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Bell, Debra Anne. "Types of Home Schools and Need-Support for Achievement Motivation." Diss., Temple University Libraries, 2013. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/214758.
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Educational PsychologyPh.D.
Along many dimensions, homeschooling is increasing, diversifying, and spreading globally. Yet little is known about the motivational climates and teaching strategies parents have adopted to promote academic achievement and motivation within their homes. Working within a self-determination theory (SDT) framework, this study used cluster analysis to examine the naturally-occurring types of learning environments created by 457 homeschool parents. Measures of support for autonomy, mastery goal orientation, and conditional regard were adapted for a homeschool context and used as constituting variables. Follow-up measures of need satisfaction, efficacy, student academic engagement, teaching practices and demographics were used to identify significant differences among groups. A five cluster solution best fit the data: a high need support group, low need support group and three groups of mixed need support. In general, the high need and mixed need support groups were associated with higher student engagement, need satisfaction, efficacy for homeschooling and frequent use of teaching strategies that promote autonomous motivation and support for student competence. The low need support group was significantly associated with lower need satisfaction and teaching strategies associated with control. Higher levels of academic engagement were reported for those students homeschooled longer and at higher grade levels. Male teaching parents (n = 29) reported significantly less need satisfaction and were significantly associated with the low need support group. Taken together, the findings extend self-determination theory to an important, emerging learning context. Results were consistent with findings in SDT research across other domains; thus, lending support to the universality of SDT's main tenets.
Temple University--Theses
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Al-Kahtani, Ali Hussein. "DIFFERENCES BETWEEN SAUDI AND AMERICAN EMPLOYEES IN NEED FOR ACHIEVEMENT, POWER AND AFFILIATION." Thesis, The University of Arizona, 1986. http://hdl.handle.net/10150/275526.
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Shockley, Kristen M. "Uncovering the Missing Link in Flexible Work Arrangement Utilization: An Individual Difference Perspective." [Tampa, Fla.] : University of South Florida, 2007. http://purl.fcla.edu/usf/dc/et/SFE0002138.
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Cleavinger, Arthur. "Need for Cognition Scale: A Study of its Psychometric Properties and its Ability to Predict Academic Achievement." TopSCHOLAR®, 1990. http://digitalcommons.wku.edu/theses/1897.
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The psychometric properties of the Need for Cognition Scale (NCS; Cacioppo & Petty, 1982) were investigated in two studies with independent samples of undergraduates at Western Kentucky University. In the first study (N = 379), the internal consistency and factor structure of the NCS were examined, and the NCS was compared to the Achievement subscale of the Personality Research Form (Jackson, 1974) and the State-Trait Curiosity subscale of the State-Trait Personality Inventory (Speilberger, 1979). Also, the possibility of differences in “need for cognition” attributable to socio-economic status (i.e. the educational attainment of the subjects’ parents) were examined. The second study (N = 72) compared the NCS to the Peabody Picture Vocabulary Test-Revised (PPVT-R; Dunn & Dunn, 1981) and, in addition, investigated the possibility that the NCS could explain variance in American College Test (ACT) scores other than that explained by the PPVT-R alone. The findings indicated that the NCS is a reliable instrument in terms of internal consistency. In factor analyses, one primary and one lesser factor emerged. The first factor was interpreted as representing the enjoyment of thinking, which is consistent with the first factor described in previous factor analytic investigations (i.e. Cacioppo & Petty, 1982; Cacioppo, Petty, Kao, 1984). The weaker factor appeared to represent the “amount” of cognitive activity sought by the individual high in NCog. This factor corresponded to one described by Tanaka, Panter, and Winbourne (1988). The NCS correlated positively and moderately with the Achievement and Curiosity subscales. The analyses of SES differences in NCS scores indicate that there is a main effect for SES; the participants whose parents had fewer years of formal education had higher scores on the NCS. In the second study, the NCS correlated moderately and positively with the PPVT-R; however, the NCS did not account for variance in ACT scores which was significant and unique to that accounted for by PPVT-R scores.
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Porter, Kristen M. "An Exploratory Study of the Need for Cognition in Children and Adolescents." University of Toledo / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1290134272.
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Smith, Tiffany N. "A New Perspective on the Work-Family Interface: Linking Achievement Motivation and Work-Family Balance." Scholar Commons, 2009. https://scholarcommons.usf.edu/etd/1777.
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The purpose of this study was to identify whether three achievement motivation variables (LGO, GNS, and AO) were positively related to work-family balance, and to investigate plausible interactions between these variables and work-family stressors on balance perceptions. Relationships of these variables to work-family conflict and facilitation outcomes were also analyzed in order to identify differential relationships. Data were collected from 428 individuals through a web-based survey. Results indicated that all three achievement motivation variables were clearly related favorably to work-family balance and facilitation, while only AO was negatively related to conflict. The relationships between schedule flexibility and all work-family outcomes were moderated by both LGO and GNS. The majority of proposed interactive effects between achievement motivation variables and work-family stressors on balance were not significant. However, several interactions were significant when conflict or facilitation served as the criterion measure. Overall, the results provide support for LGO, GNS, and AO as both direct and indirect contributors to work-family balance.
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Venditti, Júnior Rubens. "Auto-eficácia docente e motivação para a realização do(a) professor(a) de Educação Física Adaptada." [s.n.], 2010. http://repositorio.unicamp.br/jspui/handle/REPOSIP/274736.
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Orientador: Pedro José WintersteinTese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação Física
Made available in DSpace on 2018-08-16T18:05:43Z (GMT). No. of bitstreams: 1 VendittiJunior_Rubens_D.pdf: 5360237 bytes, checksum: 1065586ad11f75963f0b4245489f2201 (MD5) Previous issue date: 2010
Resumo: A auto-eficácia se caracteriza como a convicção nas capacidades individuais de organizar e executar cursos de ação, necessários à realização de determinadas tarefas ou feitos dirigidos a uma meta. Engloba processos auto-perceptivos e avaliativos, que relacionam fatores ambientais, pessoais e comportamentais. Estas correlações podem ser observadas tanto na tríade de determinismo recíproco da Teoria Social Cognitiva (TSC), como na proposta Teoria de Ação de Nitsch, que norteia os estudos em motivação desta obra. Neste trabalho, a auto-eficácia é aplicada na compreensão do controle interno das convicções e percepções que envolvem a prática docente em Educação Física Adaptada (EFA), caracterizada por atender pessoas com necessidades especiais ou em condição de deficiência. O mesmo estudo é a continuação das pesquisas no mestrado, que analisou as crenças de auto-eficácia docente em Educação Física (EF). Nesta pesquisa, aprofundamos os estudos de auto-eficácia docente, selecionando um contexto peculiar de atuação em EF: a EFA. Também buscou-se identificar e investigar as fontes de (in)formação da auto-eficácia docente para este contexto. A problemática se encontra na análise das possíveis contribuições da auto-eficácia e a configuração de suas fontes formadoras na EFA, a motivação para a realização, bem como associações destes constructos com: satisfação, preferência de atuação profissional e disposição para continuidade docente em EF. Por meio de quatro instrumentos, aplicados em 311 profissionais atuantes ou que já tivessem atuado na área de EFA, destacam-se alguns fatores e aspectos relacionados à auto-eficácia docente e motivação profissional. Os resultados obtidos podem evidenciar as associações da auto-eficácia com a questão motivacional do professor, através de sua satisfação pessoal e disposição para continuar na carreira docente, bem como os níveis de esforço e persistência. Ou seja, as associações entre auto-eficácia e motivação docentes podem ser relacionadas às características pessoais (emoções, interesse e satisfação), aspectos sociais e comportamentais. A metodologia, através da Análise Estatística de Variância (ANOVA), Regressão Linear e Análise Multivariada (CLUSTERS associativos), promoveu análises destes parâmetros a respeito de suas capacidades de ensinar. A perspectiva social cognitiva e as propostas de estimulação das fontes de formação da auto-eficácia docente, bem como dos mecanismos auto-reflexivos do professor configuraram-se excelentes referenciais, comuns para as discussões sobre as convicções docentes, formação profissional em EFA e atuação com públicos de pessoas com deficiência em estudo(s) anterior(es) e nesta pesquisa. Os fatores experiência direta e experiência vicariante são as fontes mais potentes de formação de auto-eficácia docente em EFA, apresentando-se também os aspectos fisiológicos e emocionais diferenciais para o contexto da EFA, fato que pode explicar a diferenciação no trato entre professor e aluno com deficiência. Outro aspecto que se destaca é a proposta de Maddux, que determina 06 fontes de constituição da auto-eficácia, isolando o aspecto emocional como uma fonte separada dos aspectos fisiológicos. Este estudo aponta para as possibilidades de na formação se desenvolver a auto-eficácia docente em EF e EFA, através de estratégias de incremento de cada uma das fontes propostas e também permite observar a auto-eficácia como uma importante mediadora no processo motivacional do professor de EFA e do Motivo de Realização, com seus componentes (Nível de Aspiração, Atribuição Causal e Normas de Referência).
Abstract: The self-efficacy construct is characterized as the belief in individual abilities to organize and execute courses of action, necessary to perform certain tasks or feats directed to a goal. It encompasses self-perceived and evaluation procedures that relate environmental, personal and behavioral factors. These correlations can be observed in the reciprocal determinism triad of the Social Cognitive Theory (SCT) and in the Theory of Action proposed by Nitsch, which guides the motivation studies in this research. In this work, self-efficacy is applied in the understanding of the internal control of the beliefs and perceptions that are involved in teaching Adapted Physical Education (APE), characterized for the work with people with special needs or in disability condition. This study it is the continuation of the research done in the master degree, which examined the beliefs of self-efficacy in teaching Physical Education (PE). In this research, we deepen the studies on teacher's self-efficacy, selecting a specific context of work in Physical Education (PE): the Adapted Physical Education (APE). We also sought to identify and investigate the sources of (in) formation of teacher self-efficacy in this context. The problem lies in the analysis of the possible self-efficacy contributions and the configuration of its sources in APE, the achievement motivation, as well as the associations of these constructs with: satisfaction, preference of professional performance and willingness to continue teaching in PE. Using four instruments, applied to 311 professionals that work or have worked in the APE field, some factors and aspects related to teacher's self-efficacy and professional motivation were highlighted. The results obtained show the associations between self-efficacy and the teacher's motivation issue, through its personal satisfaction and willingness to continue in the teaching career, as well as the levels of effort and persistence. That is, the associations between teacher self-efficacy and motivation can be related to personal characteristics (emotions, interest and satisfaction), social and behavioral aspects. The methodology, through the Statistical Variance Analysis (ANOVA), Linear Regression and Multivariate Analysis (associative CLUSTERS), promoted the analysis of these parameters regarding their teaching abilities. The social cognitive perspective and the proposals of stimulation of teacher's self-efficacy sources, as well as the teacher's self-reflective mechanisms configure excellent references, common to debates on teaching beliefs, professional formation in APE and work with persons with disabilities, in previous studies and in this research. The factors direct experience and vicarious experience are the most powerful sources of teacher self-efficacy in APE, presenting also the unique physiological and emotional aspects in the APE context, which may explain the difference in treatment between teacher and student with disabilities. Another aspect that stands out is the Maddux proposal that determines 06 sources for self-efficacy constitution, isolating the emotional aspect as a separate source from the physiological aspects. This study points to the possibilities of developing self-efficacy in teaching PE and APE during graduation through the increment of each one of the proposed sources and it also allows the observation of the self-efficacy as an important mediator in the motivational process of the APE teacher and in the Achievement Motivation, with its components (Level of aspiration, Causal Attribution and Reference Standards).
Doutorado
Educação Fisica e Sociedade
Doutor em Educação Física
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Gregory, Paul J. "Assessing the influence of organizational personality, applicants’ need motivation, expectancy beliefs, and person-organization fit on applicant attraction." FIU Digital Commons, 2010. http://digitalcommons.fiu.edu/etd/247.
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This research explored the thesis that organizational personality is related to applicants’ attraction to an organization through a process which involves need motivation, expectancy beliefs, and applicants’ perceptions of person-organization fit. Organizational personality may be defined as a collection of trait-like characteristics that individuals use to describe organizational practices, policies, values, and culture. Specifically, this research investigated the hypothesis that organizational personality information is useful to applicants because it helps individuals to determine their perceptions of fit. A sample of students (N = 198) and working adults (N = 198) participated in an online experiment. Findings indicated that individuals’ beliefs about the instrumentality of desirable work related outcomes are essential to determining their perceptions of fit and organizational attraction. Additionally, organizational personality perceptions interacted with need motivation to affect perceptions of fit and organizational attraction. For instance, perceptions of fit mediated the influence of the interaction between need for achievement and perceptions of innovativeness on organizational attraction. The interaction of need motivation and perceptions of organizational personality helped individuals to better determine their perceptions of fit and subsequent attraction toward organizations.
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Lööf, Sofie. "Syskonplacering, studieresultat och prestationsbehov hos gymnasieelever." Thesis, Växjö University, School of Social Sciences, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:vxu:diva-2525.
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The aim of this study was to investigate whether there is a correlation between birth order, academic performance and need for achievement. 166 students from Alvesta Gymnasium/ High school and Växjö Fria Gymnasium/ High school participated in the study. The result showed a significant correlation between birth order and study result, but unlike previous studies this study showed that it was the youngest siblings that had the best academic performance. Furthermore, a significant correlation between academic performance and need for achievement was found, also that higher need for achievement results in higher academic performance. The study also showed that there is a significant correlation between birth order and need for achievement, and it is the youngest children that have the highest need for achievement. Finally the study shows, in resemblance with previous studies, that sibship size has a negative effect on study results. Most prominent in this current study was that the number of brothers has a significant negative correlation with study result.
Syftet med denna föreliggande studie är att undersöka huruvida det finns samband mellan syskonplacering, studieresultat och prestationsbehov. 166 elever från Alvesta Gymnasium och Växjö Fria Gymnasium deltog i studien. Resultatet visade ett signifikant samband mellan syskonplacering och studieresultat, men i motsats till tidigare studier visar resultatet av föreliggande studie att yngstabarnen har högst studieresultat. Dessutom påvisades ett signifikant samband mellan studieresultat och prestationsbehov, där högre prestationsbehov leder till högre studieresultat. Slutligen visar studien, i likhet med tidigare forskning, att en stor syskonskara påverkar studieresultaten negativt. Mest framträdande i föreliggande studie är att antal bröder visar sig ha ett signifikant negativt samband med studieresultat.
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Walker, Steven. "Multi-ethnic Students' Adaptation to College as a Function of Motivation, Self-efficacy, Self-esteem, and Ethnic Identity." Honors in the Major Thesis, University of Central Florida, 2006. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/1010.
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This item is only available in print in the UCF Libraries. If this is your Honors Thesis, you can help us make it available online for use by researchers around the world by following the instructions on the distribution consent form at http://library.ucf.edu/Systems/DigitalInitiatives/DigitalCollections/InternetDistributionConsentAgreementForm.pdf You may also contact the project coordinator, Kerri Bottorff, at kerri.bottorff@ucf.edu for more information.Bachelors
Arts and Sciences
Psychology
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Korkmaz, Fettah. "Contribution Of Some Factors To Eighth Grade Students." Master's thesis, METU, 2012. http://etd.lib.metu.edu.tr/upload/12614953/index.pdf.
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CONTRIBUTION OF SOME FACTORS TO EIGHTH GRADE STUDENTS&rsquoSCIENCE ACHIEVEMENT IN TURKEY: TIMSS 2007 KORKMAZ, Fettah M. S., Department of Secondary Science and Mathematics Education Supervisor: Prof. Dr. Ö
mer GEBAN September 2012, 120 pages The purpose of this study is to determine some of the factors that affect science achievement of eighth grade students in Turkey based on data results of Trends in International Science and Mathematics Study (TIMSS 2007). The present study investigated the relationship between the students&rsquo
achievement in science and certain factors such as student centered activities perceived by students, teacher centered activities perceived by students, students
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Steinke, Julie Anne. "Challenge Accepted: Self-Enhancement Through the Pursuit of Difficulty." Wright State University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=wright1409314937.
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Häljestam, Göran. "Lust att lära : En modell om motivationsfaktorer för undervisning." Thesis, University of Skövde, School of Humanities and Informatics, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-2767.
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Tediousness, fear and boredom are all part of everyday’s life for a student. How can a teacher counteract these feelings of boredom and replace them with a feeling of pleasure of learning? Students have to be motivated and want to go to school every day. By comparing student’s experiences of motivation this essays purpose is to create a theory about factors for motivation in education. However, the concept of motivation is far from easy to understand. Understanding what a student is motivated by is no less complex, and in relation to everyday’s teaching the situation is hard to grasp. A theory in this area is useful as a model of how to analyze a student’s motivation. After using focus groups the result was categorized into five categories. Strain, interest, the teacher, social and the future. By analyzing the results and the five categories a theory was formulated in which students were grouped by two criteria’s: motivation and prerequisites. Prerequisites are internal factors for motivation, motivation meaning external factors. Group 1 consists of students with less than average prerequisites and low motivation. Students in group 2 have good prerequisites but low motivation. Group 3 has bad prerequisites but are motivated. Thus group 4 students are motivated and have good prerequisites. To create motivation in education, a teacher could use this theory to better understand how a student is motivated. Thus creating a better understanding for how to motivate that student.
Leda, rädsla och långtråkighet utgör stora delar av elevens vardag. Hur kan en lärare verka för att byta dessa känslor mot mer lust att lära? Motivationen och viljan att komma till skolan varje dag måste finnas. Genom att jämföra elevers erfarenhet av motivation är syftet med denna uppsats att skapa en modell om motivationsfaktorer för undervisningen. Begreppet motivation är så komplext att det är svårt att finna dess kärna. Vad är en elev motiverad till? Motivation i undervisningen är inte mindre komplext. En modell inom detta område kan alltså användas för att analysera en elevs motivation. Genom fokusgrupper kategoriserades resultatet i fem kategorier, press, intresse, läraren, socialt och framtiden. Ur en analys av resultatet och dessa fem kategorier formulerades en modell där eleverna grupperas i fyra grupper efter två skalor: motivation och förutsättningar. Förutsättningar är interna faktorer till motivation och motivation innebär externa faktorer. I grupp 1 befinner sig elever med dåliga förutsättningar och låg motivation. Grupp 2 är elever med bra förutsättningar och låg motivation. De i grupp 3 har dåliga förutsättningar men bra motivation. Grupp 4 har både bra förutsättningar och är motiverade. För att skapa motivation i undervisningen kan en lärare använda sig av modellen för att förstå hur en elev ska motiveras. Därmed kan en lärare bättre förstå hur en elev ska motiveras.
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Priddy, Cynthia S. "The effects of conjunctive affiliation/achievement needs on compliance-gaining tactic selection." Virtual Press, 1989. http://liblink.bsu.edu/uhtbin/catkey/560290.
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The purpose of this study was to investigate the effects of conjunctive affiliation/achievement needs on the selection of compliance-gaining activity. Research questions asked to what extent conjunctive achievement/affiliation needs would influence the selection of situation management options, compliance-gaining tactics, and tactic classifications. A modified version of the Adjective Check List was used to measure need orientations. Subjects responded to a hypothetical situation by indicating on a seven-level Likert-type scale their likelihood of selecting situation management options and compliancegaining tactics. This study also investigated the likelihood of selecting tactic classifications as developed by Roloff and Barnicott (1978).MANOVA tests revealed significant differences among groups' likelihood to select threat, anti-social tactics, and punishing activity tactics. Specific group differentials were identified using Scheffe's procedure where significant multivariate differences were found. Future researchers were encouraged to continue investigation in this area.Department of Speech Communication
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Chavez, Adriana, and Martha Tinehyn Glomah. "What contributes to academic achievement among elementary grade students: A needs assessment." CSUSB ScholarWorks, 2008. https://scholarworks.lib.csusb.edu/etd-project/3369.
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The purpose of this research study was to investigate the needs of parents and teachers to identify factors that contributed to academic achievement among elementary grade students. Data was collected from a total of 65 parents and teachers of elementary grade students from Rowland Elementary School in Rowland Heights.
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Leondari, Angeliki. "Academic achievement, self concept, and locus of control in special and regular Greek primary school children." Thesis, University College London (University of London), 1992. http://discovery.ucl.ac.uk/10007420/.
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Recently and despite definitional problems, a clearly identifiable group of children has emerged characterized as 'learning disabled' for which programming and hence specialized services are being made available in the Greek state school setting. A more complete description of these children seems necessary in order to find out if and how they differ from other children in personality and whether their academic difficulties have created unique problems for them. The purpose of the present study was, then, to empirically investigate the comparative differences in measures of self-concept (academic and general), locus of control and causal attributions in Special and Regular Class primary school children, in Greece. 424 children enrolled in the third through sixth primary school grades served as subjects. The sample was drawn from state schools located within the three educational districts in the county of Attiki. There were 72 Special Class, and 352 Regular Class children. The Regular Class children were classified as Low Achievers (LA) and Normal Achievers (NA) on the basis of their school grades. Three self report questionnaires were used; the Perceived Competence Scale for children (PCS), and the Self Description Questionnaire (SDQ) were used to measure academic self-concepts and global self-esteem. The two cognitive competence scales from the PCS and the two subject-specific scales from the SDQ were used to assess children's perceptions of their academic abilities. Global self-esteem was measured by a scale from the PCS. The Intellectual Achievement Responsibility Questionnaire (IAR) was used as a measure of locus of control and causal attributions. Teacher ratings of academic performance in Reading and Maths and a Mathematics Test prepared by the researcher were used as achievement measures. The primary independent variable was group inclusion and school achievement. In addition sex and age differences were investigated. Results showed significant and consistent between group differences. Special Class children were found to differ significantly from Normal Achievers on academic self- concepts and global self-esteem. There were also significant differences between Low and Normal achievers on academic self-concepts but not on global self-esteem. Special Class children differed from the other two groups on their locus of control orientation and attributional patterns as well. They attributed both their successes and their failures to external factors, thus fitting the picture of 'learned helplessness'. Low achievers seem to hold the same attributional patterns as Normal Achievers, attributing their successes to their efforts and their failures externally. Suggestions are made that this is likely to be due to societal pressures. Developmental differences were evident in relation to locus of control, with older children showing greater internality. There were also age differences in relation to Perceived Competence Evaluation (PCE), in Special Class children, implying that this group of children develop more negative academic self-concepts as they grow older. Results seem to suggest that academic underachievement accompanied by Special Class placement had a substantial effect on children's academic self-concept, global selfesteem and pattern of attributions.
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Yuen, Chun Ni Jennie. "Achievement of Nepalese pupils in Hong Kong primary schools : barriers and education needs." Thesis, University of Bristol, 2007. http://hdl.handle.net/1983/02953eb5-e6ff-4f96-a799-c638a27d2df0.
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People of Nepalese origin are a small ethnic group in Hong Kong. As Hong Kong citizens, they are entitled to equality of opportunity and right of access to public services including education. However, it is frequently reported that the Nepalese and other minority ethnic groups encounter many difficulties in their interaction with the local education system. This study is a two-case case study that investigates Nepalese pupils' learning in two aided primary schools, which includes their performance in relation to other pupils, their barriers to achievement, their education needs, and effective practices employed by the schools to support them. The method of investigation is through interviews of three groups of respondents: the headteachers/teachers, pupils, and parents. The interviews were conducted in the second half of the 2004-05 school year. It is discovered that the pupils' achievement is influenced by factors that range from the personal and family to values of the government as well as international politics. I attempted to trace the changes of the Government's minority ethnic policy in recent years, and the possible reasons behind them. It is also discovered that the Government defines equality of opportunity at the levels of equal treatment, equal access and participation, rather than at a higher level of 'equal share' or 'outcome'. Although language (Chinese) is commonly considered to be the pupils' major barrier to achievement, there are other major barriers that may include lack of family support and lack of an appropriate curriculum. A key issue identified is the lack of data to assess and monitor their achievement. Based on the findings, recommendations are made to the schools, the teacher training institutes and the Education and Manpower Bureau for the improvement of the quality of education for the minority ethnic pupils in Hong Kong.
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Africa, kethlyn Precelia. "Intelligence Mindsets, Psychological Needs Satisfaction, and Academic Achievement Among Dominican Secondary School Students." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7582.
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There is an ongoing need for educational psychologists, researchers, policymakers, educators, and parents to continue to identify and understand the academic and nonacademic factors that influence academic achievement. Recent studies have documented the steady decline in the academic performances of students from Grades 7 to 9. The purpose of this study was to examine the statistical relationship between basic psychological needs satisfaction in relationship with caregivers, mindsets of intelligence, and academic achievement among secondary school students in the Commonwealth of Dominica. This study was grounded in the self-determination theory and mindsets of intelligence theory. A non-experimental correlational design using survey methodology was used for this study. Participants were 143 3rd year secondary school students ages 11 through 15. The participants’ academic achievement, mindsets of intelligence and their basic psychological needs satisfaction in relationship with their caregivers, were measured. The data were analyzed using standard multiple regression. The results of the study found a significant inverse relationship between the relatedness component of psychological needs satisfaction and academic achievement. Additionally, higher mindset of intelligence scores significantly predicted higher scores in math, English, and science in the participants first and second years of secondary school. The positive social change implications of this study may equip policymakers, teachers, and parents with the relevant information needed to design and implement programs aimed at improving the academic achievement of secondary school students
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Timsina, Prem P. "Employing "Best Practices" In Teacher Education: Faculty Perceptions Of Their Success And Their Needs In Preparing Teachers To Increase Student Achievement." ScholarWorks @ UVM, 2014. http://scholarworks.uvm.edu/graddis/282.
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This qualitative study focuses on the faculty engaged in the preparation of secondary teachers at North East University (NEU). It seeks to discover how they see themselves as professionals and assess their work preparing future teachers in "Best Practices" of teaching so that they can effectively teach all students, particularly low achievers. To achieve the goal of this study, I conducted semi-structured individual interviews with those faculty who are engaged in preparing teachers at the secondary program. Eight participants were interviewed for this study, among them six participants were fully engaged in the teacher preparation. Once I collected the data from the interviews, then I transcribed, coded, analyzed the data, and identified similarities, differences, patterns, and themes from the interviews. The findings of this study indicate that these faculty have a strong commitment to preparing outstanding teachers that is rooted in their belief in social justice and equality. They expressed they have dreams about their teaching, about their student-teachers and about their program. The faculty are highly confident of their ability to educate secondary teachers and believe that they make a difference in the academic performance of those children their graduates serve in the schools. This study also concluded that the teacher educators at NEU's secondary program think they are successful in introducing "Best Practices" of teaching, especially helping their student-teachers in differentiating instructions, dealing with disabilities, teaching ELL students, employing technology in teaching, understanding diversity, culture and traditions, and preparing their student-teachers in examining issues relating to prejudice, discrimination, stereotyping, race, poverty, gender, social class and ethnicity.
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An, Yufei. "Motivation des salariés en Chine : établir un climat mobilisateur dans l’entreprise." Thesis, Paris, CNAM, 2013. http://www.theses.fr/2013CNAM0878/document.
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La motivation des salariés est une nécessité vitale pour le succès d’une entreprise, notamment dans le contexte de la crise économique mondiale. En comprenant ce qui motive leurs membres, les dirigeants peuvent mobiliser le plein potentiel de chaque personne et diriger plus efficacement leur énergie. Le renouvellement des sources de motivation demande d’analyser au préalable les changements qui affectent actuellement le monde du travail et leurs conséquences. L’objectif de cette thèse vise à aider les personnes qui gèrent les ressources humaines (dans l’entreprise) à comprendre quelles sont et comment créer des conditions propices à la motivation des salariés, comment orienter, susciter et soutenir leur motivation et comment construire des stratégies motivationnelles adaptées. De plus, à cette fin, en favorisant la motivation et en suscitant les salariés, nous essayons de proposer d’établir un climat motivant dans l’entreprise chinoiseThe motivation of employees is vital necessity to the success of the enterprise, especially in the context of global economic crisis. By understanding what motivates their members, directors can mobilize and realize the full potential of each person and direct their energies more effectively. The renewal of sources of motivation asks that analyze in advance the changes currently affecting the world of working and their consequences. The objective of this thesis is to help people manage human resources (in the enterprise) to understand what and how to create conditions favor the employee motivation, how to orientate, to improve and to maintain the motivation of its employees and how to construct appropriate motivational strategies in the management. In addition, for this aim, in favorite of promoting the motivation and stimulating the employees, we try to propose to establish a dynamic environment in Chinese enterprises
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Meiring, Corne Jeanne. "The relation between academic commitment self-determination and academic achievement in Grade 11 and 12 learners." Thesis, University of Pretoria, 2017. http://hdl.handle.net/2263/62886.
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The purpose of the present study was to assess the associations between academic commitment theory (operationalised as meaningful commitment) (Human-Vogel & Rabe, 2015), and self-determination theoretical constructs (operationalised through need support, need satisfaction, autonomous self-regulation and perceived competence) (Deci & Ryan, 2000) in predicting the academic achievement levels of South African Gr 11 and 12 learners. Data was collected on two occasions; participants initially completed a survey and I then obtained their average academic marks. Participants reported average to higher levels of measured constructs and responses on all measurements displayed a normal distribution. I used path analysis to test two hypothesised and several additional models. The results indicated that neither autonomous self-regulation nor meaningful commitment directly predicted academic achievement but that both constructs indirectly predicted academic achievement through basic psychological need satisfaction and perceived competence. Meaningful commitment, furthermore, predicted twice as much variance in need satisfaction as autonomous self-regulation, and was a significant predictor of autonomous motivation. The findings of this study provide some insight into the role of meaning in self-determination theory, as well the organising role of meaningful commitment in self-regulating behavioural choices. These findings may also help educators and policy makers to create learning environments in which learners’ need for meaning and self-determination is supported, so that they can achieve academic success. Methodologically, the present study contributes to the validation of the meaningfulness subscale and the application of self-determination theory instruments in a South African context.Thesis (PhD)--University of Pretoria, 2017.
Educational Psychology
PhD
Unrestricted
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Norris, Toni Louise. "The personal, career and learning skill needs of first year psychology students." Thesis, University of Fort Hare, 2008. http://hdl.handle.net/10353/140.
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This study assessed the personal, career and learning skills needs of 196 psychology students (M= 56, F= 103). The preferred means of counselling assistance, preferred experience of counselling and preferred counselling provider were also assessed. The most highly endorsed needs were time management skills (83.5 percent, n=162), learning test-taking strategies (82 percent, n=159), job search strategies (73.6 percent, n=142), increasing self-confidence (70.3 percent, n=135), increasing motivation (72.4 percent, n=134), controlling anxiety and nervousness (68.7 percent, n=134), public speaking anxiety (68.4percent, n=134), understanding career interests and abilities (67.5 percent, n=131), fear of failure (68.1 percent, n=130), and improving study skills (66.5 percent, n=129). Significant sex differences were found for the following, finding a greater purpose in life, controlling weight, job search strategies, concerns about career choice, understanding career interests and abilities in the selection of major subjects and improving study skills. Males highly endorsed the need for finding a greater purpose in life, job search strategies, and concern about career choice, understanding career interest and abilities, selection of major subjects and to improve study skills, whereas females endorsed the need for controlling weight. Respondents indicated individual counselling as being their preferred means of counselling assistance, but lectures were the most prevalent means of assistance previously received by respondents. Most respondents (78.1 percent) found the assistance they had received to be helpful.
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Kimberly, Rebecca Phelps. "A study of school improvement effects from the use of a needs assessment approach based on effective schools characteristics /." The Ohio State University, 1985. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487261919112277.
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Rozina, Kristy Luse. "Comparison of intensified instruction and tutorial-resource instruction on the standardized achievement scores of special needs students /." Full text available from ProQuest UM Digital Dissertations, 2008. http://0-proquest.umi.com.umiss.lib.olemiss.edu/pqdweb?index=0&did=1781035191&SrchMode=1&sid=2&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1258662196&clientId=22256.
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Thesis (Ph.D.)--University of Mississippi, 2008.Typescript. Vita. Committee chairs: Susan McClelland and Lori Wolff "May 2008." Includes bibliographical references (leaves 71-78). Also available online via ProQuest to authorized users.
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Orecchia, Amy. "Promoting the Achievement of English Language Learners by Identifying Strengths and Needs: Implications for School-Based Interventions." Thesis, Boston College, 2014. http://hdl.handle.net/2345/bc-ir:104085.
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Thesis advisor: Mary WalshRecognizing the increasing numbers of English language learner (ELL) students in U.S. public schools and the persistent achievement gap between ELL and English proficient (EP) students, school systems must adapt to better support ELL students (August et al., 2009; García et al., 2009). Previous research has focused primarily on the role of bilingual versus English-only instruction on the achievement of ELL students. Within the framework of developmental systems theory (e.g., Cicchetti, 2006; Lerner, 2012; Masten, 2007; Overton, 2011), the current study extended existing literature by examining how several non-academic factors are related to ELL students' achievement. Utilizing data from City Connects, an innovative school-based intervention that has found improvement in ELL achievement over time, this study sought to identify unique pathways through which the academic outcomes of ELL students can be promoted. Relationships between students' needs and strengths within four developmental domains (academic, behavioral/social-emotional, health, and family) and achievement were examined. Significant differences in the needs and strengths identified for ELL and EP students were found. ELL status also significantly moderated the relationships of needs/strengths and achievement in several developmental domains. Findings support a developmental systems understanding of achievement as a key dimension of children's development. Implications for school-based interventions and education policy are discussed
Thesis (PhD) — Boston College, 2014
Submitted to: Boston College. Lynch School of Education
Discipline: Counseling, Developmental and Educational Psychology
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Filip, Maurine. "MOTIVATION IN HIGH-LEVEL ROLLER DERBY : ATHLETES’ EXPERIENCED PEER MOTIVATIONAL CLIMATE AND BASIC PSYCHOLOGICAL NEEDS." Thesis, Umeå universitet, Institutionen för psykologi, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-136877.
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The motivation behind the revival and development of roller derby may provide valuable insight to the structure of established sports regarding athlete engagement, drop-out, and well-being. To investigate the relationship of the cross-theoretical concepts, self-reported satisfaction and thwarting of basic psychological needs, and peer motivational climate of 255 high-level flat track roller derby athletes was examined in a cross-sectional design. Hierarchal regression analysis showed low effects of basic needs satisfaction on performance. Basic psychological need satisfaction and thwarting predicted 63% of the experienced task-involved motivational climate variance and 25% of ego-involved motivational climate. Relatedness proved strongest in predicting both types of peer motivational climates. In conclusion, the employed study method, limitations of the study, and recommendations for future research are discussed.Motivationen bakom återuppväckandet och utvecklingen av roller derby kan bidra med värdefull insikt i etablerade idrotters struktur gällande idrottares engagemang, avhopp, och välmående. Studiens syfte var att undersöka relationen mellan tvär-teoretiska koncept. Med en tvärsnittsdesign undersöks självrapporterad upplevelse av tillfredsställda och nedtryckta psykologiska behov, samt motivationsklimat hos 255 högpresterande flat track roller derby idrottare. Hierarkisk regressionsanalys påvisade svag effekt av behovstillfredsställelse på prestation. Grundläggande psykologisk behovstillfredsställelse och nedtryck förklarade 63% av variansen i det uppgiftsorienterade motivationsklimatet, och 25% av det ego-orienterade motivationsklimatet. Samhörighet visade på störst förutsägbarhet på båda typerna av motivationsklimat. Avslutningsvis diskuteras studiens metod och begränsningar, samt förslag på framtida studier.
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Datar, Ashlesha. "The impact of changes in kindergarten entrance age policies on children's academic achievement and the child care needs of families." Santa Monica, Calif. : Rand, 2003. http://www.rand.org/publications/electronic/ed.html.
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Al-Sudais, Omar A. "The perceptions of specific needs among a discourse community of ESP learners : whether these relate to their achievement, attitudes and motivation." Thesis, Durham University, 2004. http://etheses.dur.ac.uk/1262/.
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This study investigates the issues of motivation and attitudes in ESP. It attempts to examine the theoretical assumption that ESP is motivating for its learners. The attempt is to see what relevance the ESP situation could have on its learners' attitudes and motivation. Particularly it looks at a circle of possible significant relations of ESP learners. It examines the possible relevance among the perceptions of specific needs of learners, ESP, achievement, attitudes and motivation. The aim is to see if there is a relationship between ESP, perceptions of the discourse community's specific needs and achievement and motivation. The study uses a military institute as an example of an ESP teaching situation. The sample of the study is 502 cadets, 486 in the questionnaire and 16 in the interview, in King Khalid Military Academy in Riyadh, Saudi Arabia. They represent the three levels (years) in the Academy. Two research methods are used to collect the data: semistructured interviews as a qualitative method and a questionnaire as a quantitative method. The interviews are analysed qualitatively, and questionnaire responses are analysed quantitatively, both in percentages using SPSS correlational analysis. The results of the study show that there is a positive perception and preference among learners of their specific needs. They also suggest that attitudes towards learning the language were significantly correlated with achievement; but this was not the case with attitudes towards the people and culture of the language. In addition, the results reveal that there is a significant relationship between the perception of specific needs, ESP, high achievement and positive attitudes towards learning the language. The study also suggests that these learners have an integrative type of motivation of learning English, related to their discourse community. In the light of the results, the study concludes that the positive attitudes towards learning ESP are related to learners' positive attitudes towards learning and better achievement and motivation, which could suggest that ESP can work to engender learning. The study also concludes that the ESP learning situation could work as a counter to learners' negative attitudes towards the people and culture of the target language; and these were seen as not influential on these learners' achievement. It is suggested that the issues of different attitudes towards the people and culture of the target language and attitudes towards learning it, as well as the integrative motivation towards the sub-culture of the ESP discourse, are worthy of more investigation in different settings, as these are under researched conceptions within ESP.
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Sarrazin, Philippe. "Motivation a l'accomplissement dans les activites motrices : mise en evidence de processus et variables affectant les croyances relatives a la nature de l'habilete motrice, le choix d'une difficulte, l'effort fourni et la performance." Paris 11, 1995. http://www.theses.fr/1995PA112394.
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Ce travail a pour objectif de mettre en evidence certaines variables et processus qui affectent la motivation a l'accomplissement, dans les activites motrices. Il s'appuie sur des donnees issues du paradigme expectation-valence (vroom, 1964), et des theories socio-cognitives contemporaines sur les buts (nicholls, 1989). La premiere partie presente les concepts et theories de la motivation en generale, et de la motivation a l'accomplissement en particulier. Les notions d'expectation, de valence et de motivation a l'accomplissement y sont particulierement developpees. La deuxieme est un approfondissement theorique des deux variables independantes principales (l'orientation motivationnelle vers la maitrise et vers la competition, et l'habilete percue en escalade), assorti de la validation d'outils destines a les mesurer. La troisieme partie propose 1 etude et 7 experimentations regroupees selon 4 themes: les croyances relatives a la nature de l'habilete motrice, le choix d'un niveau de difficulte de la tache, l'effort et la perseverance dans la tache, et la performance. Dans ce qu'ils ont d'essentiel, nos resultats montrent qu'avec un but de competition, la motivation est tributaire d'une perception favorable de son habilete par rapport a autrui. Ce processus peut entrainer des pis-aller quand l'habilete percue est faible: la selection de difficultes extremes, l'adoption de strategies de moindre effort ou le rejet de la situation. Par contraste, quelle que soit l'habilete percue, un but de maitrise entraine la selection d'une tache de defi personnel, et un investissement important et durable, particulierement pour ce type de difficulte. La consistance des resultats valide dans un contexte ecologique et avec une tache motrice d'escalade les hypotheses avancees par certaines theories socio-cognitives contemporaines, celles de nicholls (1989) en particulier, et consacre la valeur du paradigme expectation-valence pour expliquer le fonctionnement de la motivation humaine
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Gregor, Steven E. "Social Networking: Closing the Achievement Gap Between Regular and Special Education Students." Thesis, NSUWorks, 2014. https://nsuworks.nova.edu/fse_etd/7.
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This applied dissertation was designed to analyze the effects of social networking for educational purposes on the academic achievement of regular and special education students in the secondary school setting. The effect of social networking on student learning has not been determined. There is a limited amount of research on how and to what extent teachers use social networking within the parameters of instruction. There is even less research distinguishing the effects of social networking on the academic achievement on regular and special education students.
The student participants engaged in discussion forums as their primary social networking experience. Of the 155 participants, 94 were enrolled in a class that required participation in asynchronous discussion forum, and 61 were enrolled in a class with more traditional instruction devoid of social networking. The treatment consisted of 12 discussion prompts created by the teacher in the Blackboard course management system.
The analysis of student test data showed no significant difference in mean scores attributable to social networking when educational status was ignored. When educational status was not ignored, however, the significant difference of mean scores between all regular education and all special education students was found to be highly unlikely to have been due to chance. This study also found that there was an interaction between educational status and social networking. The infusion of educational social networking helped narrow the achievement gap between regular and special education students.
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Liu, Yujuan. "Investigating Students’ Basic Needs and Motivation in College Chemistry Courses with the Lens of Self-Determination Theory." Scholar Commons, 2017. http://scholarcommons.usf.edu/etd/6887.
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More graduates in science, technology, engineering, and mathmetics (STEM) fields are needed to keep our nation’s preeminance in the global fields of technology and science. However, fewer than 40% of students who intend to major in STEM fields when entering college complete a STEM degree. Therefore, it is important to explore factors to improve student persistence in STEM fields at the college level as well as to understand the interrelationship between student motivation, academic achievement, and persistence. Motivation is strongly associated with student achievement and persistence; meanwhile, academic achievement can also affect persistence. Self-determination theory (SDT) represents a framework of several mini-theories to explore how social context interacts with people’s motivation. The three studies in this dissertation aim to investigate student motivation using instruments based on SDT and to explore the viability of the theory in a reform environment.
In Study 1, the Academic Motivation Scale – Chemistry (AMS-Chemistry) was developed as an instrument based on the self-determination continuum to measure seven types of student motivation toward specific chemistry courses. Data gathered with AMS in college chemistry courses showed that AMS was a suitable candidate for modification. Based on expert panel discussions and cognitive interviews, AMS-Chemistry was developed. AMS-Chemistry was administered to university students in a general chemistry course as pre/post-test. Internal structure validity evidence was also collected. Results showed that students were more extrinsically motivated toward chemistry on average, and there was an overall motivational difference favoring males with a medium effect size. Correlation studies revealed that intrinsic motivation subscales were positively associated with student academic achievement at the end of the semester. Results also showed that students who persisted in class attendance scored significant differently on the set of motivation subscales. This study suggests that AMS-Chemistry is easy to administer and can be used to better understand students’ motivation status and how it might change across the curriculum. Faculty interested in promoting student intrinsic motivation may also use AMS-Chemistry to evaluate the impact of their efforts.
In Study 2, AMS-Chemistry was used to examine student motivation and determine how motivation is related to academic achievement at different points in time in organic chemistry courses. This study was conducted in two organic chemistry courses where one course was primarily lecture-based and the other implemented flipped classroom and peer-lead team learning (Flip-PLTL) pedagogies. Descriptive statistics showed that students in both courses were more extrinsically motivated and their motivation moved in negative directions across the semester. Factorial multivariate analysis of covariance revealed a main effect of pedagogical approach. Students in the Flip-PLTL environment were significantly less lack of motivation toward chemistry at the end of the semester while controlling for the motivation pre-test scores; however, there was no evidence for sex main effect and interaction effect between sex and pedagogical approach. Correlation results revealed variable relationships between motivation subscales and academic achievement at different time points. In general, intrinsic motivation subscales were significantly and positively correlated with student academic achievement; Amotivation was negatively correlated with academic achievement. The findings in this study showed the importance of Flip-PLTL pedagogies in improving student motivation toward chemistry.
In Study 3, students’ perceptions of basic psychological needs and intrinsic motivation were studied using instruments in accordance with SDT in first-year college chemistry courses. The interrelationships among the variables were also investigated. Students’ self-reported scores showed that they had positive perceptions with respect to the motivational variables where Process Oriented Guided Inquiry Learning (POGIL) was being implemented. Students’ written comments also provided evidence for their positive perceptions. Structural equation modeling results showed that it was viable to use SDT in the POGIL context, since the three basic needs explained a significant amount of variance in intrinsic motivation. The findings could help instructors become more aware of students’ perceptions of the learning environments in active learning settings, and therefore, instructors wishing to target student engagement are encouraged to implement active learning pedagogies, such as POGIL.
The research studies presented in this work contribute to our understanding of motivation as an important factor influencing student persistence in STEM fields in both traditional classroom and different active learning environments at the college level. Each study provided psychometric evidence for the use of instruments based on SDT in college chemistry courses. Chemistry educators can use these assessments to understand the nuances of student motivation. Findings from these assessments can then be used to design strategies to help students learn and/or to be more motivated toward chemistry. Also, this work highlights the importance of looking at the motivation of different groups of students, such as the underrepresented students, because their response trends may be different. Being aware of students’ different needs will help chemistry educators to understand how we can better increase students’ intrinsic motivation in our chemistry courses.
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Lindroth, Alexander, and Maija Östlund. ""Jag vill bli bäst i världen" : En kvalitativ studie med fokus på kopplingen mellan inre motivation och elitsatsning inom svensk brottning." Thesis, Umeå universitet, Pedagogiska institutionen, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-149771.
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A global race between countries for the most valuable medals has triggered the demand of the athletes even more than before. To cope with the increased pressure the athletes not only need physical but also mental strength. Athletes and coaches stresses the importance of motivation to build the mental strength that is needed. This study researched Swedish wrestling and was built on eight elite wrestlers thoughts and experiences regarding motivation. The goal was to examine these experiences in relation to the athletes ongoing athletic career and goal achievement. The study started as a working project from the Swedish Wrestling Association and their purpose was to study the athletes road to becoming wrestlers at the highest levels of the game. Qualitative data form the eight elite wrestlers was gathered from interviews with questions regarding their journey from starting with wrestling to becoming athletes at the highest level of the game. The respondents ages varied from 19 to 31 and during the interviews they had to reflect on the subjects at hand. Results of the study pointed out the importance of high objectives and the self belief that is necessary to become the best in the world. The athletes that participated in the study also felt the need for interim goals to push forward and pinpointed all the sacrifices that is key to succeed at the highest level of international wrestling. The paper also discusses three key psychological needs within the Self-Determination theory connected with the athletes experiences. The essential need to be apart of something larger, be able to influence their own existence and also be pushed to limits where development occur but not surpass their own ability. As a conclusion this study tries to give answers to how the athletes stay motivated in the ever-changing sports climate.
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Sloan, Carol BonDurant. "Planning for Academic Success: Survey of University Professors' Assessments of Non-native Students' Language Skill Needs." PDXScholar, 1994. https://pdxscholar.library.pdx.edu/open_access_etds/4777.
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The purpose of this study is to examine which language skills university professors believe are most essential for academic success in Portland State University classes. The study can shed light on a question for future research: Do current academic ESL classes at Portland State University teach the necessary skills to help international students maximize their second-language learning potential in university-level courses. Enrollment statistics for 1993 I 94 show 53 percent of the 815 international students declared majors in two programs: the school of Business Administration and the school of Engineering and Applied Science. This study asked 31 instructors from business and engineering to assess which language skills--reading, writing, listening or speaking--were most important to success in their undergraduate and graduate classes; how they used the language skills; how international students performed in their classes compared with native speaking students; and to describe any critical incidents which appeared to have been caused by lack of comprehension of orally-presented materials. Interview questions were designed to establish a profile of each class and assess the relationship between the amount of culturally-embedded vocabulary and the degree of difficulty experienced by non-native speaking students. Three patterns emerged from the research. First, the ranking of language skills followed results of earlier national surveys showing the importance of reading and listening. All faculty ranked reading the "most important" language skill; reading and listening were ranked equally "most important" by engineering faculty; and writing varied by level and discipline; and speaking was ranked "least important" by all faculty. Second, all faculty ranked textbooks the preferred use of reading skills; note taking was the most-used listening skill; and class discussion was the mostused speaking skill. Writing activities varied by level and discipline, although reports and essay answers were the most frequently mentioned uses. Third, faculty said international students performed better in quantitative than qualitative classes. Within both disciplines, classes which manipulated numbers were less problematic than those which manipulated language with culturally-embedded context or vocabulary. Implications for ESL curriculum design suggest emphasis on skills considered most important by academic faculty.
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Žiaunienė, Greta. "Pradinių klasių mokinių, turinčių didelių ir labai didelių specialiųjų ugdymosi poreikių, pasiekimai naminių gyvulių pažinimo srityje." Bachelor's thesis, Lithuanian Academic Libraries Network (LABT), 2014. http://vddb.library.lt/obj/LT-eLABa-0001:E.02~2014~D_20140717_103432-11093.
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Bakalauro darbe siekiama ištirti pradinių klasių mokinių, turinčių didelių ir labai didelių specialiųjų ugdymosi poreikių, pasiekimus naminių gyvulių pažinimo srityje.
Tyrime dalyvavo pradinių lavinamųjų klasių mokiniai, kuriems nustatytas vidutinis ir žymus intelekto sutrikimas. Interviu dalyvavo pedagogai, ugdantys mokinius, turinčius didelių ir labai didelių specialiųjų ugdymosi poreikių. Iš viso apklausti 30 mokinių ir 6 pedagogai.
Buvo parengtas tyrimo instrumentas – klausimynas. Individualia anketine apklausa siekta atskleisti mokinių požiūrį į naminius gyvulius, turimas gamtamokslines žinias ir supratimą apie juos. Norėta ištirti, kokias mokiniai turi vertybines nuostatas naminių gyvulių atžvilgiu, pateikiant klausimus apie mokinių elgesį su artimiausioje aplinkoje esančiais gyvūnais. Tyrinėtas ugdytinių gebėjimas išvardinti naminių gyvulių pavadinimus (pagal sąvoką Naminiai gyvuliai), gebėjimas pamėgdžioti jų skleidžiamus garsus (pagal pateiktą pavadinimą), mokėjimas pavadinti naminius gyvulius apibendrinančiu žodžiu. Siekta sužinoti, koks mokinių supratimas apie naminių gyvulių sandarą (prašant parodyti ir pavadinti kūno dalis) ir funkcijas, poreikius bei svarbą žmogui.
Gauti rezultatai parodė, kad dauguma pradinių klasių mokinių, turinčių didelių ir labai didelių specialiųjų ugdymosi poreikių, vardina pagal duotą sąvoką 1-3 naminių gyvulių pavadinimus; paveikslėliuose geriausiai atpažįsta ir pavadina katę ir šunį, karvę, arklį bei kiaulę. Didžioji dalis ugdytinių... [toliau žr. visą tekstą]The Bachelor's paper aims at examination of the achievements of primary school pupils with severe and very severe educational needs in the field of domestic animal cognition. Pupils of primary school with established average and significant intellectual disabilities participated in the research.. Educators teaching the pupils with severe and very severe special educational needs participated in an interview. In total, 30 pupils and 6 educators have been interviewed. We have prepared a research instrument - a questionnaire. By means of an individual questionnaire survey, we aimed to reveal the attitude of the pupils towards domestic animals, their knowledge available of the natural sciences and their awareness of them. The aim is to investigate what moral values the pupils have in respect of domestic animals by giving questions about the behaviour of the pupils with the animals in their immediate environment. We have investigated an ability of the pupils to list the names of domestic animals (under a concept of Domestic Animals), their ability to imitate their sounds (according to a given name), and their skills to name the domestic animals by a generalising word. We aimed at finding out what is the pupils' understanding of the structure of the domestic animals (by asking to show and name their body parts) ) and the functions, as well as their importance for people. The obtained results have shown that the majority of the primary school pupils with severe and very severe... [to full text]
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Brown, Christine. "Quality Education in Idaho: A Case Study of Academic Achievement in Three High-Poverty Rural Schools." BYU ScholarsArchive, 2017. https://scholarsarchive.byu.edu/etd/6396.
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The focus of this research is bridging the achievement gap for students living in poverty through quality education. Such a study is important because the percentage of students affected by poverty is increasing and the persistent gap in achievement evidences that the right to quality education for students in poverty is not being met. This is mixed-methods study of three high-poverty elementary schools in Idaho. Both quantitative (achievement test scores) and qualitative data (interviews of seventeen teachers and principals) are compared and contrasted. The findings provide evidence that quality education for students in poverty requires relatable curriculum, teachers who are knowledgeable and caring, and a school environment where social-emotional needs are addressed. Quality teachers deliver instruction and provide interventions for student based on individual needs. Loving, caring, and consistent teachers and administrators are a determining factor for success by providing a safe and stable environment for students and staff. Other findings show families have great influence on children and their ability to succeed. Participants felt that supporting families will, in turn, support student achievement. This dissertation recommends the following: (a) a stronger emphasis on teacher quality including competency in content, pedagogy, and dispositions of a caring, quality teacher; (b) a focus on social-emotional needs of student in poverty; (c) the establishment of consistent staff and leadership in schools with high rates of poverty, and (d) a concentration towards building relationships between school staff and families in order to support families in poverty as they strive for their children's academic achievement.
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Capawana, Michael R. "The Academic Achievement and Thriving of Overweight Children from High-Poverty Urban Schools within an Optimized Student Support Intervention: Moderating Effects of Psychosocial and Familial Strengths and Needs." Thesis, Boston College, 2016. http://hdl.handle.net/2345/bc-ir:106724.
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Thesis advisor: Mary E. WalshChildhood obesity is a pervasive health issue in the United States. Research has demonstrated that various correlates are associated with the onset and maintenance of overweight status, including physical health conditions, psychological well-being, interpersonal relationships, family functioning, and educational attainment. Policymakers and educators have agreed that elementary and secondary schools are crucial settings for the promotion of healthy development and ameliorating obesity. Therefore, comprehensive school-based interventions that collaborate with community agencies are being implemented to improve the achievement and well-being of at-risk students. The present study focused on City Connects, an optimized student support intervention grounded in relational developmental systems theory that functions in predominantly high-poverty urban locations. City Connects recognizes students as possessing unique constellations of protective and risk factors (i.e., strengths and needs), and an integral aspect of the intervention is that it connects students to tailored services to enhance strengths and address needs. The endeavor of the present study was to examine K-5 students that City Connects identified as manifesting with overweight issues via a holistic, collaborative assessment process, and how these students differed from peers not designated as overweight. Findings indicated statistically significant differences across the groups, in terms of demographic characteristics, overall level of perceived risk, strengths and needs recognized, school-related academic and thriving outcomes, and the influence of specific psychosocial and familial strengths and needs on those school outcomes. Specifically, students presenting with overweight concerns were more likely to be from lower socioeconomic backgrounds; have a high association with special education service needs; represent a more intensive overall risk level; manifest a diverse array of strengths and needs across academic, social-emotional/behavioral, family, and health/medical domains; and mostly exhibit poorer school performance. The effects of certain strengths and needs moderated school performance differences in several instances. Implications for theory, policy, and practice are discussed, with recommendations for future research
Thesis (PhD) — Boston College, 2016
Submitted to: Boston College. Lynch School of Education
Discipline: Counseling, Developmental and Educational Psychology
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Dâmaso, Cristina Andrea Raposo. "Os benefícios da equitação terapêutica na autoestima, na motivação e no rendimento das crianças com necessidades educativas especiais: um estudo de caso." Master's thesis, [s.n.], 2013. http://hdl.handle.net/10284/4106.
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Dissertação apresentada à Universidade Fernando Pessoa como parte dos requisitos para obtenção do grau de Mestre em Ciências da Educação: Educação Especial, área de especialização em Domínio Cognitivo e MotorA equitação terapêutica é um método terapêutico que utiliza o cavalo numa perspectiva interdisciplinar nas áreas da equitação, da saúde e da educação, proporcionando o desenvolvimento global do indivíduo portador de deficiência. O objetivo primordial desta investigação é compreender os benefícios da equitação terapêutica na autoestima, na motivação e no rendimento escolar dos alunos com necessidades educativas especiais. Portanto a parte inicial deste trabalho baseia-se numa revisão da literatura existente sobre a equitação terapêutica e seus benefícios no praticante ressaltando a influência positiva na autoestima, na motivação e no desempenho escolar dos alunos. Metodologia: Para além da revisão bibliográfica, a elaboração de questionários a alunos e de entrevistas aos terapeutas envolvidos nas atividades de equitação terapêutica e aos pais/encarregados de educação, serão os métodos de recolha de dados e informação para verificar empiricamente o estímulo desta atividade na autoestima, na motivação e no desempenho escolar. Participaram no estudo um conjunto de 6 alunos que frequentam a equitação terapêutica na ilha da Graciosa e na ilha de S. Miguel, observados numa fase inicial e comparados numa fase posterior a fim de se constatar a sua perceção no que se refere à autoestima, à motivação e ao nível escolar. Numa segunda fase foram realizadas entrevistas aos pais e aos terapeutas com o intuito de recolher dados informativos que complementam esta investigação. Concluiu-se que a utilização do cavalo como fonte terapêutica promove a autoestima e a motivação dos alunos com necessidades educativas especiais, sendo um recurso potencial para fomentar a inclusão, a diferenciação do ensino e um pequeno contributo para melhorar o rendimento escolar desses alunos.
Riding therapy is a therapeutic method that uses an interdisciplinary horse riding areas, health and education, providing the overall development of the individual with a disability. The primary objective of this research is to understand the benefits of therapeutic riding in self-esteem, motivation and performance of pupils with special educational needs. Therefore, the initial part of this work is based on a review of existing literature on the therapeutic riding and its benefits in the practitioner highlighting the positive influence on self-esteem, motivation and academic performance of students. Methodology: In addition to literature review, development of questionnaires to students and interviews with therapists involved in therapeutic riding activities and parents / guardians, are the methods of collecting data and information to verify empirically the stimulation of this activity in self-esteem, motivation and academic performance. A sample of a set of 6 students who attend therapeutic riding on the island of Graciosa and the island of S. Miguel, seen at an early stage and a later stage compared in order to verify the progress in self-esteem and its perception as regards self-esteem, motivation and educational level. In a second step and in order to complement the study, interviews were conducted with parents and therapists in order to collect informative data that complement this research. It was concluded that the use of the horse as a therapeutic source promotes self-esteem and motivation of pupils with special educational needs, and a potential resource for fostering inclusion, differentiation of teaching and a small contribution to improving the academic performance of these students.
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Sparrman, Persson Britt. "Samundervisning - en form av inkludering : En studie av pedagogers erfarenheter från årskurs 6 till gymnasiet." Thesis, Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-37126.
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Syftet med studien är att undersöka hur ämneslärare och speciallärare i samundervisning, på grundskolan och i gymnasiet, fångar upp och stöttar elever som har behov av extra anpassningar. Extra anpassningar innebär att pedagogen gör de anpassningar som eleven behöver så långt det är möjligt inom klassens ram. Intervjuer har gjorts med sju pedagoger som samtliga har erfarenhet av samundervisning på grundskolan och gymnasiet, varav fyra är ämneslärare och tre är speciallärare. Studien belyses genom ett kritiskt perspektiv vilket innebär att man istället för att se eleven eller dess hemmiljö som orsak till inlärningsproblemen vänder blicken mot skolsystemet och den pedagogik som förs. Denna studie försöker att hålla ett kritiskt perspektiv på specialpedagogiken och samundervisning. Metoden innebär att man är två pedagoger i en undervisande klass. Med inkluderande metod menas att eleverna passar in i den undervisning som förs och inte t ex behöver gå ifrån undervisningen för att få det den behöver. I min studie arbetar specialläraren tillsammans med huvudläraren i klassrummet och genom flexibla lösningar på plats behöver inte eleverna gå ifrån undervisningen till specialläraren för att få den undervisning som behövs. Istället får eleven sina behov tillgodosedda inom den ordinarie undervisningen. Det kan då betraktas som ett inkluderande arbetssätt. Samundervisningen visar sig ha olika former med varierande kvalitéer. Specialläraren och skolledningen har möjlighet att påverka samundervisningen till ett inkluderande arbetssätt. Ämneslärarna upplevde inte alltid att speciallärarna tillförde något särskilt förutom en extra pedagogisk insats. Studien visar därmed att upplägget kräver pedagogiska insikter och stöd av skolledningen för att få rätta de förutsättningarna för att metoden ska lyckas. Ökad måluppfyllelse är en grundfaktor för att arbeta med samundervisning men hur vet man om man lyckas om utvärderingar av metoden inte görs?The purpose of this study is to examine how regular teachers and special needs teachers can work together in order to help students in need of special adjustments. These adjustments are preferably carried out within the framework of the regular classes if it is possible. Seven teachers have been interviewed, all of whom having experience from working with co-teaching at compulsory school level as well as upper secondary school and high school levels. This study takes on a critical approach in pointing out the school system and its pedagogy as mainly responsible for reduced learning ability rather than putting the blame on the student and his or her home environment. This study aims at keeping a critical perspective on remedial pedagogy and co-teaching. The ensuing question is then if this can really be regarded as an inclusive method. An inclusive pedagogy means that the student fits in and feels comfortable and does not have to leave the classroom in order to get what he or she wants. In this study the special needs teacher works alongside the regular teacher in the classroom and by making use of flexible solutions there is no need for a student with reduced learning ability to leave the class in order to find a special needs teacher. His or her needs are instead met directly in the classroom. This can be viewed as an inclusive method of working. The special needs teacher as well as the head of school can influence co-teaching to encompass an inclusive way of working. Subject teachers in this study sometimes felt that the addition of a special needs teacher did not mean more than an increase in the number of pedagogues. The study shows that in order for the method to be successful there needs to be pedagogic insight and awareness as well as support from the head of school. Reaching one’s goals is a mainstay in working with co-teaching but how do you know if you are successful if the method is not properly evaluated?
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Travisano, Jacqueline Anne. "Evaluation of the Relationship Between Employee Engagement and Student Engagement and Student Retention at a Large, Private, Not-for-Profit Research University." Thesis, NSUWorks, 2016. https://nsuworks.nova.edu/fse_etd/30.
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Research on employee engagement revealed a positive correlation between employee engagement and positive business outcomes. Within a university setting, positive business outcomes can be measured and demonstrated through higher-than-benchmarked employee engagement, student engagement, and student retention. To effect these desired outcomes, the literature revealed the need for employees to work together; to be fully invested in their work; and to advance the university’s mission, vision, and core values towards positive student success outcomes.
There is a full complement of research regarding employee engagement, student retention, and student engagement as specific topics within the literature. A deficiency in the literature existed concerning the correlation of these topics as one body of research. This study examined these interrelated topics within a large, private, not-for-profit research university setting.
Principal components analysis and logistical regression were used to determine the relationship between student engagement and student retention, the relationship between employee engagement and student retention, and to determine if employee engagement and student engagement predict student retention. Study results suggested that student engagement alone was not a statistically significant factor in predicting retention at the research setting. However, employee engagement was associated with student retention at the university level. When analyzed together, both student engagement and employee engagement were revealed as a statistically significant predictor of student retention at the university level.
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Kocaj, Aleksander. "Zusammenhänge zwischen der Beschulungsart und den schulischen Kompetenzen sowie der schulischen Motivation von Kindern mit sonderpädagogischem Förderbedarf." Doctoral thesis, Humboldt-Universität zu Berlin, 2018. http://dx.doi.org/10.18452/19130.
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In der vorliegenden Dissertation wird untersucht, wie die Beschulungsart mit den schulischen Kompetenzen und der schulischen Motivation von Schülerinnen und Schülern mit sonderpädagogischem Förderbedarf (SPF) in der vierten Jahrgangsstufe zusammenhängt. In der ersten Teilstudie wurde geprüft, ob die Kompetenztests im IQB-Ländervergleich 2011 geeignet sind, die schulischen Kompetenzen von Kindern mit SPF in Förderschulen und allgemeinen Schulen reliabel und valide zu erfassen. Die Messeigenschaften der Kompetenztests waren zwischen den Schülergruppen mit SPF in Förderschulen und allgemeinen Schulen vergleichbar. Jedoch zeigten sich Einschränkungen in der Testgüte für die Kompetenztests im Fach Mathematik für Kinder mit SPF in Förderschulen. In der zweiten Teilstudie wurden die schulischen Kompetenzen in den Fächern Deutsch und Mathematik zwischen Kindern mit SPF in Förderschulen und allgemeinen Schulen miteinander verglichen. Kinder mit SPF in allgemeinen Schulen erzielten in beiden Fächern höhere schulische Kompetenzen als Kinder mit SPF in Förderschulen mit vergleichbaren Lernvoraussetzungen und Hintergrundmerkmalen. Insbesondere Kinder mit dem Förderschwerpunkt Lernen profitierten von einer Beschulung in allgemeinen Schulen. In der dritten Teilstudie zeigte sich, dass die fähigkeitsbezogene Klassenkomposition unter Berücksichtigung individueller Hintergrundmerkmale und Schulart positiv mit den schulischen Kompetenzen von Kindern mit SPF zusammenhing. In der vierten Teilstudie wurden Zusammenhänge zwischen der Beschulungsart und Merkmalen der schulischen Motivation untersucht. Kinder mit SPF in Förderschulen wiesen ein höheres akademisches Selbstkonzept in den Fächern Deutsch und Mathematik sowie fächerübergreifend eine höhere Lernfreude auf als Kinder mit SPF in allgemeinen Schulen. Diese motivationalen Unterschiede konnten auf die geringere Leistungsstärke in Förderschulen im Vergleich zu allgemeinen Schulen zurückgeführt werden.The present dissertation examines the relation between the educational placement of students with special educational needs (SEN) in special education schools or regular schools and their school achievement and achievement motivation at the end of fourth grade. In the first study, we investigated if the achievement tests in German and mathematics assess SEN students’ proficiencies reliably and validly. Overall, the interpretation of the test scores was comparable between students with SEN in special education schools and regular schools. Comparability of the achievement tests in mathematics, however, was constrained for SEN students in special education schools compared to students without SEN. In the second study, we compared SEN students’ school achievement in German and mathematics between special education schools and regular schools. SEN students in regular schools had significantly higher test scores across both domains than comparable SEN students in special education schools. In particular, students with special needs in learning benefitted from an education in regular schools. In the third study, we found a significant positive relationship between the average cognitive abilities at the class level and SEN students’ individual school achievement in German and mathematics after accounting for students’ achievement-related characteristics and educational placement in special education schools or regular schools. The fourth study focused on the relation between SEN students’ educational placement and their achievement motivation. SEN students in special education schools reported higher academic self-concepts in German and mathematics as well as more enjoyment of learning than SEN students in regular schools. Placement differences could be explained by the lower class-average achievement in special education schools compared to regular schools.
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Chalmers, Beverley Elizabeth. "The effect of a management development programme on need for achievement." Thesis, 2014. http://hdl.handle.net/10539/15963.
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Lin, Wan-Chi, and 林宛淇. "Examining the relationships among need for achievement, professional commitment and role breadth." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/40636986023069996158.
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碩士國立臺灣科技大學
企業管理系
98
The study is examining the relationships among need for achievement, professional commitment and role breadth. First, examining the relationship between professional commitment and role breadth. Next, discussing need for achievement influences role breadth through professional commitment. Finally, discussing need for achievement moderates the relationships between professional commitment and role breadth. This study uses the questionnaire as the measurement. The research sample is regular employee of the financial field, including the banking industry, the securities business, the insurance business and the public accounting firms. The total amount is 144 samples. Results indicate that professional commitment has the positive relation with role breadth. Need for achievement positively relates role breadth though professional commitment. However, need for achievement will be unable to moderate the relationship between professional commitment and role breadth. This study discovers need for achievement will influence role breadth through professional commitment. It is helpful for superintendent in choosing, training and the leadership. Letting the employee pay attention to the intrinsic motivation which need for achievement brings, then affects the relationship between professional commitment and role breadth. Finally, this study proposes the limitation and the future direction.
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Chou, Shih-han, and 周詩涵. "The Relationship between Feedback Environment and Employee Deviant Behavior:The Moderating Effect of Need for Achievement." Thesis, 2007. http://ndltd.ncl.edu.tw/handle/19688539801780163629.
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碩士國立臺灣科技大學
企業管理系
95
Much prior research on employee discretionary behaviors has focused on positive work behaviors. Less attention has been paid to negative work behaviors. Research has demonstrated that feedback environment may influence employee job attitudes and behaviors, but scant research has examined the relationship between feedback environment and employee deviant behaviors. Therefore, the purpose of this study is to investigate the relationship between feedback environment and employee deviant behavior and to explore the moderating effect of need for achievement. Utilizing a sample of 265 employees in various industries, the results of this study are as follows. First, supervisor feedback environment was negatively related to employee organizational deviance. Second, co-worker feedback environment was negatively related to employee interpersonal deviance. Third, need for achievement had no moderating effect on the relationship between co-worker feedback environment and employee deviance. Finally, need for achievement moderated the relationship between supervisor feedback environment and employee interpersonal deviance. This study has practical implications for organizations to understand the relationship between feedback environment and employee deviant behaviors.
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Yu, Shi-Li, and 游淑莉. "A study on the effects of need for achievement, Instructing group on training transfer effectiveness." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/29748446302597015285.
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Metzler, Jonathan Norman. "The significance of locus-of-esteem enhancements in pride-based assessment of the need for achievement." 2007. http://etda.libraries.psu.edu/theses/approved/WorldWideIndex/ETD-1963/index.html.
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Wu, Yan-Rong, and 吳彥融. "The Influences of Need for Achievement and Political Skill on Organizational Citizenship Behavior：Impression Management Tactics as Mediators." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/7cur77.
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碩士國立高雄應用科技大學
人力資源發展系碩士班
105
Presently, research of personal traits and impression management is still in a few. Also, research exploring individuals with different traits on the choice of impression management tactics is fewer. This study aimed to investigate the effects of individual’s need for achievement and political skill on impression management tactics and organizational citizenship behavior. This study used convenience sampling to collect self-report data from various organizations. A total of 400 questionnaires were distributed, and 250 valid questionnaires returned. The valid return rate is 62.5%. The research findings are as follows : 1. Need for achievement has a positive impact on impression management tactics (ingratiation, self-promotion, exemplification, and intimidation), however it has negative impact on supplication tactics. 2. Political skill has a positive impact on impression management tactics (ingratiation, self-promotion, exemplification, and intimidation). 3. Impression management tactics (ingratiation and self-promotion) have a positive impact on organizational citizenship behavior. However the supplication tactic has negative impact on organizational citizenship behavior. 4. Impression management tactics (ingratiation and supplication) have partial meditation effect on the relationship between need for achievement and organizational citizenship behavior. 5. Impression management tactic (ingratiation) has partial meditation effect on the relationship between political skill and organizational citizenship behavior. Keywords：Need for Achievement, Political Skill, Impression Management Tactics, Organizational Citizenship Behavior
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Chen, Po-Yi, and 陳柏毅. "The Relationship among Need for Achievement, Serious Leisure and Flow Experience－Example of League of Legends players." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/v9s5hh.
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碩士景文科技大學
旅遊管理系觀光與餐旅管理碩士班
106
The main purpose of this study was to investigate the Neeed for Achievement, Serious Leisure, and Flow Experience. Owing to the relationship of these three variables were not discussed much and the study of Serious Leisure usually focused on outdoor activities for example. Though the market of video games was much more stronger in Taiwan, the research of Leisure Recreation was not meantioned. Therefore, this study might be a new page in this field. The research uses the questionnaire procedure, and taking players of League of Legends in Taiwan for purposive sampling. A total of 300 questionnaires were returned for 282 effective questionnaires, It showed: (A) Neeed for Achievement had Significant positive effect on Serious Leisure. (B) Neeed for Achievement had Significant positive effect on Flow Experience. (C) Serious Leisure had Significant positive effect on Flow Experience. The study findings nay serve as the reference of the development strategy for game maker and electronic sports.
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Hsieh, Yun-Chen, and 謝昀蓁. "The Relationship between Individual Traditionality, Individual Modernity, Personal Culture and Ingratiation: Need for Achievement as a Moderator." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/3rqy45.
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碩士國立臺灣科技大學
企業管理系
107
The ingratiatory behaviors are culture-specific and would have different degrees of motivation in different cultural backgrounds, so this paper attempted to explore the relationship between individual traditionality, individual modernity, personal culture (i.e., power distance, individualism, uncertainty avoidance, long-term orientation) and the ingratiatory behaviors, and also examined the moderating role of need for achievement. In this study, Data were obtained through structured questionnaires from employees (N=411) working in a variety of organizations. Results indicated that individual traditionality and individualism positively related to ingratiation. Finally, we summarize the implications and future research directions.
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Lee, Jung-Long, and 李俊龍. "The Moderator Effect of Achievement Need on the Relationship Between Online Game Pleasure and Academic Engagement on College Students." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/72579026814616902256.
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碩士國立臺北教育大學
心理與諮商學系碩士班
102
The research intends to investigate the moderator effect of college students’ achievement need on the relation between online game pleasure and academic engagement. The research used purposive sampling. 353 college students were surveyed using “online game pleasure scale,” “achievement need scale,” and “academic engagement scale.” Hierarchical multiple regression analysis are used to test the main effect and moderator effect. The results are as follows: 1. There is no significant correlation between online game pleasure and academic engagement. The online game engagement and the three dependent variables, including emotional, cognitive, and academic engagements was significant positive weak correlation. The online game interaction and the behavioral engagement was significant negative weak correlation. 2. The dummy variable, learning time per day, has a significant predicted effect on the academic engagements except for learning less than 1 hour per day. The result shows that the need to achieve has a positive main effect on academic engagements. The need to achieve and the need to avoid failure has a significant moderator effect, the post hoc test of moderator effect indicates that there is a significant positive correlation between online game pleasure and academic engagement on the students classified as overstrivers. 3. When the dependent variable is behavioral engagement, the need to avoid failure has a significant moderator effect on the relation between online game immersion and behavioral engagement, and the need to achieve has a positive main effect on behavioral engagements. 4. When the dependent variable is emotional engagement, the dummy variable, learning more than 3 hour per day, has a significant predicted effect, and the result shows that the need to achieve has a positive main effect on online game immersion. 5. When the dependent variable is cognitive engagement, the dummy variable, playing online game more than 2 hour per day, has a significant predicted effect, the need to achieve has a significant moderator effect on the relation between online game engagement and cognitive engagement, and the need to achieve has a positive main effect on online game engagement. The results of this research provide parents and school counselors with the following guidelines: when dealing with students with online game addiction, they should keep in mind that “quitting” online games in not the only solution to the problem. Instead, they should give instructions on the students’ schoolwork if the students are classified as success-oriented or failure-avoiding learners. On the other hand, if the students are classified as overstrivers, they should encourage the students to reduce academic stress by spending moderate time playing online games.
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Tsen, Hsin-yi, and 岑信宜. "The Moderating Effects of Applicants’ Agreeableness and Need for Achievement on the Relationship between Formal Mentoring Programs and Organizational Attraction." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/68827922271533990140.
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碩士國立臺灣科技大學
企業管理系
97
Most past empirical research on organizational attraction has focused on the roles of salaries, benefits, social image and organizational culture. Relatively less attention has been paid to context of recruitment advertisements on applicants’ attraction to organization. This study examined whether the provision of information regarding formal mentoring programs influenced applicants’ perceptions of organizational attraction and whether applicants’ agreeableness and need for achievement moderated the above relationship. Using a between-subjects design, 388 valid responses were collected. Results of hierarchal regression analyses suggest that the provision of information regarding formal mentoring programs in a recruitment context related positively to applicants’ perceptions of organizational attraction. Furthermore, applicants’ agreeableness moderated the above relationship whereas applicants’ need for achievement did not. The managerial implications and limitations of the study are discussed.