Rozprawy doktorskie: „Collection motivations”

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Allison, Pamela. "Mystery Shopper Motivations and the Presence of Motivation Crowding". Doctoral diss., University of Central Florida, 2009. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/4064.

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Mystery shopping is used in a variety of service industries to measure service performance, as a training tool for employees, and to ensure the safety and security of the product offered. The persons performing this activity, mystery shoppers, experience various motivations, some of which are similar to employees and/or volunteers. These motivations can be intrinsic, where the performance of the activity is a reward itself, or extrinsic, meaning performance of the activity is a method for attaining a reward. The dominance of intrinsic or extrinsic motivation can shift within the individual, which is termed motivation crowding. Individuals can crowd in when intrinsic motivations are supplemented and supported by extrinsic motivations, or crowd out if extrinsic motivations become the dominant factor, devaluing the activity and reducing intrinsic motivation. This study examines the motivations of mystery shoppers and examines whether the tenets of motivation crowding are supported using a mixed methods research design. The objectives for the study were to identify, classify, and measure mystery shopping motivations using motivational theory to test for the presence of motivation crowding, as reflected in the initial two hypotheses: H1: There are salient dimensions of motivation influencing individual participation in mystery shopping activities. H2: Mystery shoppers experience motivation "crowding in" after initial performance of mystery shopping activities, with intrinsic motivations increasing. To address the first hypothesis, the study began with a qualitative research approach utilizing semi-structured interviews with current mystery shoppers. Through qualitative analysis, 14 constructs of mystery shopper motivations were identified. The constructs were then utilized to develop the Mystery Shopper Motivation Scale, following the eight-step scale development process defined by DeVellis (2003). The scale was then refined through pre-testing and pilot testing, and was used in a survey administration to 323 current mystery shoppers. Through factor analysis, the motivations identified were quantitatively supported, and then dependent t-tests indicated the presence of motivation crowding affecting mystery shoppers. However, unanticipated increases in extrinsic motivations prompted further analysis of motivations based on mystery shopping experience levels, resulting in the addition of a third hypothesis: H3: The direction of motivation crowding is dependent on the mystery shopper's level of experience. H3a: Mystery shoppers who have performed less than 10 mystery shops will crowd in, with an increase in intrinsic motivations and a decrease in extrinsic motivations. H3b: Mystery shoppers who have performed between 10-24 mystery shops will crowd in, with an increase in both intrinsic and extrinsic motivations, and intrinsic motivations remaining the dominant factor. H3c: Mystery shoppers who have performed 25 or more mystery shops will crowd in, with an increase in both intrinsic and extrinsic motivations, but extrinsic motivations becoming the dominant factor. Results supported motivation crowding as dependent on the experience level of the mystery shopper, prompting the categorization of three distinct mystery shopping phases of activity: the novelty phase, the exploratory phase, and the career phase. Empirical results of the survey were then compared to a subsequent round of qualitative analysis of mystery shopper online forums. Recommendations for future research include longitudinal studies of novelty phase mystery shoppers, examination of the effects motivation crowding may have on mystery shopper behavioral intentions, and incorporation of the perceived costs associated with mystery shopping.
Ph.D.
Department of Educational Research, Technology and Leadership
Education
Education PhD

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Denehy, Patrick Michael. "The Space of Motivations". Diss., Temple University Libraries, 2015. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/313760.

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Philosophy
Ph.D.
In the Sellarsian idiom, the space of reasons distinguishes rational beings as those invested in the game of giving and asking for reasons as set apart from beings merely susceptible to the space of causes, i.e. the realm of law. In this work I open a path toward perceiving and thinking that human beings characteristically live their lives in the space of motivations, an intelligible realm of perception, thought, and action whereby non-rational, non-causal descriptions and explanations of behavior serve as the primary and legitimating backdrop of those lives. The idea of motivations stems from the underdeveloped notion within the corpus of Maurice Merleau-Ponty. In preparing a path toward the space of motivations, I argue for three claims. First, in the philosophy of mind, I argue for what I call the attentionality thesis (chapter 1), which states that the mind is primarily structured by attention in two senses: that consciousness has the capacity for re-direction toward different and multiple intentional objects, and that remaining directed toward an intentional object reveals different qualitative features of that object or mode of comportment. The attentionality thesis, which I draw from Merleau-Ponty's work, broadens the Brentano-Husserl intentionality thesis. I further argue that the attentionality thesis undercuts the distinction in kind between cognitive intentionality and motor intentionality (chapter 2), reveals shared problematic presuppositions of qualia theorists and functionalists (chapter 3), and challenges key concepts in Alva Noë's enactive theory of mind. Second, in light of the attentionality thesis, I diagnose concerns about whether perception is conceptual or nonconceptual, particularly with respect to John McDowell's conceptualism and Hubert Dreyfus's and Sean Kelly's nonconceptualism. I show that considerations of these arguments suggest an impasse between the claims that perception is conceptual, even in motor intentional comportments (chapter 2), and nonconceptual, in light of the fineness of grain argument (chapter 4). This leads to the final claim that the primary way to understand human perception, thought, and action is not via conceptual or nonconceptual considerations, but rather via motivations in the significance they lend (chapter 5).
Temple University--Theses

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Berry, Jessica, i n/a. "Re:Collections - Collection Motivations and Methodologies as Imagery, Metaphor and Process in Contemporary Art". Griffith University. Queensland College of Art, 2006. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20070327.151934.

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By the 1990's many modes of artwork incorporated the constructs of the museum. Art forms including, 'ethnographic art', 'museum interventions', 'museum fictions' and 'artist museums' were considered to be located in similar realms to each other. These investigations into this emerging 'genre' of collection-art have primarily focussed upon the critique of the public museum and its grand-narratives. This thesis will attempt to recognise that the critique of institutional hierarchical systems is now considered integral to much collection art and extends this enquiry to incorporate private collections which examine the narratives of everyday existence. This paper adopts an interdisciplinary approach to material culture and art criticism in examining everyday objects within contemporary collection-art. In this context, this paper argues that: the investigation of collection motivations (fetish, souvenir and system) as metaphor, process and imagery in conjunction with the mimicking of museology methodologies (classification, order and display) is an effective model for interpreting everyday objects within contemporary collection-art. In formulating this argument, this paper examines the ways in which artists emulate museology methodologies in order to convey cultural significance for everyday objects. This is explored in conjunction with the employment of collection motivations by artists as a device to understand elements of human/object relations. In doing so, it contemplates the convergence between the practices of museums and collection-artists. These issues are explored through the visual and analytic investigations of key artist case studies including: Damien Hirst, Sylvie Fleury, Mike Kelley, Christian Boltanski, On Kawara, Luke Roberts, Jason Rhoades, Karsten Bott and Elizabeth Gower. In doing so, this paper argues that the everyday objects of collection-art can represent a broad range of socio/cultural concerns, so delineating a closer relationship between collection-art and material culture.

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Berry, Jessica. "Re:Collections - Collection Motivations and Methodologies as Imagery, Metaphor and Process in Contemporary Art". Thesis, Griffith University, 2006. http://hdl.handle.net/10072/365478.

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By the 1990's many modes of artwork incorporated the constructs of the museum. Art forms including, 'ethnographic art', 'museum interventions', 'museum fictions' and 'artist museums' were considered to be located in similar realms to each other. These investigations into this emerging 'genre' of collection-art have primarily focussed upon the critique of the public museum and its grand-narratives. This thesis will attempt to recognise that the critique of institutional hierarchical systems is now considered integral to much collection art and extends this enquiry to incorporate private collections which examine the narratives of everyday existence. This paper adopts an interdisciplinary approach to material culture and art criticism in examining everyday objects within contemporary collection-art. In this context, this paper argues that: the investigation of collection motivations (fetish, souvenir and system) as metaphor, process and imagery in conjunction with the mimicking of museology methodologies (classification, order and display) is an effective model for interpreting everyday objects within contemporary collection-art. In formulating this argument, this paper examines the ways in which artists emulate museology methodologies in order to convey cultural significance for everyday objects. This is explored in conjunction with the employment of collection motivations by artists as a device to understand elements of human/object relations. In doing so, it contemplates the convergence between the practices of museums and collection-artists. These issues are explored through the visual and analytic investigations of key artist case studies including: Damien Hirst, Sylvie Fleury, Mike Kelley, Christian Boltanski, On Kawara, Luke Roberts, Jason Rhoades, Karsten Bott and Elizabeth Gower. In doing so, this paper argues that the everyday objects of collection-art can represent a broad range of socio/cultural concerns, so delineating a closer relationship between collection-art and material culture.
Thesis (Professional Doctorate)
Doctor of Visual Arts (DVA)
Queensland College of Art
Full Text

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Souder, Tavis J. "The effect of time on merger motivations". Honors in the Major Thesis, University of Central Florida, 2001. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/247.

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This item is only available in print in the UCF Libraries. If this is your Honors Thesis, you can help us make it available online for use by researchers around the world by following the instructions on the distribution consent form at http://library.ucf.edu/Systems/DigitalInitiatives/DigitalCollections/InternetDistributionConsentAgreementForm.pdf You may also contact the project coordinator, Kerri Bottorff, at kerri.bottorff@ucf.edu for more information.
Bachelors
Business Administration
Finance

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Fowler, Amy. "Factors and Motivations Behind Volunteering at Domestic Violence Emergency Shelters". Honors in the Major Thesis, University of Central Florida, 2013. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/947.

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Volunteerism is a commonly researched topic however, much scarcer is research into the factors or motivations behind volunteering at domestic violence emergency shelters. Knowing the motivating factors that lead people to dedicate their time to different organizations is important because it gives us an understanding of what can be done in order to get other people involved in pro-social activities that benefit society as a whole. Just as there are different types of individuals who volunteer their time, there are different factors and motivators that compel those individuals to do so. Research to date has identified some common motivators. One of these is altruism. Altruism is essentially a motivation or drive to help another solely for that person's benefit or for the benefit of society as a whole. Other motivators that have been identified include: to gain understanding about a particular social issue, to strengthen social relationships and satisfy normative expectations; to aid in career advancement or to develop job prospects; to reduce negative feelings about oneself or address personal problems; and, to grow and develop psychologically and increase self-esteem. My research specifically examines the motivations among volunteers of local domestic violence emergency shelters. In my review of literature to date, I have been unable to find any research involving volunteers of domestic violence shelters, rape crisis centers, victim advocacy organizations, or anything along these lines. Only one study was found that has examined motivations among the volunteers for these organizations. This study was a very small (n=8), qualitative investigation with volunteers who occupied a specific position within an organization. This study examines motivations quantitatively of a larger sample of volunteers from two area domestic violence emergency shelters. To acquire this sample, all volunteers in the agency databases were emailed a link to the survey and asked to participate. The survey questionnaire included questions about the factors influencing their decision to volunteer and also why they chose to volunteer specifically at a domestic violence shelter. Demographic differences in motivations among the sample are also statistically determined. This study is important as it is the first to quantitatively assess the motivations of volunteers at a domestic violence agency. Motivations for volunteering at such an agency can differ significantly from motivations for volunteering at other types of organizations (like soup kitchens, day care centers, hospices and the like). The role of personal experience as well as knowing someone who has been personally impacted by domestic violence is measured as a unique motivation for this population. These findings are useful in providing domestic violence agencies with information that can assist in identifying potential volunteers from the larger community as well as a better understanding of their current volunteers. In addition, it contributes to the larger literature by examining a volunteer group that has largely been absent from the literature to date.
B.A.
Bachelors
Sciences
Sociology

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Zeas, Joanne. "Teaching Developmental English: Perceptions and Motivations of One Adjunct Faculty Group". Diss., Temple University Libraries, 2013. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/223046.

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Educational Administration
Ed.D.
This qualitative study describes members of the Liberal Arts/English adjunct faculty at one mid-Atlantic urban community college (MAUCC), their perceptions of the organizational climate of their program, and their satisfaction and motivation patterns. The study was designed as a case study focusing on one MAUCC department. Adjunct faculty members constitute a growing percentage of the teaching force in higher education institutions--particularly in community colleges (Eagan, 2007; National Center for Educational Statistics, 2011). With rising economic pressure, community colleges increasingly rely on adjunct faculty for teaching their students, particularly in introductory and remedial courses (Eagan, 2007; National Center for Educational Statistics, 2011). However, research suggests that, relative to students taught by full-time faculty, students in introductory courses that are taught by adjunct faculty members are less likely to be successful and to persist to degree completion (Harrington & Schibik, 2001; Eagan, 2009; Jaeger, 2009). Some research suggests that adjunct faculty's work conditions interfere with the quality of their instruction (Eagan, 2007; Lei, 2008). Other research concludes that adjunct faculty members' motivation for teaching and/or method of teaching is incompatible with the investment required for supporting community college students in developmental courses (Adamowicz, 2007; Glenn, 2008). However, little is known about the way contemporary community college adjunct faculty members perceive their role in the organization and their responsibility for promoting students' learning, development, and academic success. The completed research answers the questions: (1) How do adjunct faculty members teaching developmental courses in a community college describe their satisfaction within their current organizational roles? (2) How do adjunct faculty members teaching developmental courses in a community college perceive their responsibility toward student learning and academic success? (3) How do adjunct faculty members describe their motivation within their current role? and (4) How do these adjunct faculty members' perceptions of satisfaction, instructional effectiveness, and motivation relate to their personal background? The research is designed as a case study and focuses on adjunct faculty members teaching introductory and developmental English at one community college.
Temple University--Theses

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Flaherty, Elizabeth R. "Voices of Returning Adult Community College Studio Art Majors: Perceptions and Motivations". Diss., Temple University Libraries, 2014. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/270634.

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Urban Education
Ph.D.
A current phenomenon of interest in community college education is the ever-expanding number of students pursuing college level instruction. This research aimed to look at the phenomenon within the framework of an undergraduate community college program in the Studio Arts. The study sought to identify threads of motivation and self-reflection during enrollment in college courses among a participant group of eight returning adult (28y.o.+) studio art students as they considered the significance of art in their lives, the decision to continue their arts education, and how their art-making and art-thinking may have been interconnected with personal identity development. A modified three-part phenomenological interview protocol, participant observation, and arts-based research methods were utilized to contribute to the understanding of the shared essence of these participants' lived experiences. What emerged from the data were intersections between identity development, artistic creativity, and maturity which had emerged in midlife as a commitment to developing their artistic identities through a community college program in the studio arts.
Temple University--Theses

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Watson, Deborah Elaine. "Paul's collection in light of motivations and mechanisms for aid to the poor in the first-century world". Thesis, Durham University, 2006. http://etheses.dur.ac.uk/2601/.

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In the first-century world, discussion concerning one's money and what to do with it constituted delicate ground on which to tread. Such a discussion normally would have been undertaken only between the most closely related of people who shared a similar background and/or within a clear set of social expectations. Even then, talk of money could prove difficult territory to navigate. If this were true for people with much in common, then, when undertaken between people with fewer relational links, little or no shared culture or history, such a discussion could have presented any number of challenges, if not outright obstacles for all the participants. The Apostle Paul undertook just such a conversation, expending considerable time, thought and energy on the collection "for the poor among the saints in Jerusalem", referring to it in his letter to the Roman Christians and both letters addressed to the Christians at Corinth. This thesis will examine the collection in light of the bigger picture of motivations and mechanisms for aid to the poor and money movement in the first century Graeco-Roman and Jewish worlds. The objective is to render those motivations and mechanisms more clearly recognisable in the text and so to clarify their involvement in the conversation between Paul and the members of the churches to whom he wrote concerning the collection. What will emerge is a clearer understanding of the collection itself, a well-attested example of aid to the poor, a more nuanced understanding of the life of the early church for whom aid to the poor was a central tenet and practice, and a more balanced view of the Apostle Paul’s interactions with both his own churches and the Jerusalem church.

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Harrison, Joycelyn Lorraine. "MOTIVATIONS FOR ENTERPRISE RESOURCE PLANNING (ERP) SYSTEM IMPLEMENTATION IN PUBLIC VERSUS PRIVATE SECTOR ORGANIZATIONS". Doctoral diss., University of Central Florida, 2004. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/4452.

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The goal of this research was to increase the knowledge base regarding Enterprise Resource Planning (ERP) Software implementation, particularly in the public sector. To this end, factors regarding benefits sought through ERP system implementation and critical factors surrounding successful ERP implementation were identified. In addition, the perception of project team members' satisfaction with modules implemented and their concerns about implementing ERP software were identified in this study. The results of this study provided recommendations for public and private sector organizations in order to increase their opportunity for successful ERP system implementation. The literature review and results of this study found suggested that the benefits sought during ERP system implementation were consistent among public- and private-sector organizations. Benefits such as increased standardization, better reporting, and reduced operational costs were recognized as goals of ERP implementation. Factors that attributed to successful ERP system implementations were top management support, and knowledgeable project managers and team members. The t-test analyses found differences among the two groups, public and private sector organizations, regarding some benefits sought and the level of satisfaction with some modules. The study included recommendations for organizations to fully research ERP functionality prior to implementation, implement strong change management, use other means of measuring return on investment, ensure employee buy in and top management involvement, and avoid scope creep.
Ed.D.
Department of Educational Research, Technology and Leadership
Education
Educational Research, Technology, and Leadership

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Lay, Robert Warren. "COLLEGE STUDENTS’ MOTIVATIONS FOR PARTICIPATING IN HAZING RITUALS OF BLACK GREEK LETTER ORGANIZATION". Diss., Temple University Libraries, 2019. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/599531.

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Educational Leadership
Ed.D.
Hazing in collegiate settings, both Greek and non-Greek, damages educational institutions’ reputations and creates liability as they seek to maintain the safety of their students. This study examines hazing activities that take place during the initiation process of Black Greek Letter Organizations (BGLOs). Utilizing qualitative research, it provides insight into the motivations of undergraduates who participate in BGLO hazing initiation rituals. Using National Pan-Hellenic Council (NPHC) and Pennsylvania State Law definition of hazing, this study focuses on an underexamined population generally overlooked by researchers in this field. Examining BGLO members’ familiarity with hazing prior to taking part revealed three levels of awareness: not aware, moderately aware, and very aware. Participants also indicated what kinds of dangers they were aware of, how they became aware of such dangers, and other facets of hazing they knew about prior to their participation in the activity. Members chose to join an organization where they believed hazing existed due to various factors: Confidence & Past Success, Intrapersonal Benefits, Societal Benefits, Perceptions of Hazing, Personal Relationships, Compatibility, Lack of Options, and Following Traditions. BGLO members’ willingness to undergo hazing sprang from the following factors: Long-term Benefits, Validation, The Bonds of Initiation, Personal Relationships, Acceptance, Perceptions of Hazing, Explanatory Justification. Finally, participants in this study indicated five roles that hazing plays in the initiation process of BGLO: Producing Better People, The Cycle of Re-Creation, Organizational Benefits, Validating Membership and Not Worth It. This project highlights the failure of higher educational institutions to play a key role in protecting students, specifically BGLO members, from the dangers of hazing and offers remedies for that oversight, including anti-hazing policies, hazing support services, membership intake processes, and fraternal organization advisement implications, as well as areas for future research on this topic.
Temple University--Theses

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Halter, Heather J. "Moving from a textbook to Facebook college students' motivations for using social networking sites in education". Master's thesis, University of Central Florida, 2010. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/4617.

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This study examined college student motivations for using social networking sites for educational purposes. Motives were examined through the uses and gratifications approach. If we can determine student motivations for using social networking sites, perhaps we can determine a way to successfully implement social networking sites into the classroom. By adding the concept of satisfaction, we can also determine if students will use the sites again. If students are satisfied with educational social networking site use, they will return to these sites for educational purposes again. Data was collected by giving a questionnaire to undergraduate students that assessed social networking site use, as well as motivations for and satisfaction with use. For general uses, students were motivated to use social networking sites for relationship maintenance, passing time, and information seeking purposes. Overall, students were satisfied with their use of the sites. For educational uses, students were motivated to use the sites for relationship maintenance and information seeking purposes. Overall, students are not satisfied with their use of these sites for educational purposes. Theoretical and practical implications of these findings are discussed.
ID: 029050089; System requirements: World Wide Web browser and PDF reader.; Mode of access: World Wide Web.; Thesis (M.A.)--University of Central Florida, 2010.; Includes bibliographical references (p. 94-98).
M.A.
Masters
Nicholson School of Communication
Sciences

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Pfohl, Jennifer. "Exploring the Motivations of NCAA Women's Artistic Gymnasts to Participate in Strength and Conditioning Training". Master's thesis, Temple University Libraries, 2016. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/379225.

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Kinesiology
M.S.
This is the known first study completed on NCAA gymnastics motivations to participate in strength and conditioning. The study was open to all NCAA women’s artistic gymnastics participants. Research included the completion of an online survey (n = 141) with the opportunity to volunteer for a follow up phone interview (n = 5). Three research questions were examined: 1. What are the motivations of student-athletes in NCAA Women’s Artistic Gymnastics to participate in strength and conditioning training? 2. How does motivation to participate in strength and conditioning training influence the performance level of the student-athletes? 3. How does motivation to participate in strength and conditioning training influence the injury rate of the student-athletes? Overall, this study did not identify significant findings in the relationship with motivation to participate in strength and conditioning training with level of performance or injury rates. Qualitative phone interviews provided additional insight on experiences and feelings toward strength and conditioning training, which can be utilized by both researchers and practitioners. In order to further explore the relationship between strength and conditioning and gymnastics performance more research needs to be completed.
Temple University--Theses

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Boyden, Julian. "Vox Populi-Vox Belli: A Historical Study of Southern Ante Bellum Public Attitudes and Motivations Toward Secession". Master's thesis, University of Central Florida, 2012. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5142.

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This thesis examines why the south seceded in 1860 as opposed to any other time in the 19th century and what changed the mentalite of the people in the period 1857-1860. The underlying issue in southern politics and the issue of secession was clearly slavery and slavery rested on the economics of cotton. Yet slavery and cotton do not explain why the South seceded in 1860 and not at other times in the preceding seventy years. 1807 saw the outlawing of the international slave trade and 1819 saw Congress pass the Slave Trade Act interdicting the ships involved. In 1828 and 1832 the bitter tariff disputes between northern industrial and southern agricultural interests led to the South Carolina doctrine of "Nullification" but no secession. Neither the 1846 proposed Wilmot Proviso restricting slavery in the new territories nor the immediate post Mexican War disputes over the territorial expansion of slavery caused secession and in every case the South was willing to compromise. The methodology of this work is based on the assumption that words and thoughts are intimately linked and that by measuring changes in frequency of word use, changes in thought can be detected and measured. Evidence for the changing use word frequency was provided by an etymological and article content study of selected daily editions of six newspapers in the three cities. The thesis put forward to explain the change in political attitude is that for the southern cities of Richmond, Charleston and New Orleans, political power and political issues were the most important factors. The rise of the sectional northern Republican Party and fear of its abolitionist principles weighed more heavily than any other factors in altering the psychology of the South. This raised the political dispute over slavery to an issue of secession and potential military conflict.
ID: 031001448; System requirements: World Wide Web browser and PDF reader.; Mode of access: World Wide Web.; Adviser: .; Title from PDF title page (viewed June 27, 2013).; Thesis (M.A.)--University of Central Florida, 2012.; Includes bibliographical references (p. 353-358).
M.A.
Masters
History
Arts and Humanities
History

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15

Dufrene, Chantel. "COLLEGE DRINKING, GREEK AFFILIATION AND THE NEED TO FIT IN: AN ANALYSIS OF SOCIAL NORMS AND MOTIVATIONS ASSOCIATED WITH FRATERNI". Master's thesis, University of Central Florida, 2006. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/2735.

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This study proposes that members of Greek social organizations have higher rates of binge drinking as compared to other college students due to their greater acceptance of norms and motives that support binge drinking. The College Alcohol Study, a survey conducted by the Harvard School of Public Heath, was administered to 10, 904 university students. The survey measured various aspects of students' experiences at their respective universities including experiences with and perceptions of alcohol use. Logistic regression analysis was used to determine normative and motivational predictors of binge drinking for Greek and non-Greek students. The results show that Greek members binge drink at higher levels than do other students. The results also indicate that social norm and motive variables, which were thought to be predictive of binge drinking practices for all students, are better predictors of binge drinking for non-Greek members. Implications of theses findings, discussion of results, limitations of the study, and recommendations for future research are presented.
M.A.
Department of Sociology
Sciences
Applied Sociology

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Tang, Tricia. "A comparative analysis of college student spring break destinations an empirical study of tourism destination attributes". Honors in the Major Thesis, University of Central Florida, 2012. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/626.

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The tourism industry has become one of the fastest growing sectors in the world's economy, contributing 9.1% of world GDP and more than 260 million jobs worldwide (World Travel & Tourism Council, 2011). The U.S college student market has emerged as major segment within this sector, generating approximately $15 billion on annual domestic and international travel. Among the various travel patterns of college students, they are most highly motivated for spring break travel, with more than two million students traveling per season (Bai et al., 2004; Borgerding, 2001; Reynolds, 2004). This research, through surveying college students majoring in hospitality and tourism management, analyzed the significance of college student perceptions of key spring break destination attributes. A total of 281 usable responses were subjected to the Principal Component Analysis that generated six dimensions: Breaking Away, Sun and Beach, Safety and Hygiene, Psychological Distance, Price and Value, and Social Exploration, comprised of 24 key attributes that influence a college spring breaker's destination selection decision. An Importance-Performance Analysis (Martilla & James, 1977) was conducted based on the respondents' assessment of attributes on five of the six dimensions. The results of the IPA allowed comparison of the top four most visited destinations identified by the respondents: Daytona Beach, South Beach Miami, Panama City Beach, and Clearwater Beach/Tampa. The study findings may provide valuable implications for destination service providers to improve their destination's appeal in this highly competitive and lucrative market. Future research on college spring break groups located in different geographic locations within the country is highly encouraged to better understand the general characteristics of this market.
B.S.
Bachelors
Rosen College of Hospitality Management
Hospitality Management

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Kachanoff, Frank. "A collective approach to studying human motivation". Thesis, McGill University, 2013. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=119582.

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ABSTRACTFor the most part, human motivation has been studied through a lens that has been focused primarily on the individual, and the immediate environmental context that might affect the individual. Applying an individually focused approach to studying human motivation is logical and appropriate: to explain and account for an individual's behaviour, the unit of analysis should include the individual. However, recent research and theorizing by Taylor (2002) and Oyserman (2007, 2009) proposes that social groups, and their associated collective (social) identities, influence individual group members' personal motivation and individual capacity to self-regulate their behaviour. Expanding on this research, we propose that in order to fully understand an individual's personal motivational state, we must also consider the collective factors that are characteristic of an individual's social group and that affect an individual's social group. In the present thesis we propose and formalize a collective approach to studying individual motivation. The research we present demonstrates how a collective approach to studying individual motivation may be applied in order to expand on current, influential, yet individually focused theories of motivation. In Manuscript 1, we present an hourly diary study that investigates the role that social groups have for providing individual group members with a template of clearly prescribed personal goals, and a clear understanding of the processes necessary for achieving these goals. With a group of first year university students living in residence, it was found that perceiving a shared sense of collective clarity concerning academic goals in the students' residence hall was related to the students' personal commitment to their academic goals. Importantly, this relationship was mediated by students' personal goal clarity and process clarity. This research demonstrates how a collective approach to studying individual motivation can expand on Goal Setting Theory (Locke & Lathame, 1990) and research stemming from the domain of industrial and organizational psychology. In Manuscript 2, we apply our collective approach to studying individual motivation in order to expand upon the influential framework of Self-Determination Theory (Deci & Ryan, 1985, 2000). With a large and culturally diverse sample, we demonstrate that individual group members' perception of their social group's collective autonomy in an intergroup context relates directly to their own personal autonomous need satisfaction. Furthermore, group members' perception of collective autonomy was indirectly related to their personal wellbeing, to having an internalized (autonomous) motivational style to follow their group's customs, and to their self reported engagement and participation in their group's culture. To conclude this thesis, we discuss the theoretical and practical implications of the present findings, and propose a general theoretical model that can be applied when adopting a collective approach to studying individual motivation.
RÉSUMÉLa plupart du temps, le domaine de motivation humaine est étudié du point de vu de l'individu, en prenant en compte seulement le contexte immédiat qui l'influence. Certes, cette approche est approprié : pour expliquer le comportement d'un individu, l'individu devrait être l'unité d'analyse. Par contre, de la recherche récente faite part Taylor (2002) et Oyserman (2007, 2009) suggère que les groupes sociaux, et les identités collectives auxquelles ils sont associés, influence la motivation personnelle et la capacité de s'autoréguler des membres individuels. Pour continuer cette recherche, nous proposons que pour comprendre l'état d'une personne individuelle, nous devons aussi prendre compte des facteurs collectifs qui caractérisent le groupe social de l'individu et qui influence son groupe. Dans cette thèse, nous proposons et formulons une approche collective pour comprendre la motivation de l'individu. La recherche que nous présentons démontre comment une approche collective pour comprendre la motivation individuelle peut être appliquée pour élargir les théories de motivation qui sont courantes et influentes, mais qui sont concentré sur l'individu. Dans notre premier manuscrit, nous présentons une étude de journaux de bord horaires qui investigue le rôle que les groupes sociaux jouent pour fournir aux membres individuels un guide de buts individuels qui sont prescrits d'une façon claire, et une compréhension des processus nécessaires pour accomplir ces buts. Avec un groupe d'étudiants de première année habitant dans des résidences universitaires, nous avons trouvé que la perception d'un sens de clarté collective aux niveaux des buts académiques dans leur résidence était reliée à l'engagement de chaque individu dans leurs buts académiques. D'importance, cette relation était médiée par la clarté individuelle de buts académiques et du processus pour les atteindre. Cette recherche montre comment une approche collective pour étudier la motivation individuelle peut élargir la théorie de la façon optimale de fixer des buts (Locke & Lathame, 1990) et la recherche qui sort du domaine de psychologie industrielle et organisationnelle. Dans notre deuxième manuscrit, nous appliquons notre approche collective pour étudier la motivation individuelle, pour élargir le cadre de la théorie de détermination de sois (Deci & Ryan, 1985, 2000). Avec un échantillon large et culturellement divers, nous montrons que la perception qu'ont les membres individuels d'un groupe de l'autonomie collective de leur group sociale dans un contexte intergroupe est relie directement à leur propre satisfaction de leur besoin d'autonomie individuelle. De plus, la perception d'autonomie collective des membres du groupe était indirectement reliée à leur bien-être personnel, à leur style de motivation internalisé (et autonome) pour suivre les coutumes de leur groupe, et à leur niveau reporté d'engagement et de participation dans la culture de leur groupe. Pour conclure cette thèse, nous expliquons les implications théoriques et pratiques de nos résultats présents et nous proposons un model théorique général qui peut être appliqué pour adopter une approche collective à l'étude de la motivation individuelle.

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Gust, Eric J. "The Arab citizens of Israel motivations for collective action". Thesis, Monterey, Calif. : Naval Postgraduate School, 2008. http://bosun.nps.edu/uhtbin/hyperion-image.exe/08Mar%5FGust.pdf.

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Thesis (M.A. in Security Studies (Middle East, South Asia, Sub-Saharan Africa))--Naval Postgraduate School, March 2008.
Thesis Advisor(s): Baylouny, Anne M. "March 2008." Description based on title screen as viewed on May 2, 2008. Includes bibliographical references (p. 61-66). Also available in print.

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19

Purl, Justin D. "Collective Control: Collective Efficacy's Role in Team Resource Allocation". Ohio University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1412876236.

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20

Batto, Nathan Frank. "Meshing motivations individual and collective action in the Taiwanese legislature /". Connect to a 24 p. preview or request complete full text in PDF format. Access restricted to UC campuses, 2006. http://wwwlib.umi.com/cr/ucsd/fullcit?p3240047.

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Thesis (Ph. D.)--University of California, San Diego, 2007.
Title from first page of PDF file (viewed January 12, 2007). Available via ProQuest Digital Dissertations. Vita. Includes bibliographical references (p. 198-209).

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21

Buchroth, Ilona. "Motivational and situational discourses in collective community action". Thesis, Durham University, 2007. http://etheses.dur.ac.uk/2847/.

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This thesis is concerned with attempting to understand the contemporary motivation and conditions for collective community action. This study is based on interviews with 20 people who are active in their local community in the North East of England. It explores the rationale behind their commitment to the 'common good' and identifies the circumstances and conditions that support, shape and develop that commitment. The study is of particular current interest and also highlights contemporary tensions. On the one hand current government policy, especially in the areas of renewal and regeneration, relies heavily on the active involvement of local people, both in the areas of decision making at strategic level and through an increase in community and voluntary sector activity. On the other hand however, society is generally described as displaying features of what some may term the 'post-modern' condition, that is a mind-set defined primarily through an increase in individualism, an absence of collective values and a tendency 'to bowl alone' (Putnam 2000). This tendency is reflected in the changes to adult education, which has been increasingly individualised and therefore no longer provides the pathways to collective involvement that used to be part of its radical tradition. The findings from this study challenge the prevailing assumptions of apathy, inactivity and individualism and show the very broad range of reasons that motivate people of different ages and backgrounds to become and remain active with others. Furthermore, this study outlines the conditions that are likely for this engagement to flourish, to take it beyond a remedial, temporary 'life style' option and instead to allow it to take root as a sustainable and transformative contribution to local neighbourhoods.

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22

Schmerling, 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.

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The current study investigated the Pritchard-Ashwood (P-A) Theory of Motivation (Pritchard & Ashwood, 2008) by examining a measure of P-A Theory labeled the Motivation Assessment System (MAS). P-A Theory combines prior motivation theories such as expectancy theory, goal setting theory, justice theory, and needs theory and consolidates them into one integrated theory of motivation. In essence, P-A theory posits that one's motivation is determined by four perceptions, including the extent to which one believes: (a) his/her actions will lead to results, (b) his/her results will lead to positive evaluations, (c) his/her evaluations will lead to positive outcomes, and (d) his/her outcomes will satisfy his/her needs. The MAS is designed to capture P-A Theory by assessing these four perceptions, and this dissertation examined tenets of P-A Theory by investigating the measurement properties of the MAS via confirmatory factor analysis. Findings showed that the model set forth by P-A Theory had the best fit compared to the other competing models when analyzing MAS data, suggesting the MAS is an appropriate measure of P-A Theory. This research should help to bridge the gap between motivation theory and practice by providing initial evidence of support for a practical measure that captures the full spectrum of employee motivation as set forth in P-A Theory. Recommendations for future research using the MAS to study motivation are suggested.
Ph.D.
Doctorate
Psychology
Sciences
Psychology; Industrial and Organizational

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23

Patchell, Jason W. "Enhancing collective efficacy in elite youth basketball /". [St. Lucia, Qld.], 2006. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe19782.pdf.

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24

Bordachar-Laval, Christine. "Mesure des effets des primes sur objectif sur la motivation individuelle et sur la motivation collective des salariés". Toulouse 1, 2003. http://www.theses.fr/2003TOU10048.

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Le nombre croissant des systèmes collectifs de rémunération variable dans les entreprises engendre de nouvelles interrogations relatives aux effets de ces formules de rétribution sur la performance organisationelle et sur le fonctionnement interne de l'entreprise. Parmi ces formes de rémunération, les primes sur objectifs n'ont pas encore fait l'objet de recherche en France. Ces travaux ont pour but de mesurer leurs effets sur la motivation individuelle des salariés ainsi que sur la motivation collective du groupe de salariés au travail. En effet, récemment, l'idée selon laquelle il n'est plus guère possible d'isoler l'individu du groupe de travail auquel il appartient, a pris plus d'ampleur dans le champ de la recherche en gestion des ressources humaines. Ces travaux cherchent donc à avérer l'existence d'une motivation collective au sein de l'organisation, dont les mécanismes pourraient être de même nature que ceux qui expliquent les comportements d'efforts individuels. La recherche utilise les théories socio-cognitives de la fixation d'objectifs, de l'auto-régulation et des attentes, ainsi que les théories de l'équité et de la justice organisationnelle. Un modèle d'analyse intégrateur est élaboré afin de proposer un système hypothétique de liens d'association entre des variables explicatives relatives aux primes sur objectifs et les comportements d'effort individuel et collectif des salariés. Ces relations sont testées dans le cadre d'une recherche empirique. La collecte des données a été réalisée au sein de l'établissement bordelais de l'entreprise Solectron. Les résultats obtenus par les tests de corrélation et de régression entre les variables du modèle d'analyse sont analysés
The increasing number of group pay systems in firms raises many new questions related to the effects of these compensation plans on the organizational performance and internal operation in the enterprise. Among these kinds of variable, the goal bonus is a topic which so far in France has not been investigated yet. This research aims at assessing their effects on the individual motivation of salaried employees as well as the collective motivation of the group of employees at work. Indeed, recently, the concept according to which it does not seem possible to isolate the individual from his working group, has grown up in the field of research into the management of human resources. This thesis intends to examine the exitence of a collective motivation within the organization the mecanisms of which could be of the same nature as those accounting for the individual effort behaviour. This research work resorts to socio-cognitive theories of goal setting, self-regulation and expectancy as well as the theories of equity and distributive and procedural fairness. An integrating analysis model is developed in order to suggest a hypothetical system of relations between independant variables relative to goal bonus and individual and collective effort behavior of employees. These relations are tested within the framework of empirical research. The data have been collected in the Bordeaux plant of Solectron Company. The results of correlation and regression tests between the variables of the analysis model are finally examined

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25

Jennings, Jay. "Religious Motivation and the Democratic Citizen". Diss., Temple University Libraries, 2015. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/317436.

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Political Science
Ph.D.
There has been both praise and vilification of religion's role in shaping democratic citizens. By focusing on individual differences, religious motivations can help explain the complex relationship between religion and good citizenship, especially concerning the important topics of political engagement and prejudice. This dissertation will demonstrate that in order to understand the connection between religion and democratic citizenship, we must consider people's religious motivations. We must go beyond traditional approaches that only consider people's beliefs and behaviors. Religious motivation is a powerful measurement tool providing a richer framework than traditional measures of religiosity when answering a variety of questions regarding democratic citizenship. It is also a unique measure of individual difference with independent effects going beyond measures of personality, open-mindedness, ideology, and religiosity. The goal of this dissertation is twofold. First, it will establish religious motivation as an important measure that can greatly aid our understanding of the relationship between religion and democratic citizenship. Second, this dissertation will demonstrate how religious motivation can clarify religion's relationship with two specific measures of democratic citizenship: prejudice and political engagement. To meet these goals, this dissertation employs nationally representative surveys including a unique survey-experiment to provide evidence of religious motivations' important explanatory power. The findings suggest it is not what religious service you attend, or even how often you attend, but the motivation for being religious that best explains the level of political engagement and prejudice.
Temple University--Theses

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26

Tibbetts, Erica. "Understanding Incarcerated Women's Motivation to Exercise". Diss., Temple University Libraries, 2015. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/327641.

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Kinesiology
Ph.D.
Women make up only 7% of the incarcerated population (Guerino, Harrison, & Sabol, 2012). However, this number is rising exponentially. The female prison population has increased eight-fold since 1980 (Carson & Gionelli, 2013). Up to 70% of women who are incarcerated will recidivate (Mallik-Kane & Vischer, 2008). A major contributor to this rapid increase and high rate of recidivism is that women's physical and mental health needs are not met while they are incarcerated. Creating gender sensitive programming that addresses women's physical and mental health needs while they are incarcerated and that can influence their lives after they leave could help decrease recidivism and increase the quality of life of thousands (Bloom, Owen, & Covington, 2003). While structured exercise programs are being offered with more frequency in women's prisons to help address these mental and physical health problems, attendance has been low and program staff struggle to retain participants. This research examined women's motivation to exercise, what they felt were benefits of engaging in physical activity, and what they perceived the barriers to physical activity are while incarcerated. The study was conducted in conjunction with an indoor cycling class being offered at the Philadelphia County Women's prison. Twenty-four women enrolled in the study and completed pre-program interviews and pencil and paper measures. Twelve women completed a follow up test; six graduated from the cycling program; six dropped out. Results show that women who build connections (relatedness) with instructors and peers are more likely to adhere to a structured exercise program, and that the basic psychological needs laid out by Self-Determination Theory are related to adherence. Additionally, women can internalize a range of reasons for and benefits of exercise that can help them overcome a range of institutional, individual, and environment barriers evident in a correctional setting.
Temple University--Theses

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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
Ed.D.
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.
Temple University--Theses

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28

Shasivari, Altin, i Christian Naaman. "Individuella och kollektiva belöningssystem : En studie om hur de anställdas motivationsprocess formas och byggs i respektive system". Thesis, Högskolan i Skövde, Institutionen för teknik och samhälle, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-8520.

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Det har blivit allt vanligare att företag inrättar belöningssystem. Anledningen till att företag väljer att använda sig av dessa system är på grund av att konkurrensen blir allt hårdare. Det är det viktigt att försöka höja medarbetarnas motivation i arbetet, få personalen att vara mer lojal och viktiga nyckelpersoner att stanna kvar. Motivationen kan ses som en process och behandlar tre begrepp. Genom att använda belöningssystem kan motivationen för att uppnå företagets mål öka. Det finns olika typer av belöningssystem, individuella och kollektiva. I den förstnämnda ges belöningarna ut enskilt till individer och personalen belönas utifrån vad de presterar. Den andra utgår ifrån att ge belöningar till en grupp och alla får ta del av samma summa som belöningen innebär. Vi har använt oss av en kvalitativ metod för att studera hur anställdas motivation formas och påverkas av ett individuellt respektive kollektivt belöningssystem. En fallstudie användes för att kunna gå in närmare på djupet i dessa. Alla 8 intervjuer har skett i respektive respondents arbetsplats. Med hjälp av våra nyckelbegrepp som finns i den teoretiska referensramen har vi kunnat ställa våra intervjufrågor. Under den teoretiska referensramen har vi delat upp den i organisationer och individer, sambandet mellan dem förklaras. Belöningar är nästa del med motiv till varför de ska tillämpas och vilka beteenden ett belöningssystem kan medföra. Även vilka olika slags belöningar som finns. Under motivation tas olika teorier upp, dessa är rättvisa och förväntning samt work orientation. I empirin förklarar våra respondenter om hur de blir motiverade i sina respektive belöningssystem samt att de mer detaljerat berättar hur de upplever rättvisa och förväntningar i systemen. I analyskapitlet utförs en jämförelse mellan teorin och den empirin som samlats in från respondenterna, detta kommer vi med hjälp av våra nyckelbegrepp analyseras skillnader och likheter. Detta leder vidare till våra slutsatser. I slutsatsen kommer vi att diskutera hur de anställda blir påverkade av ett individuellt och ett kollektivt belöningssystem. Slutsatsen påvisar att motivationsprocessen i individuella och kollektiva belöningssystemet skiljde sig åt på olika sätt.
It has become more and more common for companies to implement reward systems. The reason why companies start to use these systems is because of the competition that now is growing stronger and stronger, therefore it’s very important to try and raise the employee’s motivation in work. It can also make the workers more loyal to the organization and make the key individuals to stay put. The motivation can be seen as a process and discusses three different concepts. When used correctly the reward system can be a motivation for the employees to reach the goals that are set in the company. There are different types of reward systems, individual and collective. In the first one we mention, the rewards are given separately to individuals and the staff are rewarded through their achievement. The other one is given out to a group and everyone gets the same amount of the reward. We’ve used a qualitative method to try and analyze and understand how the employees are motivated by an individual and collective reward system. A case study research was used, because we wanted to get a closer look into the banks and brokers. All 8 interviews have been made in each and one of the interviewee’s offices. With help of our key terms in the theoretical framework we’ve been able to ask our questions. In the same chapter as the theoretical framework we have in the first piece described organizations and individuals, how they relate to each other. Rewards is the next step in this process, and begin with explaining what motives there can be to apply a reward system in a company and which behaviors it can raise. We also bring up what kind of different rewards that exists. Under the headline motivation, we’ve used two theories, expectancy and equity, also work orientation has been looked at. In the empirical data our respondents explain to us how they are motivated in their respective system and also quite precise tell us how they experience the fairness and expectancies in their systems. When we analyze our theory and the data that we have gathered, a comparison between them will be made with the help of our key terms, we will analyze what differences and similarities that emerge. This will later on lead to our conclusions. Here, we will discuss how the interviewee’s motivation is affected by an individual and collective reward system. The final conclusion proves that the motivational process in individual and collective reward systems affect the employees differently.

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29

Page, Catherine Jane. "Cultural implications of reading motivational methodologies". Honors in the Major Thesis, University of Central Florida, 2009. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/1312.

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This item is only available in print in the UCF Libraries. If this is your Honors Thesis, you can help us make it available online for use by researchers around the world by following the instructions on the distribution consent form at http://library.ucf.edu/Systems/DigitalInitiatives/DigitalCollections/InternetDistributionConsentAgreementForm.pdf You may also contact the project coordinator, Kerri Bottorff, at kerri.bottorff@ucf.edu for more information.
Bachelors
Education
English Education

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30

Ferguson, Patricia Ann. "A Relationship Between Career Decision and Motivation to Persist". Doctoral diss., University of Central Florida, 2007. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/2410.

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During the past few decades, research on student retention has been primarily focused on the constructs of social integration, lack of financial support and academic under-preparedness (Astin, 1975; Bean & Metzner, 1985; Cabrera, 1993; Pascarella,1982; Tinto, 1975). This study examined the phenomenal occurrence of low retention due to "lack of major and career direction." The Career Decision Scale and the Achievement Motivation Profile assessments were administered to 105 students at a comprehensive community college. Six linear regressions were conducted to determine if there were statistical relationships between:(a) career decision and the motivation to persist and; (b) career indecision and the lack of motivation to persist. Of the three regressions conducted on career decision and motivation to persist; two of the scores from the motivation profile indicated that a statistical relationship existed, whereas the third score did not. Of the three regressions conducted on career indecision and the lack of motivation to persist; two scores from the motivation profile indicated a statistical relationship between career indecision and the lack of motivation to persist, whereas the third score was not statistically significant. Recommendations were made to community colleges and universities to cultivate an environment where major and career decision initiatives become a top priority for students. Suggestions included creating courses in career planning and one-on-one career counseling sessions.
Ed.D.
Department of Educational Studies
Education
Curriculum and Instruction EdD

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31

Harrell, Melissa. "THE RELATIONSHIPS BETWEEN LEADER BEHAVIOR, FOLLOWER MOTIVATION, AND PERFORMANCE". Doctoral diss., University of Central Florida, 2008. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/3854.

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The primary goal of this study was to examine ways in which leaders can influence followers motivation. Motivation is a key construct in industrial and organizational psychology due to its impact on employee performance. Modern motivation theories adapt a more sophisticated view of motivation in terms of definition, relationships, and operationalization. In particular, one new theory of motivation is the Pritchard and Ashwood Theory (2008). This theory proposes that motivation is comprised of four perceived relationships that, in combination, reflect the extent to which employees believe that their actions on the job will lead to need satisfaction. These four relationships are called connections. The relationship between two leadership behaviors, initiating structure and consideration, and the Pritchard and Ashwood motivational connections was examined. It was hypothesized that the two leader behaviors would have differential relationships with the four motivational connections. These differential relationships should facilitate targeted behavioral feedback to leaders to improve each of the motivational connections. Additionally, motivation was hypothesized to mediate the relationship between the leader behaviors and employee outcomes. The Pritchard and Ashwood Theory is operationalized by the Motivation Assessment Questionnaire (MAQ) (Pritchard, 2006a). A secondary goal of this study was to contribute to the validity evidence of the MAQ. This recently developed questionnaire has shown good psychometric properties and initial validity evidence has demonstrated moderate relationships between the MAQ and job performance. However, this is the first study of the relationship between the MAQ and employee outcomes with a large sample of full-time working adults. Further, this study expanded potential MAQ outcomes beyond employee performance to include organizational citizenship behaviors and turnover intentions. A sample of 208 employees was recruited from two central Florida companies. These employees responded to the MAQ and other study measures via a secure, online survey. Participating employees provided contact information for their supervisors who were then invited to participate in the study by providing criteria ratings. A large number of the invited supervisors participated (n = 195). Results indicated robust support for one of the leadership behaviors: consideration. Consideration was related to performance and this relationship was partially mediated by motivation. On the other hand, initiating structure was not related to employee performance. Consideration and initiating structure were not differentially related as hypothesized to the four motivational connections. This was due in part to the strong correlation between the two leadership behaviors (r = .73). Results provided additional validation evidence for the MAQ. The overall effort scale was not related to performance as it had been in the two previous studies that used a student sample. However, the average of the motivation connections predicted performance. Additionally, the MAQ predicted both organizational citizenship behaviors and turnover intentions. As mentioned previously, the sample was drawn from two central Florida companies. Although many of the study hypotheses were supported for the overall sample, the observed relationships were very different for the two subsamples. Similarly, findings in this study differ from previous studies using the MAQ with working students. Potential reasons for these differences are discussed.
Ph.D.
Department of Psychology
Sciences
Psychology PhD

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32

Cipollone, Maria. "Motivation to Mine: An Analysis of the Motivation for Extended Video Game Play among Preadolescents in a Physical Learning Environment". Diss., Temple University Libraries, 2015. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/352314.

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Media & Communication
Ph.D.
The relationship between video games and learning is a topic of interest for academic fields. But how can a voluntary activity, like playing video games, motivate students to be academically productive? This dissertation used the popular video game, Minecraft, to measure the intrinsic motivation of 7th and 8th grade students in mathematics class, using a Self-Determination Theory (SDT) framework. The results demonstrated that intrinsic motivation remained at high levels, as long as students are competent in game controls and were relatively free to do what they wanted within the general guidelines in the video game environment. Second, the role of social presence contributed to immersion in the video game environment and played a role in the continued motivation to play. Third, although there was no impact on rote measures of learning, such as memorizing vocabulary definitions, the Minecraft video game environment affected students’ ability to problem solve, as was evidenced by pre- and post-tests of rote and conceptual learning.
Temple University--Theses

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33

Testa, Rylan Jay. "Motivation for Weight Loss Maintenance: Approach and Avoidance". Diss., Temple University Libraries, 2011. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/101058.

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Psychology
Ph.D.
Currently, two-thirds of adults and one-half of children and adolescents in the United States meet criteria for overweight or obese weight status (Wang & Beydoun, 2007). While weight loss often is desired among these individuals, few achieve sustained weight loss maintenance. A model of motivation, affect, and long-term weight loss maintenance is proposed, based on Carver's model of behavior change (2004b) and related research. This investigation evaluated the model's proposed associations between approach and avoidance motivation, depressive and anxious affect, and caloric consumption within the context of a dietary lapse condition in the laboratory. Findings did not support the hypotheses that avoidance motivation would be negatively related to calorie consumption or that approach motivation would be positively associated with calorie consumption. Conversely, higher avoidance motivation was found to predict higher caloric consumption. Finally, this relationship was not mediated by depressive or anxious affect. Instead, consumption of high calorie foods alone was shown to fully mediate this relationship. Recommendations for future research are presented in the context of these findings.
Temple University--Theses

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34

Bergman, David Murphy. "Motivation and Middle School Readers: The nature of motivation among adolescent struggling readers who made notable gains while in middle school". Diss., Temple University Libraries, 2013. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/234823.

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CITE/Language Arts
Ed.D.
This qualitative case study investigated the nature of motivational change among eight adolescent participants who made notable advances in reading while in middle school. Data was gathered through interviews, observations, and artifact analysis. Guthrie's (2001) work identified a list of essential elements for reading engagement: autonomy support, interesting texts, goal orientation, real-world instruction, evaluation, strategy instruction, teacher involvement, collaborative learning, and the use of praise and rewards. Using Guthrie's (2001) work as a guide, a line of inquiry was formulated that could yield useful data on which factors were most influential in accounting for motivational and achievement growth among this unique population of improved readers. At the end of a six month study, interesting texts and real-world connections were found to be the most significant of Guthrie's (2001) contexts for engagement in facilitating participants' growth as readers. However, the personal accounts of the students, parents, and teachers in this study reveal a more complex picture of the nature of the motivational change among these adolescent readers. From this data, seven themes emerged that related to participants' motivational experiences in the categories of ethnicity, gender, and disability status. The three themes that emerged on the topic of ethnicity were "Resisting a fear of failure," "Meeting readers where they are," and "Tying literacy to the real world." On the subject of gender, two themes also emerged from the data: "Genders appearing more similar than different" and "Girls preferring intrinsic motivation." On the subject of students with disabilities, an additional two themes emerged: "Experiencing more reading frustrations" and "Combining learning support and interesting texts." Several of these themes suggested findings that differed from previous research on motivation and adolescent readers. Based on these findings, implications for practitioners, policymakers, and researchers were explored.
Temple University--Theses

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35

Alzamora, Priscilla M. "A study on motivation in the high school foreign language classroom through focus groups with third- and fouth-year high school Spanish students". Honors in the Major Thesis, University of Central Florida, 2008. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/1065.

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This item is only available in print in the UCF Libraries. If this is your Honors Thesis, you can help us make it available online for use by researchers around the world by following the instructions on the distribution consent form at http://library.ucf.edu/Systems/DigitalInitiatives/DigitalCollections/InternetDistributionConsentAgreementForm.pdf You may also contact the project coordinator, Kerri Bottorff, at kerri.bottorff@ucf.edu for more information.
Bachelors
Education
Foreign Language Education -Spanish

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36

Hajieghrary, Hadi. "On Radar Deception, as Motivation for Control of Constrained Systems". Master's thesis, University of Central Florida, 2013. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5785.

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This thesis studies the control algorithms used by a team of ECAVs (Electronic Combat Air Vehicle) to deceive a network of radars to detect a phantom track. Each ECAV has the electronic capability of intercepting the radar waves, and introducing an appropriate time delay before transmitting it back, and deceiving the radar into seeing a spurious target beyond its actual position. On the other hand, to avoid the errors and increase the reliability, have a complete coverage in various atmosphere conditions, and confronting the effort of the belligerent intruders to delude the sentinel and enter the area usually a network of radars are deployed to guard the region. However, a team of cooperating ECAVs could exploit this arrangement and plans their trajectories in a way all the radars in the network vouch for seeing a single and coherent spurious track of a phantom. Since each station in the network confirms the other, the phantom track is considered valid. This problem serves as a motivating example in trajectory planning for the multi-agent system in highly constrained operation conditions. The given control command to each agent should be a viable one in the agent limited capabilities, and also drives it in a cumulative action to keep the formation. In this thesis, three different approaches to devise a trajectory for each agent is studied, and the difficulties for deploying each one are addressed. In the first one, a command center has all information about the state of the agents, and in every step decides about the control each agent should apply. This method is very effective and robust, but needs a reliable communication. In the second method, each agent decides on its own control, and the members of the group just communicate and agree on the range of control they like to apply on the phantom. Although in this method much less data needs to communicate between the agents, it is very sensitive to the disturbances and miscalculations, and could be easily fell apart or come to a state with no feasible solution to continue. In the third method a differential geometric approach to the problem is studied. This method has a very strong backbone, and minimizes the communication needed to a binary one. However, less data provided to the agents about the system, more sensitive and infirm the system is when it faced with imperfectionalities. In this thesis, an object oriented program is developed in the Matlab software area to simulate all these three control strategies in a scalable fashion. Object oriented programming is a naturally suitable method to simulate a multi-agent system. It gives the flexibility to make the code more close to a real scenario with defining each agent as a separated and independent identity. The main objective is to understand the nature of the constrained dynamic problems, and examine various solutions in different situations. Using the flexibility of this code, we could simulate several scenarios, and incorporate various conditions on the system. Also, we could have a close look at each agent to observe its behavior in these situations. In this way we will gain a good insight of the system which could be used in designing of the agents for specific missions.
M.S.M.E.
Masters
Mechanical and Aerospace Engineering
Engineering and Computer Science
Mechanical Engineering; Mechanical Systems

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37

Botero, Evelyn. "The Effects of Distress on Motivation in the Police Force". Honors in the Major Thesis, University of Central Florida, 2007. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/1158.

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This item is only available in print in the UCF Libraries. If this is your Honors Thesis, you can help us make it available online for use by researchers around the world by following the instructions on the distribution consent form at http://library.ucf.edu/Systems/DigitalInitiatives/DigitalCollections/InternetDistributionConsentAgreementForm.pdf You may also contact the project coordinator, Kerri Bottorff, at kerri.bottorff@ucf.edu for more information.
Bachelors
Sciences
Psychology

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38

Fisher, 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.

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This item is only available in print in the UCF Libraries. If this is your Honors Thesis, you can help us make it available online for use by researchers around the world by following the instructions on the distribution consent form at http://library.ucf.edu/Systems/DigitalInitiatives/DigitalCollections/InternetDistributionConsentAgreementForm.pdf You may also contact the project coordinator, Kerri Bottorff, at kerri.bottorff@ucf.edu for more information.
Bachelors
Sciences
Organizational Communication

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39

Loughren, Elizabeth A. "Motivation of First Time Marathoners to Adherence to Marathoning". Diss., Temple University Libraries, 2009. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/57352.

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Kinesiology
Ph.D.
As the number of marathons offered in the United States continues to increase, so does the number of marathon participants, including first time marathon runners. The purpose of this study was to examine race motivators for newbie marathoners and their likelihood of adherence to the sport of marathoning. A total of 906 first time marathon participants, who ran their debut race within the past year, were included in this study. Participants were chosen on the basis of their willingness to complete an online survey. The survey consisted of demographic questions and the Motivation of Marathoners Scales (MOMS) (Masters et al., 1993). Through a frequency analysis of the MOMS, mean values revealed participants utilized primarily personal goal achievement, self-esteem, and health orientation as reasons for training for and running a marathon. In terms of gender comparisons and the MOMS, males had higher means for personal goal achievement and competition; females had higher means in the remaining seven categories. Females and males also had significant differences in response means on seven of the MOMS subscales to run a marathon. A significant difference was also found between charity and non charity runners with the MOMS for weight concern. Significance was found in the intended time frame to run another marathon for females and males. A frequency count showed the top three reasons to run another marathon were to lower my finish time (82.9%), to include the race as part of a vacation weekend (73.8%), and to improve upon my training (62.9%). Significance was found between females and males in their chosen reasons for running another marathon. Gender differences were significant for to lower my finish time, attempt a different course, to raise money for charity, to run with family or friends, to include the race as part of a vacation weekend, and to improve upon my training. Significance was also found between charity and non charity runners and running another marathon to stay in shape, to have fun, to attempt a different course, as part of a vacation weekend, and to improve upon training. Based upon input from the `other' category, 21 additional categories were created for reasons to run another marathon.
Temple University--Theses

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40

Onoda, Sakae. "Self-regulation and its relation to motivation and proficiency". Diss., Temple University Libraries, 2011. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/210107.

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Educational Psychology
Ed.D.
This study was an investigation of the relationships among willingness to communicate, two motivational variables (intrinsic goal orientation and self-efficacy), three self-regulated learning strategies (metacognitive during-task self-regulation strategies, effort regulation strategies and peer learning strategies), and measures of English speaking and listening proficiency. The study primarily drew on the concept of self-regulation derived from educational psychology. A sample of 279 English majors studying at a private university in eastern Japan participated in this study. Data from a Japanese version of the Motivated Strategies for Learning Questionnaire (MSLQ) and scores of an in-house proficiency test designed to measure speaking and listening skills were collected. Factor analysis and Rasch analysis were conducted to develop a reliable shortened Japanese version of the MSLQ. Multiple one-way ANOVAs indicated that students with higher speaking and listening abilities as measured by an in-house proficiency test, tended to use more metacognitive during-task self-regulation strategies and effort regulation strategies compared with those with intermediate and lower speaking and listening proficiency. There were no statistically significant differences in peer learning strategies for speaking and peer learning strategies for listening. Finally, structural equation modeling was used to test hypothesized speaking and listening models of the relationships among willingness to communicate, intrinsic goal orientation, self-efficacy, metacognitive during-task self-regulation strategies, effort regulation strategies, peer learning strategies, and English speaking and listening proficiency. Modified models indicated that intrinsic goal orientation and self-efficacy influenced effort regulation strategies, which in turn predicted peer Learning strategies and metacognitive during-task self-regulation strategies. It was also found that peer learning strategies influenced metacognitive during-task self-regulation strategies. Finally, metacognitive during-task self-regulation strategies as well as willingness to communicate predicted speaking skills, but listening skills were only predicted by metacognitive during-task self-regulation strategies. Thus, the results illuminated the complex interrelationships among willingness to communicate, self-efficacy, intrinsic goal orientation, effort regulation strategies, and metacognitive during-task self-regulation strategies in predicting speaking and listening skills. Follow-up interviews with a focus group of students revealed that classroom teaching was mainly focused on speaking tasks that required proactive learning behaviors and effort and that listening tasks occupied only part of the class and that usually comprehension of main points served their purposes. The information helps explain why the speaking model had stronger interrelationships among willingness to communicate, motivational variables, self-regulation strategies, and the proficiency variable.
Temple University--Theses

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41

Washington, Arnita. "THE EFFECTS OF LITERATURE ON STUDENT MOTIVATION AND CONNECTIONS IN MATHEMATICS". Master's thesis, University of Central Florida, 2005. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/3708.

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The purpose of this study was to determine the effects of literature use in the middle grades mathematics curriculum on student motivation and connections. This study involved collecting several types of data regarding students' attitudes, motivation, and their abilities to make real-world connections. Findings from pre and post attitude surveys indicated that literature use in the mathematics curriculum has no effect on students' attitudes towards mathematics. Furthermore, findings from journal entries, students' work, and interview responses indicate that although students find storybooks fun and interesting, their use does not seem to lead to increases in students' understanding of mathematics. However, findings from journal entries, students' work and interview responses indicated that students were better able to make real-world connections through storybooks that were meaningful to their lives. Suggestions for future research should include comparative studies on the effects of literature on student performance in middle grades mathematics.
M.Ed.;
Department of Teaching and Learning Principles
Education
Mathematics Education

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42

Nugent, Tisome. "THE IMPACT OF TEACHER-STUDENT INTERACTION ON STUDENT MOTIVATION AND ACHIEVEMENT". Doctoral diss., University of Central Florida, 2009. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/3770.

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The goal of this research was to determine the value and impact of student-teacher interactions in relation to student motivation and achievement. It was further intended that the results of this study would add to the body of knowledge and resources available to enhance the learning experience and influence student success. In order for this to happen, student and teacher perceptions of their interactions were analyzed, as well whether or not this interaction significantly impacted motivation and achievement. The results of this study provided strong arguments in favor of equipping teachers with the appropriate resources and assistance to appropriately meet the needs of their students beyond academic instruction. The slightly negative relationship between motivation and achievement isolated the issue at hand: finding ways to capitalize on these relationships, which will act as catalysts for student achievement The literature review and results of this study found that teacher-student relationships are crucial to student success. Pearson Correlation analysis proved positive correlations between teacher-student interaction and motivation, as well as positive teacher-student interaction and achievement. It however, illustrated a negative relationship between motivation and achievement. Suggested uses for the study included the development of workshops for educators and administrators that may have a positive effect on the proven significance of the teacher-student relationship problem. The results suggest the need for teachers to be provided with appropriate resources and assistance to meet the needs of their students beyond academic instruction. It also suggests providing students and teachers with measurable and attainable goals to create experiences with and exposure to success. Further, there needs to a balance where all students are challenged and where the students who need additional assistance are provided with the appropriate scaffolds.
Ed.D.
Department of Educational Research, Technology and Leadership
Education
Education EdD

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43

Kalish, Sabrina. "EFFECTS OF INSTRUCTOR IMMEDIACY AND STUDENT NEED FOR COGNITION ON STUDENT MOTIVATION AND PERCEPTIONS OF LEARNING". Master's thesis, University of Central Florida, 2009. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/2955.

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This study built on previous literature linking instructor immediacy, student motivation, and student learning. The purpose of this research was to examine main and interaction effects of instructor immediacy and student trait motivation on student state motivation and cognitive learning. A main effect of instructor nonverbal immediacy on student state motivation and cognitive learning was found to be statistically significant. Further exploratory research did not yield statistical significance for a main effect of trait motivation, as measured by need for cognition, on student state motivation and cognitive learning, nor an interaction effect of immediacy and trait motivation on both state motivation and cognitive learning.
M.A.
Nicholson School of Communication
Sciences
Communication MA

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44

Bell, Debra Anne. "Types of Home Schools and Need-Support for Achievement Motivation". Diss., Temple University Libraries, 2013. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/214758.

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Educational Psychology
Ph.D.
Along many dimensions, homeschooling is increasing, diversifying, and spreading globally. Yet little is known about the motivational climates and teaching strategies parents have adopted to promote academic achievement and motivation within their homes. Working within a self-determination theory (SDT) framework, this study used cluster analysis to examine the naturally-occurring types of learning environments created by 457 homeschool parents. Measures of support for autonomy, mastery goal orientation, and conditional regard were adapted for a homeschool context and used as constituting variables. Follow-up measures of need satisfaction, efficacy, student academic engagement, teaching practices and demographics were used to identify significant differences among groups. A five cluster solution best fit the data: a high need support group, low need support group and three groups of mixed need support. In general, the high need and mixed need support groups were associated with higher student engagement, need satisfaction, efficacy for homeschooling and frequent use of teaching strategies that promote autonomous motivation and support for student competence. The low need support group was significantly associated with lower need satisfaction and teaching strategies associated with control. Higher levels of academic engagement were reported for those students homeschooled longer and at higher grade levels. Male teaching parents (n = 29) reported significantly less need satisfaction and were significantly associated with the low need support group. Taken together, the findings extend self-determination theory to an important, emerging learning context. Results were consistent with findings in SDT research across other domains; thus, lending support to the universality of SDT's main tenets.
Temple University--Theses

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45

Knotts, Haley. "Motivation and adherence to exercise in college students with schizophrenia". Master's thesis, Temple University Libraries, 2018. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/527709.

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Kinesiology
M.S.
The purpose of this study was to explore and define the behavioral and thought processes that affect exercise engagement and adherence in college students with schizophrenia. A mixed methods approach was proposed utilizing an online survey followed by semi structured interviews. The online survey used was the Exercise Benefits and Barriers Scale (EBBS) Adult Version and the semi structured interview questions were produced by the researcher. The potential participants for this study were students who were 18 years of age or older and registered with the Disability Resources and Services Department at Temple University. The participants were also to have already experienced their first episode of psychosis (FEP). The online survey yielded no completed questionnaires. The online survey consisted of the 43 question EBBS Adult version and a basic demographic questionnaire. The EBBS utilized a 4-point Likert scale ranging from ‘strongly disagree’ to ‘strongly agree.’ At the end of the survey, an optional question was added if participants wanted to take part in a semi-structured interview. The semi-structured interview also yielded no participants. Interviews were designed to develop a more in depth understanding of personal schizophrenia symptoms, how well symptoms are managed by the individual, and how exercise plays a role in their management. Interviews were to be transcribed verbatim and coded using transcendental phenomenology theory to explore the phenomenon of exercise adherence and non-adherence. Considering the lack of responses, social stigma surrounding mental illness could be a contributing factor. Discrimination surrounding mental illness has been shown to lower quality of life for individuals with a mental illness, increase unemployment rates, and increase anxiety and depression rates. Another potential contributing factor to low survey completion rate was the length of the EBBS. The population diagnosed with schizophrenia could benefit from research involving a six month exercise implementation. The EBBS or a shortened modified version could be utilized in pre and post testing along with exercise testing in the pre and post form analyzing the five areas of physical fitness. Semi-structured interviews would be beneficial to do prior, during, and at the end of the exercise intervention to acquire a well rounded view of the perceptions of exercise engagement. A follow up survey and interview would be completed after two months to examine continued or discontinued exercise engagement and the associated reasons. A case study or narrative research would be a second beneficial study. One or two participants who currently engage in exercise and are considered in the maintenance stage of behavior change would be followed and interviewed over the course of a year or longer. It would be valuable to examine a participant who is currently engaged in exercise since this is a phenomenon in this population. A qualitative research approach would give better insight into how these individuals perceive exercise, exercise barriers, or current and past exercise motivators. This in turn can better mold future research designs and exercise implementations to address the exercise motivation obstacle in people with schizophrenia.
Temple University--Theses

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46

Johnson, Catherine. "EMPLOYEE MOTIVATION: A COMPARISON OF TIPPED AND NON-TIPPED HOURLY RESTAURANT EMPLOYEES". Master's thesis, University of Central Florida, 2005. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/2981.

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Employee motivation shall be defined by Robbins (as cited in Ramlall, 2004) as: "the willingness to exert high levels of effort toward organizational goals, conditioned by the effort's ability to satisfy some individual need." To engage in the practice of motivating employees, employers must understand the unsatisfied needs of each of the employee groups. This study desires to provide practitioners in the restaurant industry the ability to recognize motivators for these different employment groups and their relationship to organizational commitment. The restaurant industry consists of two types of employees: salaried and hourly. This study focuses on hourly employees, and their subdivision: tipped employees. For the purpose of this research hourly employees shall be defined as employees that depend on their hourly wage as their main source of income and tipped employees shall be defined as employees that depend on the receipt of tips as their main source of income. The purpose of this study desires to provide practitioners in the restaurant industry a comparison and analysis of employee motivation between the two employment groups and their level of organizational commitment. After formulating a thorough research review, a questionnaire instrument was assembled. The sample for this study was a convenience sample consisting of 104 restaurant hourly tipped and non-tipped, front of the house personnel employed in a single branded, national restaurant chain located in the metropolitan area of Orlando, Florida. The research instrument was a survey questionnaire instrument comprised of three sections: 1.) twelve motivational factors derived from Kovach (1995), 2.) nine questions from the reduced OCQ from Mowday, Steers, and Porter (1979), and a section concerning demographic information of gender, age, race, education level, marital status, job type and tenure in the industry. Results from the study revealed that firstly, all of the employees in this thesis study felt that management loyalty was the most important motivating factor; secondly, intrinsic motivation factors were more important to non-tipped hourly employees; thirdly, gender had a strong influence in half of the motivating factors; fourthly, promotion and career development was found to be more important to non-tipped employees; lastly, overall mostly medium positive relationships were found between employee motivation and organizational commitment. Implications, limitations, and suggestions for future research are discussed in the final chapter.
M.S.
Rosen College of Hospitality Management
Hospitality and Tourism Management

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47

Tao, Yedong. "The Relationship Between Motivation and Online Social Presence in an Online Class". Doctoral diss., University of Central Florida, 2009. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/3833.

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The purpose of this study was to investigate the relationship between the level of student motivation and perceived online social presence in an online course. Better understanding of the relationship between online social presence and motivation would assist researchers to identify and develop effective instructional strategies for the success of students' online learning experience. This study was conducted during the Fall 2007 semester at the University of Central Florida (UCF) in Orlando, Florida. Data for this study were collected from participating students enrolled in three online sections of EME 2040, Introduction of Educational Technology. In this course, pre-service teachers learn how to use technology and, more importantly, how to integrate it into their courses and their future classrooms. Three instruments were used in this study to obtain students' demographic information and to measure students' online social presence feeling, students' motivation levels, and instructors' verbal immediacy behaviors. Data were analyzed using repeated measure and multiple linear regression analysis. Seventy-four students from three online sections of EME 2040 responded to the study. Results suggested that students' level of online social presence increased significantly from the beginning of the semester to midterm and then dropped back to the original level from midterm to the end of the semester. However, the level of student motivation significantly increased only from the beginning of the semester to midterm and remained at same level for the rest of the semester. There were significant correlations between online social presence and student motivation across the semester. The regression analysis indicated that verbal immediacy affected online social presence significantly. Further research should be conducted with a larger sample and with different types of online courses in different academic settings and course management systems. Causal relationship between online social presence and student motivation should be explored. Instructional strategies should be established to enhance students' online social presence.
Ph.D.
Department of Educational Research, Technology and Leadership
Education
Education PhD

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48

Poppe, Rebecca Lynn. "Reading Motivation in Upper Elementary Students: How Children Explain Reading For Pleasure". Doctoral diss., University of Central Florida, 2005. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/4277.

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This qualitative study investigated the phenomenon of the pleasure reading experience in fourth and fifth grade students. The purpose of the study was to create a dialogue with children regarding their leisure reading habits in an effort to inform our understanding of aliteracy, a term that refers to having the ability to read but choosing not to. Fourth grade students were surveyed to uncover their attitudes toward pleasure reading and eleven students were chosen for interviews. Comparative data was obtained from those students who conveyed either extremely negative or extremely positive attitudes toward reading. Students of both genders were selected who had varied ability levels. Parents and fourth-grade teachers were also interviewed in an effort to triangulate data. This study revealed similarities in the way reluctant readers and motivated readers experience pleasure reading physically and intellectually and contrasts in the way these children emotionally, psychologically, and socially experience pleasure reading. Reluctant readers described preferring reality-based and experiential approaches to leisure-time activities while motivated readers described the ability to internalize stories they read for pleasure. Parental modeling did not prove to be a strong influence with this group of children and reluctant readers reported that the Accelerated Reader program provided motivation for them to read in order to meet classroom requirements.
Ed.D.
Department of Educational Studies
Education
Curriculum and Instruction

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49

Kowalski, David Jared. "Course-triggered Identity Exploration, Motivation, and Success among Community College Students". Diss., Temple University Libraries, 2016. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/412978.

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Educational Psychology
Ph.D.
In this dissertation, I seek to extend motivational and identity research conducted in other educational contexts to the community college setting in an effort to provide insights into the relatively lower rates of academic success experienced by community college students. The purpose of this dissertation research is to explore the nature and prevalence of motivational orientations, identity processing styles, and course-triggered identity exploration among community college students, the relation of these orientations/processing styles/exploratory actions to one another and to students’ academic outcomes, and to attempt to promote adaptive identity exploration around an academic curriculum for remedial college students. The theoretical frameworks that guide this dissertation research are Achievement Goal theory (Ames, 1992), Brezonsky’s (1989) identity processing style, and Flum and Kaplan’s (2006) perspective on identity exploration and its promotion in educational settings (Kaplan, Sinai & Flum, 2014). This dissertation comprises three studies that utilize data collected over the course of two semesters: the fall semester of 2012 and the fall semester of 2014 at Montgomery County Community College in Pennsylvania. The three studies encapsulate a progressive process that aimed to map community college students’ goal orientations, identity processing styles, and experiences of course-triggered identity exploration and their relations with expected course outcomes, to establish conceptual and empirical support for the relations between identity exploration in the community college classroom and students’ adaptive goal orientations and identity processing styles, and to implement an intervention aimed to facilitate remedial community college students’ identity exploration within the curriculum and investigate these students’ experiences of motivation, identity processing, and course-triggered identity exploration over the course of the semester. The first study investigated the nature of and the relations amongst students’ course-triggered identity exploration, identity processing styles, achievement goal orientations, self-efficacy, and expected academic outcomes in the community college classroom. The study involved analysis of community college students’ self-report data from a survey (assessing the aforementioned constructs) administered to 100 students (39 males, 61 females) in an introductory psychology course. Results indicated that students most strongly adopted mastery-approach orientations and informational-oriented processing styles in the course. Results also suggested that mastery orientations and informational-oriented processing styles are conceptually related, as are performance orientations and normative and diffuse-avoidant processing styles. Additionally, mastery-avoidance orientations and self-efficacy were found to be significantly positively correlated with students’ expected course grades. The second study investigated the qualitative manifestations of these community college students’ experiences of identity exploration in the introductory psychology course, in order to arrive at conceptual insights as to the personal and contextual features involved in adaptive identity exploration in the community college classroom, as well as the conceptual definition and experiential meaning of course-triggered identity exploration in the community college context. This study involved analysis of open-ended qualitative data collected from the same survey used in the first study, which asked students to explain, in their own words, their experiences of identity exploration in the course. Of the 100 students who took the survey in Study 1, 92 provided qualitative feedback to the open-ended item. Results from the qualitative analysis of students’ responses indicated that 70% of student responses (n=65) indicated course-triggered identity exploration. Additionally, analysis of these students’ qualitative feedback suggested that five dimensions characterized students’ descriptions of course-triggered identity exploration: trigger, cognitive action, self-target, purpose, and time. The third study investigated the relations among students’ motivations, identity processing styles, course-triggered identity exploration, and academic outcomes studied in the first two studies; only this time within a unique context in the community college – remedial English courses. This study also sought to use a design-study approach to investigate the effects of course activities implemented to promote students’ identity exploration and to examine the trajectory of identity exploration over the course of a semester, and its relation to changes in students’ motivational orientations and identity processing styles. The study involved a semester-long researcher-instructor collaborative intervention in two developmental English courses at the community college. The intervention consisted of a theory-informed collaborative design of course activities that aimed to facilitate students’ identity exploration within the curriculum. Data collected included pre-post intervention surveys assessing students’ identity processing styles, achievement goals, and self-efficacy, post-intervention scales assessing students’ course-triggered identity exploration, reflective writing assignments that students completed as part of the intervention during the semester, a final identity-related assignment that students completed at the end of the course, and students’ expected course grades. A total of 17 students participated in at least one facet of Study 3 (e.g. surveys, reflective writings, etc.). Demographic information was provided by 13 students (males=6, females=7). Overall, results from the study supported the dimensional framework of course-triggered identity exploration derived in Study 2. However, results also indicated variation, with regard to the frequencies with which dimensions were evidenced in students’ writing, between the students in Study 2 and Study 3. The qualitative analysis also suggested that while students’ experiences/trajectories of identity exploration over the course of the semester may be individualized, prototypical trajectories may exist and certain course features may be more conducive to facilitating exploration than others for particular students.
Temple University--Theses

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Lee, Benhee. "Korean Students' Motivation to Pursue Higher Education in the United States". Diss., Temple University Libraries, 2017. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/436600.

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Educational Psychology
Ph.D.
The purpose of the study was to investigate the motivation of South Korean college students who come to the United States to study. Does the motivation of these students differ based on their perceptions of values for pursuing higher education? The focus of this study is on what Korean students value in their decision-making. Thus, their perceptions of educational values are presumably influenced by their societal and cultural context. In this study, an expectancy-value perspective is employed to investigate in depth the intentions of the Korean students. In addition, personality cannot be excluded from decision-making. To make the decision, some South Korean students may take high risks; thus, the Type-T personality trait is examined. A mixed-methods design, both quantitative and qualitative, was applied. A survey in the quantitative study explored motivation factors for pursuing college education in the United States, for attaining well-being in a new environment, and for taking risks. To investigate the intentions and decision-making of Korean students, in-depth individual interviews in the qualitative study explored how they perceive a higher education in the United States, whether the tendency of public opinion in South Korea influenced their decision to study in the United States, and what they expect from their choice in the future. The findings have implications for future research and for considering whether Korean “education fever” is on the right track in terms of psychological well-being.
Temple University--Theses

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