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1
Banes, Kelsey Elizabeth. "The Importance of Life Goals in the Treatment of Marijuana Dependence." Thesis, Virginia Tech, 2011. http://hdl.handle.net/10919/42720.
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Theory and previous research indicate that a person's broader set of life goals may have motivational properties for specific behavior change efforts. The present study examined the types of life goals and ratings of life goal attributes as predictors of marijuana treatment outcomes in a sample of marijuana dependent individuals. Results were generally not consistent with hypotheses. It was expected that ratings of conflict between life goals and marijuana use would be associated with less marijuana use and fewer related problems and dependence symptoms following treatment, but results indicated few associations between life goal ratings and treatment outcome variables. Similarly, types of goals expected to be associated with better treatment outcome were not significantly correlated with reductions in outcome variables at follow-up assessments. Some support was demonstrated for a causal model in which goal conflict with marijuana use influenced posttreatment symptoms of dependence via indirect associations with outcome expectancies and readiness to change.Master of Science
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Chandler, Kristie B. (Kristie Byrne). "Importance and Responsibility of Student Development Goals Among Chief Academic and Chief Student Affairs Officers." Thesis, University of North Texas, 1996. https://digital.library.unt.edu/ark:/67531/metadc279083/.
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The purpose of the study was to determine if there were significant differences in the perceived importance and responsibility of student development goals between chief academic officers (CAOs) and chief student affairs officers (CSAOs). The population for this study consisted of CAOs and CSAOs at liberal arts institutions located in 15 southern states.
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Dolis, Chad M. "Allocation by Association: Goal Networks and the Allocation of Resources Across Multiple Demands." University of Akron / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=akron1375388896.
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Reynolds-Brewer, Gaynell D. McCarty Toni Morreau Lanny E. "Perceptions held by parents, teachers and elementary-age students with mild disabilities of the importance and responsibility for development of career goals." Normal, Ill. Illinois State University, 1997. http://wwwlib.umi.com/cr/ilstu/fullcit?p9803736.
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Thesis (Ed. D.)--Illinois State University, 1997.Title from title page screen, viewed June 7, 2006. Dissertation Committee: Toni McCarty, Lanny Morreau (co-chairs), Kenneth Strand, Ming-Gon John Lian. Includes bibliographical references (leaves 76-88) and abstract. Also available in print.
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Bullen, Patricia L. "Identity projects and positive youth development: The importance of efficacy, integrity, and belonging during adolescence." Thesis, University of Auckland, 2010. http://hdl.handle.net/2292/5675.
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Theory and research have indicated that well-being can be enhanced via the fulfilment of three key well-being concerns or needs, namely efficacy, integrity, and belonging. This thesis used a positive youth development framework to explore well-being concern experiences within the context of a young person’s most salient activities and goals, referred to here as identity projects (Harré, 2007). Guided by an adaptation of the identity project model (Harré, 2007), using a longitudinal design, this thesis incorporated both quantitative and qualitative methods to explore how identity projects were negotiated during adolescence; what impact well-being concerns had on commitment to projects; and how this related to subjective well-being (SWB).
In the quantitative study, 162 ethnically diverse Year 12 high school students participated at time one (T1); and one year later 87 students took part at time two (T2). Participants completed an adaptation of the Personal Project Analysis tool (Little, 1983), and two independent measures of SWB. The main foci of the quantitative study were to explore the predictive value of each well-being concern to project commitment and SWB; and to investigate if commitment mediated the link between well-being concerns and SWB.
For the qualitative study, narrative interviews were conducted among 16 adolescents at three time points – Years 12 and 13, and after completing high school. The main foci of the interviews were to investigate how well-being concerns were voiced within the context of specific projects; and to gain insight into how projects were negotiated during life transitions.
The quantitative results showed efficacy and integrity, but not belonging, were predictors of concurrent commitment at T1 and actual commitment to T1 projects at T2. The mediating role of commitment (between the well-being concerns and SWB) was, however, not supported. Instead, each well-being concern directly predicted different aspects of SWB, and these relationships changed over time. Overall, experiences of efficacy and belonging, within identity projects, enhanced SWB in the short term, while only experiences of integrity enhanced SWB, namely life satisfaction, in the long term. The qualitative results indicated experiences of efficacy and belonging were most prevalent within leisure pursuits, while integrity was most commonly discussed within education and career projects.
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Bengtsson, Amanda, and Olivia Wredh. "Mål, en drivkraft i projekt? Hur mål och andra faktorer har betydelse för en projektmedarbetares motivation Has the usage of goals in a project an effect on the motivation? How goals and other elements are of importance for a project member’s motivation." Thesis, Malmö högskola, Fakulteten för teknik och samhälle (TS), 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-21726.
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En kvalitativ studie har gjorts där intervjuer har använts som metod för insamling av data. Det har genomförts semistrukturerade intervjuer där de som har intervjuats har varit personer med olika åldrar, olika kön och som har olika yrken inom olika branscher. Studien har sitt huvudsyfte i att undersöka om och i så fall hur mål har betydelse för medarbetares motivation. Studien syftar också till att ta reda på om det finns andra faktorer som kan ha betydelse för motivationen. Resultatet visar att konkreta mål leder till att projektdeltagare blir motiverade i sitt arbete. Dessutom säger vårt resultat att faktorer som lön, belöning, kollegor, ansvar och känsla av att göra ett meningsfullt arbete har betydelse för motivationen hos medarbetare i projekt. Det visar sig också att hur mål används, exempelvis att alla medarbetare är medvetna om de mål som finns och att mål följs upp, får en betydelse för motivationen.A qualitative study has been made where interviews were used as a method of data collection. Semi-structured interviews have been implemented were the interviewees are people with different ages, different sexes and who has different occupations in different industries. The main purpose with this study is to examine whether, and if so, how goals are of importance for a project member’s motivation. The study also aims to find out if there are other elements that can have importance for the motivation. The result shows that concrete goals make project members motivated in their work. The result also shows that elements like salary, reward, colleagues, responsibility and the feeling of doing a meaningful work have importance for a project member’s motivation. It also shows that how project groups work with goals are important for the motivation, for example all employees need to be aware of the existing goals.
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Becirovic, Emkic Medina. "Motivation - the driving force for our actions : A study of the importance of learning experiences, learner beliefs, self-determination and personal goals for motivation and attitudes in English language learning." Thesis, Högskolan i Gävle, Akademin för utbildning och ekonomi, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-8232.
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The pedagogical debates within language learning and language teaching have emphasized motivation as one of the key factors. Conversely, the broadness of motivation and its complexity has been acknowledged as a challenging concept which is difficult to grasp. This study aims at examining motivation as a concept determined by different internal and external factors which also shape individuals’ attitudes towards language learning. With the aim of understanding the existence of motivation and attitudes in a variety of contexts, individuals’ level of language knowledge is the point of departure in this study. Motivation and attitudes in language learning are examined in the light of individuals’ learning experiences, personal beliefs, self-determination and personal goals.
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Parlak, Rakap Asiye. "In-service Early Childhood Teachers." Phd thesis, METU, 2011. http://etd.lib.metu.edu.tr/upload/12613250/index.pdf.
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The aim of this research study was to investigate the early childhood teachers&rsquoperceptions about their roles in the development of self-discipline in children. In order to specify this aim, the research question which asked &ldquo
How do early childhood teachers perceive their role in the development of self-discipline?&rdquo
was investigated. Current study was conducted based on qualitative research methodology. In order to investigate the aim, a case including seven early childhood teachers working at the same institution was reached. The main data collection instrument was an interview protocol consisting of two parts: vignettes and interview questions. The instrument included questions related to the meaning and importance of self-discipline, and how to support it in classroom environment, and was developed according to observations and related literature. Additionally this instrument was pilot tested with six early childhood teachers. The interviews for the main study were conducted between December 2009 and January 2010. According to the findings, early childhood teachers were aware of self-discipline, its importance, and its development. However, some strategies which were being used by the teachers should be discussed with them in terms of relatedness of those strategies with self-discipline.
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Walker, Ryan J. "The Effect of Goal Importance on Counterfactual Activation." Miami University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=miami151371153045208.
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Maposa, Leonard. "The prevalence and economic importance of nematode infection in goats in Gweru District, Zimbabwe." Pretoria : [s.n.], 2010. http://upetd.up.ac.za/thesis/available/etd-03032010-173509.
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Sanon, Hadja Oumou. "The importance of some Sahelian browse species as feed for goats /." Uppsala : Dept. of Animal Nutrition and Management, Swedish University of Agricultural Sciences, 2007. http://epsilon.slu.se/200784.pdf.
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Maposa, Leonard. "The prevalence and economic importance of nematode infection in goats in Gweru District, Zimbabwe." Diss., University of Pretoria, 2009. http://hdl.handle.net/2263/22953.
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A cross-sectional survey was conducted in four areas in the communal area of Gweru District in the Midlands Province, Zimbabwe. The study was conducted at Mkoba, Mangwande, Chiwundura and Nsukamini. The objective of the study was to determine the prevalence of nematode infection in communal goats in Gweru District, and whether or not the prevalence was related to age, sex, breed or the season. The study was important as it would help in evaluating current strategies used in nematode control and designing low cost control strategies. One hundred and ninety-eight (198) communal goats made up of 49 males and 149 females ranging in age from one month to over twelve months were sampled. Of these, 100 were sampled during the wet season and the remaining 98 during the dry season. One hundred and fifteen (115) or 58% had significant egg counts per gram (epg) of faeces. Among the goats that had significant epg, 31 were males and 84 were females. All age groups were affected. The most common parasites encountered were Haemonchus, Trichostrongylus, Teladorsagia and Oesophagostomum. Haemonchus was the dominant species during the wet season. The proportion of goats that had a significant EPG during the wet season was significantly higher than during the dry season (X2=5.311; P≤0.05). There was no statistical significant difference in prevalence among the different age groups (X2=1.270; P≤0.05) and between males and females (X2=0.696; P≤0.05). CopyrightDissertation (MSc (Veterinary Tropical Diseases))--University of Pretoria, 2009.
Veterinary Tropical Diseases
unrestricted
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Rarick, Timothy Michael. "Importance of perceived adulthood and goal pursuit in emerging adult college students." Diss., Kansas State University, 2011. http://hdl.handle.net/2097/13131.
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Doctor of PhilosophyDepartment of Family Studies and Human Services
Rick J. Scheidt
Previous research has discovered that most 18-to-25 year olds do not feel they have reached the rite of passage known as adulthood. This period of development, termed “emerging adulthood”, is characterized by identity exploration and myriad possibilities related to who one is and what one wants out of life. Empirical evidence suggests that future goals linked to one’s identity are more likely to be obtained through three actions specified in the Selection-Optimization-Compensation (S.O.C.) model: selecting goals to focus one’s resources, optimizing goal-relevant means, and, when necessary, compensating for losses that may occur in these means. The purpose of this study was (a) to identify the proportions of 18-to-25 year old perceived adults vs. emerging adults in a university sample (n = 828); (b) to assess the degree to which self-reported perceived adult status distinguishes self-reports of achieved adult criteria, goal-pursuit strategies, and subjective well-being, and; (c) to determine the predictive utility of perceived adult status, background characteristics, and goal-pursuit strategies for understanding individual differences in life satisfaction, positive affect (i.e., subjective vitality), and negative affect (i.e., depressive symptoms). Analyses of on-line survey responses indicated that approximately one-fourth (24%) of participants reported they had reached adulthood, and, compared to their emerging adult peers, had achieved more criteria for adulthood and were using more effective goal-pursuit strategies. Step-wise multiple regression analyses revealed that specific background characteristics (e.g., relationship status and GPA) and goal-pursuit strategies (e.g., optimization) were significant and strongest predictors of the participants’ life satisfaction, positive affect, and negative affect. Perceived adult status was a significant moderate predictor of both life satisfaction and positive affect but was unrelated to negative affect. Implications of the findings for developmental researchers, educators, and practitioners are discussed.
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Ledlie, Nikhil. "Aiding the Mdg's: How Important is Development Assistance in Achieving the Millennium Development Goals." Scholarship @ Claremont, 2013. http://scholarship.claremont.edu/cmc_theses/624.
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The objective of this paper is to study the impact of aid on human development. This impact in turn indicates whether this aid is on course to help developing nations achieve their respective Millennium Development Goals by the target date of 2015. Using time series data on 136 aid recipient countries from 2000-2010 and infant mortality, illiteracy and poverty as measures of human development, this paper assesses the direct effect of foreign aid on these three developmental indices. The empirical findings of this study yield inconclusive results much like many prior research studies on the effectiveness of foreign aid. This paper also develops a quality measure of aid; however this variable also shows inconclusive results. This study reinforces that the quality and knowledge aspects of the aid flowing to developing countries are as important as the monetary aspect of this aid.
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Silva, Lígia Carolina Oliveira. "The importance of achieving what you value : a career goal framework of professional fulfillment." reponame:Repositório Institucional da UnB, 2015. http://dx.doi.org/10.26512/2015.12.T.19503.
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Tese (doutorado)—Universidade de Brasília, Instituto de Psicologia, Programa de Pós-Graduação em Psicologia Social, do Trabalho e das Organizações, 2015.Submitted by Fernanda Percia França (fernandafranca@bce.unb.br) on 2016-02-11T14:59:04Z No. of bitstreams: 1 2015_LígiaCarolinaOliveiraSilva.pdf: 2458759 bytes, checksum: a37d9aee1b2246a102c973c47e054735 (MD5)
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Esta tese teve como objetivo propor um modelo de realização profissional baseado em metas de carreira, além de investigar suas motivações e consequências. Realização profissional é definida como a percepção do indivíduo de atingimento de suas metas de carreira mais importantes de carreira e/ou a avaliação positiva sobre estar na direção certa para atingir essas metas. O conceito é composto de duas dimensões: 1) importância e alcance de metas de carreira (conteúdo); 2) avaliação do progresso em direção às metas. O primeiro estudo propôs o construto de realização tanto de forma teórica quanto empírica. A Escala de Realização Profissional (ERP) foi desenvolvida de forma a operacionalizar e capturar o construto proposto, sendo testada em três sub-estudos que compreenderam (1a) o desenvolvimento da ERP, (1b) o teste do modelo proposto e (1c) a análise da confiabilidade teste-reteste da escala. Os resultados das análises fatoriais exploratória e confirmatória evidenciaram que a ERP apresenta evidências adequadas de validade. As demais análises indicaram que a escala apresenta evidências de validade de construto e divergente, assim como confiabilidade teste-reteste. O segundo estudo visou analisar como a orientação para metas de alcance poderia motivar a realização profissional, considerando que tal orientação representa os motivos distintos que as pessoas podem ter para alcançar metas. Portanto, foi investigado como a orientação para alcance de metas poderia predizer as dimensões da orientação profissional, sendo esta relação moderada/mediada pela autoestima. Os resultados indicaram que apenas a orientação de maestria prediz a realização profissional, sendo essa relação moderada pela autoestima quando a evitação de maestria e o conteúdo das metas de carreira são considerados, e mediada quando a aproximação de maestria e o progresso em relação às metas é considerado. O terceiro estudo teve como objetivo investigar o impacto da realização profissional em aspectos da psicologia positiva, tais como bem-estar subjetivo (BES) e florescimento no trabalho. Resultados das análises de regressão múltipla indicaram que ambas as dimensões da realização profissional predizem o componente afetivo do BES, mas apenas a dimensão de avaliação de progresso em direção às metas predisse o componente de satisfação com a vida do BES. Adicionalmente, os resultados evidenciaram que ambas as dimensões de realização profissional predizem o florescimento no trabalho. Conclui-se que o esforço inicial para propor e investigar a realização profissional como um conceito de metas de carreira foi bem-sucedido no sentido de iniciar uma linha de pesquisa desafiadora.
This dissertation aimed to propose a career-goal framework of professional fulfillment, besides investigating professional fulfillment motivations and consequences. Professional fulfillment is defined as the perception of having attained, or being on the right track for attaining, one's most important career goals. The concept is composed of two dimensions: 1) Importance and achievement of career goals (goal content); 2) Evaluation of goal progress. The first study aimed to propose professional fulfillment construct both theoretically and empirically. Professional Fulfillment Scale (PFS) was developed in order to operationalize and capture the construct, being tested across three sub-studies, which comprised (1a) development of PFS, (1b) test of the model proposed, and (1c) analysis of test-retest reliability of the scale. Results from exploratory and confirmatory factor analysis have presented adequate validity evidence. Further analysis indicated that the scale presents evidence of construct and divergent validity, as well as test-retest reliability. The second study aimed to analyze how achievement goal orientations could motivate professional fulfillment, considering that the former represents distinct motives people may have to achieve goals. Therefore, it was investigated whether achievement goal orientation predicted professional fulfillment dimensions, being this relationship moderated/mediated by self-esteem. Results indicated that only mastery goal orientation predicts professional fulfillment, being this relationship moderated by self-esteem when mastery avoidance orientation and goal content part of PFS were considered, and mediated when mastery approach orientation and goal progress part of PFS were considered. Study 3 aimed to investigate the impact of professional fulfillment on positive psychology aspects, such as subjective well-being (SWB) and flourishing at work. Results of multiple regressions indicated that both dimensions of professional fulfillment predicted the affective component of SWB, but only the goal progress dimension of professional fulfillment predicted the satisfaction with life component of SWB. Additionally, results evidenced that both dimensions of professional fulfillment predicted flourishing at work. It concludes that the initial effort to propose and investigate professional fulfillment as a career-goal concept was a successful endeavor for initiating a challenging line of research.
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McGranahan, Rose. "Relationship affirmation, self-esteem, and important goal pursuit in adolescence." Thesis, Goldsmiths College (University of London), 2017. http://research.gold.ac.uk/20518/.
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The pursuit of an ideal self and related goals is a constant throughout the lifespan, and a great deal of motivation and self-regulation is required in order to move closer to this ideal. For adolescents in particular, the ability to harness enough motivation to pursue important goals can be a struggle. The current thesis examined the ways in which having close affirming relationships may enhance young people’s ability to pursue their goals, and move closer to their ideal selves. An established inter-personal model of motivation, the Michelangelo Phenomenon, was used as a backdrop for a series of four empirical studies, each building on the previous to further clarify the contributions self-esteem and relationship affirmation make to goal pursuit. The first study extended the concept of relationship affirmation for use in relationships other than romantic couples, to determine whether all forms of affirming relationships could be beneficial to goal pursuit and movement towards the ideal self. This being the case, along with relationship affirmation mediating the positive relation between self-esteem and goal pursuit motivation, the next study extended this further by applying the theory to adolescents undertaking their last years of school. A three time-point school-based study was carried out, testing the mediation hypothesis in adolescents from four Greater London schools. Three empirical chapters describe findings from this study, with Chapters 3 and 4 examining the first time points cross-sectionally, and Chapter 5 analysing the first and last time points longitudinally. The findings revealed relationship affirmation to be a strong predictor of motivation to pursue ideal-relevant goals, and of life satisfaction. The mediation model was supported for the most part, although the pattern was not found longitudinally. The findings reveal the central importance of social support, and particularly the presence of affirming relationships, to enable adolescents to pursue important goals.
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Walker, Jim L. "Determinants of Small Firm Performance: the Importance of Selected Managerial Personality Traits, Perceived Environmental Uncertainty, Scanning Activities, and Managerial Goal Setting Activities." Thesis, University of North Texas, 1988. https://digital.library.unt.edu/ark:/67531/metadc331570/.
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Much of the previous research on organizational performance deals with the larger businesses. As such, the owner/managers of small firms and researchers interested in small businesses have had to work with planning models which were not formulated with small businesses in mind. Therefore, the general purpose of this study is to help correct this deficiency and add to the body of knowledge concerning the contributions specific factors make toward increasing the performance of small firms. Specifically, selected managerial personality traits, managerial perceived environmental uncertainty, managerial scanning habits, and managerial goal setting activities are utilized to develop three models. The three models are used to determine the relationship the factors have to each other and the contribution the variables make toward the performance of the firm. The firms included in this study are located in a South Central metropolitan area. The firms have between 2 and 100 employees, sales of less than 3 million dollars, and have been in operation 2 years or longer. This study utilizes regression analysis and path analysis to determine the effects the factors have on each other and their contribution to the firm's performance. The Statistical Package for the Social Sciences (SPSSx) is utilized to run the regression analysis. An Analysis of Linear Structural Relationships by the Method of Maximum Likelihood (LISREL) is utilized for the path analysis. Using path analysis, the third model demonstrates a total coefficient of determination for structural equations of 0.09. However, only two of the four factors have a t value of 2.0 or greater. The study also indicates the personality trait of dogmatism is inversely related to managerial scanning -.349 p <.01. Perceived environmental uncertainty is negatively correlated to performance at -.215 p <.05. None of the remaining factors demonstrated significant relationship to the firm's performance.
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Michali, Yvonne E. "Increasing Teacher Awareness of Self-Determination." Kent State University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=kent1397663105.
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Liao, Ching-Yi, and 廖靜怡. "The relative importance of therapy goals and treatment efficacy as judged by speech therapists and families." Thesis, 2005. http://ndltd.ncl.edu.tw/handle/15145094614375274929.
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碩士國立高雄師範大學
溝通障礙教育研究所
93
In this study the importance of two kinds of treatment goals (i.e., linguistic vs. functional communication) in the aphasia intervention was judged by speech therapists and family members. In addition, the treatment efficacy of aphasia intervention in a six-month period involving several medical settings was assessed with respect to both linguistic abilities and functional communication abilities. The results indicated that functional communication abilities were judged as more important than linguistic abilities by both therapists and families. Within the linguistic abilities, auditory comprehension and verbal expression were viewed as the goals more important than the abilities of reading comprehension and writing. The result remained the same regardless of the severity of aphasia. By contrast, the relative importance of different function communication abilities was judged differently according to severity of aphasia by speech therapists, who considered basic communication needs as more important goals for severe aphasics than mild aphasics. However, social communication abilities were judged as more important goals for mild aphasics than moderate and severe aphasics. Finally, after six months of intervention, the aphasic patients showed significant improvement in linguistic but not functional communication abilities. Moreover, the degree of improvement did not appear affected by severity of aphasia.
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Hemel, Brian T. "Prescribed burning in Tennessee importance and barriers, goals, and information needs of private, state, and federal managers /." 2004. http://etd.utk.edu/2004/HemelBrian.pdf.
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Thesis (M.S.)--University of Tennessee, Knoxville, 2004.Title from title page screen (viewed Sept. 20, 2004). Thesis advisor: David S. Buckley. Document formatted into pages (xi, 91 p. : ill. (some col.), 1 map). Vita. Includes bibliographical references (p. 60-65).
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CHUN, TAN I., and 譚怡君. "Study on the Importance of Physical Education Curriculum Goals between Teachers and Students in Elementary School in Taipei." Thesis, 2007. http://ndltd.ncl.edu.tw/handle/94875976941962057492.
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碩士台北巿立體育學院
運動科學研究所
95
The purpose of this study was to investigate the importance of Physical Education Curriculum Goals (PECG) between teachers and students in elementary school in Taipei. And to compare the differences toward PECG based on the following variables: the Physical Education (PE) teacher’s “gender”, “marital status”, “way of qualification acquired”, “graduated from PE faculty”, “educational background”, “teaching seniority”, “job position” and student’s “gender”, “grade”, “experiences in PE or clubs”, “experiences as school teams”. The research instrument was “The Importance of Physical Education Curriculum Goals between Teachers and Students Questionnaire”. The subjects of this study were 360 PE teachers and 1080 students, in which effective samples were 262 and 866 subjects; valid sampling rate was 73% and 80%. All data from the valid questionnaires were analyzed statistically by independent t-test and one-way ANOVA. The results of the statistical analysis were as followed: 1.Results of PE Teachers and Students toward the importance of PECG： Both PE Teachers and Students gained the highest score on the importance of Affective Curriculum Goals (ACG), Skills and Physical Fitness Curriculum Goals (SPFCG) the second and Cognitive Curriculum Goals (CCG) the least. 2.Comparisons between different variables of PE teachers on PECG: a)There was significant difference in “gender” on ACG of PECG; b)There was no significant difference in “marital status” on PECG; c)There were significant differences in “way of qualification acquired” on PECG; d)There were significant differences in “graduated from PE faculty” on PECG; e)There were significant differences in “educational background” on ACG and SPFCG of PECG; f)There were significant differences in “teaching seniority” on ACG and SPFCG of PECG; g)There was no significant difference in “job position” on PECG. 3.Comparisons between different variables of students on PECG: a)There was significant difference in “gender” on ACG of PECG; b)There were significant differences in “grade” on ACG and SPFCG of PECG; c)There was no significant difference in “experiences in PE or clubs” on PECG; d)There was significant difference in “experiences as school teams” on SPFCG of PECG; 4.Comparisons between PE teachers and students on PECG: There were significant differences on ACG, SPFCG and CCG of PECG;
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Saitlová, Barbora. "Žákovské atribuční tendence a instrumentalita učení." Doctoral thesis, 2013. http://www.nusl.cz/ntk/nusl-327436.
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TITLE: Pupils attributional tendencies and learning instrumentality AUTHOR: Mgr. Barbora Saitlová DEPARTMENT: Charles University in Prague - Faculty of Education SUPERVISOR: Doc. PhDr. Isabella Pavelková, CSc. ABSTRACT: In this dissertation we deal with an issue of pupils and students attribution in relation to life goals and perceived learning instrumentality for achieving these goals. We use life goals as an area for the two variables examination research. Besides the above mentioned variables we deal with another factors that we consider important in goals realization - future time perspective and students volitional characteristics, too. We were interested in school success and failure attribution, verification the role of internal and controllable attribution in terms of future time perspective or difference between the concept learning instrumentality and future time perspective. We used modified version of Inventory of motivational goals importance and learning instrumentality (De Volder, Lens, 1982) that we supplemented by questions about the attributional tendencies. Furthermore as a main method, we assigned students modified version of the Perspective orientation inventory (Pavelková, 2002), the Zimbardo time perspective inventory (Zimbardo, Boyd, 1999) and the Volitional components...
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Tu, Jung-Feng, and 涂榮峰. "A Reserch on the Importance of Physical Education Curriculun Goals between Teachers and Students of Junior High Schools in Taipei County." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/76776779365318314597.
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碩士臺北巿立體育學院
運動科學研究所
96
The purpose of this reserch was to investigate the importance of Physical Education Curriculum Goals (PECG) between teachers and students of junior high school in Taipei County. And to compare the differences toward PECG based on the following variables: the Physical Education (PE) teacher’s “gender”, “marital status”, “age” “way of qualification acquired”, “educational background”, “teaching seniority”, “job position” and student’s “gender”, “grade”, “experiences in PE or clubs”, “experiences as school teams”. The research instrument was “The Importance of Physical Education Curriculum Goals between Teachers and Students of Junior High School in Taipei CountyQuestionnaire”. The subjects of this study were 246 PE teachers and 946 students, in which effective samples were 216 and 865 subjects; valid sampling rate was 87.8% and 91.4%. All data from the valid questionnaires were analyzed statistically by independent t-test and one-way ANOVA. The results of the statistical analysis were as followed:1.Results of PE Teachers and Students toward the importance of PECG：a)PE Teachers gained the highest score on the importance of Cognitive Curriculum Goals (CCG) b)Students gained the highest score on the importance of Affective Curriculum Goals (ACG) 2.Comparisons between different variables of PE teachers on PECG: a)There were no significant differences in “gender” “marital status” “age” “way of qualification acquired” “educational background” on PECG;b)There were significant differences in “teaching seniority” on PECG;c)There was significant difference in “job position” on SPFCG of PECG.3.Comparisons between different variables of students on PECG: a)There was significant difference in“job position” on SPFCG ;b)There was no significant difference in “grade” on CCG and SPFCG of PECG;c)There were significant differences in “experiences in PE or clubs” “experiences as school teams”on ACG, SPFCG and CCG of PECG;4.Comparisons between PE teachers and students on PECG: There were significant differences on ACG, SPFCG and CCG of PECG
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Bullen, Patricia L. "Identity projects and positive youth development: the importance of efficacy, integrity and belonging during ddolescence." 2010. http://hdl.handle.net/2292/5675.
Full textAbstract:
Theory and research have indicated that well-being can be enhanced via the fulfilment of three key well-being concerns or needs, namely efficacy, integrity, and belonging. This thesis used a positive youth development framework to explore well-being concern experiences within the context of a young person’s most salient activities and goals, referred to here as identity projects (Harré, 2007). Guided by an adaptation of the identity project model (Harré, 2007), using a longitudinal design, this thesis incorporated both quantitative and qualitative methods to explore how identity projects were negotiated during adolescence; what impact well-being concerns had on commitment to projects; and how this related to subjective well-being (SWB). In the quantitative study, 162 ethnically diverse Year 12 high school students participated at time one (T1); and one year later 87 students took part at time two (T2). Participants completed an adaptation of the Personal Project Analysis tool (Little, 1983), and two independent measures of SWB. The main foci of the quantitative study were to explore the predictive value of each well-being concern to project commitment and SWB; and to investigate if commitment mediated the link between well-being concerns and SWB. For the qualitative study, narrative interviews were conducted among 16 adolescents at three time points – Years 12 and 13, and after completing high school. The main foci of the interviews were to investigate how well-being concerns were voiced within the context of specific projects; and to gain insight into how projects were negotiated during life transitions. The quantitative results showed efficacy and integrity, but not belonging, were predictors of concurrent commitment at T1 and actual commitment to T1 projects at T2. The mediating role of commitment (between the well-being concerns and SWB) was, however, not supported. Instead, each well-being concern directly predicted different aspects of SWB, and these relationships changed over time. Overall, experiences of efficacy and belonging, within identity projects, enhanced SWB in the short term, while only experiences of integrity enhanced SWB, namely life satisfaction, in the long term. The qualitative results indicated experiences of efficacy and belonging were most prevalent within leisure pursuits, while integrity was most commonly discussed within education and career projects.Whole document restricted until 04/2012, but available by request, use the feedback form to request access.
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Rodriguez, Karen Nicole Hernandez. "Importance of the education for all programme of the UNESCO, in the education development of São Tomé and príncipe during the years 2000-2015." Master's thesis, 2016. http://hdl.handle.net/10071/13236.
Full textAbstract:
This investigation highlights the importance of the Education for All programme of
the UNESCO in the education development of São Tomé and Príncipe during the years 2000-2015.
For this matter, it has been selected a number of reports of the UNESCO, the World
Bank, the Ministry of Education, Culture and Sciences of São Tomé and Príncipe, as
well as some investigation articles of the education of São Tomé and Príncipe
written by different researchers, as the base for this research project.
In the course of this investigation, some education indicators are going to be given
as a comparison tool to measure the assessments of the development of the
education in São Tomé and Príncipe during the years selected.
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Borůvková, Jiřina. "Instrumentalita učení pro budoucí cíle studentů gymnázia." Master's thesis, 2014. http://www.nusl.cz/ntk/nusl-342450.
Full textAbstract:
This thesis is a report about the research study; it aims to map students' views of the future, importance of goals, learning instrumentality, attribution of choice goals and conceptions of learning by students. This text also deals with the relations of these variables. The research was conducted with 106 students of the same age from a grammar school. These students attended first class of the four-year study programme and fifth class of the eight-year study programme. The variables were compared between boys and girls and between students of four and eight year study programmes. The research study used quantitative and qualitative methods. A modified version of the Inventory of motivational goals importance and learning instrumentality (De Volder, Lens, 1982) was used. It was supplemented by questions about the attributional tendencies. Another method was essays, its subject was "one day in students' future". This method was supplemented by some questions. The qualitative analysis of the data was centred upon content and time analysis and aspects such as satisfaction, realism, elaborateness and alternativeness. The conceptions of learning were analysed by students' answers to the following question: "What do you actually mean by learning?". The categories of conceptions of learning were obtained...
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Shi, Zhong Qi. "Why Is It Important for Students and Teachers to Share Goals?" Thesis, 2018. https://doi.org/10.7916/D8MD0BG5.
Full textAbstract:
Teachers often use instructional goals to guide students’ learning and to track their performance. Typically, teachers develop these instructional goals before they meet students and then hand over their list of goals to students during their first class session. Prior research shows that students do not necessarily understand the underlying principles of those broader terms and how they are to be assessed—they don’t truly understand what is expected of them, nor how a teacher sets out to help them learn. The inadequacy in students’ understanding about instructional goals has been shown to be related to student underachievement, disengagement in classes, and poor student-teacher relationships.
The effectiveness of goal-driven learning is dependent on the learner’s ability to make informed decisions about what to learn and what strategies to use to achieve the desired objectives. Given that, I hypothesize that helping students understand their teacher’s rationale behind the goal creation process will help students make better decisions with their study, demonstrate stronger motivation, develop better student-teacher relationships, and eventually improve their academic performance.
To test these hypotheses, I created an intervention that required students to have a discussion with their teacher about how the instructional goals were prioritized. Eighty-nine students from an introductory Microbiology class were randomly assigned into three conditions: (1) Goal Listing (GL) condition, in which students read a list of instructional goals as they were in the syllabus; (2) Goal Ranking (GR) condition, in which students read a list of instructional goals that had been ranked according to their importance by their teacher; and (3) Goal Ranking + Discussing (GRD) condition, in which students read the ranked goals and discussed them with their teacher in a one-on-one meeting. The measures I used to test the effects of the intervention include study-time allocation, accuracy of self-assessment for an upcoming exam, help-seeking tendency toward the teacher, attitude toward the class and the teacher, and class performance.
Results showed that the GRD group performed significantly better than the other two groups on every behavioral measure, but no significant difference was found between the GR and GL group. Specifically, students in the GRD condition scored significantly higher, planned their study more strategically, predicted their final grade more accurately, and demonstrated stronger tendency to seek help from their teacher. Mediation analyses were conducted to test whether students’ metacognitive strategies causally contributed to their better performance. Results show that both study-time planning and self-assessment mediated exam performance for the GRD group, but not for the GR group. This suggests that a discussion on the ranked goals is more powerful in affecting students’ learning process than simply showing them the goals without an explanation. In addition to the behavioral measures, we also examined students’ attitudes toward their teacher and the course. The results show that the GRD group gave a more positive evaluation of their teacher and perceived the course as more interesting and valuable than the other two groups. This suggests that a discussion of goals can bring about motivational benefits such as improving student-teacher relationships.
This study made unique theoretical and practical contributions to our understanding of how teachers can best communicate goals to their students. First, most previous research on students’ goals focused on what goals might be beneficial to learning, but did not address how to enable students to strategically arrive at those goals. Our study suggests that having teachers explain how their instructional goals were set can be a promising step toward that end. Second, our findings add to past research on metacognitive training, which largely focused on teaching strategies to students. Our study suggests that we can improve students’ use of metacognitive strategies by helping them gain a clear understanding of the instructional goals. Moreover, the study points to the important role of social interaction in enhancing students’ self-regulating abilities such as planning and self-assessment. Metacognition is not just about understanding one’s own thinking. Understanding the goals of those who are important to one’s learning can be helpful to improving one’s metacognition. Finally, the study offers clear guidance in how to make teachers’ office hours more productive. Goal discussion provides an implementable tool that can improve the effectiveness and efficiency of their communication and their relationship.
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Drinka, Ginevra Olver. "Coaching for learning agility: The importance of leader behavior, learning goal orientation, and psychological safety." Thesis, 2018. https://doi.org/10.7916/D85X3S2F.
Full textAbstract:
The present research explored associations between potential antecedents of subordinate learning agility and subordinate performance (perceived manager coaching behavior, subordinate learning goal orientation, and perceived manager-subordinate psychological safety). Two studies were conducted: one in a healthcare organization and another using crowd-sourced data. Findings demonstrated significant associations between study constructs. Specifically, structural equation modeling and regression results demonstrated that perceived manager coaching behavior was associated with perceived manager-subordinate psychological safety and with subordinate learning agility. Analyses also established that subordinate learning goal orientation was associated with subordinate learning agility. Additionally, results demonstrated that perceived manager-subordinate psychological safety was associated with subordinate learning agility. Finally, results did not verify an association between subordinate learning agility and subordinate performance, although this may have been due to methodological issues rather than empirical ones. Future research should assess causal mechanisms, other antecedents, and contextual elements such as the level of change in an organization. A fuller study of these constructs may provide more understanding of the importance of learning agility in the workplace. Implications for organizations are discussed.
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Davies, S. J. "The importance of browse in late dry season and early wet season diets of cattle and goats in a communal area of the Eastern Transvaal lowveld." Thesis, 1993. http://hdl.handle.net/10539/21651.
Full textAbstract:
A dissertation submitted to the Faculty of Science, University of the Witwatersrand, Johannesburg, in fulfilment of requirements for the degree of Master of Science. Johannesburg, 1991.The contribution of browse and grass to the diets of cattle and goats was assessed in relation to the total biomass of woody foliage and grass available in the study area. Livestock made less use of browse during the dry season than was shown by studies conducted in the Sahel and Nylsvley, northern Transvaal. Goats fed more selectively, utilised newly flushed foliage more and fed upon a greater variety of woody plant species than did cattle. Browse contribute nore to goat diets than to cattle diets although goats were less often supplied with browse. For goats, feeding on standing browse, 'supplied browse and leaf litter occupied 34.7 % of observation time before the tree/shrub flush and 8.3 % post-flush; for cattle the contributions were 14.7 % and 5.8 %, respectively. Fruits, flowers and bark were utilised only during the pre-flush period and only by goats. Goats spent significantly more time grazing and more time browsing than did cattle during the post-flush period. Agave sisalana (sisal) contributed to cattle diets during the preflush and post-flush periods, and to goat diets during the pre-flush period. Since relatively little standing woody foliage is accessible to the animals (16.6 % preflush and 30.7 % post-flush of the wet season maximum), lopping of woody foliage by herders substantially increases the amount of food accessible to livestock, and supplied browse was eaten wherever it was encountered. Aerial cover of grass averaged less than 20 %, grass biomass ,less than 120 kgDM.ha·t and biomass concentration of grass less than 553.5 gDM.m"3 for catena toplands, catena bottomlands and drainage line thickets. The low contribution of browse to livestock diets during this study was due to the scarcity of accessible, palatable forage, exacerbated by the late flush 011 woody plants. In addition, local people harvesting live wood for fuel may compete with foraging livestock. To increase the supply of food for livestock further the rollowing practices could be encouraged: storage of woody foliage litter until the late dry season, use of chemicals to increase the nutritional value of poor quality browse and establishment of woodlots of palatable, perhaps leguminous, evergreen woody species for use as livestock fodder.
GR2017
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Dagnäs, Maja, and Julia Fredriksson. "The importance of evaluating before selecting appropriate activities as interventions in psychiatry : A qualitative study conducted as a Minor Field Study at a psychiatric clinic in Vietnam." Thesis, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-49417.
Full textAbstract:
Aim: The purpose of this study is to describe the intervention process at a psychiatric clinic in Vietnam, from evaluation to goal setting, and how the staff choose occupation-based intervention for their patients. Method: This study is a qualitative study with inductive approach where the data collection is based on a semi-structured interview with the health care staff at a psychiatric clinic in Vietnam. The respondents consisted of a total of ten participants and were required by a purposive sample. Content analysis according to Kristensson (2014) was used to examine the data. Result: The findings from the result revealed that the clinic work without a standard procedure where the staff evaluates and assess their patient from their own experience. They also interview and observe the patients without an aim. The result also showed that the clinic offers different occupation-based interventions where the doctor decides occupation-training but not in consultation with the patient. It was revealed that the purpose of the occupation is to make the patients independent. The last finding was that the staff has a lack of individual goal setting and the general goal is for patients to get healthy. To see if the patients achieve improvement, observations are made without aim. Conclusion: The study concludes that the health care staff at the clinic has found their strategies using their own experience, for evaluating and assessing their patients.
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VRZALOVÁ, Monika. "Role sestry ve screeningu deprese u seniorů." Master's thesis, 2016. http://www.nusl.cz/ntk/nusl-260905.
Full textAbstract:
The diploma thesis deals with problems of depression in older people. Mainly the work is focused on identifying and analyzing the role of nurses in screening for depression in older people in primary care, acute care, long-term care and home care. This thesis was focused on theoretical direction and was used the method of design and demonstration. In this thesis was set one main goals with five research questions. The main goal was to identify and analyze the role of nurses in screening for depression in the elderly. RQ 1: What is the role of the nurse in screening for depression in the elderly? RQ 2: What is the role of the nurse in the primary care in screening for depression in the elderly? RQ 3: What is the role of the nurse in screening for depression in hospitalized patients in acute care? RQ 4: What is the role of the nurse in screening for depression in seniors in long-term and home care? RQ 5: What rating scales and methods are used in screening for depression in the elderly? The thesis introduce the concept of depression. The following are specified the causes of and the important factors that affect depression in the elderly. It also deals the differences in the clinical symptomatology of depression in old age. It explains possibilities and various barriers in the diagnosis of depression. Another chapter introduces complete geriatric examination, diagnostic classification systems, possible screening methods and scales for detection of depression in the elderly population. It also deals methods of pharmacological and non-pharmacological treatment and its possible complications associated with older age. By reason of increased suicide rate caused by depressive disorder the issue of suicidal behavior in the elderly is introduced. The next chapter deals with the nursing process, which is used by nurses in practice. It consists of the evaluation of the patient's health condition, making nursing diagnosis, creating nursing plan and subsequent implementation and evaluation. The nursing process is also needy for providing quality care. The nursing process in the stage of nursing diagnosis, introduces possible nursing diagnosis for a patient suffering from depression, which are based on the latest classification. Finally is described the role of nurses in screening for depression in the elderly in different health facilities and their contribution to the timely evaluation of depression in the elderly. This chapter introduces the role of nurses, nursing screening and collaboration with a physician. The role of nurses in screening for depression in different medical facilities is based on the first phase of the nursing process of assessment. On the basis of objective and subjective information, the nurse will assess the overall health and mental condition of the patient. Primarily, it was investigated what is the role of the nurse in screening for depression. On the basis of content analysis and synthesis it was necessary to used and processed domestic and foreign literature. A number of relevant sources are the results of various studies and Meta-analyzes, mostly from abroad, but also from the Czech Republic. The thesis can serve as a basis for nurses. The result of this thesis is to create e-learning material available for students in the Faculty of Health and Social Sciences of South Bohemia in Ceske Budejovice in the tutorial called Moodle.