Spelling suggestions: "subject:"academic aotivation"" "subject:"academic amotivation""
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Pédagogie par projet et intégration des TIC : quel impact sur la motivation scolaire ?Côté, Stéphane January 2008 (has links)
Mémoire numérisé par la Division de la gestion de documents et des archives de l'Université de Montréal.
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Pédagogie par projet et intégration des TIC : quel impact sur la motivation scolaire ?Côté, Stéphane January 2008 (has links)
Mémoire numérisé par la Division de la gestion de documents et des archives de l'Université de Montréal
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Great expectations : the relations between expectancies for success and academic achievementMoore, Caryl 04 1900 (has links)
The main aims of this broad exploratory study were (a) to gain insights as to the
possible interrelations between Unisa students' expectations for success and a
variety of significant variables (such as their academic performance, self-perceptions,
confidence, motivation, self-determination, others' expectancies, locus of control and
attributions relating to previous performance), and (b) to discover possible
differences relating to various groups (i.e. racial and gender groups; 'pass' and 'fail'
groups; and 'realistic' and 'unrealistic' groups).
The results of 61 hypotheses are compared with a variety of theoretical
suggestions and past findings. It was found that, on the whole, the various groups,
inter alia, expected to succeed, were confident about the accuracy of their
expectations, perceived themselves to work hard, considered themselves to have
considerable ability and to be above class average. Despite this rosy outlook many
students failed the examinations. Two of the most striking findings of this study were
that (a) those who failed overestimated their future performance to a significantly
greater extent than those who passed, and (b) overestimations were negatively
correlated with achievement. In contrast to theory and numerous research findings,
the psychological profiles of 'overoptimists', 'realists', and 'underestimators' revealed
that overoptimistic expectancies and self-perceptions appear to be maladaptive in an
academic context. Indeed, the findings suggest that accurate or even underoptimistic
self-assessments may be more conducive to academic success. It is proposed that
overoptimism may reflect ignorance of standards required, of adequate study
methods, or may result in inappropriate preparation. In light of the findings, the
implications and possible benefits and dangers of overoptimistic expectations and
self-perceptions are discussed.
The subjects are 715 third year Unisa psychology students, who are more
heterogeneous than most other university students as they not only vary
considerably in age but also come from a variety of cultures and backgrounds. / Psychology / D. Litt. et Phil. (Psychology)
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A Correlational Study of How Transformational Behaviors Impact Student Intellectual StimulationJengehino, Allison Marie 03 August 2021 (has links)
No description available.
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