Thesis (M.S.)--University of North Carolina at Greensboro, 2005. / Title from PDF title page screen. Includes bibliographical references (p. 63-69)

Thesis (M.A.)--University of Wisconsin--Madison, 1966. / eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

Thesis (Ph. D.)--University of Michigan, 1972. / eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 191-305).

Thesis (Ph. D.)--University of Texas at Austin, 2004. / Supervisor: Toni L. Falbo. Vita. Includes bibliographical references. Also available from UMI.

Thesis (Ph. D.)--Ohio State University, 2005. / Title from first page of PDF file. Document formatted into pages; contains xv, 256 p.; also includes graphics (some col.). Includes bibliographical references (p. 201-216). Available online via OhioLINK's ETD Center

Thesis (D.P.E.)--Springfield College, 2005. / Includes bibliographical references. Also available online (PDF file) by a subscription to the set or by purchasing the individual file.

Thesis (Ed.D.)--Boston University / PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you. / Bandura (1986,1997) asserts that a group's belief in its members' co-joint abilities, or its collective-efficacy, influences the degree to which that group seeks challenging goals, puts forth effort, and persists in the face of adversity. Group leaders serve important functions in the development of successful groups (Yalom, 1995). Since successful coaches are able to consistently demonstrate the ability to mold a group of individuals into a winning team, it is important to understand what methods coaches employ to develop team confidence. The purpose of this study was to understand how master football coaches develop team confidence. The participants for this interview-based, qualitative study included twenty "master" football coaches (6 professional and 14 collegiate). Criteria for inclusion were as follows: each participant had been a head football coach for at least ten years, and had a consistent record of success. Seventeen of the twenty had achieved success with three or more different teams. The findings reveal that these coaches employ a wealth of psychological strategies in different situations to enhance the development of team confidence. Their selective deployment of these strategies takes place throughout a series of developmental tasks, here described as the "Team Confidence Cycle." This includes seven key tasks: 1. Set the Course, 2. Create a Confidence Environment, 3. Promote Mastery, 4. Get Them to Perform, 5. Assess Performance, 6. Stay the Course and 7. Maintain High Performance. In the interviews the coaches revealed that team confidence was essential to their view of how teams achieve success. The constructs of team confidence and success were considered closely intertwined. Promoting mastery experiences, therefore, was primary among those strategies used by the master coaches to build team confidence. A second key strategy was that they pointed out successful experiences to their team(s). These coaches thus placed the greatest importance on "demonstrating ability" and then ensuring that improvement was noted. These findings are in accordance with Bandura (1997). Implications for coaches, especially of youth sport, are outlined in the final chapter. / 2031-01-01

The purpose of this study is to investigate motivational perspectives of student and teacher at City University of Hong Kong. Questionnaires were distributed to students and teachers for quantitative data collection. With the use of Dornyei and Csizer's (1998) macrostrategies and clusters, this study hopes to suggest motivational actions and strategies in order to understand and discuss better L2 learning and teaching environments among teachers and students. 2. Introduction. Research on motivation has contributed immensely in the area of social psychology but also more recently in the past few decades to language development in the L2 arena. L2 motivation is multifaceted and contains features of personality and social dimensions that are embedded into the culture of a community (Dornyei, 1998). A person's self-identity to learn an L2 plays a vital role in motivation since learning and mastering a language differ from subject matters such as mathematics (Dornyei, 1998). These shifts towards social psychology lead to the further research in L2 learning. Teachers' skills are essential to student motivation which is central to teaching effectiveness (Dornyei, 1998). The importance of teacher expectations is a vital part of research for teachers who would have a huge influence on student motivation as the authoritative figure of the classroom. For instance, according to Cheng (2011), "motivation is then looked into not only from the learners' point of view but also teachers perception of motivation, teaching practices and their relation with learners performance". Studies conducted by Dornyei and Csizer (1998) where Hungarian teachers were asked about their perspectives on motivation and Cheng and Dornyei (2007) in which English teachers from Taiwan participated in a study about motivation perspectives, reinforce the importance of studying the perspectives of teacher motivation. A small scale study conducted by Ya-Nan He titled "Motivational Strategies: Students' and Teachers' Perspectives" (2009) at Kent State University in the USA studies the perspectives of teacher and student on teacher actions. Va's study is an extension of the Dornyei and Csizer's (1998) and Cheng & Dornyei's (2007) studies, where her quantitative study surveyed 40 students from various nationalities and 11 teachers.

M.Ed. / Please refer to full text to view abstract

M.Ed. / Please refer to full text to view abstract