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Dissertations / Theses on the topic 'Achievement motivation'

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Published: 4 June 2021

Last updated: 25 July 2025

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1

Zenzen, Thomas G. "Achievement motivation." Online version, 2002. http://www.uwstout.edu/lib/thesis/2002/2002zenzent.pdf.

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2

Hillyer, F. James, and University of Lethbridge Faculty of Education. "Fostering achievement motivation." Thesis, Lethbridge, Alta. : University of Lethbridge, Faculty of Education, 1991, 1991. http://hdl.handle.net/10133/50.

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Researchers defined achievement motivation as a viable research construct in the early 1950s. Adults increased their achievement motivation scores--often with correlative increased achievement. The literature is replete with ways to increase achievement but researchers paid less attention to what could be a core issue--affecting achievement motication itself. McClelland demonstrated repeatedly that adult business people could develop achievement motivation. Alschuler and deCharms found that classroom treatment procedures could yield increased student achievement motivation. The purpose of this

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3

Bruner, Yolanda Kaye. "Racial Differences in Female Achievement Motivation and Motivation to Work." Thesis, University of North Texas, 1994. https://digital.library.unt.edu/ark:/67531/metadc279022/.

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In the present project racial differences in female achievement motivation and motivation to work were examined, and related this information to the theory that African American females, when compared to White females, are less likely to marry someone equal to themselves in the areas of education, employment, and earning potential because of an assumed shortage of suitable African-American males. It was hypothesized that African-American females would score higher on assessments of achievement motivation and motivation to work, and rate lower the likelihood of meeting and marrying a partner eq

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4

Kan, Yat-man, and 簡逸民. "Parenting styles and students' achievement motivation." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1995. http://hub.hku.hk/bib/B31957882.

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5

嚴佩珊 and Pui-shan Amy Yim. "Effects of praises on achievement motivation." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B30253767.

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6

Kan, Yat-man. "Parenting styles and students' achievement motivation." Hong Kong : University of Hong Kong, 1995. http://sunzi.lib.hku.hk/hkuto/record.jsp?B14778373.

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7

Yim, Pui-shan Amy. "Effects of praises on achievement motivation /." Hong Kong : University of Hong Kong, 2002. http://sunzi.lib.hku.hk/hkuto/record.jsp?B23668027.

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8

Davis, Michele. "Student achievement motivation : single or multiple goals? /." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape11/PQDD_0006/MQ42367.pdf.

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9

Kilic-Bebek, Ebru. "Explaining Math Achievement: Personality, Motivation, and Trust." Cleveland State University / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=csu1258571646.

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10

Kiliç-Bebek, Ebru. "Explaining math achievement personality, motivation, and trust /." Cleveland, Ohio : Cleveland State University, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=csu1258571646.

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Thesis (Ph.D.)--Cleveland State University, 2009.<br>Abstract. Title from PDF t.p. (viewed on Dec. 11, 2009). Includes bibliographical references (p. 111-127). Available online via the OhioLINK ETD Center and also available in print.

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11

Davis, Kelly. "Relationships Between Student Motivation Training & Motivation, Achievement, Attendance & Classroom Behavior." TopSCHOLAR®, 1993. https://digitalcommons.wku.edu/theses/2239.

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The purpose of the present study was to replicate a student motivation training program (Hughes, 1990) and extend the investigation by including the relationships between student motivation training and achievement, attendance, and classroom behavior. Participants were all 4th- and 5th -grade students from two elementary schools. A separate -sample, pretest-posttest control group design was used. The study addressed eight questions regarding the effects of student motivation training. Results indicated that student motivation, teacher perceptions of student motivation, and the number of motiva

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12

Albert, Erin. "Achievement Motivation Theory as a Model for Explaining College Athletes' Grit." Thesis, University of North Texas, 2020. https://digital.library.unt.edu/ark:/67531/metadc1707327/.

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This study examined the direct and indirect associations of the perceived coach-created motivational climate, athletes' implicit theory, and athletes' achievement goal orientation in relation to their levels of grit. Five hundred twenty-three Division I and II collegiate student-athletes (male = 246, female = 277) from five institutions across the south-central and southeast areas of the United States completed self-report measures assessing the previously described constructs. The measurement model fit the data well (SRMR = .055; CFI = .938; RMSEA = .067) and demonstrated invariance across th

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13

Conway, Grant D. "Motivation and achievement effects of a historical simulation /." view abstract or download file of text, 2005. http://wwwlib.umi.com/cr/uoregon/fullcit?p3164077.

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Thesis (Ph. D.)--University of Oregon, 2005.<br>Typescript. Includes vita and abstract. Includes bibliographical references (leaves 302-310). Also available for download via the World Wide Web; free to University of Oregon users.

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14

Wellman, David Allen, and mikewood@deakin edu au. "Towards an integration of theories of achievement motivation." Deakin University. School of Psychology, 2001. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20051017.123821.

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This thesis investigated children's school achievement in terms of an integration of three theories of achievement motivation. The three theoretical outlooks were expectancy-value theory (EVT), implicit theories of intelligence (ITI), and flow theory (FT). The first of two studies was an exploratory investigation of the effectiveness of each theory independently and combined to predict children's achievement in four school subjects. The subject areas were maths, reading, instrumental music and sport. Participants were 84 children (40 females and 44 males) aged 9 to 10 years, one of each child'

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15

Thorne, Yvonne Martinez. "Achievement motivation in successful, high achieving Latina Women /." Access Digital Full Text version, 1995. http://pocketknowledge.tc.columbia.edu/home.php/bybib/11751113.

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Thesis (Ed.D.)--Teachers College, Columbia University, 1995.<br>Includes tables. Typescript; issued also on microfilm. Sponsor: Maria Torres-Guzman. Dissertation Committee: Roger Myers. Includes bibliographical references (leaves 155-174).

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16

Janman, K. "Achievement motivation, fear of success and occupational choice." Thesis, University of Oxford, 1985. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.355756.

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17

Meilahn, Angie. "Teacher praise for student effort, achievement, and ability." Menomonie, WI : University of Wisconsin--Stout, 2007. http://www.uwstout.edu/lib/thesis/2007/2007meilahna.pdf.

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18

Li, Wing-yee Dorothy. "Effects of achievement goal profiles on students' self-handicapping behaviours, intrinsic motivation and mathematics performance." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B29791327.

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19

Lee, Ka-man Karen, and 李嘉汶. "The effects of self-image goals and compassionate goals on achievementmotivation." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2010. http://hub.hku.hk/bib/B45589215.

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20

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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<p>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

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21

Wang, Ze. "Academic motivation, mathematics achievement, and the school context building achievement models using TIMSS 2003 /." Diss., Columbia, Mo. : University of Missouri-Columbia, 2008. http://hdl.handle.net/10355/5520.

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Thesis (Ph. D.)--University of Missouri-Columbia, 2008.<br>The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on July 31, 2009) Includes bibliographical references.

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22

Hinkley, John W., University of Western Sydney, of Arts Education and Social Sciences College, and School of Psychology. "School achievement motivation among Navajo High School students : a study of school achievement goals, achievement values, and ability beliefs." THESIS_CAESS_PSY_Hinkley_J.xml, 2001. http://handle.uws.edu.au:8081/1959.7/365.

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Navajo school students, it is believed, underachieve at school in terms of school attendance, dropout rates, and standardized performance tests. Among the many reasons proposed to explain the persistent school underachievement is that school culture is largely based on individualism, interpersonal competition, and other Western norms and values. These, it is argued, are an anathema to Native Americans. Hence, school culture may predispose many Navajo High School students to failure. To test this belief I constructed a model of school achievement motivation drawn from Western conceptualizations

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23

Wood, Connie. "Increasing achievement and motivation in secondary language arts classrooms." Online pdf file accessible through the World Wide Web, 2007. http://archives.evergreen.edu/masterstheses/Accession89-10MIT/Wood_C%20MITthesis%202007.pdf.

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24

Wimes, Angela D. "Race, gender and class differences in academic achievement motivation." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 1989. http://digitalcommons.auctr.edu/dissertations/377.

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25

Malanchini, Margherita. "Non-cognitive factors of educational achievement : motivation and anxiety." Thesis, Goldsmiths College (University of London), 2017. http://research.gold.ac.uk/20168/.

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Educational achievement has traditionally been closely associated with general cognitive ability (g). Although g explains a substantial portion of variance in educational attainment, several non-cognitive factors have been found to relate to achievement beyond g. The present thesis focuses on exploring the association between achievement and two such factors: motivation and anxiety. The five empirical chapters included in the present thesis address several questions regarding the relation between motivation, anxiety and achievement, which to date remained unexplored. The present thesis include

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26

Glaser, Robyn. "Personality and achievement motivation as determinants of career choice." Thesis, Glaser, Robyn (2012) Personality and achievement motivation as determinants of career choice. Honours thesis, Murdoch University, 2012. https://researchrepository.murdoch.edu.au/id/eprint/11123/.

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The purpose of this study was to examine the relationship between personality, achievement motivation, and career choice. One hundred and thirty six participants recruited through the psychology subject pool at Murdoch University and through snowball sampling using Facebook completed the 50-Item Set International Personality Item Pool Big-Five Factor Markers, the Cassidy and Lynn Achievement Motivation Scale, and the Personality-Related Position Requirements Form. The association between personality and career choice was generally supportive of those hypothesised by Raymark, Schmit, and Guion

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27

Guo, Lan. "Self-determination theory of motivation and performance management systems." Online access for everyone, 2007. http://www.dissertations.wsu.edu/Dissertations/Fall2007/l_guo_080307.pdf.

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28

Tao, Yick-Ku. "Hong Kong Chinese students' learning motivation : the role of social- versus individual-oriented achievement motivation /." View Abstract or Full-Text, 2003. http://library.ust.hk/cgi/db/thesis.pl?SOSC%202003%20TAO.

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Thesis (Ph. D.)--Hong Kong University of Science and Technology, 2003.<br>Includes bibliographical references (leaves 175-193). Also available in electronic version. Access restricted to campus users.

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29

Grote, Gudela Freiin. "The development and validation of a situation-response measure of achievement motivation." Diss., Georgia Institute of Technology, 1987. http://hdl.handle.net/1853/29171.

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30

Munz, Stephan Georg. "Assessing Student-Athletes' Motivation: The Development and Validation of the MUSIC® Model of Athletic Motivation Inventory." Diss., Virginia Tech, 2018. http://hdl.handle.net/10919/96546.

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Motivation is a key ingredient of successful athletic performance over time. Although the concept of maximizing motivation has long been of interest to coaches and practitioners, the vast number of motivational theories, principles, and strategies can seem overwhelming and confusing. Consequently, there is a need for providing more holistic frameworks to coaches and practitioners that not only summarize the essential findings of motivation research but also make the information more understandable and applicable in practical settings. The purpose of this study is to present and test the MUSIC

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31

Kizilgunes, Berna. "Predictive Influence Of Students Achievement Motivation, Meaningful Learning Approach And Epistemological Beliefs On Classification Concept Achievement." Master's thesis, METU, 2007. http://etd.lib.metu.edu.tr/upload/2/12608931/index.pdf.

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The purpose of the present study was to investigate the predictive influences of epistemological beliefs, achievement motivation, learning approaches on sixth grade students&rsquo<br>achievement in classification concepts. The study was carried out in the fall 2006-2007 semester. One thousand forty one 6th grade students from twenty five randomly selected elementary schools in &Ccedil<br>ankaya district of Ankara participated in this study. In this study Turkish version of the Learning Approach Questionnaire, Epistemological Beliefs Questionnaire, Achievement Motivation Questionnaire and Class

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32

Chen, Chen, and 陈陈. "The impact of temperament, personality, and perceived parenting on Chinese adolescents' achievement motivation and academic achievement." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2010. http://hub.hku.hk/bib/B43703938.

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33

Chen, Chen. "The impact of temperament, personality, and perceived parenting on Chinese adolescents' achievement motivation and academic achievement." Click to view the E-thesis via HKUTO, 2010. http://sunzi.lib.hku.hk/hkuto/record/B43703938.

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34

Sullivan, Anne Klare. "The effect of group counseling on academic achievement and achievement motivation of alternative high school students." W&M ScholarWorks, 1986. https://scholarworks.wm.edu/etd/1539618760.

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This study compared the effectiveness of two structured small-group counseling techniques, Peer Counseling and Achievement Motivation Training, on the school attendance and academic achievement of underachieving alternative high school students. It also investigated whether participation in daily counseling sessions over a six-week period positively effected measures of self-concept, locus of control, and tendency to achieve.;Experimental subjects were 81 high school students in grades nine through twelve in a public open alternative high school. Subjects were students who had passed fewer tha

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35

Wilkins, Natalie Jayne. "Why Try? Achievement Motivation and Perceived Academic Climate among Latino Youth." Digital Archive @ GSU, 2007. http://digitalarchive.gsu.edu/psych_theses/32.

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Elliot and McGregor’s (2001) 2x2 model of achievement motivation (mastery-approach, mastery-avoidance, performance-approach and performance-avoidance) was used among 143 Latino adolescents to examine how achievement motivation relates to demographic factors (immigration age, gender, grade), perception of academic climate, and academic outcomes and how these associations change over time. Girls reported higher levels of mastery-avoidance achievement motivation and 8th graders reported a greater increase in mastery-approach achievement motivation over time. Perception of a task-focused academic

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36

Balliett, Timothy R. Stevens Robert J. "Motivated by grace? exploring achievement motivation in catholic secondary schools /." [University Park, Pa.] : Pennsylvania State University, 2008. http://etda.libraries.psu.edu/theses/approved/WorldWideIndex/ETD-2559/index.html.

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37

Csikszentmihalyi, Mihaly, and Ulrich Schiefele. "Motivation and ability as factors in mathematics experience and achievement." Universität Potsdam, 1995. http://opus.kobv.de/ubp/volltexte/2009/3366/.

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This study examined relationships among interest, achievement motivation, mathematical ability, the quality of experience when doing mathematics, and mathematics achievement. One hundred eight freshmen and sophomores (41 males, 67 females) completed interest ratings, an achievement motivation questionnaire, and the Preliminary Scholastic Aptitude Test. These assessments were followed by 1 week of experience sampling. Mathematics grades were available from the year before the study started, from the same year, and from the following 3 years. In addition, a measure of the students' course level

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38

Bowes, Neal. "Influencing sport motivation through the achievement goals of young people." Thesis, University of Bristol, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.549453.

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39

Wang, C. K. John. "Ability beliefs, achievement goals and intrinsic motivation in physical education." Thesis, Loughborough University, 2001. https://dspace.lboro.ac.uk/2134/7478.

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This thesis examined the relationships of the conceptions of sport ability, achievement goals, and intrinsic motivation in Physical Education. Studies 1 and 2 investigated the psychometric properties of the Conceptions of the Nature of Athletic Ability Questionnaire (CNAAQ), a measure of sport ability beliefs. Results showed that the revised version of the scale possesses sound psychometric properties in assessing sport ability beliefs among children and youth. In addition, the relationships between ability beliefs, goal orientations, perceived competence, and behavioural indicators (intention

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40

Van, De Pol Pepijn Klaas Christiaan. "Achievement motivation in training and competition : does the context matter?" Thesis, University of Birmingham, 2011. http://etheses.bham.ac.uk//id/eprint/2856/.

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The aim of this thesis was to examine the influence of training and competition on achievement motivation, specifically on: (a) achievement goals and perceived motivational climate; and (b) on the relationships between goals, perceived climate, and outcomes such as effort, enjoyment, tension, psychological skills and performance. Study one addressed these purposes in tennis and study two in football; study three extended the findings to a wide variety of sports, and study four to an experimental training and competition of a golf-putting task. In general, the findings indicate that ego orienta

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41

Epstein, Paula Chernoff. "Achievement motivation attributes of international students attending a postsecondary institution." FIU Digital Commons, 1996. http://digitalcommons.fiu.edu/etd/3145.

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The purpose of this study was to identify and compared the causal attributes of achievement motivation for academic success possessed by international students to those causal attributes of achievement motivation by other legal immigrant student groups attending a postsecondary institution. In this study, F-1 international students have obtained permission from the federal Department of Immigration and Naturalization Services to attend Miami-Dade Community College in Miami, Florida. There were two additional groups of students selected to participate in this study: Permanent Resident students

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42

Whittle, Lindsay. "Exploring Achievement Motivation of African American Girls in High School." Miami University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=miami1371221048.

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43

Cuffee, Deborah Robinson. "Cultural mistrust, occupational aspirations and achievement motivation of black students." Thesis, University of North Texas, 1991. https://digital.library.unt.edu/ark:/67531/metadc332600/.

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The purpose of this study were three-fold: First, this study examined occupation prestige ratings of African American adolescents using a modified version of the Hatt-North (1947) Occupation Prestige Scale. A second purpose investigated the effects of cultural mistrust on occupation prestige preferences, as well as aspirations and expectations. Finally, this study examined the effects of cultural mistrust and achievement motivation on the occupational aspirations of Black youth.

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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<br>Ph.D.<br>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 cont

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45

Calore, Elisa <1995&gt. "Linking teacher’s care and motivation to students’ engagement and achievement." Master's Degree Thesis, Università Ca' Foscari Venezia, 2019. http://hdl.handle.net/10579/16121.

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L’obiettivo della tesi è quello di investigare come il supporto e la motivazione degli insegnanti contribuiscono ad aumentare la motivazione e il rendimento scolastico degli studenti. Per fare ciò, è stato chiesto agli studenti delle scuole superiori (14-19 anni) e ai loro insegnanti, di partecipare allo studio. Attraverso un questionario, abbiamo osservato se gli studenti percepiscono il supporto dei loro insegnanti e quanto è importante per loro. Al contempo, è stato osservato il punto di vista degli insegnanti per vedere se il supporto è percepito in modo diverso da punti di vista diversi.

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46

Huffine, John Harold. "Causal Attributions, Attributional Dimensions, and Academic Performance in a School Setting." Thesis, North Texas State University, 1987. https://digital.library.unt.edu/ark:/67531/metadc330619/.

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The attribution model of achievement motivation has been applied to academic achievement as a way of understanding underachievement and as a basis for developing intervention programs. There has been little applied research in this area, however, that supports the use of the model in school settings. The purpose of the present study was to test the applicability of the model to an actual school setting. Subjects were 149 tenth grade students in a large urban school district. In accordance with the model, specific attributions for success or failure were assessed, as well as subjects' perceptio

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47

Biggs, Patrick F. "The relationship of achievement motivation and academic achievement with externalizing and internalizing emotionally and behaviorally handicapped children." Virtual Press, 1989. http://liblink.bsu.edu/uhtbin/catkey/720148.

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The purpose of this study was to examine the relationship between achievement motivation and academic achievement with externalizing (i.e., aggressive, acting-out) and Internalizing (i.e., Immature withdrawal) emotionally and behaviorally handicapped children. Furthermore, the mean difference in academic achievement of externalizers and Internalizers was examined. Analysis of variance, regression analysis, and t-test procedures were employed to analyze the data.Eighty-two subjects, in grades two through six, currently enrolled In special education programs for emotionally and behaviorally hand

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48

Chung, Chi-lok, and 鍾志樂. "The effects of different goal orientations on motivation after failure." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2012. http://hdl.handle.net/10722/196501.

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The present study investigated the effects of different goal orientations on motivation after failure. A 2 goals (mastery vs. performance) x 2 regulatory focuses (approach vs. avoidance) experimental design was adopted. Junior secondary students (N = 173) voluntarily attended a prefix learning class. They were randomly assigned one of the four conditions and finished some computerized tasks. The result indicated performance-approach participants had lower persistence than mastery-approach, mastery-avoidant and performance-avoidant participants after failure feedback, regardless of self-efficac

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49

Renard, Michelle. "An international study on the influence of intrinsic rewards on the intrinsic motivation, work engagement and retention of employees in non-profit organisations." Thesis, Nelson Mandela Metropolitan University, 2015. http://hdl.handle.net/10948/5148.

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The primary objective of this thesis was to investigate whether intrinsic rewards play a role in the intrinsic motivation, work engagement and retention of employees working within non-profit organisations in Australia, Belgium, South Africa and the United States of America. It therefore served to form a cross-cultural comparison between employees from these four geographically dispersed yet culturally similar countries. A further aim was to determine whether demographic differences occurred across the four constructs studied. In order to achieve these objectives, a theoretical model was const

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50

Thomas, Jo Ann Fisher Robert L. "Efficacy's impact on reading achievement in the Peoria public schools." Normal, Ill. Illinois State University, 1994. http://wwwlib.umi.com/cr/ilstu/fullcit?p9521344.

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Thesis (Ed. D.)--Illinois State University, 1994.<br>Title from title page screen, viewed April 14, 2006. Dissertation Committee: Robert Fisher (chair), Tom Baer, Ron Halinski, Jeanne Morris, Barbaria Nourie. Includes bibliographical references (leaves 68-73) and abstract. Also available in print.

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