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Tesis sobre el tema "Motivation in education"

Autor: Grafiati

Publicado: 4 de junio de 2021

Última modificación: 25 de julio de 2025

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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 pr

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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' attit

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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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4

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 motiva

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5

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

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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 thir

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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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9

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 dis

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11

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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12

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

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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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15

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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18

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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19

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

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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

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21

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 selec

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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 = 270

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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 M

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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 undervis

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26

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

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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 Shake

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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 t

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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

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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 arbetsklim

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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 inv

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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

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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 verklighet

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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 motivat

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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 attribute

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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

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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 fro

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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 conduc

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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 procedur

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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

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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, demo

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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 par

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