Dissertations / Theses: 'Motivation in education Motivation in education Motivation Learning, Psychology of'

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Lorek, Amy E. "Learning as leisure motivation, outcome, value /." [Bloomington, Ind.] : Indiana University, 2009. 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:3358933.

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Thesis (Ph.D.)--Indiana University, School of Health, Physical Education and Recreation, 2009.
Title from PDF t.p. (viewed on Feb. 8, 2010). Source: Dissertation Abstracts International, Volume: 70-05, Section: A, page: 1781. Adviser: Alan W. Ewert.

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Roberson, Benjamin N. "Motivation towards learning perceived in Socratic seminar versus traditional lecture." Thesis, Pepperdine University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3558400.

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As discussed in past literature, high school students often lack motivation towards learning (Crow, 2007; Lumsden, 1995). This lack of motivation interferes with student learning (Lumsden,1995; Vansteenkiste, Simons, Lens, Soenens, & Matos, 2005). At the middle school and collegiate level, Socratic Seminar is seen to provide motivation towards learning in students (Copeland, 2005; Mee, 2000; Strong, 1996); however, there is a need for research on student motivation as a result of Socratic Seminar at the high school level.

The purpose of this study is to identify the extent to which, if any, differences exist in student motivation towards learning among students receiving English instruction via Socratic Seminar versus traditional lecture at the high school level. It was hypothesized that Socratic Seminar provides a better opportunity for students to experience the IV pillars of motivation as described by John Keller (1987a)--attention, relevance, confidence, and satisfaction--than traditional lecture does.

A quantitative correlational design was implemented with a cross-sectional data collection administered post-implementation of traditional lecture 3 times and post-implementation of Socratic Seminar 3 times over an 8-week period with 139 11th grade English students at Lutheran High School of Orange County. The responses were viewed as a group through the application of chi-squares. Next, chi-squares were applied to analyze the group's results for each question from the modified CIS. Then, the results were analyzed via Cramer's V within the individual constructs of motivation as described by the CIS, which include: attention, relevance, confidence and satisfaction.

The results displayed Socratic Seminar as providing a more motivating experience towards learning in certain areas of motivation while lecture was seen to be more motivating for other areas of motivation. It was originally believed the application of Socratic Seminar would provide higher student motivation toward learning. From these results, it was learned that teachers must seek a balanced approach in their teaching by applying both Socratic Seminar and lecture. In a broader sense, the lesson learned is that different teaching strategies motivate students in different ways and a wide range of teaching strategies ought to be applied.

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Cheung, Lin-sang. "Teachers' strategies for motivating students' learning in Hong Kong secondary schools : perspectives of teachers and students /." Hong Kong : University of Hong Kong, 1999. http://sunzi.lib.hku.hk/hkuto/record.jsp?B2118480X.

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

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

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

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

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Wholuba, Benetta H. "Examination of the motivation for learning of gifted and nongifted students as it relates to academic performance." Thesis, The Florida State University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3625947.

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This study sought to fill the gap in the literature concerning gifted students and academic motivation by examining the academic motivation in 126 non-gifted (n = 66) and intellectually gifted (n = 60) middle and high school students. The study used archival data to answer the following questions: What is the relationship between motivational variables, test anxiety, and student GPA for both non-gifted and gifted students? Are there differences in motivation across student group and across gender? And does a unique profile of motivation exist for intellectually gifted students? Study results revealed positive relationships between certain aspects of motivation and academic performance within the non-gifted students and the gifted students. Findings indicated that intellectually gifted middle and high school students tend to be more motivated than their non-gifted peers and experience significantly less test anxiety than their non-gifted peers. Gender differences in motivation were found only within the gifted group on intrinsic goal orientation, with gifted female students reporting more intrinsic goal orientation than their male counterparts. While a unique profile of motivation did not arise for intellectually gifted students, the gifted students were more likely to fall within cluster groups with high motivation, high sense of control over academic outcomes and high perception of their ability to successfully complete academic tasks. These students tended to have a higher GPA and experience very little test anxiety when compared to students with low motivation.

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Moore, Glenn Edward. "Anxiety and motivation in second language learning." CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2448.

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This study investigates student and instructor perceptions of the causes and effects of anxiety and motivation's effect on a student's ability to learn a second language. The study focused on the participant's perceptions of the causes and effects of anxiety, and relationships between anxiety and motivation, in both short-term and long-term learners.

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Spahr, Mae Lynn. "Gender, Instructional Method, and Graduate Social Science Students' Motivation and Learning Strategies." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/472.

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The purpose of the current study was to learn how gender and learning method affect motivation and learning strategies in psychology, counseling, and social work graduate students. The variables of gender, learning method, motivation, and learning strategies are used by the self-regulation model to learning and the theory of independent learning to measure a student's academic success. Increasing the knowledge of these variables will be of interest to academic institutions and to the field of educational psychology because little is known about their interaction. The study's design was factorial quasi-experimental; it used a cross sectional survey consisting of a 2 x 2 factorial design. Multivariate analyses of covariance (MANCOVA) were used to evaluate the variables. Gender and method of instruction (distance/traditional) served as the independent variables; the dependent variables were comprised of 6 motivation variables and 9 learning variables, as measured by the Motivated Strategies of Learning Questionnaire (MSLQ). Age/ethnicity served as covariates. A sample of 86 psychology, counseling, and social work learners who were in a master's or doctoral program was used. The results showed significant differences in learning strategies and motivation of graduate learner's between gender. Men were significantly higher than women in control belief (p = .02) and extrinsic goal orientation (p = .01); they were also higher in rehearsal (p = .03), peer learning (p < .01), and help seeking (p = .03). These findings suggest that learning strategies and motivation were not influenced by learning method, but learning strategies and motivation were influenced by gender. These findings could be used to enhance retention and graduation rates as well stimulate future research on the topic.

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Gebara, Tammy Teresa. "Comparing A Blended Learning Environment To A Distance Learning Environment For Teaching A Learning And Motivation Strategies Course." The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1274276353.

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Beerline, Nora. "Academic Motivation in Online and Traditional Community College Students." University of Toledo / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1582026665119838.

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Cheung, Lin-sang, and 張連生. "Teachers' strategies for motivating students' learning in Hong Kong secondary schools: perspectives of teachersand students." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1999. http://hub.hku.hk/bib/B31960789.

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Wolch, Philip. "An examination of the effect of risk-taking as defined by the International Baccalaureate Organization (IBO) Primary Years Program (PYP) on students' active participation in their own academic learning /." San Rafael, Calif. : Dominican University of California, 2002. http://www.ibo.org/.

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Mosholder, Richard Sean. "Evaluating engagement with, and determining the direct effects of, a curriculum teaching students learning and motivation strategies." Columbus, Ohio : Ohio State University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1183642268.

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DeHoff, Nicholas Wayne. "Effects of a Learning Strategies Intervention on Academically At-Risk College Students’ Levels of Self-Efficacy and Achievement Motivation." Miami University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=miami1489329277431778.

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Swigert, Silvia. "Computer learning motivation and indicators of computer skill in employee populations." CSUSB ScholarWorks, 1995. https://scholarworks.lib.csusb.edu/etd-project/984.

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Bayes, Kyle A. "Assessing Challenge as a Motivator to Use a Retrieval Practice Study Strategy." Ohio University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1493818741884809.

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Obrentz, Shari B. "Predictors of Science Success: The Impact of Motivation and Learning Strategies on College Chemistry Performance." Digital Archive @ GSU, 2012. http://digitalarchive.gsu.edu/epse_diss/77.

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As the number of college students studying science continues to grow, it is important to identify variables that predict their success. The literature indicates that motivation and learning strategy use facilitate science success. Research findings show these variables can change throughout a semester and differ by performance level, gender and ethnicity. However, significant predictors of performance vary by research study and by group. The current study looks beyond the traditional predictors of grade point averages, SAT scores and completion of advanced placement (AP) chemistry to consider a comprehensive set of variables not previously investigated within the same study. Research questions address the predictive ability of motivation constructs and learning strategies for success in introductory college chemistry, how these variables change throughout a semester, and how they differ by performance level, gender and ethnicity. Participants were 413 introductory college chemistry students at a highly selective university in the southeast. Participants completed the Chemistry Motivation Questionnaire (CMQ) and Learning Strategies section of the Motivated Strategies for Learning Questionnaire (MSLQ) three times during the semester. Self-efficacy, effort regulation, assessment anxiety and previous achievement were significant predictors of chemistry course success. Levels of motivation changed with significant decreases in self-efficacy and increases in personal relevance and assessment anxiety. Learning strategy use changed with significant increases in elaboration, critical thinking, metacognitive self-regulation skills and peer learning, and significant decreases in time and study management and effort regulation. High course performers reported the highest levels of motivation and learning strategy use. Females reported lower intrinsic motivation, personal relevance, self-efficacy and critical thinking, and higher assessment anxiety, rehearsal and organization. Self-efficacy predicted performance for males and females, while self-determination, help-seeking and time and study environment also predicted female success. Few differences in these variables were found between ethnicity groups. Self-efficacy positively predicted performance for Asians and Whites, and metacognitive self-regulation skills negatively predicted success for Other students. The results have implications for college science instructors who are encouraged to collect and utilize data on students’ motivation and learning strategy use, promote both in science classes, and design interventions for specific students who need more support.

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Keller, Christine Ida. "Learner-to-Learner: Refocusing the Lens of Educational Immediacy." Thesis, University of North Texas, 2009. https://digital.library.unt.edu/ark:/67531/metadc28372/.

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As the current body of instructional communication research focuses primarily on the relationship between teacher and learner, three studies investigating the relationship between learners were completed in order to better understand how student motivation and learning are influenced by learner-to-learner immediacy behaviors within the college classroom environment. Study I resulted in an extensive list of both positive and negative verbal and nonverbal immediacy behaviors commonly used by learners. Study II required the comparison of the behaviors identified in study one to existing measures of teacher to learner immediacy behaviors, producing a new measure focusing on learner-to-learner immediacy. Following a pilot survey, the reliability of this new measure was determined through face validity and factor analysis, producing the Learner-to-Learner Immediacy Behavior Scale. In Study III, the Learner-to-Learner Immediacy Behavior Scale was combined with Christophel's 1990 Immediacy Behavior Scale, Cognitive Learning Scale, Affective Learning Scale, and Trait and State Motivation Scales and administered to 273 undergraduate students to test the affects of common learner-to-learner immediacy behaviors on student state motivation, affective learning, and perceptions of cognitive learning loss. Multiple regression analyses indicated learner-to-learner immediacy as functioning similarly to teacher-to-student immediacy when mediated through state motivation in its influence on student affective learning and perceptions of cognitive learning loss.

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Vagner, Irena. "School-age children's implicit theories of intelligence and competence perception and their relation to motivation for learning." CSUSB ScholarWorks, 1994. https://scholarworks.lib.csusb.edu/etd-project/486.

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The purpose of this study was to demonstrate how a child's implicit theory of intelligence and perceived competence in self-concept domains deemed important to the child could predict the locus (intrinsic or extrinsic) of that child's motivation to learn.

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Ho, Sin-ting, and 何倩婷. "Effects of personalization and action choices on students' intrinsic motivation towards completing assignments and learning performance." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2012. http://hdl.handle.net/10722/196503.

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The study examines whether different kinds of choices provided in assignment for students can promote students’ intrinsic motivation towards completing assignment and their learning performance in mathematics. A total of 55 primary 5 students were recruited in 2 schools for an after-school programme. The participants were randomly assigned to three treatment conditions: 1) personalization choice, 2) action choice, and 3) no-choice control condition. Results from planned contrast tests showed that provision of action choice improved students’ perception of choice (autonomy) in doing assignment. However, the positive effect of personalization choice and action choice on students’ perceived competence, intrinsic motivation and learning benefits cannot be concluded from the current findings. The limitations and practical implications of the study are discussed.
published_or_final_version
Educational Psychology
Master
Master of Social Sciences

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Patchen, Jacob L. "Effective teaching strategies for intrinsically motivating secondary science students." Online pdf file accessible through the World Wide Web, 2010. http://archives.evergreen.edu/masterstheses/Accession89-10MIT/Patchen_JLMIT2010.pdf.

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Lee, Hyeseon Judy. "How do students perceive and describe their mathematical learning experience in a 10th grade Geometry I class?" Diss., Temple University Libraries, 2009. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/25534.

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Educational Administration
Ed.D.
Some students do not learn mathematics even though they have both the potential and ability to learn math. This problem typically diminishes opportunities for students who are already marginalized by society. Educators, educational administrators, education policy makers, and the education community have been aware of the significant disparities in mathematics and science achievement between Asian/Pacific Islanders and Caucasians and underrepresented minority groups. If we are to understand students and to alter their motivational patterns and attitudes, continued research in the area of student motivation and attitude is essential. This case study provides a detailed examination of a 10th grade geometry class located in an urban magnet public high school with 95% minority students. The primary purpose was to learn how students perceive and describe their mathematical learning experiences. The secondary purpose was to determine the factors that influenced on students' motivation, attitudes, or perceptions of their mathematical learning experiences. Students described not only their perceptions and attitudes in light of their actual degree of success, but also the impact of their mathematics teacher's pedagogy. Using qualitative methods, this study suggests the potential of some factors that mathematics educators, educational administrators, or policy makers should consider in order to explain why and how some students do not learn mathematics, even though they have the ability to learn it. The researcher analyzes data from surveys, interviews, and classroom observation. There are seven emergent themes--three themes which arose as influencing students' attitudes: (1) family background, (2) teacher's beliefs and attitudes, and (3) the concept of success as a turning point and four themes which had been anticipated as potentially explanatory, but ultimately were not: (1) student initial attitude, (2) gender, (3) ethnicity, and (4) teacher's pedagogy alone. Furthermore, the data indicate that the classic stereotypes about how gender and/or ethnicity influence the mathematics achievement gap in the U.S. may not apply in settings where all students receive appropriate support and the educational environment is conducive to learning mathematics. Moreover, the data indicate that the focus on content knowledge in determining who is a highly qualified teacher in the No Child Left Behind Act of 2001 may need to be examined further. This study will be of value to educators in the design and understanding of interventions to enhance achievement in high school mathematics.
Temple University--Theses

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Critchley, Anna. "Investigating the impact of Precision Teaching on aspects of motivation towards literacy learning for male pupils in Year 5 and Year 6." Thesis, University of Nottingham, 2014. http://eprints.nottingham.ac.uk/27600/.

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This thesis project was designed to review the impact of Precision Teaching on elements of motivation and self-efficacy of male pupils in Year 5 and Year 6. Precision Teaching (PT) is a formative assessment based intervention, incorporating the principles of the learning hierarchy (Haring, Lovitt, Eaton, & Hansen, 1978), to deliver individually tailored teaching supported by continuous assessment and feedback. A mixed methods design incorporated single case experimental designs and qualitative interviews with the purpose of exploring the impact of PT on attribution style, locus of control and self-efficacy of pupils. Data was gathered using an adaption of the Multi-dimensional Measure of Children’s Perceptions of Control (Connell, 1985), Myself as a Learner (Burden, 1999) and structured interviews with participants. Staff at three schools implemented Precision Teaching with participants following training in this intervention. Results indicate no significant direction of change for internal, powerful others or unknown control over learning for pupils completing PT sessions, with all pupils displaying high internal causal attributions for their learning outcomes. Wider variation in unknown and powerful others control responses during intervention phases indicates that some change may have occurred in pupil perceptions of these elements. Of the four cases described, evidence of increased self-efficacy was found in one case. Analysis of interview data suggested that mechanisms of challenge, feedback of learning changes, and increased competence were potential mechanisms of motivation change initiated by PT. The paper concludes that further research is required to explore these mechanisms with a wider range of participants, and the impact of PT through closer analysis of participant attributions and loci of control over learning outcomes.

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Lockhart, Tony F. "Increasing motivation by adapting intelligent tutoring instruction to learner achievement goals." Thesis, Georgia Institute of Technology, 2011. http://hdl.handle.net/1853/39556.

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The impact of affect on learning and performance has caused many researchers in the field of cognitive psychology to acknowledge the value of motivationally supportive instruction. Goal orientation, which refers to the perceptions and behaviors of the learner in achievement situations, has been the most predominant theory in learning motivation. However, research suggests multiple components are responsible for affecting student cognitive engagement. The traditional framework distinguishes individuals who are self-motivated to master challenging tasks from those who are motivated to earn favorable judgments of performance as intrinsic and extrinsic learners, respectively. In addition, learners may be further categorized by an eagerness to ensure a positive outcome or by their vigilance in avoiding negative outcomes. As such, my research explores how these motivational categories can be utilized to construct a more robust instructional model. The objective of this research is to evaluate the effectiveness of adaptive remediation strategies on motivation and learning performance. Research suggests the cost of integrating cognitive tasks with error analysis outweigh the benefits of sparse learning gains. However, further investigation is required to understand how feedback can improve these outcomes. The experiment presented here seeks to evaluate the adaptive instruction of two pedagogical agents embedded within two separate versions of the Virtual BNI Trainer. The basic coach uses a model of the learner's experience level to determine an appropriate level of elaboration required during remediation. In contrast, the motivationally enhanced coach uses a model of the learner's goal orientation to construct feedback that appeals to their natural disposition. A controlled experiment was conducted to evaluate the effects of adaptive instruction on student self-efficacy, engagement, and learning performance in the Virtual BNI Training Environment. The results of this experiment are used to establish guidelines for integrating goal orientation, error analysis, and feedback within a virtual coach, to improve motivation and learning performance. In addition, these findings also indicate areas for future research.

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Swartwout, Nansi A. "An Investigation into Motivations of Instructors Teaching Business and Technical Internet-Based Courses at Two-Year Colleges." Thesis, University of North Texas, 2002. https://digital.library.unt.edu/ark:/67531/metadc3307/.

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This research was conducted to determine why two-year community college instructors teach over the Internet. By understanding why these instructors teach over the Internet, colleges can recruit more instructors to teach using the Web thus allowing colleges to offer more Internet courses. They can also use the information to keep the instructors who are currently teaching over the Internet satisfied, and motivate them to continue to teach. To gather this information, a questionnaire was created and evaluated for reliability and validity during a pilot study. It was then sent to those instructors who taught over the Internet, and had their e-mails available on their campus Website. A 30.5% response rate (N=100) was achieved. The survey was divided into two sections, a demographics section and a Likert scale dealing with motivation. The Likert scale had six choices ranging from strongly agree to strongly disagree and 31 statements. The demographic data were reported and summarized. The Likert items were examined using factor analysis techniques, and a number of components were discovered. Eight components, made up of the 31 variables from the Likert scale were found using the factor analysis. The eight components in order are labeled: Technical and Computer Challenges, School Promotion, Student Preferences, Personal Benefits, Receiving Computerized Assistance, Growth and Knowledge, Textbook Company Assistance, and Pay.

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Nichols, Jennifer Lynn. "Motivation and Affective Variables in Arabic Language Learning for Iraq War Veterans: Language Learning Experiences Inside and Outside the Classroom." The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1274056937.

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Reinemer, Yonkela C. "Motivating students to engage a critique of the literature /." Online pdf file accessible through the World Wide Web, 2009. http://archives.evergreen.edu/masterstheses/Accession89-10MIT/Reinemer_YMITthesis2009.pdf.

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Adeyeri, Oluwadamilare S. "Intrinsic Motivation and Human Agency of Faculty Engaged In Service-Learning: A Qualitative Interpretive Study of a U.S. Mid-western Public University." Bowling Green State University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1336612787.

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Kim, Yuna. "Study, Socialize, and Play: Understanding Students’ Multiple Goal Pursuit and Multiple-Goals-Directed Self-Regulation." The Ohio State University, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1587486169238009.

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Lau, William, and 劉威倫. "Task motivation and student motivation in an English for occupational purposes course at the tertiary level in Hong Kong: a case study." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B27055255.

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Salovaara, H. (Hanna). "Achievement goals and cognitive learning strategies in dynamic contexts of learning." Doctoral thesis, University of Oulu, 2005. http://urn.fi/urn:isbn:9514277635.

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Abstract This study investigates secondary school students' motivational achievement goals and cognitive learning strategies in inquiry-based computer supported collaborative learning. The study undertakes a contextual approach where students' context specific interpretations are highlighted. Achievement goals and cognitive learning strategies are introduced within a theoretical framework of self-regulated learning to explain their interrelationship and magnitude within a learning process. The research design was a longitudinal, quasi intervention design involving multiple methods, namely quantitative self-reports and qualitative process oriented interviews. Empirical parts of the study are reported in four individual articles. The purpose of Study I was to recognise strategic patterns emerging in students' computer supported collaborative inquiries. The results indicated that strategies were adjusted according to the demands of the learning situation. Although students' inquiry processes were dominated by surface-level strategies, also deeper level and metacognitive strategies were reported. Study II investigated students' use of cognitive learning strategies in two pedagogically different learning contexts. The results suggest that inquiry-based computer supported collaborative learning activities may enhance the use of deeper level cognitive strategies, such as monitoring, sharing information and creating representations. Study III examined the changes in students' motivational achievement goal interpretations and the situational dynamics of students' goals and strategies over a period of three years. The data show how the students' interpretations of their goals and strategies vary during different years of the study. The students seem to develop both individual and contextual goals, as well as strategies, to self-regulate in the new pedagogical culture. Study IV looked at the congruence between students' general achievement goals and their context specific goals. The findings indicate incongruence between general level goal orientations and contextual goal interpretations and, thus, underline the importance of subjective interpretations of achievement goals. The results indicate that both achievement goals and cognitive learning strategies have contextual characteristics and illustrate the need to understand the interplay of motivational and cognitive processes. The results also show the importance of longitudinal research for pointing out some of the motivational and cognitive effects of the pedagogical interventions. Finally, the results of the study suggest that the social dimension of students' cognitive and motivational processes and self-regulation should be studied in more detail
Tiivistelmä Tutkimuksessa tarkastellaan yläasteen oppilaiden motivationaalisia tavoitteita ja kognitiivisia oppimisstrategioita tietokoneavusteisen kollaboratiivisen oppimisen sekä tutkivan pedagogisen lähestymistavan periaatteita noudattavissa oppimistilanteissa. Teoreettisesti tutkimus nojautuu sosiokognitiiviseen näkemykseen oppimisesta ja korostaa kontekstuaalista lähestymistapaa, jossa painotetaan oppijoiden yksilöllisten ja kontekstiin sidottujen tulkintojen merkitystä. Taustalla on näkemys oppimisen kontekstien ainutlaatuisuudesta, jatkuvasta muuttumisesta ja dynaamisuudesta, joka puolestaan vaikuttaa oppimisen motivationaalisiin ja tiedollisiin prosesseihin. Tutkimus koostuu neljästä itsenäisestä empiirisestä artikkelista sekä tutkimuksen teoreettisen taustan, tavoitteet, menetelmät ja tulokset kokoavasta yhteenveto-osasta. Tutkimuksen teoreettisessa osassa pyritään hahmottamaan motivationaalisten saavutustavoitteiden sekä kognitiivisten oppimisstrategoiden välisiä yhteyksiä sekä niiden merkitystä oppimisprosessin kokonaisuudessa. Tutkimuksen keskeiset käsitteet, motivationaaliset tavoitteet ja kognitiiviset oppimisstrategiat esitetään osana oppimisen itsesäätelyn teoreettista viitekehystä. Kolmivuotisessa tutkimuksessa toteutettiin pedagoginen interventio, jossa ryhmä oppilaita työskenteli yläasteen ajan tietokoneavusteisen kollaboratiivisen oppimisympäristön tukemana tutkivan oppimisen mallia noudattaen äidinkielen tunneilla. Oppilaiden motivaatiota ja kognitiivisia oppimistrategioita tarkasteltiin useiden menetelmien avulla. Pääosan tutkimuksen aineistosta muodostavat oppilaiden toistetut kvantitatiiviset itsearviot sekä kvalitatiiviset prosessisuuntautuneet haastattelut. Kokonaisuudessaan neljässä empiirisessä artikkelissa raportoidun tutkimuksen tulokset osoittavat, että sekä motivationaalisiin tavoitteisiin että kognitiivisiin oppimisstrategioihin liittyy tilannesidonnainen ulottuvuus, jossa oppijoiden omilla henkilökohtaisilla tulkinnoilla on suuri merkitys. Lisäksi tutkimuksen tulokset kuvasivat motivaation ja kognitiivisten strategioiden vuorovaikutusta oppimisessa ja nostivat esiin tarpeen tarkastella oppimista eri osaprosessien välisen dynamiikan kautta. Tutkimuksen pitkittäistulokset osoittavat pitkäjänteisen tutkimuksen olevan tarpeen pedagogisten interventioiden sekä oppimiskontekstien dynamiikan tutkimisessa. Erityisesti haastatteluaineistosta esiin nostetut tulokset osoittavat sosiaalisen kontekstin merkitystä oppimisen kognitiivisissa ja motivationaalisissa prosesseissa sekä oppimisen itsesäätelyssä

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Haile, Leslie Christine. "The effect of individualized versus cooperative learning on achievement and task performance." CSUSB ScholarWorks, 1996. https://scholarworks.lib.csusb.edu/etd-project/1269.

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The present study investigates whether individuals who are trained in groups will benefit from a more enhanced facilitation of the information than those trained in a more traditional, individualistic, classroom setting. Participants who learn in a cooperative, group setting are expected to exhibit better performance on a subsequent knowledge test than participants who learn individually.

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Bulunuz, Mizrap. "Development of interest in science and interest in teaching elementary science [electronic resource] : influence of infprmal, school, and inquiry methods course experiences /." unrestricted, 2007. http://etd.gsu.edu/theses/available/etd-12122006-150931/.

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Thesis (Ph. D.)--Georgia State University, 2006.
Title from file title page. Olga S. Jarrett, committee chair; Lynn Hart, Lisa Martin-Hansen, Brian Williams, committee members. Electronic text (198 p.) : digital, PDF file. Description based on contents viewed June 4, 2008. Includes bibliographical references (p. 158-178).

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Al-Nabhani, Hilal Zahir Abdullah. "Factors influencing the academic performance of undergraduate students of Sultan Qaboos University (Oman) learning in English, with special reference to attitude, motivation and academic self concept." Thesis, University of Hull, 1996. http://hydra.hull.ac.uk/resources/hull:3938.

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Many official papers and research studies suggest that the low academic performance of science students in Sultan Qaboos University (SQU) in Oman may be due to their being taught in a foreign language, namely English. This belief has prompted the researcher to embark on the present endeavour. Since it would be impractical to investigate within a study of this scale all possible factors relating to the problem, three factors highlighted by previous studies, namely, attitudes, motivation and academic self-concept, were chosen as the focus for this work.This study is a modest attempt to explore the intricacies of the multidimensional nature of attitudes, self-concept and motivation and their relationship to academic performance. Sex, level of education (first and fourth year stages), and also the main subject differences, were also investigated in relation to the above variables.Thus,this study attempts to fulfil the following objectives:1- ascertaining what relationships, if any, exist between attitude, academic self-concept and motivation of students learning science in English.2- finding out to what extent the above variables are mutually influential.3- proposing recommendations.The study is limited to the SQU science students, with the sample taken from the five relevant colleges in the university. Three questionnaires were developed and administered to 565 students of both sexes, drawn from the first and fourth years. 39 lecturers were also interviewed.The study is divided into seven chapters, ending with the appendices to the study, and an introductory chapter which deals with relevant contemporary issues.The principal conclusions reached are:1- A significant correlation was found between students' academic performance and their attitude, self-concept and motivation towards learning science in English.2- A significant difference was found between male and female students in their academic self-concept towards learning science in English, but no significant differences regarding their attitude and motivation in learning science through English.3-Significant differences were found among students of different colleges in their attitudes and academic self-concept towards learning science in English,but not in their motivation towards learning science in English.4- A significant difference exists in attitude academic self-concept and motivation of first and fourth year students. Fourth year students had more positive attitudes and higher academic self-concept than those of the first year, but lower motivation.Recommendations proposed include:1- Building a good relationship between the teaching staff and the students;establishing a counselling body and friendly ecology in the colleges; and providing more positive feedback, which might all help to improve students' academic performance.2- The university administration and lecturers must begin to create an atmosphere more encouraging of female students' attitudes, motivation and academic self-concept.3- Closer ties should be forged with the female students, and more attention paid to them and their problems, as well as developing extra-curricula activities.

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Ward, Lindsey L. "Exploring facets of classroom management to promote student learning routine, procedure, and teachers' belief systems /." Theological Research Exchange Network (TREN), 2007. http://www.tren.com/search.cfm?p088-0193.

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Hollis, R. Benjamin. "Mind Wandering and Online Learning: A Latent Variable Analysis." Kent State University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=kent1385032513.

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Bernaus, Mercè. "The role of motivation in the learning of English as a foreign language." Doctoral thesis, Universitat de Barcelona, 1992. http://hdl.handle.net/10803/665684.

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La principal hipótesis que se plantea en esta tesis es que la motivación influye en el aprendizaje del inglés como lengua extranjera. Otra de las hipótesis planteadas es que el entorno socio-cultural y/o el profesor pueden influir notablemente en la motivación del alumno y, por tanto, en su aprendizaje del inglés como lengua extranjera. El estudio estadístico de datos relativos al aprendizaje del inglés, a la motivación y al entorno socio-cultural de 137 estudiantes que fueron encuestados cuando cursaban Primero y Tercero de BUP, junto con datos de personalidad y formas de enseñar de sus profesores, han validado las hipótesis mencionadas, ya que las correlaciones de estos datos han resultado significativas.

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Naragon, Ann Louise. "Students Who Reject Academic Advice: A Longitudinal Study of Middle School." Diss., Temple University Libraries, 2010. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/93110.

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Educational Psychology
Ph.D.
This study investigated whether lower achieving students, students whose cumulative academic progress was below the predetermined benchmark needed in order to be recommended for an honors course, showed gains in academic achievement after rejecting their teachers' advice and choosing placement in an academically challenging environment by considering levels of motivation, attitudinal factors toward learning, and other background information. Two groups were considered throughout this research, specifically, "Group Z" was defined as students who selected enrollment in an honors course over a less rigorous academic class despite their teachers' recommendations which were based on prior academic performances. "Group A" was defined as students who selected enrollment in courses which were felt by their teachers to appropriately suit their needs in terms of academic challenges as evidenced by prior achievement. A secondary purpose of this study examined characteristics that distinguish high achieving students from average and low achieving students by considering levels of self-efficacy, academic achievement, standardized statewide assessment scores, and propensity to reject teachers' advice. A mixed methods approach utilized achievement data from archived records on 343 middle school students and assessed attitudes toward learning through questionnaires. A Repeated Measures ANOVA revealed that "Group A" maintained significantly higher cumulative GPAs when compared to "Group Z". Repeated Measures ANOVAs were conducted in each of the four curricular areas and revealed that honors students significantly outperformed academic students and those that rejected their teachers' recommendations in all four curricular areas. In math, honors students outperformed academic students and academic students significantly outperformed students who rejected their teachers' recommendations. High achieving "Group Z" students reported higher levels of parental support and past academic accomplishments/increased self-efficacy, when compared to their high achieving "Group A" peers. A Discriminant Function Analysis confirmed that high achieving students are distinguishable from average and low achieving students due to their higher levels of past academic accomplishments/increased self-efficacy, a decreased propensity to reject their teachers' advice, and higher PSSA reading scores.
Temple University--Theses

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Gray, DeLeon Lavron. "The Persuasive Characteristics of Teachers on Conceptual Change across Health Classrooms." The Ohio State University, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=osu1243995352.

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Baker, Amanda R. Baker. "Epistemic Profiles, Dissonance Negotiation, and Postsecondary Service-Learning Outcomes." The Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu1499792402490622.

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Sullivan, Gregory S. "The effects of a coaching education workshop on the self-regulated motivation of 6th grade male and female basketball players." Connect to this title online, 2005. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1116875842.

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Thesis (Ph. D.)--Ohio State University, 2005.
Title from first page of PDF file. Document formatted into pages; contains xi, 292 p.; also includes graphics (some col.) Includes bibliographical references (p. 273-292). Available online via OhioLINK's ETD Center

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Murry, Adam Thomas. "Training "In a Good Way": Evaluating the Effect of a Culturally Responsive Pre-training Intervention on Learning and Motivation." PDXScholar, 2015. https://pdxscholar.library.pdx.edu/open_access_etds/2480.

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Employee Training and Development (T&D) is a crucial component to an organization’s success and its ability to remain competitive. Although researchers in the field have discovered ways to enhance the effectiveness of training programs through the design, delivery, and evaluation process, research has not provided empirically-based recommendations for how to best train individuals whose cultural backgrounds may influence receptiveness of training curriculum. This is particularly relevant for employees whose cultural groups have been historically discriminated against, where cultural norms implicit in the training design may be met with resistance on behalf of the trainees. In the field of multicultural education, an instructional approach has been suggested to overcome cultural differences between instructor, curriculum writers, and students known as culturally responsive education. I evaluated a pre-training video prime based on this approach in the context of multi-site data-use training program for Native American educational professionals. Data-use training was delivered after exposure to one of two videos that framed the objectives of data use either in a culturally responsive way or in a generic mainstream fashion. Participants filled out surveys after the video but before the training, and then again after the training. Prime type was randomly assigned by training location. I hypothesized that participants who received a culturally responsive training prime would learn more during the data-usage training than participants who did not, and that this effect would be mediated by heightened affective motivators immediately following the culturally responsive prime. None of the hypothesized pathways were supported. There was no direct effect of my prime manipulation on knowledge (Hypothesis 1) or skill acquisition (H2), or on pre-training motivation to learn (H3), research-related self-efficacy (H4), goal-commitment (H5), or identification with research (H6). Furthermore, there were no indirect effects of my manipulation on knowledge (H7) or skill (H8) acquisition through pre-training motivation to learn, self-efficacy, goal-commitment, or identification with research. The motivation to learn subscale for valence had a significant positive direct effect on knowledge and skill acquisition and self-efficacy significantly positively predicted skill acquisition. Goal-commitment and motivation to learn subscales for instrumentality and expectancy had a significant negative relationship with skill acquisition. Lack of support for my hypothesized pathways is explained partially by the failure of my independent variable to influence perceptions of cultural responsiveness. A manipulation check revealed that participants did not appraise my culturally responsive priming video as significantly more relevant or culturally appropriate compared to the alternative mainstream video. Findings on the positive effects of valence and self-efficacy are discussed in support of current literature. Negative effects of expectancy are discussed in terms of stereotype threat. The implications and applications for trainers and researchers in training and minority education are followed by a consideration of this study’s limitations and suggestions for future research.

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Wilke, Roger Russell. "The effect of active learning on college students' achievement, motivation, and self-efficacy in a human physiology course for non-majors /." Full text (PDF) from UMI/Dissertation Abstracts International, 2000. http://wwwlib.umi.com/cr/utexas/fullcit?p9992936.

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Stringer, JK IV. "Academic Self-Concept and Master Adaptive Learning in First Year Medical Students: A Validation and Scale Construction Study." VCU Scholars Compass, 2018. https://scholarscompass.vcu.edu/etd/5579.

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Students’ academic self-concepts (ASC) and their orientation towards self-regulated learning are important elements of success. Despite this fact, little work has been conducted exploring these areas medical students. Given the shifting priorities of medical education toward competency-based education and self-directed learning, the goals of this study were to validate an existing measure of ASC and to improve our measurement capabilities for understanding the Master Adaptive Learner (MAL). Evidence for validity and scale reliability was collected for the ASCS with this novel population and a range of motivational and self-regulative variables (Goal orientation, academic emotion regulation, and lifelong learning) were analyzed and reduced to produce a single scale for MAL. Surveys were administered to 203 medical students at an urban, Mid-Atlantic medical school and students’ grades were linked to survey responses. Results of a confirmatory factor analysis indicated that the original factor structure was not a good fit to the data for the current data. An exploratory factor analysis (EFA) was conducted to identify which structure fit better, and while a three-factor structure was produced, only one factor met reliability standards. This factor, confidence, was merged with items from the other surveys, and reliability scores for a composite MAL scale were identified. Based on these findings and the result of an EFA, the total item pool was reduced from 83 to 25. These 25 items discriminated between two clusters of students: MALs and others. Students’ membership in the MAL cluster predicted greater performance on the first exam in medical school, but not on any other grade outcomes. These results provide early evidence for the continued study of MAL and motivation in medical school, which will help researchers and curriculum designers support the development of future physicians.

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Layman, Deborah L. "THE EFFECT OF GUIDED GOAL SETTING ON THE MOTIVATION ANDACHIEVEMENT OF EIGHTH GRADE STUDENTS IN AN INTERNATIONALBACCALAUREATE MIDDLE YEARS PROGRAM: A PILOT STUDY." Kent State University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=kent1604702630094064.

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Rodriguez, Michael. "Learning Strategies Employed by College Aged Students with Disabilities: The Link Between Metacognition, Motivation, and Working Memory." UNF Digital Commons, 2018. https://digitalcommons.unf.edu/etd/856.

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The aim of this study is two-fold. First, we want to understand the levels of metacognitive awareness of learning strategies in undergraduates with learning disabilities. Previous research states that recall is the most effective method of studying, but most students prefer to reread their notes or textbook which is ineffective. Second, we want to explore the link between Working Memory and metacognitive awareness of learning strategies in undergraduates with learning disabilities. The learning strategies that college students with and without disabilities is examined, we found that students in both groups preferred the usage of the same strategies equally. The most preferred strategy was rereading notes/textbook, and least preferred was studying in groups. Interestingly, we found no differences between the groups with regards to their: motivation, metacognition, and working memory. Initially, it was found that the group of students with disabilities greatly differed in visual-spatial working memory, however, once we controlled for those who were visually-impaired or had attention deficit hyperactivity disorder (ADHD), the results became non-significant. Gender differences in learning strategies was examined and we found that males preferred the usage of completing practice problems and the usage of mnemonic devices, whereas females preferred highlighting their notes or textbook.

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Osborne, Raine. "Educating for Engagement: The Influence of Physical Therapist Education on Lifelong Learning and Professional Engagement." UNF Digital Commons, 2019. https://digitalcommons.unf.edu/etd/907.

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Healthcare professions educational programs have a responsibility to develop professionally engaged lifelong learners. Knowledge of the factors important to the development of these desirable characteristics may inform educational leaders’ decisions about program and curriculum design. This study aimed to investigate the relation between level of education and an orientation towards lifelong learning and future professional engagement. In addition, the influence of learners’ type of motivation for continued learning, and learning goal orientation on this relation was also assessed. A cross-sectional survey of learners from a single healthcare profession, physical therapy was conducted to investigate these relations. Physical therapist learners from across the United States at all levels of formal professional and post-professional education were included invited to participate in the anonymous online survey. Path analysis was used to analyze the relations between the included factors. A total of 251 usable responses were included in the analysis. Results suggest that physical therapist learners increase their orientation toward lifelong learning and future professional engagement as they advance through the physical therapy education continuum. Furthermore, having greater autonomous and less controlled motivation increases this relation. Mastery goal orientation also had a positive direct effect on lifelong learning and professional engagement but this effect was independent of learners’ current level of education. Implications for educational leaders in the physical therapy profession are discussed along with recommendations for future research.

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Bender, Edgar J. "The development of the adult Sunday school ministry of South Suburban Evangelical Free Church in Apple Valley, Minnesota." Theological Research Exchange Network (TREN), 1991. http://www.tren.com.

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Lau, Foon Kwan. "A study of language anxiety and motivational intensity in learning English as a second language in Hong Kong secondary school." HKBU Institutional Repository, 2004. http://repository.hkbu.edu.hk/etd_ra/555.

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Tanaka, Mitsuko. "The effects of affective variables and kanji growth on L1 Chinese JSL learners' kanji learning." Diss., Temple University Libraries, 2014. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/252406.

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Applied Linguistics
Ph.D.
Learning kanji (i.e., the Chinese characters utilized in the Japanese writing system) is unique for learners of Japanese who speak Chinese as their first language (L1) due to their ability to transfer their knowledge of L1 hanzi (i.e., the Chinese characters utilized in the Chinese writing system). The present study is a longitudinal investigation into the effects of affective variables and kanji growth on kanji learning utilizing the self-determination theory (SDT; Deci & Ryan, 1985, 2002). L1 Chinese learners of Japanese as a second language (L2) responded to a questionnaire designed to measure eleven affective variables and took kanji tests three times over one academic semester (N = 229-340). In addition, interviews were conducted with 12 participants to further explore the affective variables influencing kanji learning. The data were analyzed using univariate and multivariate latent growth modeling, multiple regression analyses, and path modeling to answer six research questions. The results showed that: (a) there were no associations between the initial affective status and the initial kanji proficiency; (b) intrinsic motivation and introjected regulation exerted significant positive and negative influences on short-term kanji growth, respectively; (c) growth in kanji proficiency did not cultivate intrinsic motivation, nor did intrinsic motivation lead to growth in kanji proficiency; (d) perceived competence was significantly associated with both the initial status of intrinsic motivation and changes in intrinsic motivation; (e) perceived competence was not associated with either the initial level or the development of kanji proficiency; (f) perceived competence positively affected four variables, intrinsic motivation, identified regulation, external regulation, and mastery goals; (g) perceived autonomy led to lower amotivation and higher intrinsic motivation, but caused lower external regulation; (h) peers' positive influences positively affected all six variables, cultivating higher intrinsic motivation, identified regulation, introjected regulation, external regulation, and mastery goals, as well as causing lower amotivation; (i) peers' negative influences led to lower identified regulation and higher amotivation, and higher introjected regulation, and; (j) attitudes toward L2 community/speakers did not influence any of the SDT kanji learning motivation and mastery goals. The results of the interview study revealed that (a) the participants felt various types of enjoyment in kanji learning, including intrinsic motivation-knowledge, intrinsic motivation-stimulation, and intrinsic motivation-accomplishment; (b) ideal L2 self guided intrinsic motivation; (c) introjected regulation was channeled by ought-to L2 self and feared L2 self, and; (d) feared L2 self was uniquely formulated as a result of the complex interactions of various factors such as pride as L1 hanzi knowledge holders and normative pressure from Chinese peers. Evidence gathered in research targeting English learners is not necessarily applicable to the learning and motivation for learning other languages. The present study contributes to a better understanding of the universality as well as the individuality of the roles of motivation in L2 learning.
Temple University--Theses

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