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1
Major, Thenjiwe E. "Perceptions of preservice primary student teachers of their preparatory program the case of Botswana /." Muncie, Ind. : Ball State University, 2009. http://cardinalscholar.bsu.edu/762.
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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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O'Neil, Kathrine Pamela. "Case-based Lessons: A quantitative study of how case studies impact teacher efficacy for the application of principles of motivation." The Ohio State University, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=osu1343172952.
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Cestnik, Julia Catherine Ann. "Environmental motivation: a study of Canadianschools in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1999. http://hub.hku.hk/bib/B31960650.
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Fleming, Tracey Laura. "A goal-setting intervention with motocross racers : a case study investigating the effects of an intervention on perceived motivation, confidence, and self-efficacy." Thesis, Rhodes University, 2014. http://hdl.handle.net/10962/d1012996.
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This study aimed to investigate the effects that a specifically tailored goal-setting program would have on two motocross racers in terms of their self-efficacy and motivation, as well as the process of designing this intervention. This case-study approach involved a mixed methods approach, consisting of pre-intervention and post-intervention assessments, interviews, and performance profiles. The tools used include Vealey’s (1986) Competitive Orientation Inventory (COI), Gill and Deeter’s (1988) Sport Orientation Questionnaire (SOQ), performance profiles, and semi-structured interviews. The goal-setting intervention lasted a total of five weeks. The results from the preintervention and post-intervention assessments were compared to determine whether any changes in motivation or self-efficacy occurred during the intervention. For the first participant, significant changes in both motivation and self-efficacy were present in addition to significant changes in competitive orientation. For the second participant, there were no significant changes in either motivation or self-efficacy. However, for the second participant there was also no change in competitive orientation. Findings suggest that the focus and competitive orientation of an athlete have a significant influence on the types of goals set, and consequently on positive changes in motivation, confidence, and self-efficacy. The influence of the competitive orientation in athletes also highlighted the importance of attaining a balance between performance and outcome goal-related activities. It was also discovered through qualitative assessment that this program is suitable for particular groups of athletes such as those who are injured, display an external locus of causality or are otherwise not performing at their prime.
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McMahon, Robert Kieran. "Bureaucratic motivations : an examination of motivations in the US Environmental Protection Agency and the Environment Agency for England and Wales." Thesis, University of Oxford, 1999. http://ora.ox.ac.uk/objects/uuid:49d505fd-475f-4064-8591-0052c83d902a.
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This thesis examines the motivations of bureaucrats in two government agencies: the Environmental Protection Agency in the US, and the Environment Agency for England and Wales. The model employed in this work is a Trifocal Model which utilises Rational Choice, Institutional and Cultural approaches in answering the thesis question. The aim of this work is two-fold: one aim is to explain motivations in two agencies; the second aim is to suggest why the existing literature in the field of bureaucracy often fails to capture the diversity of bureaucratic motivations. The claim is that the adherence to one particular paradigmatic approach prevents scholars from attaining a comprehensive understanding of motivations. This work focuses on two elements of the Trifocal Approach, namely institutional and cultural explanations. Rational Choice explanations are given a limited explanatory role in this work, in large part because of the restricted usefulness of an approach which takes the preferences of agents as given. This thesis uses a scientific approach to the analysis of qualitative data, allowing other researchers to make use of, and indeed to question, the findings presented below. The argument in this thesis suggests why scholars must pay more attention to what those people within bureaucracies tell us about themselves and their motivations. To take the preferences of agents as givens is to ignore much of what is most important about the study of politics that is, where preferences come from, and how they shape the political behaviour we observe in bureaucracies. This thesis will show that public sector reforms are often flawed, often failing to consider the interplay of cultural and institutional effects, and how these effects have a bearing on the motivations of staff in organisations undergoing reform. Furthermore, cultural and institutional factors must be considered whenever one considers the question what is it that motivates bureaucrats.
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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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Page, Erin Elizabeth. "The Rate of Team Performance Change over Time." Thesis, Georgia Institute of Technology, 2004. http://hdl.handle.net/1853/4968.
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This study examined the growth patterns of action teams over time. Cognitive and non-cognitive (i.e., motivational) team composition variables were hypothesized to differentially predict initial levels of and changes over time in team performance. In order to test the hypotheses 78 two-person teams flew three equivalent missions on a low-fidelity computer-based Apache helicopter simulator. Random Coefficient Modeling analyses indicated that, as expected, team composition of general cognitive ability positively predicted initial team performance, whereas team composition of motivational traits did not. However, none of the team composition variables predicted team performance change. Implications, limitations and directions for future research are discussed.
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Chow, Tuen-yi, and 周端兒. "Verbal feedback as offered by secondary school Chinese language teachers." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2000. http://hub.hku.hk/bib/B31961551.
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Dolfi, Sharon A. Israel. "Correlates of union and organizational commitment : a survey of former Eastern Airlines employees." FIU Digital Commons, 1994. http://digitalcommons.fiu.edu/etd/3072.
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Former Eastern Airlines flight attendants were surveyed regarding their levels of union, organizational, and dual commitment, union participation, strike participation and support, and current feelings of job stress, job affect and job satisfaction. It was found that union commitment was positively correlated with union participation. Due to the unique situation at Eastern, it was also found that there was no difference in levels of strike participation and support between those dually committed and those unilaterally committed to the union. Strike participation and support also correlated positively with one measure of current job stress. Other findings included a positive correlation between job affect and satisfaction, and a negative correlation between both of these measures and job stress.
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Vollet, Justin William. "Differential Susceptibility to Social Network Influences on School Motivation in a Cohort of Sixth Graders." PDXScholar, 2012. https://pdxscholar.library.pdx.edu/open_access_etds/79.
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Students' classroom engagement is a strong predictor of positive educational outcomes including academic achievement, GPA, and standardized test scores. Most existing research has focused on the role of quality parenting and teaching in the development of student engagement. However, some research has shown small, yet significant effects of influences from students' peer groups on the development of their engagement. The goal of this study was to explore whether some children are more susceptible to the effects of their peer groups, and to examine a series of possible factors that might amplify the influence of a target students peer group on the development of that students' own engagement over the course of an academic year. In a re-analysis of an existing data set (Kindermann, 2007), peer group profiles of student engagement were examined as predictors of changes in individual engagement from fall to spring. It was expected that peer groups' levels of engagement would vary in their predictive power for changes in students' own engagement over the school year, depending upon individual levels of peer relatedness, the number of peers with whom the student affiliates with, student perceptions of parental involvement, as well as person-to-group differences in engagement. Gender differences were expected to be non-significant. As expected, results from two sets of analysis indicate no significant gender differences in susceptibility to peer influence. Furthermore, results suggest that susceptibility to peer influence on school engagement may depend upon the number of peers with whom a student affiliates with, parental involvement, as well as person-to-group differences in engagement. However, contrary to expectations, results suggest that a student's susceptibility to peer influence may not depend upon self-reported peer relatedness. Details of the analyses, results, strengths, limitations, and implications for future research are discussed.
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Newton-Curtis, Linda Mary. "The Peer Network as a Context for the Socialization of Academic Engagement." PDXScholar, 2016. https://pdxscholar.library.pdx.edu/open_access_etds/2652.
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The school environment is one of the primary contexts for children's social, emotional and cognitive development. While teachers are likely to be primarily focused on students' motivation and learning, for adolescents, one of the most enjoyable and important aspects of school life is likely to be centered around the time spent interacting with peers. It is well recognized that peers socialize one another but although many studies have examined the influence of peers on adolescents' risky behaviors far fewer have focused on the influence peers may have on individuals' positive behaviors. As a result this study focuses on academic development replicating previous research designed to examine whether peer group affiliation has an effect on student academic engagement.
A cohort of 343 seventh grade students, primarily Caucasian, 52% male, was followed for a period of one school year. Teachers reported on students' academic engagement in the fall and again in spring using a 14-item scale (Wellborn, 1991), and students reported on their teachers' and parents' involvement in fall using 8- and 4-item scales respectively. Student grades were collected from school administrative records.
To identify individual student's network affiliations socio-cognitive mapping procedures were used (Cairns, Perrin & Cairns, 1985), and then peer group profiles of engagement were calculated based on the average rating of engagement across each individual's affiliates. During the academic year peer group membership turnover was 49%, despite this, the quality of peer group profiles of engagement remained similar from fall to spring. Groups also tended to be and remain motivationally homogenous across the year. In general, girls' networks tended to be more highly engaged than boys' and networks that were more highly engaged tended to be more stable across the year.
Structural equation modeling was used for the major analyses to assess whether peer group academic motivation in the fall could predict individual motivation in the spring. The results indicated that while controlling for individuals' earlier engagement, as well as for processes of group selection and parent and teacher influences, the quality of individuals' peer group engagement in the fall was significantly predictive of students' later engagement in the spring. It should be noted that within the major models academic performance was also strongly related to later engagement. While this study provides further evidence to underscore the importance of the peer group in the socialization of students' academic motivation, particularly when one considers the snowballing effects in motivation this influence may have across a student's entire academic career, it also illustrates the important role performance may play in academic motivation for young adolescents.
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Kronish, Neomi Baylin. "Social, cultural, and psychological influences on three promising piano students' desicions to continue taking piano lessons." Thesis, McGill University, 2004. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=85180.
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In this inquiry, I used a qualitative-portraiture approach to examine the social, cultural, and psychological influences on piano students' decisions to continue taking piano lessons. I collected data between 1997 and 2002. Data types included field notes, interpretive memos, audiotaped and videotaped piano lessons, audiotaped one-on-one interviews and retrospective interviews, email messages, and written documents. The main sources of data used for analysis were transcribed videotapes of piano lessons in the music studio and interviews with the teacher and three of her promising students. I drew on Vygotsky Halliday, and Wenger's theoretical frameworks to conceptualize my understanding of the social, cultural, and psychological issues that influence promising music students' commitment to learning music. I used Vygotsky's social-psychological-developmental theory of learning and Halliday's social theory of language to portray the significance of piano students' experiences in a music studio, their relationships with their teacher, and the teachers' use of language in the decision. Vygotsky's perspective on volitional-affective tendencies provided a framework for understanding how students' abilities to cope with their emotions influenced them to continue their music studies. I drew on Halliday's concept of Register to analyze the transcribed videotaped lesson data sets. I used Wenger's notion of Community of Practice to portray the social, cultural, and historical characteristics that play a role in motivating students to learn music. I found that being socialized into the music community, developing musical competencies, becoming a self-regulated learner, and being able to cope with the emotional experiences of playing and performing shape students' decisions to continue piano lessons. The results of my findings support that teachers influence their students' decision to continue their music studies by socializing them into the practices
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Currie, Cailin Tricia. "Reciprocal Effects of Student Engagement and Disaffection on Changes in Teacher Support Over the School Year." PDXScholar, 2014. https://pdxscholar.library.pdx.edu/open_access_etds/1646.
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Building upon previous research on the importance of students' motivation for their learning and academic success, this study sought to examine how students' motivation in the classroom may impact the way their teachers' treat them. Specifically, data from 423 middle school students and their 21 teachers were used to examine the extent to which student engagement and disaffection (individually and in combination) in the fall predicted changes in teachers' provision of motivational support from fall to spring of the same school year. The study also examined whether these relationships might differ by student grade or gender, and whether the effects of each component of motivation can be buffered or boosted by the level of the other component.
Overall, results provided partial support for study hypotheses. As expected, engagement and disaffection (as reported both by students and by teachers) individually predicted changes in teacher motivational support over the school year, such that engaged students were more likely to gain teacher support across the school year whereas disaffected students were more likely to lose teacher support. Assessing the unique effects of engagement and disaffection suggested partial support for their combined predictive utility, although less support was found for teacher-reports than student-reports. Across time, student-reported disaffection demonstrated unique effects on changes in teacher support but student-reported engagement did not. For teacher-reports of engagement and disaffection, neither component of motivation predicted changes in teacher support above and beyond the other component.
Across reporters, mean-level gender differences in the constructs of interest were consistent with expectations based on previous research suggesting that girls tend to be more motivated than boys in school; however, despite these significant differences in mean-levels, there were few gender differences in the strength of the reciprocal effects of student motivation on teacher support. Of the 12 tests for gender differences in the links between student motivation and teacher support, only two were found, and both cases demonstrated significant gender effects of the same form, such that engagement and disaffection demonstrated significant reciprocal effects for both genders; however, the effects were significantly stronger for boys. As expected, examination of mean-level differences in engagement and disaffection as a function of grade suggested that student motivation and teacher support decline as students progress through middle school. In general, significant reciprocal effects of student motivation on teacher support across time were found for students of all grades for both student- and teacher reports; however there were some grade-level differences in the strength of those associations. Results indicated that engagement and disaffection were more important predictors of changes in teacher support over the school year for older students (8th graders) than for younger students (6th or 7th graders).
Finally, the expected interaction between engagement and disaffection was only partially supported and only for teacher-reports. Specifically, as predicted, the relationship between teacher-reported engagement and teacher support was stronger for students who were low in disaffection, suggesting low disaffection boosted the positive effects of engagement. At the same time, and contrary to expectations, instead of the relationship between disaffection and teacher support being weaker for students perceived as highly engaged, these relations were actually stronger such that disaffection was a stronger predictor of losses in teacher support for highly engaged students than for their equally disaffected but less engaged peers. Implications for educational interventions and daily classroom practices are discussed. This study, by utilizing a two time-point design, a diverse at-risk student population, and measures from both student and teacher perspectives, attempted to make a contribution to the sparse but potentially important research literature on how student's motivation can shape their experiences with teachers in the classroom.
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Johnson, Price McCloud. "The Role of Network Position for Peer Influences on Adolescents' Academic Engagement." PDXScholar, 2014. https://pdxscholar.library.pdx.edu/open_access_etds/1636.
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Academic engagement has been found to significantly predict students' future achievement. Among adolescents, the peer context becomes an increasingly important point of socialization and influence on beliefs and behavior, including academic engagement. Previous research suggests that those peers with whom an adolescent spends much of their time significantly predict change in engagement over time (Kindermann, 2007). Bronfenbrenner's ecological systems theory (Bronfenbrenner & Morris, 1998) postulates that exosystem effects (those influencing factors that are not directly connected to individuals) play an important role in development, and social network theorists have suggested that the position one occupies within the greater network is a key factor that determines one's power of influence (Borgatti, 2005). An individual's own position in a network emerges from his or her own connections, as well as from the structures formed by the connections of his or her affiliates (the exosystem). Utilizing an existing dataset, social networks analysis techniques were used to examine how three different forms of centrality (degree, closeness and eigenvector), which are markers for micro- and exo-system effects, relate to classroom engagement and its change over time. Results showed that although centrality in a network is positively related to academic characteristics at one point in time, students who have large numbers of immediate connections (degree centrality) tend to decrease in engagement over time. In contrast, eigenvector centrality showed a positive interaction with peer group influence on change in engagement over time. For those students who had highly interconnected peers the positive effect of peer group engagement was increased.
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Rodriguez, Aracely. "Psychosocial Motivators for Obstacle Course Racing: A Qualitative Case Study." DigitalCommons@CalPoly, 2015. https://digitalcommons.calpoly.edu/theses/1469.
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This study explored the psychological and sociological motivations of adult female and male obstacle course racers. A qualitative case study approach was used to explore the views, experiences, and motivations of obstacle course racing (OCR) participants. Descriptive statistics and cross tabulation was used to interpret responses to the 297 online questionnaires. A content analysis approach was used to analyze the qualitative data gathered from three focus groups with a total of 20 obstacle course racers. Three theories formed the basis of the study: Self-Determination Theory (SDT), Achievement Goal Theory (AGT), and Social Leaning Theory (SLT). Overall, findings supported previous research regarding motivations to participate in adventure racing and extreme sports. Individuals were guided more by intrinsic motives than extrinsic motives. Important motivations for obstacle course racers included the camaraderie among participants, connecting and socializing with other like-minded people, having fun, and having a physical challenge that allowed them to progress and keep on track with their health goals. Obstacle course racing was perceived as positively impacting participants’ health, mental wellness and their confidence in their physical abilities as well as in other areas of their lives. Findings from this study may inform future interventions to increase participation in OCR or to increase overall physical activity among adults by building on camaraderie, social connection, enjoyment, and self-efficacy.
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Foot, Kirsten Joan. "An exploration of factors that impact on levels of employee satisfaction and organisational performance : an organisational diagnosis." Thesis, Rhodes University, 2004. http://hdl.handle.net/10962/d1007951.
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Organisations today, regardless of their function, exist in an environment that is characterised by change. In order to maintain a competitive advantage it is vital that organisations manage such change and are sensitive to their human resource. It is imperative for organisations to understand and explore the factors that impact on employee satisfaction and overall organisational performance. The hospitality industry is an industry that is notorious for low levels of pay and long working hours, and often dissatisfied employees. This research focused on a hotel, that is part of an international chain of hotels, which has recently undergone a rebranding process (a change from within). This research aimed to assess and explore factors that impact on levels of employee satisfaction and organisation/hotel performance, in other words it aimed to 'diagnose' the hotel's current status. The research was conducted in two phases. Phase one made use of a widely used measure of job satisfaction, the job descriptive index (JDI), that looked at five facets of job satisfaction namely: pay, opportunity for promotion, co-workers, supervision and the nature of work. Phase two further explored the results of the JDI (staff being very dissatisfied with pay and promotions opportunity) and further explored other areas of the organisation/hotel with the use of an organisational development model, Weisbord's Six-Box Model (1990). The 'boxes' included areas of purpose, structure, relationships, leadership, rewards and helpful mechanisms. These areas were explored with staff using focus groups. Heads of departments (management) and the deputy general manager of the hotel were interviewed using a semi-structured interview format, exploring similar issues to those researched with staff. Results indicated problems in the hotel with regard to purpose, a severe lack of communication and staff feeling they have little chance for promotion as well as pay structures being perceived as unfair. The overall leadership at the hotel was described as erratic, and relationships between management revealed high levels of mistrust. Due to limited research in the South African hospitality industry, much of the literature available is based on experiences in the United States of America or the United Kingdom. For this research, the researcher had few previous published findings and was unsure of the many issues that could possibly arise. However, the intervention was enjoyable and recommendations have been provided for the hotel to consider, so the hotel can go from "good to great".
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Ngiri, Lydia Wambui. "A case study of the motivation of intermediate phase learners by teachers at a private school in Botswana." Diss., 2014. http://hdl.handle.net/10500/19004.
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The motivation of learners by teachers is key to learner academic success. Consequently, an understanding of the motivation strategies is important for teachers because learners have diverse learning needs and interest. This study conducted in one private school in Botswana is designed to explore the motivation strategies used in teaching and learning. The aim of this study is to establish the various motivational strategies used by teachers on learners to enhance their academic performance in the intermediate phase. To accomplish this, the objectives of the study are:
- To explore what motivational strategies are that the teachers using currently
- To determine why they are using such strategies
- To establish the efficacy of such motivational strategies
- To map alternate motivational strategies teachers that can use in their classrooms
The theories that underpin the study are teacher leadership and theories of motivation. Three theories of motivation that were drawn on namely are Maslow’s Hierarchy of Needs, Herzberg’s Two - Factor Theory and Behavioural Theories. The related literature both national and international was examined to show how previous research informed the current study. A mixed methods case study design was employed. Questionnaires, focus group interviews and observations were used to generate data. The participants in the study were the intermediate phase teachers and assistant teachers and intermediate phase learners. The data were analysed using descriptive statistics and thematic content analyses. The findings revealed that most of the teachers were using a variety of motivational strategies which had a positive effect on the learner’s academic performance. The findings also revealed that meeting the learner’s needs is key to their learning success. Stemming from the findings, it is recommended that learner’s academic performance can be improved if the teachers could employ a variety of learner-centred teaching and learning activities, capitalize on the learners existing needs and also expand the learners’ opportunities by engaging in alternate learning strategies.Educational Management and Leadership
M. Ed. (Education Management)
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Rispoli, Mandy Jenkins 1979. "The effects of motivating operations on levels of challenging behavior and academic engagement in the classroom." 2009. http://hdl.handle.net/2152/18396.
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Young children with autism often engage in challenging behaviors. Such behaviors can lead to social isolation and decreased time spent in instruction. Previous research has demonstrated that antecedent based interventions can reduce challenging behavior in young children with autism. These interventions often alter reinforcement contingencies in order to decrease challenging behavior. However, research has shown that it is also possible to target an individual's motivation to engage in challenging behavior. The purpose of this study was to evaluate the effects of a manipulation of the motivating operation on challenging behavior as well as academic engagement for young children with autism. A motivating operation (MO) alters the value of reinforcement as well as the frequency of behavior previously correlated with accessing reinforcement. When the value of reinforcement is decreased and the frequency of behavior correlated with that reinforcement is decreased, the abolishing operation is in effect. One method for reducing the value of reinforcement is to provide the individual with unrestricted access to reinforcement until the individual reaches a level of satiation. Through the use of the abolishing operation it is possible to alter the frequency of challenging behavior without altering reinforcement contingencies. In this study five young children with autism who engaged in challenging behavior were exposed to two conditions. One condition involved a manipulation of the abolishing operation in which participants were given unrestricted access to the consequence maintaining their challenging behavior prior to classroom sessions. In the second condition the participants entered into the classroom session without presession access to reinforcement. The influence of the abolishing operation was assessed with respect to levels of challenging behavior and levels of academic engagement in the classroom. Results demonstrated that presession access to the maintaining consequence of challenging behavior reduced challenging behavior and simultaneously increased academic engagement for all participants.text
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"A moderated-mediation model of transformational leadership on follower engagement: the role of psychological capital." 2013. http://library.cuhk.edu.hk/record=b5549253.
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隨著積極組織行為學 (positive organizational behaviour) 的研究趨勢，本研究通過正向心理的角度，考察轉換型領導 (transformational leadership) 對員工工作投入感 (work engagement) 的影響。本研究提出一個中介調節模型，旨在探討轉換型領導透過心理意義 (psychological meaningfulness) 的中介效果對下屬工作投入感之影響；此外本研究亦試圖探討下屬的心理資本 (psychological capital) 是否能夠調節心理意義和工作投入感之間的關聯。二百七十一名從事各種不同行業的中國人完成了網上問卷調查。研究發現：（一）領導者的轉換型領導行為有效增強下屬的工作投入感；（二）心理意義在轉換型領導與下屬工作投入感之間具有部分中介效果；（三）心理意義和工作投入感之間關聯的強度取決於下屬心理資本的水平；下屬的心理資本正向調節了整個中介過程，強化了積極的心理過程 (positive psychological process)，激發更高水平的工作投入感。這項研究關注了下屬在領導過程的角色；此外它擴大了目前領導領域的研究，涵蓋了底層的激發積極性機制(motivational process)，和有效的下屬特性，以帶出領導者對下屬工作投入感的影響。最後，本文亦討論了這研究對理論發展的貢獻，以及對應用層面於員工培訓方面的實際啟示。With the emerging interest in positive organizational behaviour, this study adopted a positive psychological perspective in examining the impact of transformational leadership on employee work engagement. The study proposed a moderated-mediation model with supervisor transformational leadership as an antecedent in predicting follower work engagement, psychological meaningfulness as a mediator that explains the underlying leadership process, and psychological capital (PsyCap) as a boundary condition that moderates the association between psychological meaningfulness and work engagement. Two hundred and seventy-one Chinese employees, from a diverse range of industries, completed the online questionnaire. The study found that (a) transformational leaders enhanced followers’ level of work engagement; (b) psychological meaningfulness played a partial mediating role in translating the positive impact of transformational leaders to increased follower work engagement; and (c) the strength of the link between psychological meaningfulness and work engagement depended on the level of PsyCap. PsyCap moderated the mediated leadership process such that it enhanced the positive psychological process to lead to higher levels of work engagement. The study investigated the understudied impact of followership in leadership processes. Moreover, it suggested a broader leadership framework that encompasses the underlying motivational mechanism and the effective followership characteristic in bringing out leaders’ impact on follower engagement. Theoretical implications and applied implications on employee training are discussed.
Detailed summary in vernacular field only.
Leung, Lok Chi.
Thesis (M.Phil.)--Chinese University of Hong Kong, 2013.
Includes bibliographical references (leaves 30-40).
Abstracts also in Chinese.
Abstract --- p.i
摘要 --- p.ii
List of Tables --- p.vi
List of Figures --- p.vii
Chapter CHAPTER 1. --- INTRODUCTION --- p.1
Work Engagement --- p.2
Transformational Leadership --- p.3
Association between Transformational Leadership and Follower Engagement --- p.4
Psychological Meaningfulness as Mediator --- p.5
Moderation by Follower Positivity --- p.7
Psychological Capital (PsyCap) --- p.8
Psychological Capital as Moderator --- p.9
Chapter CHAPTER 2. --- METHOD --- p.12
Participants and Procedure --- p.12
Measures --- p.14
Chapter CHAPTER 3. --- RESULTS --- p.16
Measurement Model --- p.16
Descriptive Statistics and Factor Correlations --- p.18
Direct and Indirect Effect --- p.18
Moderated Mediation Effect --- p.19
Chapter CHAPTER 4. --- DISCUSSION --- p.22
The Transformational Leadership Process --- p.22
Effective Follower Attribute --- p.23
Development of POB Literature --- p.25
Positivity and Meaning in Chinese --- p.26
Limitations and Future Research --- p.27
Practical Implication --- p.28
Concluding Remarks --- p.29
Reference --- p.30
Appendix --- p.41
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Sofowora, Samson Oluwaseun. "Anxiety and lack of motivation as factors affecting success rates in bridging mathematics." Diss., 2014. http://hdl.handle.net/10500/19929.
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The aversion to the study of mathematics and the resultant poor performance by students generally cannot be overemphasized and this still poses a great threat to the needed skills in the science, technology and commerce sector in South Africa. This study therefore tends to explore the importance of Mathematics to students and the economy globally by focusing on which contributive psychological factors are responsible for low performance in mathematics among Pre degree students as a case study.
In addition also, the teaching and learning strategies used in the classroom that will help curb mathematics anxiety among students will be looked into. Furthermore a test to ascertain if poor teaching methods or pedagogical content knowledge of mathematics’ teachers influence anxiety thereby leading to poor performance in mathematics will be carried out. By utilizing a mixed method approach, an integration of the qualitative and quantitative approaches, the study attempted to provide an insight into the poor performances in Mathematics by Pre-degree students in a Private Institution of higher learning by exploring the following affective domains: 1) Anxiety 2) Motivation (lack of either the Internal & External type) and also considering the teaching strategies adopted on the other hand.
The theoretical framework applied to this study was three fold in nature, namely, to investigate the nature of the relationship between mathematics anxiety and mathematics achievement on one side, secondly, to investigate the nature of the relationship between motivational orientation and mathematics achievement on the other side. Finally, it will investigate the relationship between teaching methods and mathematics achievement.
The major findings that emanated from this study were as follows: there is a strong impact of the affective factors (anxiety, beliefs, emotions and motivation) on mathematics learning and success rates among Pre-degree students in South Africa. This study shows the importance of affective factors (such as anxiety, negative attitude, lack of motivation) in determining the success and or failure of mathematics learning, with the intention of promoting and encouraging positive traits, attitudes and beliefs in the students.
The issue of teaching strategies was however not of a strong impact on success rates in bridging mathematics among the students as their lecturers were commended to be on top of their subject, but only that strategies to teaching mathematics must be dynamic, effective and varied as much as possible to meeting the students diverse learning styles .Mathematics Education
M. Ed. (Mathematics Education)
22
"Job characteristics and level of organisational commitment among assistant labour officers." Chinese University of Hong Kong, 1997. http://library.cuhk.edu.hk/record=b5889011.
Full textAbstract:
by Law Tak Yan.Thesis (M.B.A.)--Chinese University of Hong Kong, 1997.
Includes bibliographical references (leaves 44-46).
TABLE OF CONTENTS
APPROVAL --- p.ii
ABSTRACT --- p.iii
TABLE OF CONTENTS --- p.iv
LIST OF ILLUSTRATIONS --- p.vi
LIST OF TABLES --- p.vii
Chapter
Chapter I. --- INTRODUCTION --- p.1
Chapter II. --- LITERATURE REVIEW --- p.3
Definitions of Organisational Commitment --- p.3
Antecedents of Organisational Commitment --- p.4
Job Characteristics Model --- p.6
Core Job Characteristic Dimensions --- p.7
Skill Variety --- p.8
Task Identity --- p.8
Task Significance --- p.8
Autonomy --- p.8
Feedback --- p.9
Critical Psychological States --- p.10
Personal and Work Outcomes --- p.10
Growth Need Strength --- p.11
Relationship between Organisational Commitment and Job Characteristics --- p.11
Chapter III. --- METHODOLOGY --- p.13
Organisation of the Labour Department --- p.13
Sample Characteristics --- p.17
Measurement of Organisational Commitment --- p.18
The Job Diagnostic Survey --- p.20
Interview --- p.22
Chapter IV. --- RESULTS AND ANALYSIS --- p.23
Level of Organisational Commitment --- p.25
Comparison of Job Characteristics --- p.27
Skill Variety --- p.27
Task Identity --- p.28
Task Significance --- p.28
Autonomy --- p.29
Feedback --- p.30
Antecedents of Organisational Commitment for Assistant Labour Officers --- p.31
Chapter V. --- DISCUSSION AND CONCLUSION --- p.32
Enrichment of Job Characteristics by Job Redesign --- p.32
Combining Tasks --- p.33
Establishing Client Relationship --- p.33
Opening Feedback Channels --- p.34
Antecedents of Organisational Commitment --- p.34
APPENDIX --- p.36
BIBLIOGRAPHY --- p.44
23
"中國學生個人屬性內隱觀的普遍性及特殊性." 1999. http://library.cuhk.edu.hk/record=b6073774.
Full textAbstract:
成子娟.論文(博士)--香港中文大學, 1999.
參考文獻 (p. 248-263)
中英文摘要.
Available also through the Internet via Dissertations & theses @ Chinese University of Hong Kong.
Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web.
Mode of access: World Wide Web.
Cheng Zijuan.
Lun wen (bo shi)--Xianggang Zhong wen da xue, 1999.
Can kao wen xian (p. 248-263)
Zhong Ying wen zhai yao.
24
Chen, Yu-Jung 1977. "Balancing goals and emotional responses to learning Chinese as a heritage language." Thesis, 2006. http://hdl.handle.net/2152/2842.
Full textAbstract:
This study explored the learning experience of Chinese heritage language learners, focusing on the interaction of their multiple goals, their emotional responses, as well as the influence of their experience in their family and formal school contexts. The settings of this study were the sixth to eighth grade classes at two local community Chinese schools. Data were collected from multiple sources including students' responses to a self-report questionnaire, interviews with teachers, interviews with 19 focal students and their parents, and a semester-long retrospective observation journal. Data were analyzed using coding procedures suggested by Strauss and Corbin (1998) from a grounded theory qualitative approach. Results indicated that perceptions of Chinese school learning affected students' motivational goals and their emotional responses in the Chinese learning experience. These perceptions included (a) perceptions of the Chinese learning environment (instructional methods, teachers' characteristics, and peer influence), (b) perceptions of their ability, (c) perceptions of values and beliefs, and (d) perceptions of their available time and schedule. Students in this study reported having both learning intention goals (categorized as integrative and instrumental goals) as well as well-being (social and work-avoidance) goals. Students also reported experiencing both positive emotions (enjoyment, pride) and negative emotions (boredom, anger) in the Chinese learning context. The contextual factors, including students' formal school experience and their family experience also seemed to influence directly or indirectly students' perceptions of Chinese school learning as well as their motivational goals and emotional responses. How students balanced their multiple goals and their multiple emotions determined the extent of students' willingness to attend Chinese school, the extent of their engagement in learning Chinese, as well as the extent of their acknowledgement of their Chinese identity. Implications for research and practice are discussed.text
25
Moseki, Monkie Muriel. "Adolescent self-regulated learning development in school : a psycho-educational perspective." Thesis, 2013. http://hdl.handle.net/10500/13865.
Full textAbstract:
High school students need to be equipped with the competencies that may enable them to adapt to the increasing demands of learning in the school and beyond. To this end, the main research question of this study was, namely How can the self-regulated learning of adolescents be developed at high school? The aim of the study was to design, implement and evaluate a study skills programme for high school students. The social-cognitive theory, in particular the self-regulated Learning (SRL) theory, was used as the conceptual framework on which this study was based.
An explanatory, sequential, mixed-methods research design was implemented. Purposeful sampling was used to select the participants in the three phases of the research project. Two classes of Grade 10-students (an experimental and a comparison group) from one school participated in the study, as follows: (i) in the first quantitative phase both classes wrote a pre-test, using the Learning and Strategies Inventory - High School Version (LASSI-HS); (ii) this was followed by a qualitative phase over 10 weeks. During this time a programme was implemented with the experimental group, once per week for 30 minutes (during school hours), and a 30 minute session in the afternoons. Individual work was also done with eight students, who were purposefully sampled. Between one and four sessions were held with each of the eight students. During the 10 weeks data were collected continuously by means of individual interviews with the eight students, as well as from their journals. In addition, the researcher collected data by means of field-notes. (iii) After the 10 weeks, the final quantitative phase involved both the experimental and the comparison groups in the writing of a post-test.
The results indicated that the programme to enhance the students’ goal-setting, self-monitoring and self-evaluation strategies was successful. The students also indicated an improvement in their attitudes, motivation, information-processing, and in selecting the main ideas in their study material. However, shortcomings were noted in certain areas. Based on the literature and the empirical findings of the study, an improved programme for the development of the adolescents’ SRL in high school was designed. The programme recommended the early commencement of the programme, and that the two problem areas that were identified, namely time-management and motivational strategies be emphasised.Psychology of Education
D. Ed. (Psychology of Education)
26
Nortjé, Aletia. "Exploring FLOW in retirement." Thesis, 2011. http://hdl.handle.net/10500/4776.
Full textAbstract:
This explorative study originated from the researcher’s personal encounters
with “disappointment, regret and purposelessness” in retirement. The aim of
this research study is thus exploring what the opposite of these negative
sentiments, namely “successful” aging or "successful" adaptation to retirement
could constitute and, most importantly, the role of FLOW therein. Initial
indications are that FLOW could play a key role in “successful” retirement.
Another focus has been to explore whether and how retirees with post-matric
qualifications or training could redeploy their accumulated expertise in the
post-retirement years. Various models of social entrepreneurship, ranging from
voluntary work to paid work, were found to enhance successful adaptation to
retirement, addressing society’s needs at the same time.
In this qualitative research study, I have followed a case study approach,
interviewing nine participants, whose results were analysed individually and
then integrated in a comparative fashion to answer the research questions.Psychology
M.A. (Psychology)
27
Padayachie, Sagree. "Management strategies for establishing discipline in primary classrooms in a KwaZulu-Natal district." Diss., 2013. http://hdl.handle.net/10500/13837.
Full textAbstract:
The aim of this study was to investigate the management strategies conducive to establishing constructive discipline for optimal learning. The study represented a case study conducted in a primary school in the Empangeni district of KwaZulu-Natal. An in-depth literature study was followed by an empirical investigation based on a qualitative research design employing focus group and individual interviews. The research findings revealed that optimal learning is achieved through effective classroom management practices promoting constructive discipline. A classroom environment in which constructive discipline prevails includes the organisation of the physical environment in a functional way, the consideration of instructional strategies such as teachers being well-prepared for the lesson, as well as class routines and procedures being well communicated. Based on the findings of the empirical investigation, and concurring with the findings from literature, recommendations were made regarding classroom management strategies for constructive discipline in order to arrange for optimal learning.Educational Leadership and Management
M. Ed.
28
Chakandinakira, Joseph. "The role of school-based teacher incentives to improve student achievement : experiences from selected secondary schools in Manicaland Province, Zimbabwe." Thesis, 2016. http://hdl.handle.net/10500/22007.
Full textAbstract:
This study explored the role of school-based teacher financial incentives on student academic achievement. Despite great efforts made by Zimbabwean government towards improving the education system in terms of infrastructure development and increasing number of schools, prior and after 1980, not much attention had been paid to the role of teachers’ extra-financial incentives on enhancing teacher motivation which leads to student achievement in and outside classroom situation. Extra-financial incentives differ from government to government depending on the revenue base and political will by such governments to support these teacher incentives programmes. In developed countries, respective governments pay different teacher incentives while in developing countries, parents/guardians or School Development Committees (SDCs) shoulder the burden. This study contented that one of the ways to improve student achievement has been payment of school-based teacher incentives to supplement teachers’ low salaries. While the need to adequately compensate teachers had been a worldwide phenomenon, this is in contrast to Zimbabwean experience after 2014, when Government of National Unity (GNU) came to an end. Zimbabwean government banned payment of teacher incentives under unclear reasons which were widely purported to be political. This research adopted a qualitative approach and as such, collection of primary and secondary data were done using multiple data collection techniques. Techniques included interviews with key informants, focus group discussions and open ended questionnaires in selected secondary schools. Results from this study revealed that improving teacher motivation through school-based incentives had been central to improved student achievement. In schools where teacher incentive system was practiced pass-rates increased, with a sudden decline when teacher incentives were banned. Banning or lack of properly designed incentive systems, where teachers were consulted, was seen as negatively affecting student achievement in selected secondary schools of Makoni District.Educational Foundations
D. Ed. (Socio-Education)
29
Viljoen, Karin. "Motivators, contributors and inhibitors in adult higher education in the University of the Western Cape." Diss., 2013. http://hdl.handle.net/10500/10591.
Full textAbstract:
Lifelong learning for adults has almost become compulsory for the maintenance of employability. In the South African context, The National Plan for Higher Education advocated an increase of adult learners entering higher education to facilitate lifelong learning.
This study will focus on adult learners returning to institutions of higher education on a full-time basis. The study will determine factors that motivate adults to enter the learning environment, and it will identify inhibitors and contributors during their studies. A qualitative research design has been employed. Analysis of data collected by open-ended questionnaires and in-depth interviews indicated that the motivation to return to higher education was mainly personal and career driven. Students reported on situational, dispositional, and institutional inhibitors they experienced and had to overcome. Contributors identified included various support systems. Recommendations are made in view of the results of the empirical study to assist institutions of higher education in South Africa to meet the unique needs of the adult learner.Educational Studies
M. Ed. (Adult Education)