Dissertations / Theses on the topic 'Attitude, motivation, motivation orientation'
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Colak, Ahmet. "Attitudes, Motivation And Study Habits Of English Language Learners: The Case Of Ba!kent University Second-year Students." Master's thesis, METU, 2008. http://etd.lib.metu.edu.tr/upload/12609907/index.pdf.
Full textkent University second-year students&rsquo
attitudes towards English, motivation to learn English and their general and vocabulary study habits with respect to their motivation levels. It also attempted to examine the relationship between students&rsquo
attitudes and their grades and departments. In addition, it explored the students&rsquo
motivation and motivation orientation levels, and looked into the correlations between the students&rsquo
motivation, motivation orientation levels and their grades, and finally, it examined the differences in students&rsquo
motivation levels, motivation orientation levels with respect to their departments. The study was carried out with 82 second-year students at BaSkent University using a survey designed on a five-point Likert-scale. The data collected were analyzed through descriptive statistics, a one-way ANOVA and Pearson correlation procedures. The participants were also asked to describe their general and vocabulary study habits. These descriptions were analyzed by means of categorization and illustrated using Excel.
Meau, Wah-man Mary. "A hierarchical model of school environment, goal orientation and teachers' job-related attitudes." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B29791352.
Full textUzum, Baburhan. "Analysis Of Turkish Learners'." Master's thesis, METU, 2007. http://etd.lib.metu.edu.tr/upload/12608571/index.pdf.
Full textattitudes towards English language and English speaking societies. The study also explored the historical and sociopolitical factors that might have influenced learners&rsquo
attitudes. In order to collect data, a language attitude questionnaire was designed adapting several questionnaires which were prepared with the goal of collecting information about learners&rsquo
attitudinal predispositions towards language and language learning in various countries around the world. The study sampled 219 students studying at the preparatory schools of two state and three private universities in Ankara. In addition to the quantitative data obtained from the questionnaire, qualitative data were obtained from the open ended items in the questionnaire and the interview sessions. Interview sessions were conducted at the sampled universities, and 10 students (5 male 5 female) were asked their opinions about their reasons to learn English, their opinions regarding the current status of English in Turkey and their feelings towards English and towards their native language. After the data collection procedure, inferences were made according to the data obtained from the questionnaire and interviews so as to make quantitative and qualitative analysis. While the quantitative findings of the data were analyzed using descriptive and inferential statistics via SPSS 11.0 (Statistical Package of Social Sciences), qualitative data were analyzed through the content analysis. According to the factor analysis of the responses in the pilot and the actual study, the parallel statements were categorized into a factor. Consequently, five factors which ultimately formed five &lsquo
themes&rsquo
were obtained. The research findings were interpreted with reference to these five themes-native language loyalty, instrumental orientation, cultural interest, appreciation of intercultural contact and attitudes towards British and American people respectively. According to the research findings, Turkish learners of English at sampled universities have favorable attitudes towards the English language due to their interest in the cultural products of the English speaking societies and the instrumental value of English as a global language. On the other hand, they have developed ambivalent attitudes towards the target societies due to the intercultural contact with these societies throughout Turkish history, current sociopolitical concerns regarding the British and American state policies and finally their perceptions regarding their native language and culture. Alternative solutions at individual and institutional levels have been proposed in order to change negative attitudes into favorable ones, and prevent the generalization of stereotypes and attitudes into individual levels. In order to achieve the acquisition of favorable attitudes at individual level, intercultural contact should be promoted so that learners will have personal experiences and personal contacts rather than relying on indirect sources such as press and cultural products which might generate biased assumptions.
DERENOWSKI, JULIE MARGARET. "THE EFFECT OF SOCIAL SUPPORT SYSTEMS, HEALTH LOCUS-OF-CONTROL AND VALUE ORIENTATIONS ON WELLNESS MOTIVATION IN POST-MYOCARDIAL INFARCTION PATIENT." Thesis, The University of Arizona, 1986. http://hdl.handle.net/10150/144670.
Full textChtourou, Anis. "Le traitement de l’information publicitaire contre-attitudinale : analyse des effets des orientations régulatrices du message et du consommateur." Thesis, Lille 1, 2013. http://www.theses.fr/2013LIL12002.
Full textMany studies in cognitive psychology and marketing have tried to understand consumer reaction to counterattitudinal advertising. The literature is dominated by two streams. The first focused on the response of individuals from socio-cognitive models, while the second, less developed, focused on advertising inferences developed by the consumer following an attempt at persuasion. Most previous studies only consider a fraction of the motivational system to justify the reaction of individuals to counterattitudinal messages . The literature review highlights the importance of mobilizing the theory of regulatory focus to better understand the processing of counterattitudinal information by the consumer. In this sense, the conceptual model and hypotheses were developed and empirically tested on a sample of 190 consumers. The results of this approach have denoted the impact of regulatory focus of messages and self-regulatory focus on the processing of counterattitudinal information. Congruence between the two facets of the regulatory focus has improved the effeciency of the persuasion only in the case of promotion oriented messages. Furthermore, analysis have reaffirmed the role of affective commitment that triggers a defensive motivation and strengthens consumer resistance to persuasion on a competing brand. Academic and managerial implications were developed and several lines of research are proposed
Musleh, Rana Yaser. "Language Learning Motivation: The Palestinian Context. Attitudes, Motivation, and Orientations." Doctoral thesis, Universitat de Barcelona, 2011. http://hdl.handle.net/10803/1676.
Full textThe present study involves the investigation of motivation towards learning English as a foreign language, in four different districts in the West Bank. The first research question in this thesis is an inquiry into language learning motivation and its underlying components among Palestinian learners of English in the context of Palestine. In the second research question, the investigation also looked into how these underlying constructs relate to each other and to achievement. The third research question was an inquiry into how six 'individual and context variables' impacted the motivational constructs identified. Data collection combined a structured questionnaire measuring learner attitudes towards English as well as L2 orientations and a set of semi-structured questions, which provided qualitative data. In this study the questionnaire used was adapted from Cid, Grañena and Tragant (2002), an instrument developed in the context of Catalonia with further modification based on an earlier pilot study (Musleh, 2006) conducted in Palestine.
First, exploratory factor analysis (EFA) was done in order to see how items cluster together. Results revealed four constructs underlying motivation in learning English among Palestinian school children, two attitudinal factos (Motivation and Enjoyment and Awareness for Need) and two reasons for learning the English language (Instrumentality and Interaction with L2 people/culture). Then, confirmatory factor analysis (CFA) was run in order to confirm the constructs identified using EFA and lead to the development of a full structural model based on relationships in models specified by Tragant, Victori, and Thompson (2009) and Csizer and Dörnyei (2005). Finally, the specified model revealed of the SEM analysis (structural equation modeling) a good fit with strong positive relations between Instrumentality Interaction with L2 people/culture, InstrumentalityMotivation and Enjoyment, Motivation and Achievement, Awareness for Need Achievement, and Awareness for Need Instrumentality.
After the SEM analysis, a multivariate and univariate analysis of variance (MANOVA and ANOVA) were used to show the impact of variables such as student 'grade level', and 'academic level of the mother and father', 'district', 'type of school', and 'gender' on the motivational constructs proposed. Results revealed four significant differences: between 'grade level x 'gender and the father's x the mother's academic levels with Interaction with L2 people culturee, between 'district and Motivation and enjoyment, and 'type of school x 'father's academic level' and Instrumentality. This conforms to research findings in the field of language learning motivation which has shown that individual and demographic differences have an impact on attitudes towards learning an L2.
The findings are further reinforced by qualitative data, thus providing a richer representation of motivation for learning English and its components in the Palestinian context. In comparing this study to the study carried out by Tragant (2006) and Tragant, Victori, and Thompson (2009) results demonstrate that motivation and attitudes in learning the English language differs among students from Palestine and from Catalonia, due to the different roles the language plays in each context. Thus, confirming the proposition that context and culture greatly impact language learning attitudes and reasons for learning the English language.
KEYWORDS: Applied Linguistics, Motivation, Foreign language learning
Dado que la motivación es una variable afectiva que influencia la adquisición de una segunda lengua, este estudio analiza la motivación entre estudiantes palestinos (12-18 años). Si tenemos en consideración la situación actual en Palestina, los motivos que llevan a los estudiantes a estudiar una lengua extranjera seguro que se ven afectados por el contexto (cultura y valores) de aprendizaje.
El estudio se centra en la investigación de la motivación hacia el inglés como lengua extranjera en cuatro distritos del West Bank. La primera pregunta de investigación de esta tesis doctoral se centra en el estudio de los componentes de la motivación en estudiantes palestinos de inglés en el contexto de Palestina. En la segunda pregunta de investigación se analizan cómo estos componentes se relacionan entre sí y con un componente lingüístico. En la tercera pregunta de investigación se estudia el efecto de seis variables individuales y de contexto en los componentes motivacionales identificados. En la recogida de datos se utilizó un cuestionario estructurado para medir las actitudes y orientaciones del estudiante de inglés, complementado con una serie de preguntas semiestructuradas, las cuales proporcionan datos cualitativos. El cuestionario se adaptó de Cid, Grañena y Tragant (2002), desarrolado en el contexto de Cataluña, con algunas modificaciones basadas en un estudio piloto (Musleh, 2006), realizado en Palestina.
En primer lugar, se sealizó un análisis factorial exploratorio para examinar la distribución de los ítems en factores. Los resultados mostraron cuatro constructos en el contexto de aprendizaje del inglés en las escuelas palestinas, dos factores actitudinales (Motivación y placer y Consciencia de necesidad) y dos motivos para el aprendizaje del inglés (Orientación instrumental y Orientación interactiva). En segundo lugar, se realizó un análisis factorial confirmatoria para reafirmar los factores identificados y desarrollar un modelo estructural basado en los modelos especificados en Tragant, Victori, y Thompson (2009) y Csizer y Dörnyei (2005). Finalmente se especificó un modelo y se obtuvieron medidas adecuadas en el análisis de ecuación estructural realizado. El modelo muestra relaciones positivas entre la orientación instrumental y la interactiva, la orientación instrumental y motivación y placer, y motivación y placer y el componente lingüístico.
Posteriormente al análisis de ecuación estructural, se realizó un análisis de varianza multivariado y univariado (MANOVA y ANOVA) para estudiar el impacto de las variables 'curso', 'nivel académico' de la madre y el padre, 'distrito', 'tipo de escuela', y 'género' en los factores motivacionales del modelo propuesto. Los resultados mostraron cuatros diferencias significativas: entre 'curso x 'género' y el nivel académico' del padre x la madre con la Ontientación interactiva, entre 'distrito' y Motivación y placer, y entre 'tipo de escuela x 'nivel académico' del padre y Orientación intrumental. Estos resultados confirman que las diferencias individuales y demográficas son variables influyentes en las actitudes hacia el aprendizaje de una segunda lengua. Los resultados obtenidos del análisis cualitativo complementan los resultados cuantitativos aportando una representación más rica de algunos aspectos sobre la motivación en el aprendizaje del inglés en Palestina. Al comparar este estudio con los resultados obtenidos en Tragant (2006) y Tragant, et al. (2009) se demuestra que la motivación y las actitudes en el aprendizaje del inglés tienen características distintivas en Palestina y Cataluña, debido al papel diferenciado que esta lengua juega en ambos contextos. Así pues, se confirma la proposición según la cual el contexto y los aspectos culturales juegan un papel importantísimo en las actitudes y las orientaciones hacia el aprendizaje del inglés.
PALABRAS CLAVE: Lingüística Aplicada, Motivación, Enseñanza de una lengua extranjera
Mercier, Adeline. "Exploration vocationnelle au début du secondaire : une description en fonction des caractéristiques motivationelles des jeunes et de leurs perceptions du climat d'apprentissage." Thesis, Université Laval, 2010. http://www.theses.ulaval.ca/2010/27293/27293.pdf.
Full textKjellén, Simes Marika. "Room for Improvement? : A comparative study of Swedish learners’ free written production in English in the foreign language classroom and in immersion education." Doctoral thesis, Karlstad University, Faculty of Arts and Education, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-2760.
Full textThe present study examines the effects of immersion education on the English of two groups of advanced Swedish learners at upper secondary school. In immersion education, or CLIL, subject content is taught through a second language as a means of enhancing target language competence. In this study, language proficiency was measured in terms of the ratio of low frequency vocabulary (LFV) and the ratio of motivated tense shift (MTSh) in the learners’ free written production in English. An additional aim was to see whether the results were related to the students’ motivation as reported in a questionnaire.
This longitudinal study was based on three sets of narratives, written by 86 students, half of them enrolled at the International Baccalaureate Diploma Programme (IB) where English is the medium of instruction, and the other half at national programmes (NP), where English is studied as a foreign language. At the outset, the IB and NP groups had similar results on a general diagnostic test, which was the basis for the formation of three subgroups: I, II and III, with above average, average and below average scores respectively. Mean LFV and MTSh ratios as well as different kinds of motivation were compared, both overall and in the subgroups.
The IB students overall, and those in subgroup III in particular, showed the best results. As to the overall results, the IB students used significantly higher mean ratios of LFV and MTSh than the NP students in the final set of compositions. There were also a number of motivational factors that were stronger in the IB students.
As to the subgroups, the most interesting results were found in subgroups I and III. While the IB students in subgroup I had high mean ratios already in the first composition, and retained them over time, their use of MTSh tended to grow subtler. The NP students had lower mean results initially, and while their mean MTSh ratio increased and ended up on a level similar to that of the IB students, their mean LFV ratio remained low.
In subgroup III the results of the IB and NP students diverged over time. While the IB students progressed as reflected in their mean LFV and MTSh ratios, the NP students tended to regress. The difference in mean LFV ratios was statistically significant. The IB students were also better motivated than their NP peers. In all, this study suggests that immersion education has positive target language effects, especially on less proficient but motivated students.
Partin, Matthew L. "The CLEM Model: Path Analysis of the Mediating Effects of Attitudes and Motivational Beliefs on the Relationship Between Perceived Learning Environment and Course Performance in an Undergraduate Nonmajor Biology Course." Bowling Green State University / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1213985302.
Full textOh, Sei-Yi. "Flow in golf motivation, goal orientation, and challenge determinant /." Morgantown, W. Va. : [West Virginia University Libraries], 2001. http://etd.wvu.edu/templates/showETD.cfm?recnum=1802.
Full textTitle from document title page. Document formatted into pages; contains viii, 131 p. : ill. Includes abstract. Includes bibliographical references (p. 104-121).
Gustafsson, Elias. "Öva! : En studie kring motivation." Thesis, Kungl. Musikhögskolan, Institutionen för klassisk musik, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:kmh:diva-4149.
Full textEtude in e minor - Pius Cheung
Ripple - Akira Miyoshi
Purity 2 - Thomasz Golinski
Magical Sphere - Rodrigo F. Marques
Asventuras - Alexej Gerrasimez
Octabones - Adi Morag
Tango Suite for two Guitars, Nr. 2 - Astor Piazzolla
Annanstans - Erik Natanael
Lemuria, the Fallen Civilization - Csaba Marján
Prelude in g minor - Sergei Rachmaninoff
Medverkande :
Elias Gustafsson
Rasmus Hansson Jönsson
Filmen är min Examenskonsert
Olomolaiye, Paul O. "An evaluation of bricklayers' motivation and productivity." Thesis, Loughborough University, 1988. https://dspace.lboro.ac.uk/2134/6736.
Full textThornberg, Göran. "High performing students’ attitude towards motivation in English classes." Thesis, Stockholms universitet, Institutionen för språkdidaktik, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-86957.
Full textSaari, Pauli. "Intrinsic Motivation : Psychological and Neuroscientific Perspectives." Thesis, Högskolan i Skövde, Institutionen för kommunikation och information, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-6862.
Full textSchalow, Dawn L. "Evaluating new employee orientation utilizing employee-valued criterion." Menomonie, WI : University of Wisconsin--Stout, 2007. http://www.uwstout.edu/lib/thesis/2007/2007schalowd.pdf.
Full textBarnes, J. Kirsten. "A season long investigation of sport achievement motivation in competitive athletes." Thesis, University of Bristol, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.390104.
Full textNguyen, Thom Tien. "Attitude, motivation, and consumption of seafood in Bacninh province, Vietnam /." Tromsø : Norwegian College of Fishery Science, Universitetet i Tromsø, 2007. http://www.ub.uit.no/munin/bitstream/10037/1001/3/thesis.pdf.
Full textYousaf, Omar. "The influence of consistency motivation on religious attitude-behaviour relations." Thesis, University of Cambridge, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.609837.
Full textKrieglmeyer, Regina. "How to Overcome Frustration? : The Influence of Frustration on Motivational Orientation and Motivational Intensity." Doctoral thesis, kostenfrei, 2007. http://www.opus-bayern.de/uni-wuerzburg/volltexte/2008/2784/.
Full textKoehnke, Carl Phillip. "Goal orientation, ethnicity, and achievement of middle elementary students." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2837.
Full textBerkovsky, Kathryn Lee. "The influence of cognitive ability, goal orientation and self-regulatory factors on task performance." Diss., Georgia Institute of Technology, 1995. http://hdl.handle.net/1853/29978.
Full textSandoval-Pineda, Angelica. "Attitude, Motivation and English Language Learning in a Mexican College Context." Diss., The University of Arizona, 2011. http://hdl.handle.net/10150/145743.
Full textNilsson, Björn, and John Linder. "Sport Structure and Goal Oriented Motivation." Thesis, Umeå universitet, Institutionen för psykologi, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-167443.
Full textSyftet med den här studien var fastställa skillnader i målorientering mellan idrottare som utför olika sporter. Dessa sporter skiljer sig strukturellt i utförande och i avseende av faktorer som påverkar målorientering. Målorienteringsteorin (AGT) säger att individers målorientering består av två aspekter, uppgiftsorienterad motivation och egoorienterad motivation. Dessa två orienteringar är oberoende av varandra och påverkas av flera olika faktorer. Effekten på målorientering av faktorer som påverkas av tränare, föräldrar och kamrater är väldokumenterad. Den första hypotesen var att klättrare är mer uppgifts-orienterade än vad squashspelare är och den andra att squashspelare är mer egoorienterade än vad klättrare är. Studien utfördes som en kvasiexperimentell mellangruppsjämförelse. 81 idrottare, 43 klättrare och 38 squashspelare fyllde i formuläret Task and Ego in Sport Questionnaire (TEOSQ) i samband med sin träning. Oberoende t-test visade en skillnad i ego-motivation, men inte i uppgifts-motivation mellan grupperna.
Olgun, Alison Alev. "The Influence Of Thematic Instruction On The Motivation Of Upper-intermediate Preparatory School Students Of English For Academic Purposes (eap) At Metu." Master's thesis, METU, 2004. http://etd.lib.metu.edu.tr/upload/12605064/index.pdf.
Full textreal life&rsquo
. Moreover, thematic instruction was seen to be a requisite in the new curriculum since content is a key motivating principle. Hence, since one of the main concerns was the motivation of students attending courses at the preparatory school, there was a need to examine whether using this mode of instruction at the upper-intermediate level was able to ameliorate student motivation. For this research, firstly a pilot study and then qualitative analysis using in-depth interviews developed on the basis of the pilot study was employed. Therefore, using a triangulation of different kinds of data on related questions, interviews were carried out with 14 students on three separate occasions at the end of each span from the upper-intermediate group, two administrators and six upper-intermediate instructors. From the point of view of the students it appeared that generally content encouraged learning and improved English proficiency if the themes/topics were found to be of interest. However, the degree of impact of the themes and topics on student motivation largely depended on whether the student was intrinsically motivated or not. If the student was intrinsically motivated, content had a nominal affect on motivating them. The study showed that if the themes are linear and have a parochial focus on topics, too much time is spent on a theme, a redundancy of lexical items are taught, unnecessary details are included, and difficult and academic language used, these led to student demotivation in respect of content. Thus, indicating a greater variety of content was needed.
Henriksson, Louise. "Hmm, ska jag vara med eller inte? : Elevers motiv till att delta i eller avstå från idrottsundervisningen." Thesis, University of Kalmar, School of Human Sciences, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:hik:diva-1933.
Full text
Det huvudsakliga syftet med mitt examensarbete var att undersöka hur elever i årskurs 7 resonerar kring sitt deltagande på idrottslektionerna, deras motiv huruvida de väljer att avstå eller delta i undervisningen. Min undersökning bygger på kvalitativa intervjuer, där eleverna intervjuats i frågor rörande förväntningar, olika slags motivation, kommunikation och relationer. Jag har studerat och jämfört likheter och skillnader mellan elevernas motiv. Studien visar på få skillnader i motiven men desto fler likheter. Resultatet pekar på att aktiviteterna, deras nivå och kommunikationen mellan lärare- elev och elev- elev är en väsentlig grund för elevernas deltagande. Vidare visar det sig att eleverna är hälsomedvetna och att denna medvetenhet bidrar till rörelse på lektionerna. De faktorer eleverna beskrev som anledningar att sitta vid sidan om var bland annat sjukdom och skador. Eleverna visar dock ett allmänt genuint intresse för att vara fysiskt aktiva då de sysselsätter sig med andra fysiska aktiviteter, även om de inte deltar i den obligatoriska idrottsundervisningen.
The main purpose with this study was to investigate the motivational behavior of pupils in an elementary school, with respect to whether they participate in the PE class or not. The study is based on interviews, where I have asked the pupils questions concerning expectations, external and internal motivation, communication and relationships. Afterwards I made comparisons on likeliness and differences in their answers, where patterns were discovered. The study shows a small amount of differences and a larger set of likeliness on their purposes to attend or not attend PE. The result indicates that the activities, their level and the teacher-pupil and pupil- pupil communication are the most important reasons to participate. Moreover it is shown that pupils that are aware of their health and this awareness promotes movement. Illness and injuries were described as the main factors to step aside and not participate. The pupils show a genuine interest about physical activities in general, as they keep themselves occupied with other physical activities, even though they’re not participating in the compulsory PE class.
Lee, Ying-tong Sanna. "Work motivation in Japanese banks : a Hong Kong study /." Click to view the E-thesis via HKUTO, 2001. http://sunzi.lib.hku.hk/hkuto/record/B42575941.
Full textDavies, Simeon. "Lifestyle orientation of high versus low achievers in traditional school sports: an holistic analysis." Thesis, Rhodes University, 1994. http://hdl.handle.net/10962/d1009501.
Full textNg, Kwok-keung Zachary, and 吳國強. "Students' self selection of assignment and its effect on attitude and motivation." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1993. http://hub.hku.hk/bib/B31956683.
Full textNg, Kwok-keung Zachary. "Students' self selection of assignment and its effect on attitude and motivation." [Hong Kong : University of Hong Kong], 1993. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13570389.
Full textLuo, Ying. "Motivation, emotion, attitude, & gratification in the use of online video media." HKBU Institutional Repository, 2015. https://repository.hkbu.edu.hk/etd_oa/260.
Full textBolen, Judy Ann. "Spatial Ability, Motivation, and Attitude of Students as Related to Science Achievement." Thesis, University of North Texas, 2011. https://digital.library.unt.edu/ark:/67531/metadc67961/.
Full textPelletier, Sarah T. "Goal orientation, delineating prerequisites for sustained achievement motivation within an attributional retraining context." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape15/PQDD_0008/MQ32215.pdf.
Full textBrasselet, Célénie. "Orientation choisie versus subie et motivation scolaire : une approche issue de la Théorie de l’Autodétermination." Thesis, Lille 3, 2012. http://www.theses.fr/2012LIL30058.
Full textThe objective of this thesis is to develop a better understanding of the phenomenon of chosen or imposed academic pathway and its consequences on adolescents’ academic motivation. Our research are in line with the self-determination theory (Deci & Ryan, 2002). This perspective seems relevant to investigate the notions of choice and constraint in the field of educational and vocational guidance and the factors influencing these choices. Effectively, one of the fundamental concepts of this theory is the need of self-determination defined by a sense of freedom and a sense of choice experienced in the initiating activities.First, the two first studies’ aim was to analyze academic motivation of high school students. The adolescents were enrolled in different courses: general, technological and professional. The choice of an academic pathway is influenced or even constrained by many factors: the student thus feels forced to take part in an academic pathway that is not his or her initial choice. Our interest focuses on parents and teachers’ influence and sense of freedom in academic decision-making process. In the third study, the purpose was to determine the contribution of these variables in subsequent academic motivation. These results led us in studies 4 and 5 to develop a new questionnaire evaluating perceptions of self-determination and influence in academic decision-making.These research invite career counseling professionals and professors to thinking in terms of motivational prevention and remediation. Autonomy support in the fields of vocational guidance and education is considered as a crucial determinant of academic motivation
Kent, Amy S. "Achievement goal orientation of adolescent basketball players differences in age, ethnicity, and gender /." Virtual Press, 2006. http://www.oregonpdf.org.
Full textSaheb, Veronique. "Motivation in English as a Foreign Language Learning : A study of motivation toward English language learning in Stockholm´s upper secondary schools for adults (KOMVUX)." Thesis, Högskolan i Halmstad, Akademin för lärande, humaniora och samhälle, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-27544.
Full textBock, Susan. "The application of goal orientation theory to structured youth sport settings." Thesis, University of Exeter, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.368410.
Full textSadi, Ozlem. "Relation Of Cognitive And Motivational Variables With Students." Phd thesis, METU, 2010. http://etd.lib.metu.edu.tr/upload/2/12611727/index.pdf.
Full textrelevant prior knowledge, meaningful learning orientation, reasoning ability, self-efficacy, locus of control, attitudes toward biology and achievement in human circulatory system in learning cycle and traditional classrooms. This study was conducted with 2 teachers and 4 classes and total of 60 11th grade students in the private high schools at Ü
mitkö
y district of Ankara in the fall semester of 2008-2009 academic years. One class of each teacher was assigned as experimental group and treated with 5E learning cycle instruction and other class was assigned as control group and treated with traditional instruction. At the beginning of the study, both teachers were trained for how to implement 5E learning cycle instruction in the classrooms. The Human Circulatory System Achievement Test was applied twice as pre-test and after treatment period as a post-test to both experimental and control groups. Learning Approach Questionnaire was used to measure students&rsquo
approach to learning and Test of Logical Thinking was used to measure reasoning abilitiy of students. Students&rsquo
levels of self-efficacy, locus of control and their attitudes toward biology also were measured. The data obtained from the administration of post-test were analyzed by using ANOVA. The statistical result indicates that learning cycle instruction improved students&rsquo
achievement in human circulatory system compared to traditional instruction. Stepwise multiple regression analysis revealed that in learning cycle classrooms, the main predictors of achievement in human circulatory system were students&rsquo
reasoning ability (45.8%) and their prior knowledge (15.9%). In traditional classrooms, students&rsquo
meaningful learning orientation (40%) and locus of control (9.8%) were the main predictors of achievement. This study indicated that different variables may be significant for 11th grade students&rsquo
human circulatory system achievement in learning cycle and traditional classes.
Sun, Yun-Fang. "Motivation to speak perception and attitude of non-English major students in Taiwan /." [Bloomington, Ind.] : Indiana University, 2008. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3342202.
Full textTitle from PDF t.p. (viewed on Oct. 5, 2009). Source: Dissertation Abstracts International, Volume: 70-02, Section: A, page: 0506. Adviser: Martha Nyikos.
Walker, A. Marie. "Motivation for control in moderate- and non-depressives as a function of uncertainty orientation." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape15/PQDD_0024/NQ31104.pdf.
Full textRock, Mindi S. "Where Do We Draw Our Lines?: Approach/Avoidance Motivation, Political Orientation, and Cognitive Rigidity." Amherst, Mass. : University of Massachusetts Amherst, 2009. http://scholarworks.umass.edu/theses/230/.
Full textDavis, Heather Inga. "Description and continuity of goal orientation of high school students with ADHD /." Full-text of dissertation on the Internet (152 KB), 2009. http://www.lib.jmu.edu/general/etd/2009/Honors/Davis_Heather/davishi_honors_11-11-2009.pdf.
Full textGonzalez, Emilie. "Quand questionner influence : processus sous-jacents et explications théoriques de l'effet question-comportement." Thesis, Bordeaux, 2018. http://www.theses.fr/2018BORD0262/document.
Full textQuestioning people toward a behavior makes this behavior more likely to be performed. Three possible explanations of this question-behavior effect have been investigated in nine experiments: a normative, an attitudinal and a motivational explanation. Four studies tested the normative explanation. Only one of them shows results attesting that people perform the target behavior after questions to avoid cognitive dissonance. Three more experiments brought results supporting the implication of an accessibility (mediator) process in the question-behavior effect. Moreover, the attitude was decisive in the occurrence of the effect. The motivational explanation has been tested with two experiments who did not provide the expected results. The assumption was that questioning activates the goal of performing the behavior with goal pursuit consequences (i.e., implicit motivation and accessibility of the goal-related information). Results have been summarized with meta-analysis and discussed with the aim of improving the understanding of the question-behavior effect
Galliger, Courtney Carroll. "To Be Or Not To Be…Motivated: A Comparison Of Students' Goal Orientation Within Direct Instruction And Constructivist Schools." Bowling Green State University / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1237475910.
Full textNummelin, Johanna, and Katarina Fransson. "Vad främjar motivation hos ungdomar? : Vikten av anpassning och stöd för lärande." Thesis, Mälardalens högskola, Akademin för hälsa, vård och välfärd, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-25863.
Full textJangir, Jailan. "Motivationsfaktorer : En systematisk litteraturstudie om vad som påverkar elevers motivation i matematiklärandet." Thesis, Örebro universitet, Institutionen för naturvetenskap och teknik, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-69666.
Full textStudents’ achievement/learning is affected by their motivation and their motivation is affected by different factors. The purpose of this literature study is to examine the factors that contribute to the motivation of student’s mathematics learning The basis of this study is international articles that has been systematically selected from the database: Web of Science. The results showed that parents and teacher has strong influence on students’ achievement, motivation and attitudes towards mathematics. Different types of teaching methods have an influence on students’
Smith, Tiffany N. "A New Perspective on the Work-Family Interface: Linking Achievement Motivation and Work-Family Balance." Scholar Commons, 2009. https://scholarcommons.usf.edu/etd/1777.
Full textHamilton, Peta, and res cand@acu edu au. "Influences of Motivational Orientation on Academic Achievement within the Context of Lower and Upper Primary Year Levels." Australian Catholic University. School of Education, 2006. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp207.11082009.
Full text"The influence of sex role identification and personality traits on vocational orientation of college students." Chinese University of Hong Kong, 1994. http://library.cuhk.edu.hk/record=b5887306.
Full textIncludes questionaire in Chinese.
Thesis (M.Phil.)--Chinese University of Hong Kong, 1994.
Includes bibliographical references (leaves 46-62).
ACKNOWLEDGEMENT --- p.i
TABLE OF CONTENTS --- p.ii
LIST OF TABLES --- p.iii
LIST OF APPENDICES --- p.iv
ABSTRACT --- p.1
Chapter CHAPTER I -- --- Introduction --- p.2
Sociological Factors Socioeconomic Status --- p.5
Psychological Factors Achievement Motivation --- p.6
Self-Esteem --- p.7
Sex Role Orientation --- p.8
Gender differences on Aspirations Educational Aspiration --- p.11
Career Aspiration --- p.12
Purpose of the Study --- p.14
Chapter CHAPTER II -- --- Method Subjects and Data Collections --- p.15
Instruments --- p.16
Chapter CHAPTER III -- --- Results --- p.23
Chapter CHAPTER IV -- --- Discussion --- p.34
REFERENCES --- p.46
廖信捷. "The effects of customer product knowledge, intrinsic motivation, extrinsic motivation on customer knowledge sharing attitude." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/f7s533.
Full textChen, Hui-Ling, and 陳惠玲. "Associations among Achievement Motivation, Career Orientation and Job Performance." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/95776556633554639549.
Full text國立高雄應用科技大學
人力資源發展系碩士班
101
People are the most critical resource of an organization. Cultivating ideal employees and challenging them to explore their potential and achieve organizational performance goals is essential in business. However, companies often waste resources on selecting employees and fail to achieve positive outcomes. But ignore different nature of the job, it should be by different nature of the people to engage. In addition to fostering professional knowledge, organizations perform optimally if a manager can employ the motivations and career orientations of the employees in recruitment selection and staffing to retain talent. In this study, we discuss the associations among achievement motivation, career orientation, and job performance. In addition to the relationship between achievement motivation and job performance and that between achievement motivation and career orientation, also examined the job type moderated the relationship between career orientation and job performance. By using convenience sampling, data were collected from 277 employees. The following results were obtained: (a) Achievement motivation positively affected job performance. (b) Achievement motivation positively affected managerial competence. (c) The job type had a moderating effect on the relationship between career orientation and job performance.