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Tesis sobre el tema "Student motivation"

Autor: Grafiati

Publicado: 4 de junio de 2021

Última modificación: 9 de junio de 2025

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1

Barton, Alison L. "Igniting Student Motivation." Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etsu-works/3437.

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Wondering how to stoke the flames of enthusiasm among your students? In this seminar, we'll explore what factors impact learner motivation, and then put those ideas to work. You'll be provided with practical suggestions for how to create a motivating class, ways to implement these suggestions in an online setting, and opportunities to brainstorm other great ideas with fellow attendees.

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2

Cheng, Wing-yu, and 鄭穎瑜. "Motivating language learners: effects of motivational strategies on student motivation in Chinese foreignlanguage classroom." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2011. http://hub.hku.hk/bib/B48365701.

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The objective of this study is to investigate the effects of teacher motivational strategies on student motivational behavior in Chinese Foreign Language classroom. Specifically, the study attempted to explore the relationship between motivational strategies and student actual classroom behavior and students preference on motivational strategies in enhancing student motivational behavior. The participants were three Chinese foreign language teachers and their Year 8 classes (78 pupils) of the two lowest levels class of Chinese in the school. The study was conducted during the second and third term of the 2010-2011 academic year in an international school in Hong Kong. Using a MOLT observation scheme, a check list of motivated practices, five classes of each teacher were observed to gather data on their motivated behaviors in their classroom. Post lesson interview was also conducted with the students after the observed lessons. It is revealed that teacher motivated practice is associated with student motivational behavior and that Activity-Design-related practices are more prominent factors. On the other hand, it is also discovered that effective motivated practice are varied according to teachers i.e. how teachers employ the strategies in class and the learning environment they provided for students. In short, the findings of the study might provide teacher insights on effective practices that enhance student motivated behavior and implications on classroom practice other that motivational strategies.<br>published_or_final_version<br>Education<br>Master<br>Master of Education

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3

李芷玲 and Tsz-ling Alice Lee. "Enhancement of student motivation." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2008. http://hub.hku.hk/bib/B41716759.

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Lee, Tsz-ling Alice. "Enhancement of student motivation." Click to view the E-thesis via HKUTO, 2008. http://sunzi.lib.hku.hk/hkuto/record/B41716759.

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5

Calhoun, Adam A. "Teacher-Student Relationships, Classroom Environment, and Student Intrinsic Motivation." University of Findlay / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=findlay1565098233906771.

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6

Knapp, Jennifer L. "Instructors and their students the relationship between out-of-class communication, student communication motives, student motivation, and instructor job satisfaction and motivation /." Morgantown, W. Va. : [West Virginia University Libraries], 2008. https://eidr.wvu.edu/etd/documentdata.eTD?documentid=6017.

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7

Edwards, Nicole C. "School facilities and student achievement student perspectives on the connection between the urban learning environment and student motivation and performance /." Columbus, Ohio : Ohio State University, 2006. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1164663224.

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8

Erbstoesser, Richard James. "Student motivation: instilling a desire to learn in middle school students." CSUSB ScholarWorks, 1997. https://scholarworks.lib.csusb.edu/etd-project/1302.

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9

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

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

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10

Nugent, Tisome. "THE IMPACT OF TEACHER-STUDENT INTERACTION ON STUDENT MOTIVATION AND ACHIEVEMENT." Doctoral diss., University of Central Florida, 2009. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/3770.

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The goal of this research was to determine the value and impact of student-teacher interactions in relation to student motivation and achievement. It was further intended that the results of this study would add to the body of knowledge and resources available to enhance the learning experience and influence student success. In order for this to happen, student and teacher perceptions of their interactions were analyzed, as well whether or not this interaction significantly impacted motivation and achievement. The results of this study provided strong arguments in favor of equipping teachers with the appropriate resources and assistance to appropriately meet the needs of their students beyond academic instruction. The slightly negative relationship between motivation and achievement isolated the issue at hand: finding ways to capitalize on these relationships, which will act as catalysts for student achievement The literature review and results of this study found that teacher-student relationships are crucial to student success. Pearson Correlation analysis proved positive correlations between teacher-student interaction and motivation, as well as positive teacher-student interaction and achievement. It however, illustrated a negative relationship between motivation and achievement. Suggested uses for the study included the development of workshops for educators and administrators that may have a positive effect on the proven significance of the teacher-student relationship problem. The results suggest the need for teachers to be provided with appropriate resources and assistance to meet the needs of their students beyond academic instruction. It also suggests providing students and teachers with measurable and attainable goals to create experiences with and exposure to success. Further, there needs to a balance where all students are challenged and where the students who need additional assistance are provided with the appropriate scaffolds.<br>Ed.D.<br>Department of Educational Research, Technology and Leadership<br>Education<br>Education EdD

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11

Feit, Christopher R. "Student ratings of instruction and student motivation: is there a connection?" Diss., Kansas State University, 2014. http://hdl.handle.net/2097/18661.

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Doctor of Philosophy<br>Department of Special Education, Counseling and Student Affairs<br>Doris W. Carroll<br>This study examined factors relates to student ratings of instruction and student levels of motivation. Data came from archival data of 386,195 classes of faculty and students who completed the Faculty Information Form (FIF), completed by the instructor, and the Student Ratings Diagnostic Form (SRDF) completed by the student from the Individual Development and Educational Assessment (IDEA) Center Student Ratings system. Descriptive statistics, correlation studies, analysis of variance (ANOVA), and pairwise comparisons were used to test the research hypotheses. Despite significant differences among student ratings of instruction and student motivation by course type, discipline, and student type, the amount of unknown variability in student ratings of instruction and student motivation is still very large. The findings from the study provide higher education institutions with information about differences between student ratings of instruction by institution type, course level, discipline, and course type as well as the impact of student motivation on student ratings of instruction.

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12

Davis, Kelly. "Relationships Between Student Motivation Training & Motivation, Achievement, Attendance & Classroom Behavior." TopSCHOLAR®, 1993. https://digitalcommons.wku.edu/theses/2239.

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The purpose of the present study was to replicate a student motivation training program (Hughes, 1990) and extend the investigation by including the relationships between student motivation training and achievement, attendance, and classroom behavior. Participants were all 4th- and 5th -grade students from two elementary schools. A separate -sample, pretest-posttest control group design was used. The study addressed eight questions regarding the effects of student motivation training. Results indicated that student motivation, teacher perceptions of student motivation, and the number of motivational idea units on two of three writing samples were enhanced as a result of the training program. No significant differences were found for math and reading grades, attendance data, number of discipline slips received, and the third writing sample. Implications for further research and interventions are discussed.

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13

Lee, Jonathan. "Investigating student motivation throughout the school year." Thesis, University of British Columbia, 2016. http://hdl.handle.net/2429/59916.

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The purpose of this study was to examine the interrelationship between internal, external, and temporal influences of student academic motivation, and to identify strategies that teachers and curriculum developers can implement to improve student motivation. In this study, motivation was conceptualized using a Positive Youth Development (PYD) framework in addition to components of Bronfenbrenner’s Ecological Systems Theory. These theories recommend the use of a holistic approach to examine motivation, and to take into account both the internal and external influences of a youth’s development. PYD also emphasizes the need to surround youth with supportive external influences to promote positive development during adolescence. Semi-structured qualitative interviews were conducted with eight Grade 11 students at three different phases (October, January, and May) during the 2015-2016 school year. Several key internal, external, and temporal themes emerged from the participant interviews: i) Teachers greatly influenced student interest and enjoyment of a subject; ii) Participant motivation and academic goals were influenced by the attitudes and values of their peers and family; iii) As the year progressed, participant motivation generally decreased; iv) Excluding January, participants often had low motivation during winter months; v) An extended break was linked to increases in participant motivation; vi) Tests and assessments may increase student motivation. Findings illustrated the interconnected and dynamic relationship between the environment and internal aspects of student motivation, and also suggested that various educational strategies and teacher behaviours may improve student motivation.<br>Education, Faculty of (Okanagan)<br>Graduate

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14

Davis, Michele. "Student achievement motivation : single or multiple goals? /." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape11/PQDD_0006/MQ42367.pdf.

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15

Price, Kasey M. "Administrative perceptions of student motivation and leadership /." Available to subscribers only, 2007. http://proquest.umi.com/pqdweb?did=1328062341&sid=25&Fmt=2&clientId=1509&RQT=309&VName=PQD.

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16

Mitchum, Page Polsladek Williams Lindsey R. "Student motivation to participate in instrumental music." Diss., UMK access, 2007.

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Thesis (M.M.)--Conservatory of Music and Dance--Kansas City, 2007.<br>"A thesis in Music Education." Advisor: Lindsey R. Williams. Typescript. Vita. Title from "catalog record" of the print edition Description based on contents viewed May 23, 2008. Includes bibliographical references (leaves 110-114). Online version of the print edition.

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17

Hanlon, Megan. "Teacher and Student Motivation in the Classroom." Thesis, Southern Illinois University at Edwardsville, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3702667.

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18

Breen, Rosanna Leone. "Motivation and academic disciplines in student learning." Thesis, Oxford Brookes University, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.369982.

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19

Shalter, Bruening Paige. "Pre-Service Teacher Beliefs about Student Motivation." The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1275444054.

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20

Gutoi, Paula Antonia, and Ifra Abbas. "Student entrepreneurship in Sweden : Motivation & Challenges." Thesis, Linnéuniversitetet, Institutionen för organisation och entreprenörskap (OE), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-104677.

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Entrepreneurship today is an attractive option for future graduates due to various perks and benefits. However, there are also challenges and disadvantages that come with being an entrepreneur. This study is aimed at investigating the motivating factors and challenges that student entrepreneurs are facing when starting their own business in Sweden. For this study, a qualitative approach is chosen, and semi-structured interviews are used on six student entrepreneurs that live in Sweden. The results are analyzed by using thematic analysis and the study concluded that student entrepreneurs are motivated by the desire of independence, flexible schedules, following family traditions or parental self-employment, the desire to turn their hobby into a money-making enterprise, creativity, the fear of unemployment, social status, motivating others, personal skills and entrepreneurial capabilities. Moreover, the study also discovered three new motivational factors such as support from their previous employer, influence from friends and other people on the internet and the desire to experience new and exciting things. When it comes to challenges, student entrepreneurs are facing difficulties such as lack of resources, being a student while running a business, lack of networks, lack of knowledge, lack of entrepreneurial and administrative skills, lack of support from family/ business partner, lack of legal/formal help, negative personality traits and dealing with tax systems. Furthermore, two new challenges are also identified in the study that are the lack of credibility and the cultural differences and language barriers.

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21

Taylor, Kim 1955. "Increasing student motivation through a technological enterprise." Thesis, The University of Arizona, 1991. http://hdl.handle.net/10150/277995.

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The purpose of this study was to examine whether student motivation increased through participation in a technological enterprise that involved a decision making process. In addition, student empowerment was explored. The setting of the study was a fifth grade class of twenty-four students in an urban school in the southwest. Throughout the school there was a video and data distribution network. Data collection consisted of student sign-up, teacher observation, student surveys, teacher journal, and a case study. The sign-up sheet and student surveys were analyzed to yield a frequency count. The case study and journal were reported as a narrative of student response and teacher-researcher observation. In this study, students with motivational difficulty that led to academic problems seemed to be positively affected by the factors of choice and challenge in the enterprise. Students with social difficulties or a combination of academic and social difficulties were less likely to continue work on the enterprise. There was a difference in the effect of the enterprise on female and male students.

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22

Anniwa, S. (Shayibai). "Teacher-student relationships and students’ motivation in Finnish Islamic Education public classrooms." Master's thesis, University of Oulu, 2019. http://jultika.oulu.fi/Record/nbnfioulu-201904121462.

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Abstract. Only one type of Islam course, General Islam, is taught for Muslim students of various backgrounds in Finnish public schools. There are not enough teachers for this course and currently their relevant teaching qualifications are hard to be ensured. With such challenges, how these teachers make pedagogical choices and how does it influence students’ motivation are questions yet to be dealt with in current literature on Finnish religious education (Rissanen, 2014). So, this study aims to examine the provision of teacher support to students, how students perceive such support and how they affect students’ motivation to study in Finnish Islamic Education (IE) courses. Teachers’ provision and students’ perception of teacher support and their motivational outcomes are studied from social support perspectives by using Models of Multiple Dimensions of Social Support (Wentzel, 2004), and with Self-Determination Theory (Deci & Ryan, 2000; Ryan & Deci, 2000). The author conducted a qualitative case study in an IE course in a local public international school. Participants are five foreign-background 8–12 years old Muslim students from primary and secondary education programs, and one female teacher of an immigrant background who teaches these students IE class. The author collected qualitative data from semi-structured interviews. By combining approaches from grounded theory and thematic analysis, the author analyzed the data and gained insights into the kind of support available to students from teacher in the targeted context; how it fosters students’ classroom goal pursuit; how it affects students’ intrinsic and extrinsic motivation. The result shows that the teacher provided a good amount of structure, help, advice, instruction, clear expectations, opportunities, clear communication, and emotional support, but autonomy support was insufficient; student participants 1 and 2 have better perceptions of teacher support than student participants 3, 4, and 5; such difference is in line with their motivational outcomes with student participants 1 and 2 demonstrating stronger motivations in terms of classroom goal pursuit and having higher intrinsic motivation or better integration than the rest of the student participants. The results also indicate there could be other factors influencing students’ motivations. Such results provide valuable insights for IE teacher training programs and for future empirical studies regarding this context.

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23

Bays, Kimberly Dawn. "Conceptualization of Teachers Role in Urban Student Motivation." Miami University / OhioLINK, 2003. http://rave.ohiolink.edu/etdc/view?acc_num=miami1049486354.

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24

Turner, Jon S. "The relationship between secondary school teacher perception of student motivation and the effects of teacher professional development on student motivation." Diss., Columbia, Mo. : University of Missouri-Columbia, 2006. http://hdl.handle.net/10355/4348.

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Thesis (Ph. D.) University of Missouri-Columbia, 2006.<br>The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on August 9, 2007) Vita. Includes bibliographical references.

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25

Kay, Joan-Marie. "Listening to the voices of Year 13 Māori students: A case study in a New Zealand secondary school." The University of Waikato, 2008. http://hdl.handle.net/10289/2800.

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This research focuses on listening to the voices of Year 13 academically successful Māori students in a large, urban, mainstream, co-educational, decile 4, New Zealand secondary school. Traditionally, researchers have tended to emphasise the poor academic performance of Māori students in New Zealand. In contrast, this qualitative case study, however, seeks to understand what influences and motivates the academically successful Year 13 Māori students who have gained the National Certificate of Educational Achievement (NCEA) Level 2 and who returned to school to study for NCEA Level 3. Semi structured interviews as conversations with all thirteen Māori students who had achieved NCEA Level 2 formed the basis of this research. Five of their parents, seven of their teachers and the principal were also interviewed. The findings show that these students all stress the importance of their family, in particular, one family member or significant adult in their lives who valued education and supported the student, influencing and encouraging their motivation and self-efficacy. Building positive relationships with their teachers was the next strongest influence on their academic success followed closely by the positive influence of their friends. Self-motivation was mainly extrinsic. The students perceived that the principal had little effect on their individual achievement. The teachers also acknowledge the importance of building positive relationships with their students and acknowledge the benefits of the reflective practice provided by the Te Kotahitanga project in highlighting this factor. The findings suggest the excellent initiatives currently taking place in the school need to be continued or strengthened and that further interventions which target particular Māori students, rather than are global across the school, should be introduced.

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26

Fundeborg, Hellquist Pia, and Frida Nilsson. "Motivation hos studenter : En kvantitativ undersökning om inre och yttre motivation hos studenter vid Uppsala universitet." Thesis, Uppsala universitet, Institutionen för pedagogik, didaktik och utbildningsstudier, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-272524.

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Studiens syfte är att undersöka förekomsten av olika typer av motivation till studier hos studenter vid Uppsala universitet, vilket mynnade ut i två frågeställningar som är följande: Vad motiverar studenter till sina studier och framkommer det någon skillnad i motivationen gällande yttre och inre faktorer? och Förekommer det en skillnad på motivationen beroende på bakgrundsfaktorerna kön och ålder? För att angripa detta problemområde använde vi oss av en kvantitativ metodansats i form av en enkätinsamling. Vi tillämpade ett bekvämlighetsurval genom att dela ut enkäten på offentliga utrymmen vid Uppsala universitet, vilket resulterade i 70 stycken enkätsvar. Vår teoretiska referensram grundar sig i Deci & Ryans samt Ahls definitioner kring inre och yttre motivation. Vidare utgår studien även ifrån tidigare forskning kring studiemotivation som handlar om hur studenter på olika sätt skapar och formar motivation till sina studier. Vi har även tillämpat tidigare forskning med fokus på motivation i relation till kön samt motivation i relation till ålder. På grund av att studien baseras på ett bekvämlighetsurval samt att respondenternas antal endast uppgår till 70 individer är generalisering ej möjligt. Studien redovisar endast tendenser, vilket kan väcka intresse för vidare forskning. Resultatet visade att det framförallt är den yttre motivationsfaktorn “Framtida karriärmöjligheter och yrkesliv” som starkast motiverar urvalsgruppen till sina studier, men även att den inre motivationen i form av “Intresset för ämnet” motiverar urvalsgruppen starkt. Avslutningsvis påvisas även en indikation över att ålder och kön påverkar hur studenten motiveras till sina studier. Detta då exempelvis yngre studenter visar tendenser till att motiveras av sina klasskamrater än de äldre samt att män i större utsträckning än kvinnor motiveras av gruppstudier.<br>The purpose of this study is aimed at investigating the prevalence of various study motivation types used by students at Uppsala University. This study culminated into two questions. Firstly, What is it that motivates students to study and does there appear to be any difference regarding intrinsic and extrinsic motivational factors? And secondly, Are there any differences in the creation of motivation due to the background factors gender and age? To approach the problem we used a quantitative research method, in the form of a survey. We distributed questionnaires in public areas at Uppsala university, which resulted in seventy responses. The theoretical framework used to interpret the collected data was Deci & Ryan's and Ahls definitions regarding intrinsic and extrinsic motivation. This research study also builds upon earlier studies on motivation, which address a number of theories explaining how students create and form motivation for their studies. Owing to the fact that the study and the questionaire were made from a convenience sampling which resulted in a selection with limited numbers, the study will therefore not make any generalizations, however it will highlight tendencies which may raise interest for further research. The results of the study show that the greatest motivational factor is an Extrinct Motivation factor in the form of "Future professional and career opportunities". Additionally the results also show that an intrinsic motivation factor in the form of “Interest in the subject itself” also strongly motivate students. Furthermore, the study indicates that age and gender effect how students are motivated during their studies. The results also display that younger students for instance, are more motivated by their classmates, while from a gender point of wiew men are more motivated by group studies.

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Knapper, Veronica. "Factors That Influence Student Academic Motivation and How Those Factors Impact the Student Achievement of Third Grade Students." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 2017. http://digitalcommons.auctr.edu/cauetds/72.

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The purpose of this study was to investigate factors that motivate third grade students to perform well academically and to learn how those factors impact student achievement. Additionally, the researcher wanted to gain an understanding of teachers’ perspectives regarding student motivation, observe strategies teachers use to motivate students, and observe motivated students’ behaviors. To do this, the researcher surveyed 37 third grade students, interviewed two third grade teachers, and observed two different third grade teachers. The results of the study indicated that student academic motivation is significantly impacted by two factors: parent involvement and home environment. The results also showed that reading achievement is closely linked to school environment. Having this information is helpful because it will enable school administrators and teachers to develop strategies to target the factors that have been found to have the most significant impact on student academic motivation. The qualitative research indicated that teachers tend to rely on extrinsic rewards and use strategies such as verbal praise, visual aids, and touch to motivate students. The behaviors that motivated students display include paying attention to the lesson, working diligently, and asking questions. If schools combine the strategies used by teachers and focus on increasing parental involvement, helping parents to create home environments that foster academic success, and making sure the school environment enables students to feel safe, it is likely that administrators would see increases in student academic motivation across the district.

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Li, Chun-ling. "Improving student reading motivation through web-based technologies." Click to view the E-thesis via HKUTO, 2004. http://sunzi.lib.hku.hk/hkuto/record/B40039857.

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Li, Chun-ling, and 李振凌. "Improving student reading motivation through web-based technologies." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B40039857.

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梁燕華 and Yin-wa Candice Leung. "Teacher training in the enhancement of student motivation." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2008. http://hub.hku.hk/bib/B41716826.

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31

Tudor, Margaret L. "Predicting Student Athletes' Motivation Towards Academics and Athletics." Bowling Green State University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1399995628.

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32

Leung, Yin-wa Candice. "Teacher training in the enhancement of student motivation." Click to view the E-thesis via HKUTO, 2008. http://sunzi.lib.hku.hk/hkuto/record/B41716826.

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33

Croteau, Ethan. "Evaluating predictions of transfer and analyzing student motivation." Link to electronic thesis, 2004. http://www.wpi.edu/Pubs/ETD/Available/etd-0430104-105752/.

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Thesis (M.S.)--Worcester Polytechnic Institute.<br>Keywords: Dialog; Learning Gain; Web-Based Evaluations; Empirical Results; Student Motivation; Mathematics education; Model-Tracing Tutors; Tutoring Strategy Evaluation; Intelligent Tutoring. Includes bibliographical references (p. 33-34).

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34

Hands, Africa S. "LIS doctoral student motivation: An exploratory study of motivating factors for earning the PhD." Thesis, Queensland University of Technology, 2018. https://eprints.qut.edu.au/120828/2/Africa_Hands_Thesis.pdf.

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This mixed methods research examined motivating factors for earning a doctoral degree using a sample of library and information science (LIS) doctoral students from the United States and Canada. The study revealed five motivating factors: previous academic experience, appeal of the scholarly environment, preparation for the future, encouragement from others, and research-related reasons. Results of the Academic Motivation Scale indicate students represent intrinsic motivation types as well as identified and introjected regulation. This research extends current knowledge of LIS doctoral student motivation presenting viewpoints and recommendations valuable to program administrators, faculty, and prospective doctoral students.

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35

Kalish, Sabrina. "EFFECTS OF INSTRUCTOR IMMEDIACY AND STUDENT NEED FOR COGNITION ON STUDENT MOTIVATION AND PERCEPTIONS OF LEARNING." Master's thesis, University of Central Florida, 2009. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/2955.

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This study built on previous literature linking instructor immediacy, student motivation, and student learning. The purpose of this research was to examine main and interaction effects of instructor immediacy and student trait motivation on student state motivation and cognitive learning. A main effect of instructor nonverbal immediacy on student state motivation and cognitive learning was found to be statistically significant. Further exploratory research did not yield statistical significance for a main effect of trait motivation, as measured by need for cognition, on student state motivation and cognitive learning, nor an interaction effect of immediacy and trait motivation on both state motivation and cognitive learning.<br>M.A.<br>Nicholson School of Communication<br>Sciences<br>Communication MA

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36

Meilahn, Angie. "Teacher praise for student effort, achievement, and ability." Menomonie, WI : University of Wisconsin--Stout, 2007. http://www.uwstout.edu/lib/thesis/2007/2007meilahna.pdf.

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37

Jovannelli, Sofia. "Hälsa och motivation i gymnasieelevers skolmiljö : - en intervjustudie." Thesis, Karlstad University, Faculty of Arts and Education, 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-376.

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<p>Sammanfattning</p><p>Titel: Gymnasieelevers perspektiv på deras hälsa och motivation i skolmiljö</p><p>Författare: Sofia Jovannelli</p><p>Handledare: Monica Naeser</p><p>Syftet med uppsatsen var att få en djupare förståelse av hur gymnasieelevers perspektiv är på deras hälsa och motivation.</p><p>Vilka olika faktorer anser eleverna påverkar deras hälsa och motivation i deras skolmiljö?</p><p>Genom kvalitativa intervjuer med sex gymnasieelever undersöktes deras perspektiv på hälsa och motivation.</p><p>För att ge mer fakta och teorier om uppsatsens frågeställningar studerades även tidigare forskning.</p><p>Studiens centrala tolkningsram är teorin om KASAM, teori om motivation, läroplanen samt tidigare forskning i ämnesområdet.</p><p>I uppsatsen har framkommit att människors hälsa påverkas både positivt och negativt under skoltiden, men att alla elever trots att de ibland upplever skolmiljön som problematisk t.ex på grund av stress, bibehåller en vilja att fortsätta sina studier.</p><p>Intervjuerna visar att de intervjuade eleverna är nöjda med sin tid på gymnasiet.</p><p>Intervjuerna stämmer överens med tidigare teorier om hälsa och motivation då det genom intervjuerna visat sig att en förutsättning för psykiskt välbefinnande och en positiv utveckling är att man lever i ett begripligt sammanhang, med lagom anpassade krav och med möjlighet att påverka situationen.</p><br><p>Abstract</p><p>Title: A-Level students’ perspective on their own health and motivation in their college environment.</p><p>Author : Sofia Jovannelli</p><p>Supervisor : Monica Naeser</p><p>The purpose of this essay was to gain a deeper understanding of how A-level students perspective is on their own health and motivation.</p><p>Which different factors does the A-Level students´ consider affect their own health and motivation in their college environment?</p><p>Through the use of qualitative interviews with six A-level students their view on their own health and motivation was investigated.</p><p>To gain a deeper factual and theoretical basis to the research questions, I also investigated some earlier studies.</p><p>The central frame of interpretation of this study is the theory about KASAM, and earlier research in this field.</p><p>In the writing of this essay it has emerged that the people´s health is influenced in both a positive and a negative way during their school years depending on factors such for example stress related to school work.</p><p>It has emerged in the interview process that students view their college time and their college work as meaningful despite the stress some of the students can feel..</p><p>Furthermore the interviews have shown that all whom were interviewed were satisfied with their time at A-level college on the whole.</p><p>This research’s findings directly matches those of the earlier studies about health and motivation, as the interviews show that a predisposition for psychological well-being and a positive development is that you live in a comprehensible environment with appropriate demands on the students, and the possibility to influence one’s own situation.</p>

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Aardema, Thomas P. "Student Engagement in LDS Seminaries." DigitalCommons@USU, 2013. https://digitalcommons.usu.edu/etd/1464.

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This qualitative study examined student engagement in seminaries of The Churchcof Jesus Christ of Latter-day Saints (LDS). This study sought to answer the following question: "What are seminary teachers, who have been identified by content experts as having high levels of student engagement, doing to generate high levels of student engagement in their classrooms?" Ten LDS Seminary teachers were selected as participants for this study. The findings from this study were organized around the concepts of: competence, school membership, clarity of purpose, fairness, personal support, caring, authentic work, extrinsic reward, intrinsic interests, sense of ownership, connection to real-world application, and fun. The findings from this study suggest that there are 48 strategies that the 10 participants used to generate student engagement in their classrooms.

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Ruesch, Ashley. "Student and Teacher Perceptions of Motivational Strategies in the Foreign Language Classroom." Diss., CLICK HERE for online access, 2009. http://contentdm.lib.byu.edu/ETD/image/etd2961.pdf.

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Ford, India Renee. "TEACHER SELF-EFFICACY AND ITS INFLUENCE ON STUDENT MOTIVATION." Cleveland State University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=csu1337641691.

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Burgess, Brandy L. "Understanding the Desire to Learn: A Study of Academic Intrinsic Motivation in Students Attending a 4-Year Institution for Higher Learning." Kent State University Honors College / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=ksuhonors1463141731.

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Johnson, Roy. "Community college first-year business student online course motivation." Diss., Kansas State University, 2012. http://hdl.handle.net/2097/13740.

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Doctor of Philosophy<br>Department of Curriculum and Instruction<br>Rosemary Talab<br>The purpose of this case study was to explore the online learning environment through the experiences of the individual learner and to gain more insight into the elements of Business online courses, as framed by the Keller ARCS Model of Motivation. This study explored the following three Research Questions: 1. How do undergraduate first-year Business students perceive online course elements as being motivational? 2. How do the online courses that Business students perceive as being motivational use the Keller ARCS Motivational Model? 3 How do exemplary online Business faculty use the Keller ARCS Motivational Model in online instruction? The population was students enrolled in first-year for-credit online classes taken during the Fall 2010 semester in a Midwestern community college. A sample of required Business online sections was purposively selected in order to investigate Business student motivation. The participants in this study were 18 first-year Business students enrolled in Business courses. Based on student interviews, the instructors of the three courses that were most often nominated by students as being most motivational were interviewed. Interviews of students and instructors were conducted at the end of the Fall 2010 semester. Seven themes were identified for Research Question 1: 116 units for theme “Course Communication,” 83 units for theme “Course Requirements,” 71 units for theme “Grades,” 60 units for theme “Course Organization,” 50 units for the theme “Learning Online,” 48 units or the theme “Course Element Availability,” and 46 units for the theme “Track Course Progress.” For Research Question 2, the ARCS model categories were used as a framework for understanding and interpreting student motivation: “Attention,” “Relevance,” “Confidence,” and “Satisfaction.” The components of the Keller ARCS themes were then analyzed according to the components that students perceived as being most motivational. The ARCS Themes found were: 31 units for theme “Satisfaction,” 25 units for theme “Relevance,” 24 units were found for theme “Confidence,” and 20 units were found for theme “Attention.” The significant theme findings were: The Satisfaction theme was found to include practice prior to graded activities. The Relevance theme was found to include the use of “choices” as a key motivational component to what was perceived as being relevant. The Confidence theme was found to include a progression in difficulty of activities and access to review and practice new material. The Attention theme was found to include variability of instruction and course elements. To answer Research Question 3, faculty interviews focused specifically on the Keller ARCS Motivational Model and components. The ARCS themes found were: 36 units for theme “Confidence,” 25 units for theme “Relevance,” 24 units for theme “Satisfaction,” and 22 units for theme “Attention.” The significant findings from the themes were: The Confidence theme was found to include providing key information upfront to students. The design of the course must allow for student success and become progressively more difficult for students. Also, the time and effort required to complete activities should be provided to students. The Relevance theme was found to include the use of “choices” and to relate the course to the student’s situation as key motivational components. The Satisfaction theme was found to include negative consequences that are handled within the course, and practice that offers immediate feedback. The Attention theme was found to include students asking students questions within the course. Recommendations for further studies included a qualitative study to uncover how online Business students are motivated in their second and later years and a study to understand student motivation through various settings and technologies used in learning management system course elements.

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Nordstedt, Marcus, and Oskar Edvardsson. "Investigating gamification’s effect on student motivation when authoring questions." Thesis, KTH, Skolan för elektroteknik och datavetenskap (EECS), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-302770.

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Gamification is the use of game design elements in non-game contexts, and it has recently received a fast growing interest in both academia and industry. Several studies have shown that gamification can increase motivation in various contexts, such as health and education. Within education it has been shown that including question-authoring as part of a course can have positive effects on students’ performance. This study combines these two areas and investigates gamification’s effect on student motivation when authoring questions. To do this a web-based question-authoring system with support for both gamification and non-gamification was developed. The system was then tested by students (n=11) with the participants divided into two groups: a group using the gamified version and a group using the non-gamified version. After using the system for a week the participants were surveyed about their experience. The results of the study indicate that gamification can increase students’ motivation when writing questions. But due to the rather low participation in the study no concrete conclusions can be drawn.<br>Spelifiering är användandet av speldesign-element inom icke-spel kontexter och har under den senaste tiden fått ett växande intresse från både den akademiska världen och industrin. Flertalet studier har visat att spelifiering kan öka motivation inom flera olika områden, såsom hälsa och utbildning. Inom utbildning har studier visat att frågeskrivande som del av kurser kan ha en positiv effekt på studenters studieresultat. Denna studie kombinerar dessa två områden och undersöker huruvida spelifiering har en påverkan på studenters motivation vid frågeskrivning. För att undersöka detta har ett webbaserat frågeskrivningssystem med stöd för både spelifiering och icke-spelifiering utvecklats. Systemet testades sedan på två grupper av studenter (n=11): en som använde den spelifierade versionen av systemet och en som använde den icke-spelifierade versionen. Efter att ha använt systemet i en vecka ombedes deltagarna att svara på en enkät kring deras upplevelse. Resultaten tyder på att spelifiering kan öka studenters motivation vid frågeskrivning, men på grund av det låga deltagarantalet kan inga större slutsatser dras.

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Ihnatenko, Daria, and Дар’я Романівна Ігнатенко. "Role of Motivation Approval in Learning Activities of Student." Thesis, National Aviation University, 2021. https://er.nau.edu.ua/handle/NAU/52233.

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1. Kocharian, O.S. Struktura motyvatsii navchalnoi diialnosti studentiv: navch. posib./O.S. Kocharian, Ye.V. Frolova, V.M. Pavlenko. – Kh.: Nats. aerokosm. un-t im. M.Ie. Zhukovskoho "Khark. aviats. in.-t", 2011. – 40 p. 2. Novozhilova T.I. Formirovanie professional'noj motivacii u studentov vuzov dlja pedagogicheskoj dejatel'nosti v uchebnom processe / T.I. Novozhilova. — Link: http://mncipi.narod.ru/1019.htm 3. Osvitnii menedzhment v umovakh zmin: navch. posibnyk / L. Kalinina, L. Karamushka, T. Sorochan, R. Shyian; za zah. red. V. Oliinyka, N. Protasovoi; NAPN Ukraine, In-t menedzhmentu osvity NAPN Ukraine, Luhan. obl. in.-t pisliadyplom. ped. osvity. – Luhansk: Rieznikov V.S., 2011. – 306 p. 4. Pomytkina L.V. Psykholohiia pryiniattia osobystistiu stratehichnykh zhyttievykh rishen: monohrafiia. – Kafedra, 2013. – 381 p. 5. Rohov Ye.I. Nastilna knyha praktychnoho psykholoha: Navch. posibnyk: U 2 kn. - 2-e vyd., Pererob. i dop. - M.: Humanit. vyd. tsentr VLADOS. - Kn. 2: Robota psykholoha z doroslymy, 2000. - 388 p.<br>In a role of a carrier of social characteristics, each person needs interaction with society for complete development, which can be directly expressed in the perception of certain attitudes, assessments and opinions of surrounding persons.

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Fallon, Elizabeth B. "Academic Motivation and Student Use of Academic Support Interventions." University of Toledo / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1561972670652811.

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Lanigan, Danielle. "Increasing student motivation to become a successful industrial engineer." Connect to this title online, 2009. http://etd.lib.clemson.edu/documents/1252937958/.

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Keinvall, Kristoffer. "Teaching English 5 to Swedish vocational students : student attitudes, motivation and adaptation of teaching." Thesis, Linnéuniversitetet, Institutionen för språk (SPR), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-85554.

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There has been research that suggests that an anti-studying culture is present in vocational programs in Sweden (Högberg 2009), and that teachers need to adapt their teaching to the students’ vocational interests in order to create an interest in learning (Lindahl 2015; Riley & Eriksson 2014; Smagorinsky et al. 2010). This study investigates how three teachers working at a vocational school in a rural area of Sweden teach the English 5 course. This entails investigating how the teachers perceive student attitudes, how they adapt their teaching, and also how they work to raise motivation among the students. The method used for this is semi-structured personal interviews along with a qualitative content analysis. The results of the study showed that attitudes among students are generally good with some exceptions, where lacking proficiency seems to be a factor regarding poor attitudes. It became evident that the main tool for raising motivation among the students is the adaptation of the teaching. The results also showed that some student groups are more interested in learning English than others, likely because of some students seeing English more a useful tool for their future working life. The issue of social structures regarding the Swedish educational system is also brought up. There is an implication for teachers regarding the adaptations – there has to be a balance between making vocational students interested, while still making sure they do not miss out on any content, i.e. that they get equal opportunity to learn as other students.

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Caola, Lindsey. "Exploring Students’ Motivation for Attending College: A Fundamental Needs Perspective." Thesis, Boston College, 2021. http://hdl.handle.net/2345/bc-ir:109153.

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Thesis advisor: David Miele<br>This dissertation adopts a fundamental needs perspective to examine the associations between first-year students’ reasons for attending college and their well-being. It extends Basic Psychological Needs Theory (BPNT; Ryan & Deci, 2017), by proposing that (a) meaning, safety, and status (in addition to autonomy, competence, and relatedness) are fundamental needs that students aim to satisfy in college, and (b) the salience of particular needs influences students’ goal-directed behavior and well-being. The first phase of the dissertation involved the development of three novel measures which were used in the second phase to explore different profiles of salient needs and their associations with college students’ experiences of need satisfaction, need conflict, and four outcome variables (GPA, intentions to persist toward graduation, psychological distress, and overall well-being).A latent profile analysis of the first wave of data (N= 512) identified three profiles based on students’ reasons for attending college: Weaker Reasons, Balanced Reasons, and Stronger Reasons. Subsequent analyses examined whether profile membership at Wave 1 predicted need satisfaction, need conflict, and the student outcomes at Wave 2 (n = 219). Results indicated that the Stronger Reasons profile was associated with higher levels of need satisfaction compared to the other two profiles, whereas the Balanced Reasons profile was associated with lower GPA and intentions to persist. Next, structural equation models were estimated to examine the relations between need satisfaction, need conflict, and the four outcomes. Results indicated that need satisfaction was positively associated with intentions to persist and well-being, but negatively related to distress, whereas need conflict positively predicted distress. Contrary to expectations, need conflict and need satisfaction were not significantly associated. Although additional research is needed to examine motivation profiles, findings from this dissertation study suggest that students attend college with different patterns of need-based motivations, and these profiles are related to important student outcomes. The dissertation also adds to the literature examining the association between need satisfaction and well-being, and suggests that need conflict is a construct worthy of additional inquiry<br>Thesis (PhD) — Boston College, 2021<br>Submitted to: Boston College. Lynch School of Education<br>Discipline: Counseling, Developmental and Educational Psychology

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Tatum, Nicholas T. "INSTRUCTOR-STUDENT RAPPORT AS A PSYCHOLOGICAL NEED FOR STUDENTS." UKnowledge, 2019. https://uknowledge.uky.edu/comm_etds/86.

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There is a need to explore ways to better motivate students in instruction, as student motivation is an issue confronting teachers at all levels of education. Instructor-student rapport (ISR), a multidimensional concept comprised of students’ enjoyable interaction and personal connection with instructors, has potential to offer educators a tool for increasing these important student outcomes. Further, self-determination theory (SDT) may have utility for illustrating the psychological mechanisms through which instructors influence students by building rapport. First, this study explored what behaviors instructors should employ to build ISR with students. Specifically, prosocial humor (related and unrelated) and confirmation (responding to questions, demonstrating interest, ad teaching style) were investigated as instructor rapport-building behaviors. Results showed that instructors’ use of related humor, demonstration of interest, and teaching style were significant predictors of both dimensions of ISR; mixed results were found for both responding to questions and unrelated humor. Second, this study considered whether ISR was a significant predictor of student outcomes: intrinsic motivation, perceived cognitive learning, and academic performance. While enjoyable interaction was a significant, positive predictor of all three outcomes, personal connection was not a significant, positive predictor of any student outcomes. In fact, personal connection was a significant, negative predictor of perceived cognitive learning. Third, this study explored whether ISR served as a mediator between these rapport-building behaviors and student outcomes as posited by SDT. Enjoyable interaction was a significant mediator in a majority of the models. However, personal connection was not a positive mediator in any models and served as a negative mediator when predicting perceived cognitive learning. Theoretical implications for this study’s findings, along with practical tips for instructors hoping to build ISR with students, are forwarded. In addition, future directions and limitations are discussed.

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Smart, Julie Brockman. "Teacher-student interactions and domain-specific motivation the relationship between students' perceptions of teacher interpersonal behavior and motivation in middle school science /." Connect to this title online, 2009. http://etd.lib.clemson.edu/documents/1252937632/.

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