Thesis (Ph.D.)--Pennsylvania State University, 2008. / Mode of access: World Wide Web. Thesis co-advisors: Cynthia A. Pellock, Kenneth C. Gray.

The purpose of this study was to investigate the relationship between the academic achievement and the need for achievement and the need for affiliation for high school students of Oman. Further investigation was carried out if there was a significant difference in the needs for achievement and affiliation between high G.P.A. students and low G.P.A. students as well as between males and females. A self-rating form of 75 items derived from the Edwards Personal Preference Schedule was used to measure the fifteen needs listed by Duncan Osborne (1963). However, the scores on ten items pertaining to need for achievement and need for affiliation were used in this study. Academic achievement was measured by the scores on school tests from the Interior Province of Oman. The results indicated no significant correlation between the academic achievement and the need for achievement and the need for affiliation. The results also showed no significant difference between high G.P.A. students and low G.P.A. students as well as between males and females on either the need for achievement or affiliation.

Thesis (Ed.D.)--University of West Florida, 2003. / Title from title page of source document. Document formatted into pages; contains 176 pages. Includes bibliographical references.

Summaries in Afrikaans and Engish / Hierdie studie handel oor 'n hulpverleningsprogram vir die begaafde seun wat onderpresteer in die sekondere skool. Navorsing toon dat aansienlik meer seuns as meisies met hierdie probleem worstel en gevolglik word hulle voile potensiaal nie verwesenlik nie. Dit het 'n doeltreffende hulpverleningsprogram in die brandpunt van die studie gestel. Literatuurstudie toon dat baie bestaande hulpverleningsprogramme gerig is op primereskoolleerders en dat Suid-Afiikaanse hulpverleningsprogramme beperk is. Die doelstelling van die studie fokus op hulpverlening deur 'n interdissiplinere spanbenadering aan die adolessente begaafde seun wat onderpresteer. Die twee vraelyste vergemaklik identifisering van die eiesoortige probleme en behoeftes van die kind en fokus op die funksioneringsbeeld van die kind-in-totaliteit. Hulpverleningsvoorstelle word in die Akkumulatiewe BINGO-Plantabel vervat. Hulpverlening geskied intensief op 'n een-tot-een-basis en moet ortodidakties en ortopedagogies verantwoordbaar wees. Volgehoue bemoeienis met die opvoedeling lei tot noukeurige evaluering van die leerder, asook van die hulpverleningsprogram / This study deals with a support programme for the gifted boy who underachieves in the secondary school Research shows that more boys than girls experience these problems and consequently their full potential is not realised. Hence the focus on an effective assistance and support programme. Literary studies show that many existing support programmes target the primary school pupils and that South Afiican support programmes are limited. The aim of the study focuses on assistance to the gifted adolescent boy who underachieves, through an interdisciplinary team approach. The two questionnaires facilitate identification of the unique problems and needs of the child and focus on his totality. The Accumulative BINGO Plan chart contains suggestions for assistance. Support is intensive on a one-to-one basis and must be according to orthodidactic and orthopedagogical principles. Continuous involvement with the educand leads to an accurate evaluation of the learner and the support programme. / Educational Studies / M. Ed. (Orthopedagogiek)

Summaries in Afrikaans and Engish / Hierdie studie handel oor 'n hulpverleningsprogram vir die begaafde seun wat onderpresteer in die sekondere skool. Navorsing toon dat aansienlik meer seuns as meisies met hierdie probleem worstel en gevolglik word hulle voile potensiaal nie verwesenlik nie. Dit het 'n doeltreffende hulpverleningsprogram in die brandpunt van die studie gestel. Literatuurstudie toon dat baie bestaande hulpverleningsprogramme gerig is op primereskoolleerders en dat Suid-Afiikaanse hulpverleningsprogramme beperk is. Die doelstelling van die studie fokus op hulpverlening deur 'n interdissiplinere spanbenadering aan die adolessente begaafde seun wat onderpresteer. Die twee vraelyste vergemaklik identifisering van die eiesoortige probleme en behoeftes van die kind en fokus op die funksioneringsbeeld van die kind-in-totaliteit. Hulpverleningsvoorstelle word in die Akkumulatiewe BINGO-Plantabel vervat. Hulpverlening geskied intensief op 'n een-tot-een-basis en moet ortodidakties en ortopedagogies verantwoordbaar wees. Volgehoue bemoeienis met die opvoedeling lei tot noukeurige evaluering van die leerder, asook van die hulpverleningsprogram / This study deals with a support programme for the gifted boy who underachieves in the secondary school Research shows that more boys than girls experience these problems and consequently their full potential is not realised. Hence the focus on an effective assistance and support programme. Literary studies show that many existing support programmes target the primary school pupils and that South Afiican support programmes are limited. The aim of the study focuses on assistance to the gifted adolescent boy who underachieves, through an interdisciplinary team approach. The two questionnaires facilitate identification of the unique problems and needs of the child and focus on his totality. The Accumulative BINGO Plan chart contains suggestions for assistance. Support is intensive on a one-to-one basis and must be according to orthodidactic and orthopedagogical principles. Continuous involvement with the educand leads to an accurate evaluation of the learner and the support programme. / Educational Studies / M. Ed. (Orthopedagogiek)

No description available.

The purpose of this project was to design a year long course curriculum in educational development. The curriculum will serve the educational needs of many Mexican-American high school students who academically need it.

Thesis (M. A. (English Studies)) -- University of Limpopo, 2021 / This study aimed to explore contextual factors affecting first entering students' motivation to learn English at the University of Limpopo (UL). It has utilised a qualitative approach and also adopted an exploratory design to explore the contextual factors, which affect students' motivation to learn the English language. Questionnaires and interviews were used to collect data from a selected sample of respondents. Moreover, Thematic Content Analysis (TCA) was employed to analyse and thematise the collected data in line with the objectives of the study, which are aligned with the literature review in the study. The following themes were generated: students' motivations to learn the English language, the students' approaches to learning the English language, the role of context in relation to students' motivation to learn English, the lecture hall control and climate, the effect of lecture hall control and climate on students' motivation, and the lecturers' perceptions about motivation to learn. In addition, the study found that first entering students' motivation to learn the English language was influenced by contextual factors such as lecture hall setting, lecturers' teaching approaches as well as the perceptions of friends and classmates. Therefore, the study recommended that the UL Department of Languages, the lecturers, as well as the Academic Development Centre (ADC) should come up with possible strategies to suggest contextual factors that could motivate the UL first entering students to learn English. Key concepts: Motivation, contextual factors, English L2, first entering students, Self Determination Theory