Rozprawy doktorskie na temat „Academic motivation”
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Chittum, Jessica Rebecca. "Integrative Perspectives of Academic Motivation". Diss., Virginia Tech, 2015. http://hdl.handle.net/10919/72902.
Pełny tekst źródłaPh. D.
Fallon, Elizabeth B. "Academic Motivation and Student Use of Academic Support Interventions". University of Toledo / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1561972670652811.
Pełny tekst źródłaHillyer, F. James, i 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.
Pełny tekst źródłaix, 161 leaves : ill. ; 28 cm.
Breen, Rosanna Leone. "Motivation and academic disciplines in student learning". Thesis, Oxford Brookes University, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.369982.
Pełny tekst źródłaRojas, Joanne P. "THE RELATIONSHIPS AMONG CREATIVITY, GRIT, ACADEMIC MOTIVATION, AND ACADEMIC SUCCESS IN COLLEGE STUDENTS". UKnowledge, 2015. http://uknowledge.uky.edu/edp_etds/39.
Pełny tekst źródłaBugler, Myfanwy. "Towards an understanding of academic motivation, classroom behaviour and academic attainment in adolescents". Thesis, University of Hull, 2012. http://hydra.hull.ac.uk/resources/hull:7083.
Pełny tekst źródłaGillig, Benjamin. "Academic motivation among college students: variance and predictors". Diss., University of Iowa, 2016. https://ir.uiowa.edu/etd/6112.
Pełny tekst źródłaSnyder, Tatiana. "Parent and Teacher Influences on Children's Academic Motivation". PDXScholar, 2011. https://pdxscholar.library.pdx.edu/open_access_etds/105.
Pełny tekst źródłaFoley, Wing Teri L. "Renaissance schools / academic achievement and value implications of a corporate-sponsored academic motivation program /". Full Text accessible through UMI ProQuest Digital Dissertations, 1993.
Znajdź pełny tekst źródłaAreepattamannil, Shaljan. "Academic achievement, academic self-concept, and academic motivation of immigrant adolescents in Greater Toronto Area (GTA) secondary schools". Thesis, Kingston, Ont. : [s.n.], 2007. http://hdl.handle.net/1974/1088.
Pełny tekst źródłaOrtiz, Yesenia. "The influence of perceived social support, academic self-concept, academic motivation, and perceived university environment on academic aspirations /". Available to subscribers only, 2007. http://proquest.umi.com/pqdweb?did=1404349151&sid=4&Fmt=2&clientId=1509&RQT=309&VName=PQD.
Pełny tekst źródłaTremblay, Paul F. "Development and construct validation of the Academic Motivation Inventory". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/nq31110.pdf.
Pełny tekst źródłaWimes, Angela D. "Race, gender and class differences in academic achievement motivation". DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 1989. http://digitalcommons.auctr.edu/dissertations/377.
Pełny tekst źródłaSuzukawa-Tseng, Sophia. "Contributing Factors to Academic Motivation in Female Undergraduate Students". Scholarship @ Claremont, 2014. http://scholarship.claremont.edu/scripps_theses/494.
Pełny tekst źródłaBeerline, Nora. "Academic Motivation in Online and Traditional Community College Students". University of Toledo / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1582026665119838.
Pełny tekst źródłaSchmerling, Daniel. "The Measurement of Motivation: Examining the Measurement Properties of the Motivation Assessment System". Doctoral diss., University of Central Florida, 2013. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5700.
Pełny tekst źródłaPh.D.
Doctorate
Psychology
Sciences
Psychology; Industrial and Organizational
Isa, Posiah Mohd. "A study of academic motivation, academic locus of control and academic performance of Malay and Chinese students in Malaysia". Thesis, Keele University, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.282631.
Pełny tekst źródłaLuna, Alberto Daniel. "Predicting the Motivation in College-Aged Learning Disabled Students Based on the Academic Motivation Scale". Diss., The University of Arizona, 2013. http://hdl.handle.net/10150/306941.
Pełny tekst źródłaHands, Africa S. "LIS doctoral student motivation: An exploratory study of motivating factors for earning the PhD". Thesis, Queensland University of Technology, 2018. https://eprints.qut.edu.au/120828/2/Africa_Hands_Thesis.pdf.
Pełny tekst źródłaMistry, Virendra. "Motivation and quality management in academic library and information services". Thesis, University of Sheffield, 2001. http://etheses.whiterose.ac.uk/3500/.
Pełny tekst źródłaLee, Jerin, Edward C. Chang, Abigael G. Lucas i Jameson K. Hirsch. "Academic Motivation and Psychological Needs as Predictors of Suicidal Risk". Digital Commons @ East Tennessee State University, 2019. https://doi.org/10.1002/jocc.12123.
Pełny tekst źródłaTong, Kar-man Karen, i 湯嘉文. "The relation of perceived classroom social environment to early adolescents' academic self-efficacy, engagement, school participationand academic achievement". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2009. http://hub.hku.hk/bib/B45589562.
Pełny tekst źródłaWilkins, Natalie Jayne. "Why Try? Achievement Motivation and Perceived Academic Climate among Latino Youth". Digital Archive @ GSU, 2007. http://digitalarchive.gsu.edu/psych_theses/32.
Pełny tekst źródłaAvdic, Alen. "The Roles of Personality and Attachment in Relation to Academic Motivation". Available to subscribers only, 2009. http://proquest.umi.com/pqdweb?did=1967908791&sid=1&Fmt=2&clientId=1509&RQT=309&VName=PQD.
Pełny tekst źródłaWilkins, Natalie J. "Why try? achievement motivation and perceived academic climate among Latino youth /". unrestricted, 2006. http://etd.gsu.edu/theses/available/etd-02092007-133412/.
Pełny tekst źródłaTitle from title page. Gabriel Kuperminc,committee chair; Christopher Henrich, Julia Perilla, committee members. Electronic text (49 p. : ill.) : digital, PDF file. Description based on contents viewed Oct. 8, 2007. Includes bibliographical references (p. 46-49).
Hughes, Kevin. "The Development and Construct Validation of the Children’s Academic Motivation Inventory". TopSCHOLAR®, 1986. http://digitalcommons.wku.edu/theses/1685.
Pełny tekst źródłaWickwire, Ann Jenkins. "The relationship between teacher verbal feedback, aptitude, and academic intrinsic motivation". W&M ScholarWorks, 1992. https://scholarworks.wm.edu/etd/1539618837.
Pełny tekst źródłaCombs-Draughn, Alissa Jo. "The impact of psychological birth order on academic achievement and motivation". ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2529.
Pełny tekst źródłaPickett, Shannon. "Work Commitment, Intrinsic Motivation, and Academic Achievement in Online Adult Learners". ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/6094.
Pełny tekst źródłaBurgess, Brandy L. "Understanding the Desire to Learn: A Study of Academic Intrinsic Motivation in Students Attending a 4-Year Institution for Higher Learning". Kent State University Honors College / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=ksuhonors1463141731.
Pełny tekst źródłaVoegeli, Shelly M. "Academic underachievement understanding and implications for educators /". Online version, 2008. http://www.uwstout.edu/lib/thesis/2008/2008voegelis.pdf.
Pełny tekst źródłaKiliç-Bebek, Ebru. "Explaining math achievement personality, motivation, and trust /". Cleveland, Ohio : Cleveland State University, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=csu1258571646.
Pełny tekst źródłaAbstract. Title from PDF t.p. (viewed on Dec. 11, 2009). Includes bibliographical references (p. 111-127). Available online via the OhioLINK ETD Center and also available in print.
Huffine, John Harold. "Causal Attributions, Attributional Dimensions, and Academic Performance in a School Setting". Thesis, North Texas State University, 1987. https://digital.library.unt.edu/ark:/67531/metadc330619/.
Pełny tekst źródłaChampagne, Carly. "TEACHER-CHILD INTERACTIONS AROUND ACADEMIC ERRORS IN PRESCHOOL". Diss., Temple University Libraries, 2019. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/589786.
Pełny tekst źródłaPh.D.
Extensive research in the achievement motivation literature has demonstrated that students’ experiences with academic errors can shape their motivation and achievement in adaptive or maladaptive ways. Since academic errors are predominantly identified and addressed by teachers, teacher responses to students’ academic errors play a pivotal role in shaping student interpretations of errors. To guide teachers toward productive use of errors for instruction and adaptive motivation and prevent maladaptive motivational trajectories for students, we must first understand the nature of students’ errors and how teachers’ respond to them early on in students’ schooling. To this end, the current study examines academic errors and teacher responses to them in the preschool classroom. Thirty teachers were observed during whole group book-readings, which were transcribed and coded both inductively and deductively. Findings indicated children’s errors most often arose because of deviations from behavioral norms or teachers’ content expectations. Teachers responded to children’s errors most often by correcting students’ errors and providing information or asking closed follow up questions. The findings from this study are important to consider for researchers, teachers, parents, and teacher preparation and in-service professional development programs.
Temple University--Theses
Blair, Lucas. "The use of video game achievements to enhance player performance, self-efficacy, and motivation". Doctoral diss., University of Central Florida, 2011. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/4740.
Pełny tekst źródłaID: 031001469; System requirements: World Wide Web browser and PDF reader.; Mode of access: World Wide Web.; Title from PDF title page (viewed July 11, 2013).; Thesis (Ph.D.)--University of Central Florida, 2011.; Includes bibliographical references (p. 63-70).
Ph.D.
Doctorate
Psychology
Sciences
Modeling and Simulation
Guo, Jiesi. "The relations among academic motivation, self-concept, aspirations and choices: Integrating expectancy-value and academic self-concept theory". Thesis, Australian Catholic University, 2016. https://acuresearchbank.acu.edu.au/download/7695976974bc5ca1d60e51898f3511733be75e2c06f42d1dbba4c0709ea3d117/16478749/Guo_2016_The_relations_among_academic_motivation.pdf.
Pełny tekst źródłaHackney, Maude Candes Chimere. "Strategies to elicit and sustain intrinsic motivation". Online pdf file accessible through the World Wide Web, 2010. http://archives.evergreen.edu/masterstheses/Accession89-10MIT/Hackney_MMIT2010.pdf.
Pełny tekst źródłaFisher, Barbara Koch. "The Effects of Online Instructor Immediacy Behaviors on Student Motivation". Honors in the Major Thesis, University of Central Florida, 2007. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/1166.
Pełny tekst źródłaBachelors
Sciences
Organizational Communication
Meiring, Corne Jeanne. "The relation between academic commitment self-determination and academic achievement in Grade 11 and 12 learners". Thesis, University of Pretoria, 2017. http://hdl.handle.net/2263/62886.
Pełny tekst źródłaThesis (PhD)--University of Pretoria, 2017.
Educational Psychology
PhD
Unrestricted
Dowson, Martin, University of Western Sydney, of Arts Education and Social Sciences College i School of Teaching and Educational Studies. "Relations between students' academic motivation, cognition and achievement in Australian school settings". THESIS_CAESS_TES_Dowson_M.xml, 2000. http://handle.uws.edu.au:8081/1959.7/729.
Pełny tekst źródłaDoctor of Philosophy (PhD)
Lee, Kai-man Clement. "The academic motivation of Hong Kong secondary school students : a developmental perspective". Click to view the E-thesis via HKUTO, 2007. http://sunzi.lib.hku.hk/hkuto/record/B38297401.
Pełny tekst źródłaOlagbami, Abiola Olabisi. "Academic motivation and self-determination among three ethnic groups of Nigerian students". Thesis, Dallas Baptist University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3604152.
Pełny tekst źródłaThe need related behavioral dynamics that are revealed in self-determination and academic motivation research control factors which pinpoint and examine settings that facilitate self-motivation and well-being. This study examined differences in motivational and self-determination behaviors among three ethnic groups of Nigerian university students using a sample of students attending the University of Ibadan. The research continues the dialogue of the role of ethnicity in the motivational and self-determination behaviors by focusing on Nigerian students. Lastly, the study expands the current literature on motivation and self-determination by adding a study focusing on Nigerian students. Twenty-one hypotheses were tested to answer five research questions in the study. The research questions addressed whether significant statistical differences existed in academic motivation scores of Nigerian students based on their ethnicities or whether the parents' level of education affected the students' motivation, or self-determination. The questions also explored any statistical differences in self-determination of students based on their ethnicities or if there were differences between self-determination and gender, scholarship status, or number of children. Lastly, the questions addressed if there were differences in the type of prerequisites for entry to University of Ibadan. There were no statistically significant differences in means of the three broad types of academic motivation and perceived choice scores on the SDS based on ethnicity, parents' level of education, gender, scholarship status, number of children each participant had, and the kind of entry examinations that were taken. There were statistically significant differences in the mean of awareness of self scores based on parents' level of education and scholarship status. There was also a statistically significant difference in the mean perceived choice scores on the SDS based on the number of children each participant had. There were no statistically significant differences based on students' prerequisites.
Taylor, Genevieve. "The differential effects of academic motivation types on school achievement and persistence". Thesis, McGill University, 2012. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=106289.
Pełny tekst źródłaLa présente thèse vise à examiner les relations différentielles et longitudinales entre les types de motivation, la réussite et la persévérance scolaires auprès des jeunes du secondaire et du collégial. La motivation scolaire fut définie en tant que construit multidimensionnel, comportant les types intrinsèque, contrôlés et amotivés. L'Étude 1 consiste en une méta-analyse démontrant les relations positives entre la motivation intrinsèque, la régulation identifiée et la réussite et la persévérance scolaires, ainsi que la relation négative entre l'amotivation et ces mêmes variables résultantes. De plus, cette étude atteste l'effet faible et variable des motivations par régulation introjectée et externe. En se basant sur ces résultats, l'Étude 2 illustre, à l'aide d'un devis longitudinal et de variables contrôles au temps 1, que la motivation intrinsèque est la seule à prédire une hausse du rendement scolaire et une baisse des intentions de décrochage sur un an. L'Étude 3, ayant pour objectif de reproduire ces résultats auprès d'un échantillon d'étudiants en période de transition du secondaire au collégial, démontra que la motivation intrinsèque était associée significativement à une augmentation du rendement et de la persévérance en sciences à l'université. D'autre part, cette étude démontre que la régulation introjectée est liée à une baisse de réussite et de persévérance en sciences au niveau universitaire. Ces trois études démontrent que la motivation intrinsèque serait la forme de motivation la plus bénéfique pour le rendement et la persévérance des jeunes. Elles évoquent également que la prévention du décrochage scolaire devrait cibler le développement de la motivation par régulation introjectée et l'amotivation, surtout durant les périodes de transitions scolaires.
Lee, Kai-man Clement, i 李啟文. "The academic motivation of Hong Kong secondary school students: a developmental perspective". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2007. http://hub.hku.hk/bib/B38297401.
Pełny tekst źródłaFok, Yam Kate Andrea, i 霍蔭芪. "Perception of parental control and its role in Chinese children's academic motivation". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2014. http://hdl.handle.net/10722/209701.
Pełny tekst źródłapublished_or_final_version
Educational Psychology
Master
Master of Social Sciences
Balarabe, Musa. "Motivation and academic attainment among British, Hungarian, and Nigerian secondary school pupils". Thesis, University of Edinburgh, 1989. http://hdl.handle.net/1842/19108.
Pełny tekst źródłaCaruso, Caryn Marie. "The Effect of Active Learning on Academic Motivation Among Pre-Service Teachers". Diss., Virginia Tech, 2021. http://hdl.handle.net/10919/103036.
Pełny tekst źródłaDoctor of Philosophy
This study was used to understand how pre-service teachers perceive motivation through an active learning assignment called Pink Time. Pre-service teachers participated in two Pink Time assignments by skipping class and learning about a self-selected topic related to education. During the next class session, the pre-service teachers presented what they had learned through the assignment and about themselves as learners. After the presentations were completed, the researcher facilitated a discussion with motivation-related questions. After completing the second Pink Time assignment, pre-service teachers were given a survey that included open-ended questions. Five interviews were conducted after the two Pink Time assignments were completed. Analysis from the interviews, group discussions, and answers on the open-ended items suggested that pre-service teachers described their motivation-related perceptions of Pink Time with three overall themes: influencers of motivation, outcomes of Pink Time, and reactions toward Pink Time. This study showed that Pink Time supported pre-service teachers' motivation related to empowerment, usefulness, success, interest, and caring. Implications of this study can lead to teacher educator programs using Pink Time to support pre-service teachers' motivation. Implications are discussed for the PK-12 school setting as PK-12 teachers can support their students' motivation by allowing young learners to choose topics of interest to learn.
Schram, Asta Bryndis. "Validating an Icelandic Version of the MUSIC Model of Academic Motivation Inventory". Diss., Virginia Tech, 2015. http://hdl.handle.net/10919/64155.
Pełny tekst źródłaPh. D.
Han, Ying. "Parenting Styles, Academic Motivation and Performance - Academically Successful Mainland Chinese Students' Perspectives". Miami University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=miami1595325130158061.
Pełny tekst źródłaBryant, Salina K. "Self-Efficacy Sources and Academic Motivation: A Qualitative Study of 10th Graders". Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etd/3231.
Pełny tekst źródła