island University, CW Post Campus and an additional 27 teachers from Brooklyn, New York. Full and trimmed path analyses were conducted on a series of Likert-type scales to test three primary hypotheses. The findings confirmed that a task-contingent reward undermined intrinsic motivation for an interesting task. This study’s psychological ownership intervention and the combination of the intervention with a task-contingent reward also negatively effected intrinsic motivation. Job-based psychological ownership, a measurement of feelings of possession, however, did positively effect intrinsic motivation providing evidence that feelings of psychological ownership lead to feelings of intrinsic motivation. This study contributes to the fields of psychological ownership theory and self-determination theory by presenting empirical evidence connecting these two theories. Recommendations are offered for the improvement of teacher motivation, job design, compensation and educational policy. </p><p>
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Hanlon, Megan. "Teacher and Student Motivation in the Classroom." Thesis, Southern Illinois University at Edwardsville, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3702667.
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Nilsson, Anne-Marie. "Ledares motivation av anställda." Thesis, Mälardalen University, Department of Social Sciences, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-427.
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<p>Mitt syfte med denna intervjustudie var att ta reda på hur arbetsledningen motiverar de</p><p>anställda och hur de anställda ser på ledningens sätt att motivera. Studien har en kvalitativ</p><p>ansats, där intervjuer användes som datainsamlingsmetod. Resultatet visade att ledningen</p><p>försöker motivera sina anställda men att det är svårt då de av ekonomiska skäl hindras. Det</p><p>visade sig även att alla är överens om att det finns en god kommunikation mellan ledare och</p><p>medarbetare. Övrigt visade resultatet att såväl ledare som medarbetare anser att både lönen</p><p>och arbetsklimatet är viktigt för att man ska trivas på arbetsplatsen. En av slutsatserna som</p><p>kan dras utifrån studien är att man trivs på arbetet och att man visar ett engagemang i lärande.</p>
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李芷玲 and Tsz-ling Alice Lee. "Enhancement of student motivation." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2008. http://hub.hku.hk/bib/B41716759.
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Mitchum, Page Polsladek Williams Lindsey R. "Student motivation to participate in instrumental music." Diss., UMK access, 2007.
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Thesis (M.M.)--Conservatory of Music and Dance--Kansas City, 2007.<br>"A thesis in Music Education." Advisor: Lindsey R. Williams. Typescript. Vita. Title from "catalog record" of the print edition Description based on contents viewed May 23, 2008. Includes bibliographical references (leaves 110-114). Online version of the print edition.
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Barnes, Peter Edward. "The motivation of staff in the outdoor education industry." Thesis, University of Strathclyde, 1999. http://oleg.lib.strath.ac.uk:80/R/?func=dbin-jump-full&object_id=21405.
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This study examined the motivation of outdoor staff working in multi-activity residential centres. The study took place against the background of an outdoor industry undergoing major legislative and cultural changes. These changes were discussed at length. Notable amongst the outcomes of the discussed changes was a need to improve staff retention within multi-activity residential centres. The motivation of staff was studied with this in mind. Following an initial pilot study, there were three major phases to the research. These were, a mail-shot questionnaire, focus group interviews and an investigation of personal constructs using a repertory grid (rep grid) technique. Structuring the study in this way allowed for quantitative data to be given depth and developed through qualitative techniques. Following a discussion of the major motivational theories, Herzberg's Two-Factor Theory was nominated as the grounding theory upon which the study was structured. This motivational theory a spect of the study was balanced with consideration of the social and cultural aspects of working in the outdoor industry. The major finding of the study was that outdoor staff are heavily motivated by autonomy, responsibility, challenge, altruism and variety. They are most strongly de-motivated by external factors, notably poor centre administration and inadequate resources. A multilayered motivational model was developed to give structure and synthesis to these findings. It was also found that outdoor staff are less interested in linear career progression in the conventional understanding than in progression through personal and professional development. It was noted, however, that this progression was subject to lifestage changes. Although outdoor staff were found to be transitory it was put forward as a recommendation that challenge and variety could be found from within a stable employment situation and that, as a result, the outdoor industry needed to adopt a different approach to career structure. A second model, the redeveloped career pyramid, was suggested to demonstrate these recommendations.
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Benna, Indo Isa. "Motivation for higher education of women from northern Nigeria." Thesis, Durham University, 2000. http://etheses.dur.ac.uk/1164/.
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Smith, Annique Elizabeth. "Facilitating intrinsic motivation in tertiary education through gameful design." Diss., University of Pretoria, 2018. http://hdl.handle.net/2263/66671.
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Modern education systems tend to focus on the use of external pressures to motivate students to learn. Intrinsic motivation - motivation to do something because it is enjoyable in and of itself – by contrast, is more valuable in these environments as it has multiple benefits, such as better conceptual understanding and more sustained learning behaviour. The primary way to facilitate intrinsic motivation is to meet the three basic psychological needs of autonomy, competence and relatedness. Games are inherently effective at satisfying these needs and have in recent years begun to be used in non-game contexts, like education, in order to attempt to improve motivation. This is commonly known as gamification, although gameful design is the more beneficial counterpart thereof since it is directly based on a deep understanding of what makes games good motivators.
This study addresses the question of how gameful design can be used to facilitate intrinsic motivation in a tertiary education setting. This is done through an examination of existing literature in order to inform the design of a gameful intervention, which is the focus of this research. This intervention includes a new website, additional exercises on course content as well as changes to lectures. The intervention (in the form of a pilot study and a final implementation) is used in a first year undergraduate module in the Multimedia degree at the University of Pretoria.
When the intervention has been used by the students for a full semester, data are collected in the form of questionnaires, focus groups, Google Analytics, website database logs and observation. The results indicate that the gameful intervention meets the three basic psychological needs of those students who interacted with it. As a result of this, students are more intrinsically motivated to interact with the intervention and therefore spend more time engaging with the course content.
This study contributes a list of guidelines for educators wishing to use gameful design in their own modules. It also provides the details of the design of the intervention in order to aid the understanding of how gameful design can be used to facilitate intrinsic motivation. This approach to “gamifying” education is rare in the existing literature and can therefore be considered a valuable contribution.<br>Dissertation (MIS)--University of Pretoria, 2018.<br>Information Science<br>MIS<br>Unrestricted
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Henriksson, Davy. "Motivation : - En lärares resonemang kring området." Thesis, Karlstad University, Faculty of Arts and Education, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-691.
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<p>Sammanfattning</p><p>Uppsatsen handlar om motivation utifrån ett lärarperspektiv. I ett försök att få en bild av begreppet motivation har idén varit att granska utgiven litteratur och publicerad forskning inom området. Med förhoppningen om att skaffa en verklighetsnära bild av hur lärare beskriver och resonerar kring begreppet har empiriska studier i form av intervjuer genomförts.</p><p>Genom att välja socialkonstruktionistisk teori som förhållningssätt har möjligheten givits att studera det som sägs i intervjuerna, utan att ifrågasätta huruvida detta är en korrekt beskrivning av verkligheten eller inte. Inom teorin ges språket en stor betydelse då det är genom detta förståelsen för omvärlden skapas.</p><p>Resultatet bygger på två intervjuer som vid olika tillfällen genomförts med en och samma lärare. Avsikten med intervjuerna har dels varit att följa lärarens resonemang rörande motivation på ett allmänt plan och dels med utgångspunkt från hur denne arbetar med området.</p><p>Undersökningen visar att det resonemang som förs tycks följa det som tidigare forskning redan beskrivit. En aspekt som framstår som speciellt viktig i den här undersökningen är behovet av en god relation mellan lärare och elev. Denna behöver nödvändigtvis inte skapas vid det första mötet mellan dem utan kan växa och utvecklas allteftersom arbetet och samarbetet pågår. I ett avseende skiljer sig resultatet från tidigare forskning. I tidigare publicerat material betonas vikten av att vardagsanknyta kurser. I undersökningen framförs ett resonemang kring huruvida detta omfattar alla elever eller inte.</p><br><p>Abstract</p><p>The essay concerns motivation from a teacher’s perspective. As an attempt to get an image of the conception of motivation the idea have been to examine released literature and published science in the field. In the hope of getting an illustration close to reality about how teachers describe and discuss the field, empirical studies in order of interviews have been carried out.</p><p>By choosing social constructivism as theory and standpoint, the possibilities have been given to study statement in interviews, without question if it is a correct description of the reality or not. Within the theory the language is given a great importance when it is through the language the understanding for the surrounding world is created.</p><p>The result is based on two interviews with one teacher alone. The intentions with the interviews have partly been to follow the teacher’s reasoning concerning motivation on a general level and also as a starting-point for understanding how this teacher uses this knowledge in practice.</p><p>The result of the study shows how the reasoning seems to follow what previous science already have described. One aspect which appears as particular important in this study is the need of a good relation between teachers and students. This do not necessarily have been created in the first meeting between them but can also grow and develop as the work and co-operation continues. In one reference the result differs from previous science. Earlier published material emphasizes the importance of connections to everyday life in courses. In study the teacher is reasoning about if this is applicable to all students or not.</p>
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Reeder, Katrina Lynn. "Graduate Education Instructors' Motivation and its Influences on Graduate Students." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7184.
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Researchers have discovered that a low level of instructor motivation can have negative effects on instructors, such as low-quality teaching and low engagement for the students. The purpose of this study was to explore university instructors' experience with motivation and how it might be important to their graduate students' experiences and success. This qualitative case study followed the conceptual framework of two motivational theories: the self-determination theory and the achievement goal theory. The research question explored instructor motivation and how students perceived that motivation. Furthermore, the research question and subquestions were designed to reveal ways instructor motivation influences graduate students. The study included 8 graduate students and 6 instructors of graduate students. Data sources were 2 written assignments with instructor feedback and interview responses of graduate students and instructors of graduate students. Data analysis included reviewing responses to interview questions and instructor feedback on written assignments. Open coding and axial coding were used to help ensure that categorization of the data was accurate. The resulting themes were (a) [The belief in student abilities], (b) [Being physically and mentally present], (c) [Relatedness], (d) [Instructor/Student synergy], and (e) [Instructor immediacy]. When the graduate students felt the instructor possessed high levels of motivation, they too felt highly motivated. The findings of this study tie instructor motivation to students and students' motivation back to the instructors. The instructor's and student's levels of motivation also impacted their coworkers or peers' level of motivation. The findings of this study could lead to future studies confirming the tie between instructors' and students' motivation and how it is contagious to those who are exposed to it.
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Cheung, Lin-sang. "Teachers' strategies for motivating students' learning in Hong Kong secondary schools : perspectives of teachers and students /." Hong Kong : University of Hong Kong, 1999. http://sunzi.lib.hku.hk/hkuto/record.jsp?B2118480X.
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Busse, Vera. "Foreign language learning motivation in higher education : a longitudinal study on motivational changes and their causes." Thesis, University of Oxford, 2010. http://ora.ox.ac.uk/objects/uuid:4863fa65-02e7-47e5-9258-6132e4ef8817.
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L2 motivational research may be described as an ongoing quest to identify motivational attributes underlying motivated language learning behaviour. This study employs a novel theoretical and methodological focus in this endeavour: firstly, it applies theories of the self to a motivational exploration of L2 motivation involving first-year students studying towards German degree courses at two major UK universities. Secondly, the study explicitly addresses the time- and context-sensitive nature of motivational attributes. While the majority of L2 motivational studies treat motivational attributes as static and rely heavily on one-off surveys, this study uses a longitudinal mixed-methods approach. Questionnaires were administered at the beginning and at the end of the academic year, and students were interviewed five times over the course of the academic year. Results suggest that the concept of integrative orientation in its traditional sense plays a minor role for these students. The concepts of the ideal L2 self and intrinsic motivation are better suited to capture these students’ motivation for studying German, and together with self-efficacy beliefs they offer a good basis for understanding students’ motivated engagement with language learning throughout the year. However, the data also reveal that considerable changes take place during the course of the year. Importantly, students’ intrinsic motivation significantly decreases and so do self-efficacy beliefs for speaking and listening, a trend concomitant with decreasing effort to engage with language learning. The qualitative data shed light on the motivational changes observed, and provide a detailed and rich picture of the interplay between motivation and contextual factors. Based on the empirical insights gained, a theoretical framework is proposed which links the motivational attributes examined and situates them within multilayered contextual spheres. The thesis concludes by outlining pedagogical suggestions how to counteract decreasing motivation during the first year at university.
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Hillyer, F. James, and University of Lethbridge Faculty of Education. "Fostering achievement motivation." Thesis, Lethbridge, Alta. : University of Lethbridge, Faculty of Education, 1991, 1991. http://hdl.handle.net/10133/50.
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Researchers defined achievement motivation as a viable research construct in the early 1950s. Adults increased their achievement motivation scores--often with correlative increased achievement. The literature is replete with ways to increase achievement but researchers paid less attention to what could be a core issue--affecting achievement motication itself. McClelland demonstrated repeatedly that adult business people could develop achievement motivation. Alschuler and deCharms found that classroom treatment procedures could yield increased student achievement motivation. The purpose of this study was to investigate the extent to which treatment activites could foster achievement motivation in a sample of rural Southern Alberta grade four students. To accomplish this, the investigator in the present study employed a combination of the methods used by Alschuler with adolescents and deCharms with younger students. The treatment group experienced achievement motivation
action strategies, conceptualized achievement motivation thoughts, related the achievement motivation syndrome to three areas of personal life, and practised what they learned. Two control groups were grade four classes in rural Alberta; one received a pre-test, the other received the post-test only. This investigator used Gumpgookies (Ballif & Adkins, 1968) to quantify achievement motivation. Grade four students in rural Southern Alberta did not obtain significantly different Gumpgookies (Ballif & Adkins, 1968) (achievement motivation) scores following four weeks of achievement motivation training modelled after Alschuler and deCharms. Birth order and rank in class emerged as significant variables.<br>ix, 161 leaves : ill. ; 28 cm.
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Martin, Graeme. "Understanding motivation for lifelong education, through biography, complexity and control." Thesis, University of Birmingham, 2012. http://etheses.bham.ac.uk//id/eprint/3425/.
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Lifelong learning requires motivation to complete learning projects across the lifespan. Understanding an individual’s commitment to extended periods of learning is not well understood. There are particular gaps in longitudinal and biographical accounts of learners grounded in frameworks of lifespan theories. Equally missing are accounts that consider the dynamical nature of learning across time. Three learner biographies are examined to develop a dynamical control perspective of motivation for extended learning. Drawing on a regulatory framework the Lifespan Theory of Control and concepts from complexity perspectives particularly Non Linear Dynamical Systems Theory, including feedback, attractors and bifurcation, A model is offered which synthesises processes of control, motivation and dynamics leading to competence and accounting for extended periods of learning.
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Sharp, L. Kathryn. "Motivation and Management in the Differentiated Classroom." Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etsu-works/4278.
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Barnett, Deborah R. "Adult Education: Motivation and Recruitment of Working Adults in the Pursuit of Higher Education." OpenSIUC, 2010. https://opensiuc.lib.siu.edu/theses/349.
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Adult learners, particularly working adults pursuing higher education, face barriers which may be different from their traditional counterparts. In addition to issues of time and money which many students find challenging, working adults also balance job responsibilities and may have to juggle family responsibilities. These barriers, combined with the fact that some higher education institutions are still not fully recognizing this growing student population in regards to scheduling and services, leave working adults with limited access to higher education opportunities. This study was conducted in a rural Midwestern area which, like much of the United States, had experienced an economic downturn. Research was conducted using two groups of working adults within a 60-mile radius of Southern Illinois University Carbondale: those who were currently enrolled in a degree seeking program and those who were not currently furthering their education but may have had a desire to do so. The goal was to gain understanding about the demographics of these two groups, the barriers that may hinder their educational goals, and what higher education institutions can do to address those barriers in order to develop the knowledge and skills of working adults educationally with a goal to, in turn, develop the regional economically and educationally.
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Hayashi, Chiyo. "JAPANESE LEARNERS’ MOTIVATION FOR READING ENGLISH." Diss., Temple University Libraries, 2015. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/354603.
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Language Arts<br>Ed.D.<br>The present study is an exploration of multiple dimensions of L2 learners’ reading motivation and its relationship with L2 reading achievement. Based on theories of motivation and L1 and L2 studies, nine dimensions of motivation (Curiosity, Involvement, Challenge, Importance of L2 Reading, L2 Reading Self- Confidence, Instrumental Orientation, Recognition, Compliance, and Intrinsic Motivation for L1 Reading) were hypothesized to influence L2 reading achievement, and their dimensionality was examined using an L2 reading motivation questionnaire and statistical procedures. The participants, 1,030 students from nine Japanese universities, completed a 69-item Reading Motivation Questionnaire and a reading comprehension test. The questionnaire and test scores were statistically analyzed using the Rasch rating scale and dichotomous models, descriptive statistics, factor analysis, and structural equation modeling. The findings indicated that L2 reading motivation was multidimensional, consisting of both intrinsic and extrinsic motivation. This result was consistent with previous studies conducted in L1 and L2 reading. Intrinsic motivation for L2 reading (Interest and Involvement in L2 Reading and Desire to Read L2 Materials) and one types of extrinsic motivation (Instrumental Orientation) exerted greater influence on L2 reading motivation than the other types of extrinsic motivation (Importance of L2 Reading, Recognition, and Compliance). That is, internally controlled motivation is more influential than externally controlled motivation with an exception of Instrumental Orientation. Another important finding was that L1 reading motivation and L2 reading motivations were similar to some extent because five of the eight factors (Intrinsic Interest and Involvement in L2 reading, Desire to Read L2 Materials, Importance of L2 Reading, Recognition, and Compliance) were found both in L1 and L2 reading motivation. However, three L2 specific factors (Instrumental Orientation, L2 Reading Self Confidence, and Intrinsic Interest in L1 Reading) were also identified. Thus, the study showed that there were some similarities as well as fundamental differences between L1 and L2 reading motivation. In terms of the relationship between L2 reading motivation and text comprehension, the L2 Reading Motivation and Comprehension Model demonstrated L2 reading motivation is significantly related to L2 text comprehension. Concerning individual differences between male and female students, the study showed that their profiles were similar although, on the average, the female students were more motivated to read as has been repeatedly found in L1 reading. Differences in the motivational profiles due to L2 proficiency showed that Recognition, the desire to be recognized by others by performing well, was a factor that differentiated the high and low groups. However, because the relationship between L2 Reading Motivation and L2 Reading Comprehension was not significant for both groups, it is possible that there was a problem with the reading test that was used to make the groups. In summary, the present study has demonstrated the vital role of L2 reading motivation in L2 reading, and pointed to the need to incorporate motivational support into L2 reading pedagogy as has been successfully practiced in L1 reading. This study is significant to the domain of L2 instruction and research for several reasons. First, it extends the knowledge base in L2 reading by identifying the influence of L2 reading motivation on L2 reading behavior. Second, the results of the study contribute to designing research-based reading instruction aimed at enhancing L2 reading motivation and performance. Finally, it is hoped that this study provides individual educators with practical suggestions on how to improve L2 reading instruction in their individual teaching contexts, focusing on both affective and cognitive aspects of L2 learners.<br>Temple University--Theses
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Foutch, Dustin R. "Teacher Perceptions of PERA| Influences on Teacher Morale, Satisfaction, and Motivation." Thesis, Southern Illinois University at Edwardsville, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10268172.
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<p> This is a qualitative phenomenological study that examines teacher perceptions of the Performance Evaluation Reform Act (PERA). The purpose of this research was to analyze how educators’ perceptions of PERA influenced their workplace satisfaction and willingness to grow and improve. The study explores PERA in the context of neoliberal reform ideology and also through the lens of self-determination theory. Fourteen teachers from Central and Southern Illinois were interviewed and PERA, like other neoliberal education reforms, was shown to have a demotivating influence on the profession.</p>
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Mauro, Marisa R. "Predictors of success in college and career| Effects of personality, motivation and drive." Thesis, Alfred University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3613810.
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<p> Research examining success in college and career suggests that success in college, when measured by GPA, may not be a strong predictor of success in work, including salary and career satisfaction. This study examined how individual person variables, such as personality, motivation and drive, may better the predictive value of GPA. Predictors of college success, extrinsic career success and intrinsic career success as measured by GPA, salary and job satisfaction, respectively, were examined. Three models were developed and analyzed using structural equation modeling. In the models, demographic variables, personality, work motivation and work drive were assessed. Participants included 64 male and female undergraduate participants from a small private university and 107 male and female graduates of the same university. Those with higher GPAs tended to be female and to show more Conscientiousness, work motivation and work drive. Higher salaries were associated with being male, having obtained a higher educational degree and being less neurotic. Higher career satisfaction was associated with being male, White, having obtained a higher educational degree, having a higher undergraduate GPA, being less neurotic and less open. Results highlight the incongruencies between the personal attributes that tend to be associated with success at school and those that tend to be associated with work.</p>
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Shoemaker, Cynthia L. "Motivation and Job Satisfaction Comparison Between Pre and Post No Child Left Behind Teachers." Thesis, University of Phoenix, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10641619.
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<p> This quantitative study focused on educators entering the classroom as teachers both pre- NCLB and post-NCLB enactment. The specific problems explored in this study was the motivational levels and job satisfaction factors of pre-No Child Left Behind (NCLB) and post-No Child Left Behind (NCLB) public school educators; how motivation and job satisfaction influenced educators’ decisions to remain active in the classroom within an instructional capacity. The participants in this study were public school teachers employed by a mid-sized school district. The research instrument used as part of this study was Mertler’s (1985) Teacher Motivation and Job Satisfaction Survey (TMJS); one of the few motivational/job satisfaction surveys specifically developed for application within the education profession. SurveyMonkey supported the survey, data collection, and statistical analysis. The application of a chi-square, one-way ANOVA, Pearson Correlation, Stepwise Multiple Regression, frequency distribution tables, and descriptive statistics allowed for the identification of a relationship, if one existed, between pre- NCLB and post-NCLB educators motivation factors and job satisfaction levels and teachers choosing to remain actively engaged in teaching within the classroom. The research revealed, while there was no significant differences between pre-NCLB and post-NCLB educators’ motivational levels, job satisfaction factors between the two groups were statically significant different.</p><p>