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Potter, Charles J. "Understanding Wellness Goal Achievement: Applying Achievement Goal Theory to the Pursuit of Wellness Goals." The Ohio State University, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1585240857141769.
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Ciani, Keith D. Bergin David Allen Summers Jessica. "Mathematics teacher instruction, classroom goal structures, and student motivation a test of achievement goal theory /." Diss., Columbia, Mo. : University of Missouri-Columbia, 2009. http://hdl.handle.net/10355/6771.
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The entire thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file; a non-technical public abstract appears in the public.pdf file. Title from PDF of title page (University of Missouri--Columbia, viewed on March 25, 2010). Thesis advisors: Dr. David Bergin and Dr. Jessica Summers. Vita. Includes bibliographical references.
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James, David William George. "The nature and impact of achievement goals in elite sport competitors." Thesis, University of Exeter, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.286490.
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Bagnall, Jamie. "A Field Test of Garland's Cognitive Mediation Theory of Goal Setting." Thesis, North Texas State University, 1987. https://digital.library.unt.edu/ark:/67531/metadc501053/.
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The present study examined Garland's cognitive mediation theory of goal setting in a three-minute basketball shooting task. The effects of different goal conditions were also investigated along with achievement motivation and self-motivation as mediating constructs of performance. Subjects (N=150) were males and females, assigned to one of five goal conditions: "do your best", easy, moderate, hard, and improbable. Results indicated no performance differences between the different goal conditions, with subjects in the "do your best" condition performing as well as subjects in the other goal conditions. Results also yielded partial support for Garland's cognitive mediation theory with task goals influencing performance through its influence on performance expectancy. Furthermore, a negative correlation between achievement motivation and performance was found for females in the improbable goal condition and a positive correlation was found between self-motivation and performance for females in the easy goal condition.
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Sit, Hui-ping Cindy, and 薛慧萍. "Motivational orientations and sport participation in youth: a comparison of achievement goal theory and reversal theory." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B24873056.
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Sit, Hui-ping Cindy. "Motivational orientations and sport participation in youth : a comparison of achievement goal theory and reversal theory /." Hong Kong : University of Hong Kong, 2002. http://sunzi.lib.hku.hk/hkuto/record.jsp?B24873056.
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Bunch, John M. "The effects of goal message and goal orientation on learning in a Web-based tutorial." [Tampa, Fla.] : University of South Florida, 2007. http://purl.fcla.edu/usf/dc/et/SFE0002116.
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Ingrell, Joakim. "Motivation och motivationsklimat inom golf." Thesis, Halmstad University, School of Social and Health Sciences (HOS), 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-1935.
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Studiens syfte var att beskriva hur ett positivt motivationsklimat kan utvecklas i en golfförening baserat på medlemmarnas uppfattning av existerande förening. Femton stycken golfare (9 manliga och 6 kvinnliga) i åldrarna 15-76 år från tre olika klubbar i Sverige deltog i studien. I studien användes ett kvalitativt angreppssätt och en egen komponerad intervjuguide utformades utifrån bl.a. Vazou, Ntoumanis och Duda (2005) forskning kring motivationsklimat. För att analysera rådata användes metoden kvalitativ innehållsanalys. Resultatet visade att de relationer, som framkommit genom tidigare forskning, mellan motivationsklimat och de tre stora områdena; tränare, föräldrar och kamrater också fanns inom golfidrotten. Det som framkom och var nytt i denna studie var att det fanns en annan viktig faktor som påverkade motivationsklimatet inom golf, nämligen anläggningens kvalité.
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Berglund, Jessica. "SUM-elevers motivation för matematik : En aktionsstudie om effekter av laborativ matematik." Thesis, Umeå universitet, Institutionen för naturvetenskapernas och matematikens didaktik, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-130638.
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En speciallärare bör ha goda insikter i motivationens betydelse för att kunna hjälpa elever i matematiksvårigheter. Laborativ matematik föreslås som ett sätt att motivera elever. I min aktion undersöks om SUM-elevernas (elever med speciella undervisningsbehov i matematik) motivation i matematik påverkas av ett laborativt undervisningssätt. Enkäter och intervjuer används i min studie för att bedöma vilka effekter laborativ matematik har för eleverna. De mäts i termerna av elevernas effekter av attribueringar och grad av inre motivation med utgångspunkt i Medbestämmandeteorin, Attributionsteorin och Målorienteringsteorin. En effekt av aktionsstudien är, att de börjar inse att de har talang. Det handlar om hur mycket de anstränger sig i matematik och inte bristen på förmåga. En annan effekt är att eleverna anser att matematiken är roligare, eftersom de får arbeta praktiskt och i mindre grupp. Man kan uppenbarligen påverka elever med en aktionsstudie, men det är inte säkert att den blir bestående. Det är viktigt att elever lyckas och inte misslyckas om och om igen, för då tappar de sin motivation.
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roness, simon, and erik madsen. "GOAL ORIENTATION PROFILES AMONG YOUNG SOCCER PLAYERS’ IN RELATION TO THEIR USE OF PSYCHOLOGICAL SKILLS." Thesis, Högskolan i Halmstad, Sektionen för hälsa och samhälle (HOS), 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-14547.
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To further investigate athletes’ goal orientations in relation to their use of psychological skills, the present study examined the following objectives: 1) the goal orientations of young Swedish soccer players, (2) their use of psychological skills in both practice and competition and (3) the relationship between their goal orientations and use of psychological skills. Participants were 171 young soccer players from five Swedish high schools. The Perceptions of Success Questionnaire and the Test of Performance Strategies were administered to meet the objectives. Results showed no significant difference between athletes’ task (3.40 ± 1.32; M ± SD) and ego (3.32 ± 1.18) goal orientations. Results further revealed that athletes used more psychological skills in association with competition (3.21 ± .67) than in practice (2.74 ± .63). Moreover, results showed that athletes low in ego orientation used more psychological skills (3.83 ± .67) in practice than athletes high in ego (2.68 ± .60). A recommendation for coaches is to emphasize the importance of using PST in relation to practice in order to maximize athletes’ performances. Results have been discussed in relation to previous research of achievement motivation and athletes’ use of psychological skills.
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Fredby, åsa. "Motivation som leder till höga betyg i matematik : En studie om vad skolan kan göra för att öka motivationen hos elever." Thesis, Umeå universitet, Institutionen för naturvetenskapernas och matematikens didaktik, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-131052.
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En kvantitativ undersökning med 248 enkätsvar har genomförts. Syfte var att jämföra och analysera motivationen hos elever med olika betyg i matematik och elever som läser eller inte läser matematikinriktning samt beskriva hur skolan kan hjälpa elever till ökad motivation i matematik. Ett särskilt fokus riktades på SUM-elever. Motivationsteorierna Achievement goal theory, Self-determination theory och Attribution theory studerades för att se vilka karakteristiska drag som leder till ökad motivation. Resultatet pekade på samband mellan elevers betyg och motivation i matematik. Elever med högre betyg hade högre motivation än elever med lägre betyg. Det framkom vad elever tycker är viktigt för att de ska lära sig matematik, vilket till stor del sammanfaller med vad motivationsteorierna beskriver att skolan ska arbeta med för att öka motivationen. Sammanfattningsvis pekade resultatet på att skolan bör ange tydliga mål, ge valmöjligheter samt utmanande men anpassade uppgifter för att hjälpa elever till ökad motivation. Dessutom bör skolan hjälpa elever att notera sina framsteg, att inse att misstag bidrar till lärande samt att ansträngning leder till känsla av kompetens.
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Andersson, Rebecca. "Resonemang omkring motivation : En undersökning av elitsatsande gymnasieelevers motivationsfaktorer i fotboll vid en NIU skola i Sverige." Thesis, Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-36288.
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Abstract: Elite soccer in combination with education is a unique and demanding task. The path towards a glory career in sports takes hard mental and physical training. The objectives in this study are 6 elite focused high school students studying high school education programs in combination with football profile. They are 3 of each gender. The purpose of the study was to find out more about their perspective of motivation and what makes them keep going towards a career in football in beside their education. The study is of empiric hermeneutic survey used qualitative method and interviewing to collect data. The results have shown several patterns and similarities, also differences. They all see motivation as a mental force. They appreciate the social factors from parents through support and commitment in their football. Several of them found their interests in football through their parent’s interest in football. They are motivated by development and promotion in divisions. They are all experiencing a need of having fun towards their elite focused career.
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Hon, Hiu Ying. "When creativity requirement does not enhance employee creativity : the limits of goal-directed behavior." HKBU Institutional Repository, 2008. http://repository.hkbu.edu.hk/etd_ra/944.
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Tadlock, Joseph. "THE INFLUENCE OF WRITING ACHIEVEMENT GOALS AND WRITING SELF-REGULATION ON COLLEGE STUDENTS’ WRITING GRADES." VCU Scholars Compass, 2016. http://scholarscompass.vcu.edu/etd/4579.
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This study examined relationships between college students’ writing achievement goal orientations, writing self-regulation, and writing grades. The study was conducted in a postsecondary setting at a large public university in the mid-Atlantic region of the United States. Using multivariate quantitative techniques (confirmatory factor analysis and structural equation modeling), survey and writing sample data were gathered to address the following research questions: Do college students’ writing achievement goals relate to their writing grades; do college students’ writing achievement goals relate to their writing self-regulation; and, does writing self-regulation partially mediate the relationship between writing achievement goals and writing grades in college writing classrooms? A convenience sample of 107 participants completed both the survey and writing prompt portions of the study. Findings showed that all three writing achievement goal orientations tested (mastery, performance-approach, and performance-avoidance) were related to college students’ writing self-regulation. However, only writing performance-approach orientation was related to college students’ writing grades.
Additionally, writing self-regualtion did not partially mediate the relationship between all three writing achievement goal orientations and writing grades as expected. Writing self-regulation did fully mediate the relationships between writing mastery and performance-avoidance goal orientations and writing grades, but failed to mediate the relationship between writing performance-approach goal orientation and writing grades. These findings contradict some of the prior literature on achievement goal orientations and self-regulation. However, these results help bridge a gap in the achievement goal orientation and self-regulation research, as prior studies have predominantly focused on PK-12 settings and domains other than writing (reading, mathematics, science, etc.). The findings from this study are limited by the size and nature of the sample, and the survey items used. Future studies should attempt to gather further insight into the goals college students set for their writing, how those goals impact their self-regulation behaviors, and ultimately their writing grades.
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Roness, Simon. "COPING STRATEGIES AMONG ELITE SWEDISH FOOTBALL PLAYERS IN RELATION TO THEIR GOAL ORIENTATION PROFILES." Thesis, Högskolan i Halmstad, Sektionen för hälsa och samhälle (HOS), 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-15580.
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The objectives of this study were to investigate: (1) elite Swedish football players use of coping strategies, (2) their goal orientations, and (3) the relationship between their goal orientation profiles and use of coping strategies. Participants were 83 male elite Swedish football players. The Perception of Success Questionnaire and COPE inventory were administered to meet the objectives. Results showed a significant interaction effect between athletes’ task and ego goal orientations and their use of planning. Athletes’ with a HT/LE profile (3.06 ± 0.36; M ± SD) used frequently more planning than athletes’ with a LT/LE profile (2.59 ± 0.51). Moreover, athletes’ high in task (2.71 ± 0.37) used more problem-focused strategies than athletes low in task (2.54 ± 0.33), and athletes’ low in ego (2.31 ± 0.24) used more emotion-focused strategies than athletes’ high in ego (2.17 ± 0.27). Results are discussed in relation to previous research of achievement motivation and athletes’ use of coping strategies.Syftet med föreliggande studie var att undersöka: (1) svenska elitfotbollsspelares användande av coping strategier, (2) deras målorienteringar, och (3) relationen mellan deras målorienteringsprofiler och användande av coping strategier. Urvalet bestod av 83 manliga svenska elitfotbollsspelare. Studiens syften undersöktes med hjälp av The Perception of Success Questionnaire och COPE inventory. Resultaten visade en signifikant interaktionseffekt mellan idrottarnas task och ego orienteringar och användande av planering. Idrottare med en HT/LE profil (3.06 ± 0.36; M ± SD) använde sig av mer planering än idrottare med en LT/LE profil (2.59 ± 0.51). Vidare använde idrottare med en hög task-orientering (2.71 ± 0.37) sig av mer problem-fokuserade strategier än idrottare med en låg task-orientering (2.54 ± 0.33) och idrottare med en låg ego-orientering (2.31 ± 0.24) använde mer emotions-fokuserade strategier än idrottare med en hög ego-orientering (2.17 ± 0.27). Resultaten har diskuterats i relation till tidigare forskning inom prestationsmotivation och idrottares coping strategier.
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Tran, Ngoc Xuan. "How Teachers Support Students' Mastery Gaol Orientations in Vietnamese Classrooms: The Significance of Relatedness." Thesis, Griffith University, 2016. http://hdl.handle.net/10072/366772.
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Relatedness is a basic psychological need that, when satisfied, facilitates well-being and results in higher motivation and achievement (Ryan & Deci, 2000a). In societies such as Vietnam, where individuals are influenced by Confucian cultural values that emphasise interpersonal relationships, relatedness with significant others is considered an important need for student academic motivation (Bao & Lam, 2008; Chong, Huan, Quek, Yeo, & Ang, 2010). In Vietnamese classrooms, where teachers are viewed as parents who are responsible for the development of students’ knowledge and moral behaviour, student need for relatedness to teachers is considerable. However, few studies have explored the importance of the influence of teacher-student relatedness on Vietnamese students’ learning motivation, especially in settings where student-centered models are implemented with the aim of improving student competence and skill mastery.Thesis (Professional Doctorate)
Doctor of Education (EdD)
School of Education and Professional Studies
Arts, Education and Law
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Vriesema, Christine Calderon, and Christine Calderon Vriesema. "How Perceived School Context Shapes Teachers' Beliefs, Motivation, and Turnover Intentions." Diss., The University of Arizona, 2017. http://hdl.handle.net/10150/624491.
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This dissertation examined different facets of teacher turnover in Southern Arizona by using literature from education, educational psychology, and industrial and organizational psychology. The purpose of synthesizing across research domains was to obtain a more nuanced understanding of the phenomenon. Motivation for the study reflected the teacher shortages faced on a national (Sutcher, Darling-Hammond, & Carver-Thomas, 2016) and regional level (Educator Retention and Recruitment Task Force, 2015). In order to identify potential strategies for increasing teacher retention, the dissertation project pursued three studies on this topic.
Study 1 utilized data from the Schools and Staffing Survey project. Participants were matched across the 2011-2012 Teacher Questionnaire and 2012-2013 Teacher Follow-Up Survey (TFS) in order to determine whether teachers' beliefs at Time 1 varied by their occupational status at Time 2 (i.e., stayer, leaver, or mover). The study also asked whether teachers' beliefs and attitudes predicted the odds of being a stayer, mover, or leaver at Time 2. Exploratory factor analyses, analyses of variance, and logistic regressions were utilized. Results indicated that there were no differences between teacher groups; and, none of the variables predicted TFS status.
Study 2 specifically examined whether teachers differentiated between organizational (school) and occupational (profession) beliefs, particularly in regards to turnover intentions. The study also examined whether specific variables differentially predicted organizational and occupational turnover intentions. The purpose was to identify specific areas that increased both types of retention. Analyses relied on confirmatory factor analyses, analyses of variance, and structural equation modeling. Results indicated that teachers’ beliefs were empirically distinct and that each type of turnover consisted of unique predictors.
Study 3 emphasized perceived school goal structure, or school-level goals for teachers, teacher learning, and performance. Mastery school goal structure generally reflected goals for teacher development whereas performance goal structure reflected testing and high performance goals. Both school goal structures were examined in relation to teachers’ occupational turnover intentions, emotion, and coping. Exploratory factor analyses, correlation analyses, and hierarchical linear regression analyses were used in the study. Results indicated that there were two performance school goal structures rather than one anticipated structure: one that emphasized testing and another that emphasized social comparison for teachers. Perceived mastery school goal structure related to lower intentions to leave the profession and more productive coping. Perceived performance-testing school goal structure generally related to more negative affect and ineffective coping; neither performance goal structure related to turnover intentions.
Overall, the three studies inform the literature regarding teacher beliefs, motivation, and turnover intentions. The dissertation increases our understanding of teachers' school- and work-related beliefs, and it informs what we know about teachers' turnover intentions. Furthermore, the findings encourage future research on teachers' beliefs and actual turnover, particularly within the current educational context.
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Forslöf, Caroline, and Sandra Widén. "MÅLSÄTTNING OCH MOTIVATION INOM GYMTRÄNING : En kvantitativ studie baserad på gymaktiva vuxna." Thesis, Högskolan i Halmstad, Idrott, hälsa och fysisk aktivitet, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-30357.
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Föreliggande studie syftade till att undersöka sambandet/effekten mellan målsättning, behovstillfredsställelse, behovsfrustration, motivation och träningsfrekvens bland gymaktiva vuxna. Utifrån två arbetsmodeller utformades två hypoteser som testades via medieringsanalyser. En kvantitativ forskningsansats genomfördes där respondenterna fick besvara ett enkätformulär med frågor från mätinstrumenten: Godin Leisure- Time Exercise Questionnaire, Task and Ego Goal Orientation in Sport Questionnaire, The Balanced Measure of Psychological Needs, samt Behavorial Regulations in Exercise Questionnaire. Utifrån ett bekvämlighetsurval rekryterades 128 respondenter (70 kvinnor och 58 män) i åldern 19-36 (M = 22.3, SD = 2.5) som deltog i studien. Medelvärdet på antal träningspass/vecka (lätt, måttlig och hård träning) uppkom till cirka nio stycken bland deltagare. Studiens huvudsakliga fynd var att prestationsmål korrelerade positivt med identifierad reglering, inre motivation, tillfredställelse av de tre grundbehoven samt självbestämmande motivation. Det fanns även ett positivt samband mellan inre motivation och träningsfrekvens. Vidare visade resultatet ett positivt samband mellan resultatmål, amotivation och behovsfrustration. De två hypoteserna förkastades då resultatet inte genererade några direkta medierande effekter. För framtida forskning föreslås bland annat studier som syftar till att undersöka hur effekten på träningsfrekvens kan påverkas beroende på målorientering, samt föreslås ytterligare studier som undersöker behovsfrustration i samband med gymkontexter.The present study aimed to investigate the relationship/effect between goal orientation, needs satisfaction, needs frustration, motivation and training frequency among gym active adults. Based on two working models two hypotheses were designed and tested through mediation analyzes. A quantitative research approach was conducted in which respondents were asked to answer a questionnaire with questions from the following measuring instruments: Godin Leisure- Time Exercise Questionnaire, Task and Ego Goal Orientation in Sport Questionnaire, The Balanced Measure of Psychological Needs and Behavioral Regulations in Exercise Questionnaire". From a convenience sample, 128 respondents (70 women and 58 men) in the age 19-36 (M = 22.3, SD = 2.5) were recruited who participated in the study. The average number of training sessions/week was about nine for the participants. The study's main finding suggest that task goals positively correlated with identified regulation, intrinsic motivation, satisfaction of the three basic needs and self-determination motivation. There was also a positive correlation between exercise frequency and intrinsic motivation and exercise frequency. The results also showed a positive correlation between ego goals, amotivation and thwarting. The two hypotheses were rejected because the result did not generate any direct media effects. For future research, it is suggested to design studies that aim to investigate how the effect of exercise frequency may be affected depending on the goal orientation, and further suggested studies that investigate thwarting in relation to gym contexts.
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de, Capretz Albert. "Framgångsfaktorer för motivation i skolan." Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-33139.
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Syftet med denna uppsats är att skapa förståelse för hur motivation kan utgöra underlag för lärares undervisningspraktik och att identifiera framgångsfaktorer i lärarnas arbetssätt med att motivera elever. Detta görs genom att utgå från motivationsteorier som är centrala för en lärares undervisningspraktik och därefter identifiera vilka framgångsfaktorer som går att urskilja i lärares arbete med att motivera elever.Arbetet tar inledningsvis upp de val av metoder som ligger till grund för uppsatsens teoretiska bakgrund. Litteratur och olika vetenskapliga artiklar har sammanställts genom läsning av kurslitteratur och sökningar i vetenskapliga databaser. Informationssökandet ledde sedan in på de två motivationsteorier varpå uppsatsen vilar på, ”Self-determination theory” (SDT) och ”Achievement goal theory” (AGT). Med hjälp av att avgränsa uppsatsen kan en djupare förståelse skapas för de valda motivationsteorierna.Bakgrunden inleds med att läsaren ges en förståelse för motivation som begrepp och den komplexitet som ligger bakom detta begrepp med hjälp av vetenskaplig förankring. Vidare ges en redogörelse för de båda motivationsteorierna och dess mest centrala innehåll.Resultatet utgörs av fyra rubriker som var och en redogör för hur elevers motivation kan påverkas på olika sätt. Rubriken kompetens tar upp vikten av att elever får uppleva kompetens och då med inriktning på bedömning och återkoppling. Vidare förklaras varför autonomi gynnar elevers motivation samt hur ledarskapet kan styra den upplevda autonomin. Sociala relationer och socialt stöd har varit återkommande i den litteratur som berör motivation. Under rubriken förklaras hur sociala relationer kan kopplas ihop med motivation. Slutligen lyfts ”flow” som begrepp i resultat där det även ges en förklaring för hur flow kan utgöra grunden för inre motivation.Avslutningsvis förs en diskussion kring uppsatsens frågeställningar kopplat till det resultat som framkommit. Diskussionen förs kring elevers uppfattning av kompetens med speciellt fokus på bedömning och återkoppling. Därefter tas autonomistödjande ledarskap upp med en problematisering kring ledarskap och kontroll. Sist lyfts vikten av att skapa förtroendefulla relationer i syfte att motivera elever.
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Wang, Mei-Hui. "Disruptive behaviour among Taiwanese adolescents in maths and Chinese classrooms : does a combination of achievement goal theory and self-determination theory account for greater variance than either theory alone?" Thesis, University College London (University of London), 2011. http://discovery.ucl.ac.uk/10019992/.
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Lockhart, Tony F. "Increasing motivation by adapting intelligent tutoring instruction to learner achievement goals." Thesis, Georgia Institute of Technology, 2011. http://hdl.handle.net/1853/39556.
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The impact of affect on learning and performance has caused many researchers in the field of cognitive psychology to acknowledge the value of motivationally supportive instruction. Goal orientation, which refers to the perceptions and behaviors of the learner in achievement situations, has been the most predominant theory in learning motivation. However, research suggests multiple components are responsible for affecting student cognitive engagement. The traditional framework distinguishes individuals who are self-motivated to master challenging tasks from those who are motivated to earn favorable judgments of performance as intrinsic and extrinsic learners, respectively. In addition, learners may be further categorized by an eagerness to ensure a positive outcome or by their vigilance in avoiding negative outcomes. As such, my research explores how these motivational categories can be utilized to construct a more robust instructional model.
The objective of this research is to evaluate the effectiveness of adaptive remediation strategies on motivation and learning performance. Research suggests the cost of integrating cognitive tasks with error analysis outweigh the benefits of sparse learning gains. However, further investigation is required to understand how feedback can improve these outcomes. The experiment presented here seeks to evaluate the adaptive instruction of two pedagogical agents embedded within two separate versions of the Virtual BNI Trainer. The basic coach uses a model of the learner's experience level to determine an appropriate level of elaboration required during remediation. In contrast, the motivationally enhanced coach uses a model of the learner's goal orientation to construct feedback that appeals to their natural disposition.
A controlled experiment was conducted to evaluate the effects of adaptive instruction on student self-efficacy, engagement, and learning performance in the Virtual BNI Training Environment. The results of this experiment are used to establish guidelines for integrating goal orientation, error analysis, and feedback within a virtual coach, to improve motivation and learning performance. In addition, these findings also indicate areas for future research.
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Greenwood, Paul Brian. "Character And Caring in the Context of American Football: An Examination of the Relationship Between Positive Youth Development and Achievement Goal Theory." NCSU, 2007. http://www.lib.ncsu.edu/theses/available/etd-06222007-171050/.
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The purpose of this research was to examine the relationship between the positive youth development constructs of character and caring with achievement goal orientation and ability level, variables associated with achievement goal theory, in the context of organized American football. A multiple methods-mixed data approach to the research was utilized with self-administered web-based questionnaires and face-to-face interviews in an effort to provide increased understanding of the relationship between these theoretical perspectives. Participants were male adolescents attending an intercollegiate football skills camp. Significant findings included a relationship between increased self-reported ability level and measures of character and support for an interaction between ability level and orthogonal achievement goal orientation on measures of character. Recommendations for the field and future research are included in light of the limitations of the study. This initial examination of the relationship between an emerging theoretical framework in positive youth development and achievement goal theory provides an important first step towards development of an applied and conceptual model for youth development through organized sport.
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Ståhl, Jennie, and Emelie Haeggman. ""Det ska inte vara för klurigt… inte heller för lätt” : En utvärdering av motiverande matematikuppgifter för elever i årskurs 2." Thesis, Linnéuniversitetet, Institutionen för matematik (MA), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-85227.
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Denna studies syfte var att undersöka vilka uppgifter i matematikämnet som elever själva valde när de gavs möjlighet. Bakgrunden till studien har sitt ursprung i en systematisk litteraturstudie med syftet att se om undervisningens utformning kan påverka elevernas motivation och attityd inför matematikämnet. Studien och resultatet bygger på semistrukturerade intervjuer med 30 elever från två olika skolor. I intervjun fick eleverna börja med att själva berätta vad de tycker om att arbeta med inom matematik. Därefter utvärderades åtta olika matematikuppgifter och eleverna fick svara på vilka de föredrog att arbeta med. Denna studie visar att eleverna själva föredrog matematikuppgifter kopplade till den inre motivationen då de känner en tilltro till sin egen förmåga när de själva gav möjlighet att välja uppgifter. De uppgifter som eleverna föredrog är de uppgifter som ligger på en elevnära, spännande och lustfylld nivå som är rätt för varje enskild individ.
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Cermak, Joshua A. "Examining the Role of Goal Orientations, Motivational Climate, and Self-Esteem on Self-Handicapping Behavior in Division I Collegiate Athletes." Bowling Green State University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1530536354977531.
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Ståhl, Jennie, and Emelie Haeggman. "Motiverande matematik? : Kan undervisningens utformning bidra till elevers positiva attityd och motivation?" Thesis, Linnéuniversitetet, Institutionen för matematik (MA), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-79977.
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Detta arbete är en systematisk litteraturstudie med syftet att ta reda på om och i så fall hur undervisningen kan påverka elevers motivation och attityd till ämnet matematik och hur undervisningen kan utformas för att eleverna ska utveckla motivation och positiv attityd till matematik. Studiens resultat baseras på 15 stycken kvalitetsgranskade artiklar som tagits fram via systematiska databassökningar. Dessa artiklar har sedan mynnat ut i olika kategorier som resultatet presenteras i med hjälp av innehållsanalys. Resultatet visar bland annat att motivation och attityd går att påverka med hjälp av lärarens förväntningar på eleven. Resultatet visar även att elevernas motivation hänger samman med vad de har för prestationsmål, achievement goal och att lärandemål är att föredra framför resultatmål.
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Johansson, Alfred, and Mattias Stenman. "En ungdomstränares interagerande med fotbollsspelare under träning : Ur ett motivations- och lärandeperspektiv." Thesis, Gymnastik- och idrottshögskolan, GIH, Institutionen för idrotts- och hälsovetenskap, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:gih:diva-4840.
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Syfte och frågeställningar Syftet med studien var att undersöka hur en tränare i ett ungdomsakademilag bedrev fotbollsträning och interagerade med spelarna utifrån ett motivations- och inlärningsperspektiv. Detta ledde fram till följande frågeställningar: Utifrån Self-Determination Theory, var tränaren i sitt interagerande med spelarna övervägande autonomistödjande eller kontrollerande? Utifrån Achievement Goal Theory, var tränaren i sitt interagerande med spelarna övervägande uppgiftsorienterad eller ego-orienterad? Hur stor del av fotbollsträningen var isolerad kontra funktionell? Metod I studien deltog en tränare för ett akademilag i fotboll. Tränaren var 30 år gammal och hade en avslutad kandidatexamen i idrott samt var innehavare av UEFA Advanced Level Diploma. Tränaren videofilmades och observerades i efterhand utifrån ACT (Assessment of Coaching Tone). Omfånget var 5 träningspass och tiden i isolerade kontra funktionella övningar klockades. Resultat Tränarens interageranden var 11% Autonomy supportive, 37% Neutral och 52% Controlling. Evaluation related feedback var 22% Mastery-oriented, 32% Neutral och 46% Ego-oriented. Övningsformerna var till 95% funktionellt uppbyggda och till 5% isolerade. Slutsats Utifrån Assessment of Coaching Tone verkar tränaren i sina interageranden med spelarna vara övervägande kontrollerande samt skapa ett resultatorienterat motivationsklimat. Utifrån Self-Determination Theory och Achievement Goal Theory försvårar sannolikt dessa interageranden spelarnas möjlighet att utveckla självbestämmande motivation. Övningsformerna är i hög grad funktionella vilket sannolikt ökar chansen för att spelarna kan utveckla en perceptuell-kognitiv förmåga som krävs för att nå elitnivå.
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Haley, James. "To Curve or Not to Curve? The Effect of College Science Grading Policies on Implicit Theories of Intelligence, Perceived Classroom Goal Structures, and Self-efficacy." Thesis, Boston College, 2015. http://hdl.handle.net/2345/bc-ir:104165.
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Thesis advisor: George M. BarnettThere is currently a shortage of students graduating with STEM (science, technology, engineering, or mathematics) degrees, particularly women and students of color. Approximately half of students who begin a STEM major eventually switch out. Many switchers cite the competitiveness, grading curves, and weed-out culture of introductory STEM classes as reasons for the switch. Variables known to influence resilience include a student's implicit theory of intelligence and achievement goal orientation. Incremental theory (belief that intelligence is malleable) and mastery goals (pursuit of increased competence) are more adaptive in challenging classroom contexts. This dissertation investigates the role that college science grading policies and messages about the importance of effort play in shaping both implicit theories and achievement goal orientation. College students (N = 425) were randomly assigned to read one of three grading scenarios: (1) a "mastery" scenario, which used criterion-referenced grading, permitted tests to be retaken, and included a strong effort message; (2) a "norm" scenario, which used norm-referenced grading (grading on the curve); or (3) an "effort" scenario, which combined a strong effort message with the norm-referenced policies. The dependent variables included implicit theories of intelligence, perceived classroom goal structure, and self-efficacy. A different sample of students (N = 15) were randomly assigned a scenario to read, asked to verbalize their thoughts, and responded to questions in a semi-structured interview. Results showed that students reading the mastery scenario were more likely to endorse an incremental theory of intelligence, perceived greater mastery goal structure, and had higher self-efficacy. The effort message had no effect on self-efficacy, implicit theory, and most of the goal structure measures. The interviews revealed that it was the retake policy in the mastery scenario and the competitive atmosphere in the norm-referenced scenarios that were likely driving the results. Competitive grading policies appear to be incompatible with mastery goals, cooperative learning, and a belief in the efficacy of effort. Implications for college STEM instruction are discussed
Thesis (PhD) — Boston College, 2015
Submitted to: Boston College. Lynch School of Education
Discipline: Teacher Education, Special Education, Curriculum and Instruction
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Kubiak, Claudia. "Mätinstrument för information om elevers upplevelser av lektioner i idrott och hälsa." Thesis, Malmö högskola, Fakulteten för lärande och samhälle (LS), 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-34150.
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Syftet med studien var att undersöka giltigheten i en svensk översättning av mätinstrumentet ”Intrinsic Motivation Inventory” och dess generella användbarhet i relation till lektioner i idrott och hälsa bland svenska ungdomar i åldrarna 12-15 år i årskurs 6-9. Frågeställningar som ingick var 1; skiljer sig den i engelskspråkiga versionen och den svenska översättningen åt i giltigheten att mäta inre motivation? Frågeställning 2 var; påverkar översättningen kontexten basketboll till idrottslektioner samvariationerna av olika aspekter av begreppet inre motivation? Studien har utgått från achievement goal theory (AGT) (Roberts, 2012; Roberts & Kristiansen, 2012; Treasure & Roberts, 1995; Weinberg & Gould, 2007). Deltagare som tog del av studien var 180 grundskoleelever (N=180), flickor och pojkar i årskurs 6-9 från en grundskola i södra Sverige. Mätinstrument som användes bestod av en svensk översättning av den engelska versionen ”Intrinsic Motivation Inventory” (McAuley, Duncan & Tammen, 1989). Resultat från frågeställning 1 visar att den svenska översättningen av den engelska versionen (IMI) skiljer sig åt i giltigheten att mäta inre motivation, främst i Cronbach’s alfa. Den engelska versionen hade ett totalt Cronbach’s alfa på a=0,85 medan den svenska översättningen av instrumentet uppkom till ett totalt Cronbach’s alfa a=0,886. Resultat från frågeställning 2 visar att översättningen av kontexten basketboll till idrottslektioner ger olika samvariationer mellan underliggande dimensioner. Utmärkande skillnader är samvariationer mellan upplevd förmåga och utmaning/spänning, r=0,232, p<0,01 och mellan utmaning/spänning och ansträngning, r=0,160, p<0,05. Slutsatsen är bland annat, att den svenska översättningen av mätinstrumentet (IMI) kan med fördel användas som verktyg av nuvarande som blivande idrottslärare, för undersökning av underliggande aspekter av elevers inre motivation på idrottslektioner.
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Filip, Maurine. "MOTIVATION IN HIGH-LEVEL ROLLER DERBY : ATHLETES’ EXPERIENCED PEER MOTIVATIONAL CLIMATE AND BASIC PSYCHOLOGICAL NEEDS." Thesis, Umeå universitet, Institutionen för psykologi, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-136877.
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The motivation behind the revival and development of roller derby may provide valuable insight to the structure of established sports regarding athlete engagement, drop-out, and well-being. To investigate the relationship of the cross-theoretical concepts, self-reported satisfaction and thwarting of basic psychological needs, and peer motivational climate of 255 high-level flat track roller derby athletes was examined in a cross-sectional design. Hierarchal regression analysis showed low effects of basic needs satisfaction on performance. Basic psychological need satisfaction and thwarting predicted 63% of the experienced task-involved motivational climate variance and 25% of ego-involved motivational climate. Relatedness proved strongest in predicting both types of peer motivational climates. In conclusion, the employed study method, limitations of the study, and recommendations for future research are discussed.Motivationen bakom återuppväckandet och utvecklingen av roller derby kan bidra med värdefull insikt i etablerade idrotters struktur gällande idrottares engagemang, avhopp, och välmående. Studiens syfte var att undersöka relationen mellan tvär-teoretiska koncept. Med en tvärsnittsdesign undersöks självrapporterad upplevelse av tillfredsställda och nedtryckta psykologiska behov, samt motivationsklimat hos 255 högpresterande flat track roller derby idrottare. Hierarkisk regressionsanalys påvisade svag effekt av behovstillfredsställelse på prestation. Grundläggande psykologisk behovstillfredsställelse och nedtryck förklarade 63% av variansen i det uppgiftsorienterade motivationsklimatet, och 25% av det ego-orienterade motivationsklimatet. Samhörighet visade på störst förutsägbarhet på båda typerna av motivationsklimat. Avslutningsvis diskuteras studiens metod och begränsningar, samt förslag på framtida studier.
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Tober, Jennie Elizabeth. "Impact of Standards-Based Grading on Perceived Classroom Goal Structures andStudent Motivational Beliefs." The Ohio State University, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=osu1543421779746827.
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Håkansson, Rasmus, and Louise Rudbäck. "Spelifiera för att träna mera : En studie som undersöker ifall en träningsapplikation med inslag av digital personlig tränare och spelifiering kan öka motivation under träning." Thesis, Linnéuniversitetet, Institutionen för informatik (IK), 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-66867.
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Studiens syfte är att undersöka ifall en träningsapplikation med inslag av spelifiering och personlig tränare kan öka motivation under träning. Samtidigt undersöks vilka funktioner som önskas i följande applikation av användare. Träning är något som är otroligt viktigt för en persons hälsa vilket gör området aktuellt eftersom tanken med applikationen är att fler ska bli engagerade i träning. För att förstå vad som motiverar personer överlag men även till träning har flera olika teorier undersökts, exempelvis achievement goal theory och den transteoretiska modellen för förändring. För att ta reda på vilka funktioner som önskades av användarna genomfördes sju intervjuer. De gav ett flertal olika förslag på funktioner bland annat tips på nya övningar och visuella instruktioner. Bland annat med hjälp av insamlad data från intervjuerna utvecklades en prototyp. I prototypen har spelifiering implementerats med nivåer och märken. För att ta reda på om den framtagna prototypen kunde öka motivation under träning genomfördes ett antal användartest. I testet fick de först fylla i en enkät där de bland annat fick ange sin nuvarande inställning till träning. Deltagarna fick sedan utföra två likadana träningspass. Det första genomfördes med enbart ett papper med instruktioner till de övningar som skulle ingå. Det andra träningspasset utfördes tillsammans med prototypen. Under dessa två träningspass samlades kvantitativ data in genom Emotiv som mäter hjärnans elektriska aktivitet (EEG). Då passen var slutförda fick deltagarna ställa upp på en intervju med frågor om hur motivationen upplevdes mellan de olika passen. Resultatet från mätningen av Emotiv och intervjuerna stämde inte direkt överens. Genom att endast analysera data från Emotiv gick det inte på något sätt se att deltagarna blev mer motiverade när de fick använda prototypen. Däremot var det enligt data från intervjuerna tydligt att deltagarna kände sig mer motiverade och tyckte att det blev roligare när de fick träna med prototypen. Data från dessa intervjuer kommer ligga till grund för det slutgiltiga resultatet. Spelifiering fick även positiv respons från deltagarna under intervjun då ett par personer menade att spelelementen absolut skulle kunna bidra till ökad motivation. Samtliga deltagare under användartestet uppgav att de tränade för deras egen skull, vilket kan ses som mastery-approach goals enligt teorin achievement goal theory. Det blir dock svårt att påstå att resultatet är helt säkert eftersom deltagarna inte fick tillräckligt med tid till att interagera med prototypen.The purpose of this study is to research whether an exercise application with a feature of gamification and personal trainer may increase motivation during exercise, as well as what features are desired in such an application. Training is something that is important for a person's well-being, thus the idea of the application is to get more people involved in physical activity. To understand what motivates people overall but also specifically to work out, several theories have been studied, such as achievement goal theory and the transtheoretical model of change. Seven interviews were conducted to find out what features were desired. They gave a variety of suggestions on features, including tips on new exercises and visual instructions. With the help of collected data from the interviews and examination of theories, a prototype was developed. In the prototype gamification has been implemented with game elements like levels and badges with the hope that gamification will help change behavior and strengthen motivation and commitment. In order to find out if the developed prototype could increase motivation during exercise, a number of user tests were conducted. In the test, they first had to fill in a questionnaire where they, among other things, had to indicate their attitude towards exercise. The participants were then asked to perform two identical workouts. The first only included a paper with instructions for the planned workout. The second workout was performed together with the prototype. During the two workouts, quantitative data was collected through Emotiv which measure the brain's electrical activity (EEG). Once the training sessions were completed, participants were asked to take part in an interview. These included questions about level of motivation, comparing one session to the other. By analyzing data from Emotiv, it was by no means possible to see that the participants became more motivated while using the prototype. However, it was clear from the interviews that participants felt more motivated and found it more fun when they were training with the prototype. Data from these interviews will form the basis for the final result. Gamification got a positive response from the participants during the interview when a couple of people thought that the game elements could definitely contribute to increased motivation. All participants during the user test stated that they were working out for their own sake, which can be seen as mastery-approach goals according to achievement goal theory. However, it is difficult to assert that the results in this study are absolutely certain as participants did not have enough time to interact with the prototype.
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Schuyten, Pierce Sara Elizabeth. "The relationship between epistemological beliefs and academic achievement goals in middle school children." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2738.
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Nilsson, Michael, and Karl Andersson. "Motivationsklimat i fotbollens elitförberedande verksamhet." Thesis, Gymnastik- och idrottshögskolan, GIH, Institutionen för idrotts- och hälsovetenskap, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:gih:diva-3763.
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Syfte och frågeställningar Syftet med studien var att undersöka motivationsklimat inom ungdomsakademier i elitfotbollen i Stockholm med hjä̈lp av följande frågeställningar: - Vad innebär ett prestations- och resultatorienterat motivationsklimat för chefer och tränare inom akademin? - Vilket motivationsklimat prioriteras i akademiverksamheten? - Upplever tränarna att motivationsklimatet ger effekter i termer av inre motivation och långsiktig idrottslig framgång? - Vilka metoder används i praktiken för att skapa önskvärt motivationsklimat? Metod Studien är en kvalitativ sådan. Arbetet har använt sig av en triangulering i två elitföreningar i fotboll, inkluderat två intervjuer med akademichefer, fyra intervjuer med akademitränare, samt en observation. För att besvara arbetets syfte och frågeställningar har en egen intervju- och observationsguide arbetats fram med achievement goal theory, och self-determination theory som grund. Intervjuerna har varit av semistrukturerad karaktär och behandlat fyra övergripande områden gällande motivationsklimat. Utifrån ett hermeneutiskt perspektiv har insamlad data transkriberats för vidare analys utifrån en deduktiv ansats vilket ligger till grund för arbetets resultat. Resultat En gemensam åsikt bland respondenterna är att ett resultatorienterat motivationsklimat innebär att lagets resultat är överordnat individens utveckling. Det innebär också att tränarna tillhandahåller sig rätten att matcha laget så som ansvarig ledare önskar. För spelaren innebär det att dennes speltid kan komma att påverkas. Respondenterna menar att ett prestationsorienterat motivationsklimat innebär att individens utveckling är överordnad lagets resultat. Tränaren kan i ett sådant klimat matcha spelare i en position där denne utvecklas mest. Det innebär att resultatet kan komma att påverkas negativt kortsiktigt men är till fördel ur ett långsiktigt perspektiv. Respondenterna är överens om att både resultat och prestation behöver finnas med, dock skiljer det sig när akademierna introducerar resultatet. Gemensamt är att spelarens individuella utveckling är av högsta prioritet. Resultatet visar att tränarna involverar spelarna med hjälp av frågor vilket författarna anser bidra till autonomi eftersom att spelarna involveras i deras utvecklingsprocess. Vidare utdelades positiv feedback som torde bidra till att öka spelarnas upplevda kompetens. Med hjälp av resultatet kan ansvariga ledare höja spelarnas arbetsinsats, det beskrivs dock som viktigt att fokusera på uppgiften för att enklare kunna utvärdera ens egen prestation. Slutsats Resultatet visar att akademiernas bild över vad ett resultat- och prestationsorienterat motivationsklimat innebär, överensstämmer med vad forskningen visar. Gemensamt för akademierna är att individens utveckling är av högsta prioritet och därmed överordnad lagets kortsiktiga resultat. Forskningen beskriver flera fördelar med ett prestationsorienterat motivationsklimat kontra ett resultatorienterat sådant. Det är dock ingen självklarhet att detta avspeglas bland Stockholms ungdomsakademier i fotboll.
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Lens, Willy, Lennia Matos, and Maarten Vansteenkiste. "El profesor como fuente de motivación de los estudiantes: Hablando del qué y del por qué del aprendizaje de los estudiantes." Universidad Peruana de Ciencias Aplicadas (UPC), 2015. http://hdl.handle.net/10757/346219.
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In this article we will discuss how teachers, principals, student counselors, and other
professionals in education, can enhance the quantity and the quality of students' motivation by
affecting what students are motivated for (i.e., their academic achievement goals) and the
reasons why they strive to reach those goals. Based on Achievement goal theory and on Selfdetermination
theory we will discuss these qualitative differences in students' motivation and we
will explain why teachers should create a learning environment that fosters these more optimal
types of motivation.En este artículo se discutirá cómo los profesores, directores, consejeros escolares y otros profesionales de la educación pueden mejorar la cantidad y la calidad de la motivación de los estudiantes, trabajando en el “qué” los motiva (metas de logro académico, por ejemplo) y en el “por qué” (razones) ellos luchan por alcanzar estas metas. Con base en la Teoría de las Metas de Logro y en la Teoría de la Autodeterminación, se discutirán las diferencias en la calidad de la motivación de los estudiantes y se explicará por qué los profesores deben crear un ambiente de aprendizaje que promueva formas óptimas de motivación.
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Rodriguez, Aracely. "Psychosocial Motivators for Obstacle Course Racing: A Qualitative Case Study." DigitalCommons@CalPoly, 2015. https://digitalcommons.calpoly.edu/theses/1469.
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This study explored the psychological and sociological motivations of adult female and male obstacle course racers. A qualitative case study approach was used to explore the views, experiences, and motivations of obstacle course racing (OCR) participants. Descriptive statistics and cross tabulation was used to interpret responses to the 297 online questionnaires. A content analysis approach was used to analyze the qualitative data gathered from three focus groups with a total of 20 obstacle course racers. Three theories formed the basis of the study: Self-Determination Theory (SDT), Achievement Goal Theory (AGT), and Social Leaning Theory (SLT). Overall, findings supported previous research regarding motivations to participate in adventure racing and extreme sports. Individuals were guided more by intrinsic motives than extrinsic motives. Important motivations for obstacle course racers included the camaraderie among participants, connecting and socializing with other like-minded people, having fun, and having a physical challenge that allowed them to progress and keep on track with their health goals. Obstacle course racing was perceived as positively impacting participants’ health, mental wellness and their confidence in their physical abilities as well as in other areas of their lives. Findings from this study may inform future interventions to increase participation in OCR or to increase overall physical activity among adults by building on camaraderie, social connection, enjoyment, and self-efficacy.
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Chu, Tsz Lun. "The Roles of Coaches, Peers, and Parents in High School Athletes' Motivational Processes: A Mixed-Method Study." Thesis, University of North Texas, 2008. https://digital.library.unt.edu/ark:/67531/metadc1248411/.
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Grounded in self-determination theory and achievement goal theory, the purpose of this mixed-methods study was to examine the underlying motivational processes from social environments created by coaches, peers, and parents to motivational outcomes in high school athletes, with an emphasis on the relative influence of social agents in basic psychological needs (i.e., autonomy, competence, and relatedness). The quantitative part of this study tested a hierarchical model of high school sport motivation in a final sample of 311 student athletes (204 boys, 107 girls) using structural equation modeling: social factors (coach-, peer-, and parent-created motivational climates) -> psychological mediators (need satisfaction and frustration) -> types of motivation (autonomous motivation, controlled motivation, and amotivation) -> consequences (subjective vitality, athlete burnout, and intention to drop out). Invariance across gender and across team type (varsity vs. non-varsity) was also tested. Adequate model fits were achieved in separate "brighter side" and "darker side" models across the overall sample, gender, and team type. The follow-up qualitative part of this study explored "how" beyond "what" coaches, peers, and parents contribute to the social environments, need frustration, and negative motivational outcomes in sport in a subsample of 37 student athletes (24 boys, 13 girls) who reported high amotivation/burnout and higher than average dropout intentions in the quantitative survey. Content analysis and observation were conducted to interpret the focus group interview data among athletes across gender and team type. The results of both quantitative and qualitative parts were integrated and compared to summarize the roles of coaches, peers, and parents in the "brighter and darker sides" of athletic experience in high school athletes.
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Chu, Tsz Lun. "The Roles of Coaches, Peers, and Parents in High School Athletes' Motivational Processes: A Mixed-Methods Study." Thesis, University of North Texas, 2018. https://digital.library.unt.edu/ark:/67531/metadc1248411/.
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Grounded in self-determination theory and achievement goal theory, the purpose of this mixed-methods study was to examine the underlying motivational processes from social environments created by coaches, peers, and parents to motivational outcomes in high school athletes, with an emphasis on the relative influence of social agents in basic psychological needs (i.e., autonomy, competence, and relatedness). The quantitative part of this study tested a hierarchical model of high school sport motivation in a final sample of 311 student athletes (204 boys, 107 girls) using structural equation modeling: social factors (coach-, peer-, and parent-created motivational climates) -> psychological mediators (need satisfaction and frustration) -> types of motivation (autonomous motivation, controlled motivation, and amotivation) -> consequences (subjective vitality, athlete burnout, and intention to drop out). Invariance across gender and across team type (varsity vs. non-varsity) was also tested. Adequate model fits were achieved in separate "brighter side" and "darker side" models across the overall sample, gender, and team type. The follow-up qualitative part of this study explored "how" beyond "what" coaches, peers, and parents contribute to the social environments, need frustration, and negative motivational outcomes in sport in a subsample of 37 student athletes (24 boys, 13 girls) who reported high amotivation/burnout and higher than average dropout intentions in the quantitative survey. Content analysis and observation were conducted to interpret the focus group interview data among athletes across gender and team type. The results of both quantitative and qualitative parts were integrated and compared to summarize the roles of coaches, peers, and parents in the "brighter and darker sides" of athletic experience in high school athletes.
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Kinch, Croneborg Louise. "Samband mellan målorientering, motivationsklimat, upplevd prestation och tävlingsrelaterad ängslan/oro hos ungdomar i alpin utförsåkning." Thesis, Stockholms universitet, Psykologiska institutionen, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-99921.
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Achievement Goal Theory (AGT) utgår ifrån att alla individer vill visa sin kompetens vilket tar sig uttryck i två målinriktningar; ego och task. Individen påverkas av omgivningen som driver ett motivationsklimat som kan uttryckas i samma typer av målinriktning. Motivationsklimatet och målinriktningarna anses påverka hur individen agerar och hanterar t.ex. ängslan/oro och prestation. Denna studie behandlar samband mellan individuella målinriktningar, upplevt motivationsklimat drivet av tränare, träningskamrater och föräldrar, tävlingsrelaterad ängslan/oro och upplevd prestation. Undersökningsdeltagare var femtonåriga svenska ungdomar som tävlade i alpin utförsåkning (N=56). Multipel regressionsanalys användes för att analysera samband och signifikanta förklaringsvarianser. Störst bidrag från omgivningen på tävlingsrelaterad ängslan/oro verkade mammor ha (negativt bidrag). Kamrater var viktigare för individen än övrigt socialt stöd. Den alpina gruppen var mer ego-orienterad jämfört med resultat i studier med andra ungdomar i samma ålder och uppvisade en individuell målorientering som snarare motsvarade äldre elitidrottares, samtidigt som den relativt sett skattade ett lägre taskinriktat motivationsklimat
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Dunaetz, David R. "The Achievement of Conflict-Related Goals Leads to Satisfaction with Conflict Outcomes." Scholarship @ Claremont, 2014. http://scholarship.claremont.edu/cgu_etd/89.
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Interpersonal conflict, a process involving perceptions of differences and opposition, is often an undesired but inevitable consequence of interaction between individuals. Multiple goals (internal representations of desired states) can be present in interpersonal conflict. Past studies identify four major categories of conflict-related goals: content goals, relationship goals, identity goals, and process goals; the last three may be classified together as social goals. Several hypotheses were tested in an online experiment in which adult members of evangelical churches (N = 276) imagined themselves in various church-related conflict situations. Participants were assigned to one of two conditions; in one condition, participants read scenarios where their content goals were achieved and in the other condition, participants read scenarios where their content goals were not achieved. Each participant read a series of three scenarios involving the different types of social goals. For each of the three scenarios, they imagined how satisfied they would be with two different outcomes. In the first outcome, in addition to achieving or not achieving their content goal (depending on the condition), they did not achieve the social goal that was made salient (e.g., the relationship is damaged or they lose face); in the second outcome, they achieved this social goal. In addition, participants completed individual difference measures of dominance, sociability, face threat sensitivity, and justice sensitivity. This study found support for the hypothesis that the achievement of each type of conflict-related goal leads to greater satisfaction with the conflict outcome than not achieving the goal. It also found support for the hypothesis that the achievement of two conflict-related goals (specifically, a content goal and a social goal) interact to lead to greater satisfaction with the conflict outcome beyond the main effects of achieving each goal individually. Additionally, this study tested hypotheses that individual differences (dominance, sociability, face threat sensitivity, and justice sensitivity) moderate the relationship between conflict-related goal achievement and conflict outcome satisfaction. Support was only found for the hypothesis that individuals higher in sociability report greater differences in satisfaction when their relationship goals are achieved (relative to not achieved) than those who score lower in sociability. The results imply that, when both a content goal and a social goal are present, disputants are especially satisfied when both goals are achieved. Exploratory analyses also indicated females, younger adults, and people with greater church involvement responded more strongly to achieving goals than males, older adults, and those with less church involvement. This information can be used by disputants, negotiators, and mediators who are concerned about maximizing joint outcomes.
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Bertilsson, Nicole. "Land of the (Un)Free : The Black Lives Matter Movement’s Objectives and Achievements." Thesis, Linnéuniversitetet, Institutionen för samhällsstudier (SS), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-101522.
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This thesis studies the ‘Black Lives Matter’ movement and what achievements it has been able to accomplish related to its objectives, in order to create a better under- standing of how new social movements work and what they can accomplish. The objectives and achievements were divided into different categories: cultural recognition, physical security, socio-economic, and other. The findings show that most of the objectives were of the physical security and socio-economic category while most of the achievements were outside of the objectives the BLM movement set and are mostly related to the cultural recognition category. The study argues that this is due to the characteristics of the BLM movement as a new social movement as well as the BLM not being specific enough in its objectives. With this knowledge there is an understanding that new social movements are very good at engaging people but could improve in their achievements.
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Bakker, Andrea I. "Aiming for Success or Bracing for a Failure? The Influence of Stereotype Threat on Women's Math Achievement Goals." Oxford, Ohio : Miami University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=miami1176899976.
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Desit-Ricard, Isabelle. "Relations entre performances académiques, motivation, sentiment d’efficacité personnelle et buts d’accomplissement : une étude menée auprès d’étudiants de classes préparatoires aux grandes écoles scientifiques." Thesis, Aix-Marseille, 2015. http://www.theses.fr/2015AIXM3041.
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Cette recherche a été menée auprès d'étudiants de Classes Préparatoires aux Grandes Ecoles Scientifiques. Un de ses objectifs est d'analyser l'influence des variables motivationnelles sur la performance académique. L’auto-efficacité académique, l’orientation des buts et la motivation autodéterminée sont souvent citées pour leur rôle majeur dans la réussite universitaire. Ces variables sont issues de cadres théoriques distincts et nous souhaitons étudier comment elles s'influencent mutuellement. Des outils psychométriques, dont une échelle d’auto-efficacité académique, ont été créés et validés. Des analyses en pistes causales ont été effectuées afin de proposer un modèle traduisant les influences qui existent entre variables motivationnelles et performances académiques.Nos résultats montrent que :- l’auto-efficacité est la seule variable motivationnelle à avoir une influence directe sur les performances académiques ;- le but d’approche de la maîtrise est sous influence de l’auto-efficacité et une orientation vers ce type de but influence positivement la motivation intrinsèque et négativement l’amotivation ;- le but d’approche de la performance a une influence positive sur les différentes formes de motivation extrinsèque et, parmi ces dernières, la motivation extrinsèque à régulation identifiée influence positivement l’auto-efficacité tandis que la motivation extrinsèque à régulation externe l’influence négativement ;- l’amotivation influence négativement l’auto-efficacité académique ;- l’impact de l’amotivation sur les performances académiques est totalement médiatisée par l’auto-efficacité.Des prolongements de cette étude et certaines applications sont proposésThis research has been carried out among French science students enrolled in CPGE (Classes Préparatoires aux Grandes Ecoles). One of its objectives is to study how motivational variables influence academic achievement. Academic self-efficacy, achievement goals or self-determined motivation are reported to play an important part in academic achievement. By relating self-efficacy, goal orientations and motivation, as conceptualized in self-determination theory, to both preceding and subsequent academic achievement, it is possible to further investigate the structural relation between these variables. Therefore, we aim at analysing the mutual influences which exist among them.Psychometric tools, among which an academic self-efficacy scale, were created and validated. Path analysis were performed in order to produce a multivariate model including motivational variables, previous academic performance and subsequent academic achievement. Our results showed that:- self-efficacy is the only motivational variable that directly influences academic achievement; - mastery approach goal, which is influenced by self-efficacy, enhances intrinsic motivation but is negatively related to amotivation;- performance approach goal enhances extrinsic motivation and identified regulated extrinsic motivation is positively related to self-efficacy while externally regulated extrinsic motivation is negatively related to it;- amotivation is negatively related to self-efficacy;- Self-efficacy beliefs are mediators between amotivation and subsequent academic achievement.Future research could build on these findings. Suggestions of applications are provided
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Antonsson, Anna. "Lärarens dubbla uppdrag inom Ekonomiprogrammet." Thesis, Linnéuniversitetet, Institutionen för utbildningsvetenskap (UV), 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-49610.
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Denna studie handlar om lärarens dubbla uppdrag inom gymnasieskolans ekonomiprogram och är ännu en studie som visar på att uppgiftsorienterat/elevaktivt förhållningssätt ger läraren förutsättning att uppfylla Skollagens båda uppdrag, att ge eleverna kunskaper och demokratiska värden, samt känna lust i lärandet samtidigt. Utgångspunkt är Skollagen och Skolverkets texter. Skollagen initierar att eleverna genom sin utbildning skall erhålla kunskaper och demokratiska värden. Det är detta som är studiens definition av det dubbla uppdraget. Tanken bakom studien är; Skollagen initierar det dubbla uppdraget, detta realiseras via uppgiftsorienterat/ elevaktivt förhållningssätt vilket ger eleven en dialektisk utveckling. Syftet i studien är att undersöka om eleverna genom arbetssätten uppgiftsorienterat/elevaktivt förhållningssätt utvecklar de medierande metoderna ”förberedelser med informationsintag inför deliberativa samtal” och ”förmåga att delta i deliberativa samtal.” Om detta skulle visa sig stämma skulle detta vara en användbar modell för att genomföra lärarens dubbla uppdrag samtidigt. Studiens frågeställningar: Utvecklar eleverna bättre översikt eller arbetsplanering av kursen? Upplever eleverna lust i lärandet? Påverkar metoden elevernas kunskapsresultat? Begrepp som är väsentliga för studien är; beslutsprocesser, det deliberativa samtalet, dialektik, elevaktivitet, grundprincipen offentlighet i det deliberativa samtalet, lärarens dubbla uppdrag, medierande metoder, påverka utbildningen till form och innehåll, uppgiftsorienterad pedagogik. Varför det är väsentligt att arbeta med de demokratiska värdena samt ge eleverna arbetssätt för att snabbt ta in information just inom Ekonomiprogrammet? Eleverna inom detta program kommer i sina framtida yrkesroller att delta i beslutsfattande i miljöer som inte präglas av demokratiska värden. Det är därför viktigt att de lär sig demokratiska arbetssätt som det deliberativa samtalet inför sitt yrkesliv. Det handlar om vilka ledare vi skapar inför framtiden. Eleverna måste även kunna arbeta självständigt med informationssökning i sina yrkesroller. Studien är utformad som en enkätstudie där två klasser, EK13 & EK14, som läser marknadsföring parallellt, ombeds utvärdera ett kursmoment (kurs1) som genomförs med ordinarie lärares ”vanliga” arbetssätt. Därefter genomförs ett kursmoment (kurs2) som är utformat i enlighet med uppgiftsorienterat/elaktivt förhållningssätt. Eleverna ombeds utvärdera även denna kurs med samma enkätformulär som för kurs1. Teoretisk referensram för utformning av studien är Egidius, Hansén, Nihlfors, Selberg, Vygotskij med fokus på elevinflytande och hur det kan påverka utveckling av kompetenser i form av kunskaper och demokratiska värden. Undersökningen visar att arbetssätten ger eleverna möjlighet att utveckla medierande metoder för ”förberedelser med informationsintag inför deliberativa samtal” och ”förmåga att delta i deliberativa samtal”. Det finns indikationer på att eleverna utvecklar en bättre arbetsplanering och översikt över kursen. Det finns starka indikationer på att eleverna upplever större lust i lärandet. Resultaten visar även att arbetssätten är effektiva med avseende på elevernas kunskapsutveckling. Därmed konstateras att uppgiftsorienterat/elevaktivt förhållningssätt är en användbar modell för att genomföra lärarens dubbla uppdrag samtidigt inom ekonomiprogrammet.This study is about the teacher's dual mission in upper secondary school alignment economy and is yet another study showing that the approach joint influence in learning, gives teachers prerequisite to meet the two missions stated in the Education Act, to give students both skills and democratic values, and feel the desire of learning at the same time. Starting point of the study is the texts of the Education Act and the National Agency for Education. The Education Act initiates that the students through their training shall receive skills and democratic values. It is this which is the study's definition of the dual task. The idea behind the study is; The Education Act initiates the dual task, this is then realized through joint influence in learning, giving pupils a dialectical development. The purpose of the study is to investigate whether the students through joint influence in learning, develops the mediating methods "preparation of information intake before the deliberative dialogue 'and' ability to participate in deliberative dialogue." If this proved correct, this would be a useful model for implement teacher's dual mission simultaneously. The study's questions: Does students develop better overview or work planning of the course? Does the students experience desire for learning? Does the method affect the students' academic achievement? Concepts that are essential for the study; decision-making, the deliberative dialogue, dialectic, joint influence in learning, the principle of openness in the deliberative dialogue, the teacher's dual role, mediating practices, influencing the education in form and content, Achievement goal theory. Theoretical framework for the design of the study is Egidius, Hansen, Nihlfors, Selberg, Vygotsky, focusing on joint influence in learning and how this can affect the development of competencies in terms of knowledge and democratic values. Why is it essential to work with democratic values in alignment economy? Students of this program, will in their future professional roles, participate in decision making in environments that are not characterized by democratic values. It is therefore important that they learn democratic functioning as deliberative dialogue before his or hers professional life. It's about what kind of leaders we create for the future. The students must also be able to work independently with different kinds of information in their professional roles. The study is designed as a survey in which two classes, EK13 and EK14, which both read marketing in parallel, are asked to evaluate the course modules (course1) undertaken by the regular teachers 'usual' approach. Then a lesson is conducted (course2) which is designed in accordance with joint influence in learning. Students are asked to evaluate also this course with the same questionnaire as for course1. The survey shows that the working methods in joint influence in learning gives students the opportunity to develop mediating methods of "preparation of information intake before the deliberative dialogue' and 'ability to participate in deliberative dialogue'. There are indications that students develop a better work planning and overview of the course. There are strong indications that students experience a greater desire for learning. The results also show that working methods are efficient in terms of pupil achievement. Thus found that joint influence in learning is a useful model for implementing the teacher's dual mission simultaneously.
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Aleahmad, Turadg. "Improving Students’ Study Practices Through the Principled Design of Research Probes." Research Showcase @ CMU, 2012. http://repository.cmu.edu/dissertations/129.
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A key challenge of the learning sciences is moving research results into practice. Educators on the front lines perceive little value in the outputs of education research and demand more “usable knowledge”. This work explores the potential instead of usable artifacts to translate knowledge into practice, adding scientists as stakeholders in an interaction design process. The contributions are two effective systems, the scientific and contextual principles in their design, and a research model for scientific research through interaction design.
College student study practices are the domain chosen for the development of these methods. Iterative ethnographic fieldwork identified two systems that would be likely to advance both learning in practice and knowledge for applying the employed theories in general. Nudge was designed to improve students’ study time management by regularly emailing students with explicit recommended study activities. It reconceptualizes the syllabus into an interactive guide that fits into modern students' attention streams. Examplify was designed to improve how students learn from worked example problems by modularizing them into steps and scaffolding their metacognitive behaviors though problem-solving and self-explanation prompts. It combines these techniques in a way that is exceedingly easy to author, using existing answer keys and students' self-evaluations.
Nudge and Examplify were evaluated experimentally over a full semester of a lecture-based introductory chemistry course. Nudge messages increased students’ sense of achievement and interacted with students’ existing time management skills to improve exam grades for poorer students. Among students who could choose whether to receive them, 80% did. Students with access to Examplify had higher exam scores (d=0.26), especially on delayed measures of learning (d=0.40). A key design decision in Examplify was not clearly resolvable by existing theory and so was tested experimentally by comparing two variants, one without prompts to solve the steps. The variant without problem solving was less effective (d=0.77) and less used, while usage rates of the variant with problem solving increased over time.
These results support the use of the design methods employed and provide specific empirical recommendations for future designs of these and similar systems for implementing theory in practice.
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CECALUPO, ALESSANDRA. "Achievement goals, social goals and future expectations: the role of the family in shaping students' educational paths." Doctoral thesis, 2022. http://hdl.handle.net/11573/1657307.
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The experience students make of their scholastic life is continuously shaped by a multitude of intra-psychological, inter-psychological, and contextual factors, that can either enhance or hinder students’ well-being, the quality of their life, and their life satisfaction both inside and outside of school. In particular, family influences have often been found to be one of the most important of said factors.
The purpose of this doctoral dissertation was to contribute to the discourse on motivation in education. In particular, drawing from the Achievement Goal theory (AGT), its purpose was to integrate the existing knowledge about the antecedents and consequences of motivational orientations by considering their social-relational nature. Particular attention was given to the role of perceived parental goals and social goals. Three empirical studies were conducted. The first study aimed at analysing the relationship between perceived parental goals and high-school students’ expectations of further education. In particular, it aimed at examining how this relationship could be mediated by students’ achievement goals and social goals. The second study aimed at testing whether the same effects found in Study 1 would emerge for students attending the first year of upper-secondary school during the first months of the Coronavirus outbreak in Italy, when a lockdown was imposed and students attended school online. Finally, Study 3 aimed at analysing the relationships among parental perceived goals, students' individual and social goals, and students’ expectations for university students.
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Ross, Shelley Paige. "An emotional approach to achievement goal theory : the role of emotion and goal orientation in response to failure and success." 2003. http://hdl.handle.net/1828/377.
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TSENG, CHIEN-HSIANG, and 曾建翔. "Discussing Purchase Intention of Different Achievement Goal Consumer by Flow Theory─The case of Hearthstone." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/5q585e.
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碩士世新大學
公共關係暨廣告學研究所(含碩專班)
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Having entertainment activities is the way people relieve their stress and mitigate their mind. And playing game is one of the leisure activities selected by consumers most often. Nowadays, although the video games still occupy high ratio of the game market, but with the development of mobile devices and growth of social networks, mobile games have become more and more popular and also been developed for varied applications. This tendency brings high potential to mobile game industry and its output value is forecasted to reach 7.5 billion US dollars in 2018. However, in Taiwan, the development of mobile game industry is still restricted, only hundreds of million US dollars per year. The main reason is because despite there are many types of games, the contents are too similar to attract consumers difficultly. In addition, except non-attractive quality and content to most consumers, free download habit and high game price reduce the interest on the student consumption group. Many reasons cause the phenomenon that lots of people are playing mobile games, but the mobile game market is extremely limited. Therefore, increasing the amount and proportion of mobile games paid, it can make mobile game market grows significantly. And it’s the top priority step for this industry. In the past, there are many researches talk about game player’s purchase intention. From relative studies, we could understand that the Flow Experience is the main factor which could influences consumer. The study adopts questionnaire survey and purposive sampling, based on Hearthstone produced by Blizzard Entertainment, to discuss the reasons affect flow experience and according to the point of achieve- ment goal theory to view different consumer’s achievement goal causes different levels Flow Experience. Also, adding in player’s knowledge of game content, to study if the structure of game background will influence the establishment of flow experi- ence. At last, to discuss the relation between flow experience and purchase intention. From research we have three discoveries: (1) Except performance-avoidance goal, Mastery goal & performance-approach goal both could influence flow experience. And performance-approach goal even could skip flow and influence purchase intention directly. (2) The knowledge of game content although could not affect the degree of flow experience, it could makes player increase purchase intention via Game construction. (3) Once the players get flow experience by the game, they would love to pay more time or money to extend their sense of flow. It means high flow experience could make players have higher purchase intention.
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Hsieh, Shu-Ming, and 謝書旻. "Self-efficacy, Achievement goal theory, Test anxiety and Learning Strategies for Mathematic Achievement─ A Study of The United Classes of Calculus at NCU." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/26141023922914987096.
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碩士國立中央大學
數學系
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The purpose of this study is to investigate the relationships among self-efficacy, achievement goal, test anxiety, learning Strategies , and the influences of these factors on the mathematic achievement for the students in university. This study is based on Joint Teaching Calculus system which created by National Central University with sample of 329 freshmen who enrolled in Calculus course in Department of Management, and it measures the self-efficacy, achievement goal, test anxiety and learning strategies using designed questionnaire. The reliability and validity analysis were used in developing questionnaire to ensure it is an adequate reliability and validity measure. Constructing self-efficacy, achievement goal, test anxiety and learning strategies and the influences on the mathematic academic achievement were discussed in several literatures and were analyzed by Structural Equation Modeling (SEM). In this study, the result indicates that (1) Self-efficacy has a direct positive effect on mastery-approach goal and performance-approach goal; non-direct positive effect on mathematic achievement, but direct negative influence toward performance-avoidance goal. (2) Mastery-approach goal has a direct positive effect on mathematic achievement when learning strategies were used；performance-avoidance goal has non-direct negative influence toward mathematic achievement when subject facing test anxiety； performance-approach goal has a direct positive effect on mastery-approach goal.(3) Test anxiety exerted significant direct negative effect on mathematic achievement. (4) Learning strategies has a direct positive effect on mathematic achievement.Finally, this study provided implications for mathematics education and suggestions for future research.
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Dyrlund, Allison Kay. "An examination of the integrative relationship among the factors of achievement goal theory and self-determination theory addressing existing problems and missing links /." 2008. http://etd.lib.fsu.edu/theses/available/etd-08152008-140325.
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Thesis (Ph. D.)--Florida State University, 2008.Advisor: Gershon Tenenbaum, Florida State University, College of Education, Dept. of Educational Psychology and Learning Systems. Title and description from dissertation home page (viewed Feb. 10, 2009). Document formatted into pages; contains viii, 78 pages. Includes bibliographical references.
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"Exploring the mechanism of academic motivation : an integration of self-determination and achievement goal theories from a critical realist perspective." Thesis, 2015. http://hdl.handle.net/10388/ETD-2015-05-2074.
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Motivation is a universal psychological phenomenon that determines all that we do. Self- determination Theory (SDT) and Achievement Goal Theory (AGT) each explain the academic motivation of university students and its relation to important academic outcomes (achievement, dedication, and well-being). Recently, an integration of these theories has been proposed (Drylund, 2009) which theorizes that achievement goals affect academic outcomes through their relationship with SDT constructs. The current study uses this integrative theory as a starting point but applies the critical realist perspective which posits that all empirical behaviours are produced by real generative mechanisms (Bhaskar, 1978). Although critical realism is considered vital to the advancement of psychology, its methodology and actual application has yet to be elaborated. Thus, the goals of the current study are: 1. to increase the current understanding of academic motivation; and, 2. to provide a method capable of facilitating research conducted from the critical realist perspective. Study 1 uses a variable-based approach and statistical analysis of questionnaire data from 385 undergraduate students; Study 2 uses a case-based approach through causal mapping of interview data from a purposeful sample of 12 Study 1 participants. Results support an academic motivational mechanism primarily influenced by autonomy satisfaction and controlling motivation that functions through the complex reciprocal relationships between achievement goals, competence satisfaction, and autonomous motivation. Comparison of Study 1 and 2 results supports the argument for case-based research from a critical realist perspective to aid in the further advancement of psychology.