<p dir="ltr"><a href="" target="_blank">Improving student motivation and changing students from a negative motivational mindset to a positive one can be a viable way to ensure that students stay in their programs and obtain academic success. While educators and administrators are interested in improving motivation, they may not have the full body of knowledge about motivational theories and make uninformed classroom interventions and departmental policies. Using theory to understand student motivations grounds the research in specific constructs that allow educators and policymakers to easily interpret the results and make better-informed decisions regarding classroom activities and academic policies. Tying motivational mindsets to effective classroom behaviors and learning outcomes can help educators determine what motivational orientations are effective within the classroom, and which may need to be altered.</a></p><p dir="ltr">The work that I have done as part of this dissertation helps to advance the use of motivational theory within the field of engineering education and provides useful insight into the motivational mindsets of first-year engineering students. I conducted a latent profile analysis using data from engineering undergraduate students, combining constructs from two established motivational theories to develop motivational profiles. Using two theories, achievement goal theory and expectancy-value theory, allows me to look at the students’ motivational mindsets based on their expectations for success (Expectancy Beliefs), the perceived value of doing well in the course (Task Value Beliefs), their desire to develop their skills (Mastery Orientation), their desire to look well in front of their peers (Performance Approach Orientation), and their desire to not look bad in relation to others (Performance Avoidance Orientation). These five constructs were used to develop profiles, which were then correlated with classroom behaviors and academic performance to determine which motivational profiles were more effective. Correlational analysis was conducted using either ANOVA or Kruskal-Wallis tests, depending on the normality of the data.</p><p dir="ltr">The results of the latent profile analysis yielded five distinct profiles of motivation: <i>Moderate-Low All</i>, <i>Moderate-Low Performance/Moderate-High Intrinsic</i>, <i>Moderate All</i>, <i>High Performance/Moderate Intrinsic</i>, <i>and High All</i>. The <i>Moderate-Low All </i>profile consisted of students who reported lower measures of all motivation constructs than their peers. The <i>Moderate-Low Performance/Moderate-High Intrinsic</i> profile consisted of students who reported average responses related to Expectancy, Task-Value, and Mastery beliefs but scored lower in the Performance Approach and Performance Avoidance beliefs. The <i>Moderate All</i> profile was comprised of students who scored on average along all motivational constructs. The <i>High Performance/Moderate Intrinsic</i> profile contained students who reported average responses to Expectancy, Task-Value, and Mastery beliefs but scored higher in the Performance Approach and Performance Avoidance beliefs. The <i>High All</i> profile was comprised of students who scored higher than the average for all motivational constructs.</p><p dir="ltr">Students were asked to reflect on their use of specific classroom behaviors that were categorized based on the Interactive-Constructive-Active-Passive framework of educational activities. Correlational analysis showed that <i>Moderate-Low All</i> students reported using Passive, Constructive, and Interactive behaviors at a lower rate than their peers, especially <i>High All </i>students. Correlational analysis of academic performance measures also found that there were non-significant differences between profiles related to exam scores, but there were significant differences found in the final grades. <i>Moderate-Low All</i> students had lower final grades than the <i>Moderate-Low Performance/Moderate-High Intrinsic</i>, <i>Moderate All</i>, and <i>High All</i> groups.</p><p dir="ltr">These findings suggest that students in the <i>Moderate-Low All </i>profile are not doing worse in the class because of their exams, but due to not performing the other activities in the class. These activities include large group projects (Interactive tasks) and homework assignments (Constructive tasks). Considering the context of the study and the course that these students are taking, educational recommendations would be finding ways to incorporate more Constructive behaviors (i.e., reflection on their learning or making meaning from the material) into the course, as the class already has multiple Interactive tasks. Further research can also be done to investigate why students hold the views that they do, and whether this is an issue of perception or some other phenomenon.</p>

This study examined academic self-efficacy, achievement motivation, and academic success among international graduate students at a large university in the southeastern United States. Specifically, the research focused on three dimensions of academic self-efficacy (i.e., English language self-efficacy, coursework self-efficacy, and social self-efficacy) and three dimensions of achievement motivation (i.e., intrinsic value, expectancy, and attainment utility) to determine their impact on academic success measured by academic satisfaction and academic achievement. Data were collected from 101 international graduate students who completed Questionnaire of English Self-Efficacy (QESE; Wang, 2004); the College Self-Efficacy Inventory (CSEI; Solberg et al., 1993); the Expectancy-Value Motivation Questionnaire (EVMQ; Hagemeier & Newton 2010); the Academic Life Satisfaction Scale (ALSS; Kumar & Dilip, 2005); and the Subjective Academic Achievement Scale (SAAS; Stadler, Kemper & Greiff, 2021). Findings reveal strong positive correlations among the dimensions of academic self-efficacy. Intrinsic motivation and attainment utility significantly predicted academic satisfaction, while expectancy beliefs were crucial for academic achievement. Coursework self-efficacy emerged as a significant predictor of both academic satisfaction and academic achievement, highlighting its importance. In contrast, social self-efficacy did not significantly impact academic outcomes. These results suggest that enhancing international students’ self-efficacy, especially in coursework and English language proficiency, can improve their academic satisfaction and achievement. The study highlights the complex roles of academic self-efficacy and achievement motivation in academic success, offering insights to encourage higher education stakeholders to better support international students and create a more inclusive educational environment.

With the growing emphasis on integrating engineering practices into science education, many science teachers are underprepared to meet these demands due to limited training and resources (Katehi et al., 2009; Brophy et al., 2008). Teachers often lack confidence in their ability to teach engineering concepts, making it difficult for them to incorporate these practices effectively (Hammack and Ivey, 2017; Christian et al., 2021). Self-efficacy, defined as a belief in one's ability to succeed in specific tasks, and outcome expectancy, the belief that certain actions will lead to desired results, both play crucial roles in professional development (Bandura, 2006). When teachers possess high self-efficacy and positive outcome expectancy, they are more likely to adopt new teaching practices and engage students in more meaningful ways (Tschannen-Moran and McMaster, 2009; Allinder, 1994). This study aimed to explore the impact of an online professional development module on science teachers' self-efficacy and outcome expectancy for teaching engineering practices. The intervention module was designed to provide mastery experiences, vicarious learning, social persuasions, and emotional/affective support to improve these beliefs. Quantitative results showed no statistically significant changes between the treatment and control groups, but statistically significant improvements in self-efficacy and outcome expectancy for teaching engineering practices in science curricula as a participant cohort overall. Qualitative data revealed that participants in the treatment group reflected more deeply on their teaching practices and reported increased confidence in integrating engineering practices into their curricula. / Doctor of Philosophy / As STEM education increasingly emphasizes the integration of engineering into science curricula, many teachers feel unprepared due to a lack of training and resources. A teacher's belief in their ability to teach engineering concepts (self-efficacy) and the expectation that their teaching will result in positive student outcomes (outcome expectancy) are critical factors in their willingness to adopt new instructional methods. This study examined whether an online professional development course could improve science teachers' confidence and expectations for teaching engineering. The course aimed to enhance self-efficacy by providing practical experiences that focused on factors that may increase self-efficacy or outcome expectancy for teaching engineering concepts. While survey results showed no significant changes between teachers who took the enhanced course and those who took a course that did not focus on self-efficacy and outcome expectancy, combined cohort data and qualitative reflections revealed that course participants significantly improved their self-efficacy and outcome expectancy beliefs as a group and felt more prepared and engaged in integrating engineering concepts into their teaching.

Previous literature has exposed the impact of concerns and beliefs on a teacher's decision to adopt online teaching methods, and in particular for Graphic Communications teachers, the extent to which their concerns and beliefs influence whether or not they decide to teach online. The potential problem that may exist is that of Graphic Communications teachers' concerns and beliefs are playing a role in impeding their transitioning to teaching in the online environment. The purpose of this study was to examine how teacher concerns and beliefs might be affecting a Graphic Communications teacher's adoption of online teaching. Although there are a multitude of factors that may inhibit Graphic Communications teachers from teaching online, this study sought to document the extent to which teacher concerns and beliefs toward online teaching impact their decision to adopt these practices. This study included a purposeful sample of 79 Graphic Communications educators across the United States and Canada. Data collected from the Graphic Communications Teachers Beliefs Towards Teaching Online (GCTBTTO) survey were analyzed using the Stages of Concern scoring device, simple means, and sample correlation coefficients to examine participant concerns and beliefs towards online teaching and the relationship between their concerns and beliefs. A theme analysis of open-ended responses about teaching online provided further assessment of participant beliefs and concerns towards the innovation. Findings from this study revealed Graphic Communications teachers who had taught online had higher levels of external concerns and stronger beliefs towards teaching online. Graphic Communications teachers who had not taught online had higher levels of internal concerns and average beliefs towards teaching online. T-tests revealed the difference in concerns between the sub-groups of teachers was significant across all stages except Management, where online and non-online teachers had similar management concerns about online teaching. For online teachers, task value and cost beliefs were found to have a moderately strong negative correlation to concerns in the Awareness stage, with no significant relationship between expectancy/ability beliefs and any stages of concern. For teachers not teaching online, task value and cost beliefs had a strong positive correlation with their Collaboration concerns, and expectancy/ability beliefs were strongly positively related to their Refocusing concerns. These findings also revealed that most Graphic Communications teachers do not believe hands-on courses which require manipulation of machinery can be taught online, although online teachers are teaching these types of classes with hybrid methods of instruction. The findings from this study provide implications for change facilitators and their consideration of faculty concerns and beliefs. The recommendations for this study suggest ways in which researchers, educators, and change facilitators can address concerns and beliefs in order to develop new innovative teaching methods for hands-on classes. / Ed. D.

This study examined the motivations pre-service teachers possess as they progress though a teacher education program. Using Watt and Richardson’s (2007) Factors Influencing Teaching Choice (FIT-Choice) model as the theoretical underpinnings, the following research questions set the foundation for this study: 1) Do pre-service teachers’ motivation to pursue a teaching career change over the course of a teacher education program, and 2) Is there a relationship between pre-service teachers’ values and their satisfaction with their choice to pursue a teaching career? Quantitative results indicate significant drops in motivation from students’ Freshman/Sophomore year to students’ Graduate year. Qualitative results demonstrated a greater frequency of responses for social utility values, intrinsic motivation, positive prior teaching and learning experiences, career development aspirations, and epistemic values. / Educational Psychology

Several substantive observations formed the basis for this research. First, the observation of stagnating life expectancy in the United States over the first two decades of the 21st century, representing a dubious form of American exceptionalism. Second, evidence suggesting that novel measures of biological aging might provide allow for early evaluation of population-level health trajectories, based on direct observation of health status in still-living people. Third, the opportunity to apply these measures for study of population-level phenomena, using methods routinely used in the fields of sociology, demography, and economics. This dissertation represents a proof-of-concept work to support the application of biological aging measures to population health surveillance. In Chapter 2, I conduct a systematic literature review of novel measures and approaches to the quantification of population aging published since 2000, and identify 3 major classes of novel population aging measures. Biological-aging measures can be understood as a specific application of Sanderson and Scherbov’s α-ages approach, which indexes “true age” to the distribution of some aging-related characteristic in a reference sample. Relative to other novel measures and approaches, however, biological-aging algorithms hold particular promise in their ability to provide direct measures of pre-clinical, aging-related health risk across the entire adult age range of a population. In chapters 3 and 4, I apply published biological aging algorithms to blood-chemistry and organ-test data collected by the National Health and Nutrition Examination Surveys (NHANES) to test whether the U.S. population has grown biologically older over the past two decades, as some interpretations of life expectancy data would suggest, and to evaluate the extent to which selected social and environmental exposures might explain these trends. Formal age-period-cohort analysis revealed consistent period increases in biological aging from 1999-2018; while population aging slowed after the training cohort was measured in NHANES III (1988-1994), aging trajectories have reverted towards early-1990s levels since the turn of the century. Limited evidence of cohort effects was observed, with findings consistent regardless of age, race, and sex – although racial disparities in biological aging persisted over the entire study period. Kitagawa-Blinder-Oaxaca decomposition analysis of four candidate exposures (i.e., BMI, smoking status, blood lead, and urinary polycyclic aromatic hydrocarbon levels) suggested that changes in the distribution of behavioral and environmental risk factors accounted for a substantial proportion of observed period trends and/or racial disparities in biological aging over the first two decades of the 21st century. Broadly, these results suggest that measures of biological aging can provide earlier and more precise readouts of population health trajectories and their drivers, ultimately informing next-generation public health efforts to promote healthy aging and aging health equity.

This study explored teachers’ beliefs, values, and expectancies impacted their practices in relation to the intersection of contextually relevant and cognitively demanding elementary mathematics tasks. Using a critical ethnographic approach, the study examined the instructional practices and beliefs of elementary teachers serving this demographic. The study explored the characteristics of tasks that emerged when participants used a layered rubric approach, applying two rubrics to enhance cognitive demand and contextual relevance. It also investigated how teachers' expectancy-value beliefs, as outlined by the Expectancy Value Theory, influenced their application of these rubrics. Data were gathered through interviews, artifact analysis, and task evaluations. The findings revealed that Subjects' perceptions of the layered rubrics’ benefits and challenges influenced their task selection and modification processes. Subjects with asset-based beliefs followed the rubric guidelines and produced modified tasks that could enrich the mathematical experiences for students, characterized by heightened cognitive demand and contextual relevance. In contrast, those influenced by deficit-based beliefs deviated from the rubric guidelines, resulting in tasks that did not effectively enhance the desired task characteristics. This study contributes to the field of mathematics education by highlighting the profound impact of educators' beliefs on the quality of mathematics instruction for economically disadvantaged students. It offers recommendations for professional development focused on assessing teachers’ beliefs, values, and expectancies to promote asset-based views and facilitate sustainable, equitable mathematical practices through the application of a dual rubric approach.

Research reviews have shown that the use of formative assessment in classroom practice can substantially improve student achievement. However, a strong research base about how to support teachers’ implementation of such formative classroom practice is lacking. In this thesis, I investigate the effects of a comprehensive professional development programme (PDP) in formative assessment on teachers’ classroom practice and students’ achievement in mathematics. In addition, I identify reasons for the changes made in the teachers’ formative classroom practice. Fourteen randomly selected year - 7 mathematics teachers participated in the PDP. The teachers’ formative classroom practice before and after attending the programme was analysed and described, and reasons for their change in practice were explored. The effect of the changes in formative classroom practice on students’ mathematics achievement was examined using pre- and post-tests administered to both the intervention group and a control group. A mixed methods approach with classroom observations, teacher interviews, questionnaires and student achievement tests in mathematics was used in the studies included in the thesis. The results show that the teachers used aspects of formative assessment in their classroom practice before the PDP, but that there was plenty of room for development towards a more effective formative assessment practice. Several possibilities for developing the practice were identified. After the PDP the teachers believed in the idea of formative assessment and were motivated to make changes towards a more formative classroom practice. The teachers included new formative assessment activities in their classroom practice, but in different ways and to different degrees. The characteristics of these changes were identified, and also the characteristics of the PDP that the teachers found to be influential for their development of the formative classroom practice. Results also show that the teachers’ motivational beliefs held after the PDP was an explanatory factor for their changes in practice. However, the formative assessment practice the teachers implemented did not have a significant effect on their students’ achievement compared to the control group. In addition, there was no correlation between the number of formative assessment activities implemented by the teachers and their students’ achievement gains. Reasons for these non-effects on student achievement, and for the teachers’ degree and type of implementation of formative assessment in the classroom practice, are discussed in the thesis.

Introdução: No contexto do envelhecimento populacional, uma questão fundamental é avaliar se as estratégias de prevenção de doenças crônicas poderiam contribuir para o aumento dos anos vividos em boas condições de saúde, pela população idosa. Objetivo: Avaliar se a eliminação de determinadas doenças crônicas é capaz de levar à compressão da morbidade em indivíduos idosos. Métodos: Estudo transversal analítico, de base populacional, utilizando dados oficiais secundários para o Município de São Paulo, em 2000, e dados obtidos a partir do estudo SABE. O método de Sullivan foi utilizado para o cálculo de expectativas de vida livre de incapacidade (E.V.L.I.). O impacto da eliminação de uma doença na prevalência de incapacidade foi estimado com um modelo de regressão logística múltipla. Tábuas de vida de eliminação de causas foram utilizadas para calcular as probabilidades de morte com a eliminação de doenças. O efeito da eliminação das doenças crônicas foi avaliado, considerando a teoria de riscos competitivos e a abordagem proposta por Nusselder e colaboradores. Resultados: Os maiores ganhos em E.V.L.I., com a eliminação de doenças crônicas, ocorreram no sexo feminino, levando a um processo de compressão absoluta da morbidade. Nos indivíduos de idade mais avançada, os ganhos em E.V.L.I., ocorreram em função de um processo de compressão relativa da morbidade. Nos homens com idade de 75 anos, todas as doenças estudadas, com exceção da doença cardíaca e da hipertensão arterial sistêmica, levaram a um processo de expansão absoluta da morbidade, mas simultaneamente a um processo de compressão relativa da morbidade, ao serem eliminadas. A doença cardíaca apresentou-se como aquela que mais promoveria a compressão da morbidade, caso fosse eliminada, em ambos os sexos. Conclusão: A eliminação de doenças crônicas na população idosa poderia levar a uma compressão da morbidade em homens e mulheres, tanto na idade de 60 anos, quanto na de 75 anos / Introduction: In the context of the aging process, a key issue is to assess whether strategies to prevent chronic diseases may contribute to the increase in years lived in good health among elderly individuals. Objective: To evaluate whether elimination of certain chronic diseases can lead to the compression of morbidity, in the elderly. Methods: Analytical cross-sectional survey, based on official data for the city of São Paulo, in 2000, and data obtained from the SABE study. Sullivans method was used for the calculation of disability-free life expectancy (DFLE). Cause-deleted disability prevalence was estimated using multiple logistic regression model. Cause-deleted probabilities of dying were derived with the cause-elimination life-table technique, considering the independence of the causes of based on the approach proposed by Nusselder and co-workers. Results: The greatest gains in DFLE, with the elimination of chronic diseases, occurred in women, leading to a process of absolute compression of morbidity. Among individuals of a more advanced age, gains in DFLE occurred due to a relative compression of morbidity process. Among men aged 75 years, all diseases eliminated, except heart disease and hypertension, led to a process of absolute expansion of morbidity, but simultaneously, to a relative compression of morbidity. If eliminated, heart disease was the condition that would most lead to the compression of morbidity in both genders. Conclusion: The elimination of chronic diseases in the elderly population could lead to the compression of morbidity in men and women at both 60 years of age and in 75 years of age or older

Whistleblowing är någonting som i dagsläget blir allt mer känt. Edward Snowden och Wikileaks är det första som kommer till tanken när whistleblowing nämns. I den ekonomiska världen förekommer även Enron som en whistleblowing skandal, som många känner till då det är den största företagsskandal som inträffat under modern tid. Whistleblowing definieras som ett verktyg som ska motverka oegentligheter och börjar införskaffas av fler företag. Medan föregående studier undersöker vad som rapporteras, men också vilka individer som blåser i pipan, förekommer det inte någon studie om hur arbetet med whistleblowing faktiskt ser ut i företagen. Därför finns ett intresse att undersöka hur de anställda, de som faktiskt blåser i pipan, uppfattar arbetet med whistleblowing samt vad det leder till. Syftet med studien är att undersöka hur arbetet med whistleblowing uppfattas ur en anställds perspektiv, jämföra detta med andra anställda men även chefers uppfattning. Med denna kunskap syftar vi sedan till att fastställa vad det leder till och utifrån teoretiska begrepp kunna ge en insikt i hur arbetet med whistleblowing faktiskt ser ut i ett företag. Undersökningen sker via en abduktiv ansats där teorier om moral, institutionell samt förväntanskap används som hjälp vid tolkning av empirin. En hermeneutisk forskningsfilosofi används och en kvalitativ metod där intervjuer utförts på ett företag. Fem intervjuer som omfattar anställda på olika avdelningar i företaget, vilket ska ge olika perspektiv och uppfattningar så att bästa möjliga svar på forskningsfrågan kan ges samt att syftet kan fastställas. Uppsatsen fastställer att samtliga respondenter uppfattar arbetet med whistleblowing ur ett moraliskt perspektiv. Genom expectancy theory förekommer det dock brister i kunskap om hur whistleblowing faktiskt går till bland de anställda och denna brist bidrar till att många inte vill, eller kommer att använda sig av systemet. Detta gör att whistleblowing blir väldigt institutionellt i organisationen. Det betyder att det endast finns där för att det måste, utan att egentligen användas. Slutligen visar det sig att det finns effekter i form av fördelar och nackdelar, men att det i slutändan lönar sig att arbeta med whistleblowing inom organisationen. / Whistleblowing is currently becoming a more known subject. Edward Snowden and Wikileaks are famous in whistleblowing situations. In the economical world, another famous scandal concerning whistleblowing is Enron. It is the biggest corporate scandal in modern time. The definition of whistleblowing is to prevent misconduct/illegal activities and more companies are starting to implement whistleblowing-systems. While previous studies have investigated matters of whistleblowing and actual whistleblowers, there is no research about how whistleblowing actually exists and is perceived within organizations. Therefore we find an interest in investigating how employees perceive the work of whistleblowing, and what it could lead to. The purpose of this study is to examine how employees perceive the work of whistleblowing and then compare it to other employees and also managers. With help from different theories, a clearer insight can be provided in how the work with whistleblowing actually is perceived within an organization. The research approach is of abductive form, where theories about moral, institutional and expectancy are used as help to interpret the empirical data. A hermeneutic research philosophy is used and a qualitative method with interviews. Five different individuals are interviewed and everyone works in different departments of the company, which should give a wider span of perspectives and perceptions, thus a richer data. From this, a more accurate answer can be provided for the research question and also fulfill the purpose of this study. The conclusions are that the respondents perceive the work with whistleblowing from a moral standpoint. However, flaws are found through expectancy theory in the absence of knowledge about how whistleblowing actually works within the organization. This contributes to the fact that employees does not want and will not use the whistleblowing-system. From these factors whistleblowing becomes more of an institutional tool and is rarely used, however it exists because it has to. Lastly there are effects such as advantages and disadvantages. In the end it proves to be useful to work with whistleblowing within an organization.