Thesis (Ph. D.)--Ohio State University, 2005. / Available online via OhioLINK's ETD Center; full text release delayed at author's request until 2006 Jun 17.

Thesis (M.A.)--Miami University, Dept. of Psychology, 2006. / Title from first page of PDF document. Includes bibliographical references (p. 19-23).

Thesis (Ph. D.)--Florida State University, 2006. / Advisor: Michael Mondello, Florida State University, College of Education, Dept. of Sport Management, Recreation Management and Physical Education. Title and description from dissertation home page (viewed June 9, 2006). Document formatted into pages; contains xi, 130 pages. Includes bibliographical references.

Thesis (M.S.)--Ball State University, 2006. / Includes bibliographical references (leaves 47-50).

Thesis (M.A.)--Northern Kentucky University, 2007. / Made available through ProQuest. Publication number: AAT 1443795. ProQuest document ID: 1324373731. Includes bibliographical references (p. 42-47)

Thesis (M.S.)--Ball State University, 2006. / Includes bibliographical references (leaves 46-49). Also available online (PDF file) by a subscription to the set or by purchasing the individual file.

O objetivo deste estudo foi avaliar os efeitos de um programa de capacitação de treinadores sobre comportamentos de um treinador de tênis no estabelecimento de metas para seus atletas durante o treino. Um treinador de tênis com 21 anos de idade e 3 de experiência, e dois atletas, com idade entre 15 e 16 anos, que treinavam e competiam regularmente, participaram da pesquisa. O estudo foi dividido em três fases. Na fase de linha de base,realizou-se a filmagem de 11 sessões de treino e calculou-se a porcentagem de ocorrência de instruções, encorajamentos, críticas/sarcamos, correções e elogios, fornecidos aos atletas, pelo treinador. Registrou-se, também, os tipos de exercícios aplicados pelo treinador e o número de vezes que o treinador registrou o desempenho dos atletas e que participou dos exercícios aplicados. Em seguida, iniciou-se a fase intervenção (Fase 2),composta por quatro passos, em um total de 10 sessões. Cada sessão consistiu no treino de habilidades específicas do treinador (observar e registrar comportamentos, planejar critérios e prazos de evolução do desempenho, fornecer feedback etc.) antes do treino e no acompanhamento subseqüente do treino com os atletas. Providenciou-se feedback para o treinador, durante os treinos e ao final destes. Finalmente, na pós-intervenção (Fase 3),procedeu-se como na Linha de Base. Os resultados mostraram que houve aumento na porcentagem de instruções, correções e elogios descritivos e redução na porcentagem de críticas/sarcasmos, durante e após a intervenção. Observou-se, ainda, que houve um aumento da porcentagem de registros dos desempenhos dos atletas e da participação do treinador nos exercícios. Verificou-se que os comportamentos aprendidos pelo treinador ocorreram nas interações com outros alunos de outras turmas. Também observou-se melhora no desempenho dos atletas – que atingiram as metas estabelecidas. Os resultados sugerem, portanto, a efetividade da intervenção na capacitação de treinadores no uso da estratégia de estabelecimento de metas, bem como a necessidade de mais investigações com um maior número de treinadores, de diferentes modalidades. / The aim of this study was to assess the effects of a coach training program on the behaviors of a tennis coach while establishing goals for his athletes during practice. A 21-year – old coach with 3 years of experience, and 2 athletes, aged between 5 and 16 years old who have practiced and competed regularly took part in this research. The study was divided in three phase. During the baseline phase, 11 sessions of training were filmed and the percentage of occurrence of the instructions, encouragement, criticism/sarcasm,corrections and praise, given to athletes by their coach, were calculated. It was also recorded the type of drills used and the number of times in which the coach has registered the athletes development and his participation in the required drills. Following, it was initiated the intervention phase (Phase 2), consisting of four steps, totalizing 10 sessions. Each session was composed of the training of specific coach abilities (observe, register the athlete’s behavior, criterion and development time, provide feedback etc.) before practice and by the post-training follow-up with the athletes. Feedback was provided for the coach, during and after the training. Finally, during the post-intervention (Phase 3), procedures were set such as in baseline phase. The results showed that was an increase of the percentage of instructions, corrections and descriptive praise, and the decrease of the percentage of criticism/sarcasm, during and after intervention. It was also observed the increase of number of times when the development of the athletes were registered and the coach’s participation in the performed drills. It was seen that the knowledge obtained by the coach was used to interact with different students other than those. It was also observed the improvement on the athletes performance – who have achieved the established goals. Therefore, the results suggest the effectiveness of the intervention while training coaches in the use of the goal-setting strategy, as well as the need of further investigation using a larger number of coaches in sports other than tennis.

Orientador: Roberta Gurgel Azzi / Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-18T08:12:41Z (GMT). No. of bitstreams: 1 Mendes_MarceloSimoes_M.pdf: 1101108 bytes, checksum: 7aca33d580ff8b2f6568fa9d52b5de4b (MD5) Previous issue date: 2011 / Resumo: Um dos principais problemas enfrentados no Ensino Médio no Brasil refere-se à falta de motivação dos estudantes. Neste contexto, destaca-se a importância das metas adotadas como um dos principais motivadores do comportamento humano. As metas de realização consistem no propósito ou foco cognitivo-dinâmico de engajamento em uma tarefa, sendo que a partir da orientação a uma determinada meta de realização, esta funciona como um referencial que permite ao indivíduo interpretar e experimentar os contextos de realização, levando a decisões comportamentais e a reações afetivas. Este estudo teve por objetivo geral identificar, descrever e analisar as metas de realização de 207 estudantes do Ensino Médio de escolas públicas de um município do interior paulista. Procurou-se, especificamente, descrever as metas de realização em relação às escolas, séries e períodos frequentados. Para tanto, os dados foram tratados a partir de uma análise descritiva com medidas de tendência central. Os instrumentos utilizados foram o Questionário de Caracterização e o Questionário de Metas de Realização, que compreende quatro tipos de metas de realização, sendo elas: meta aprender-aproximação, meta aprender-evitação, meta performance-aproximação e meta performance-evitação. Os resultados demonstraram que a meta aprender-aproximação apresentou maiores escores (M=5.98) seguida pela meta performance-evitação (M=5.45). Na sequência encontra-se a meta aprender-evitação (M=5.06) e a meta performance aproximação (M=4.79). De acordo com a literatura, a meta aprender, seja de aproximação ou de evitação, tem demonstrado implicações mais adaptativas dos estudantes, como maior empenho e engajamento nas tarefas escolares, diferentemente da meta performanceevitação. Altos escores na meta performance-evitação podem ser explicados pelo fato de estudantes deste nível de ensino enfrentarem as cobranças associadas ao exame vestibular. Considerando que as metas múltiplas (meta aprender associada à meta performanceaproximação) podem, em alguns casos, se configurar em uma orientação com um ótimo perfil motivacional, o presente estudo teve como segundo objetivo específico identificar e analisar a presença de metas múltiplas de realização entre os participantes. No entanto, analisando a combinação das quatro metas, apenas 18.14% dos participantes apresentaram uma pontuação acima da mediana para as quatro metas de realização. Dentre as correlações existentes entre as quatro metas de realização, a que apresentou um maior índice de correlação foi entre a meta aprender-aproximação e a meta performance-aproximação, mesmo esta sendo classificada como moderada (0.50236). Conclui-se que apesar de se ter conseguido atingir os objetivos propostos por esta pesquisa, é importante destacar que este estudo investigou as metas de realização de uma amostra localizada, sendo que em outras populações os resultados podem divergir ou mesmo se confirmarem em outras proporções. Sendo assim, é importante que mais estudos a respeito do constructo de metas de realização sejam realizados para que esta temática adquira mais parâmetros e mais consistência nas discussões em que abrange. / Abstract: One of the main problems faced in high school in Brazil concerns the lack of student motivation. In this context, the highlight the importance of the goals adopted as a major motivator of human behavior. The achievement goals consist of the purpose or focus cognitive-dynamic of engagement in a task, with guidance from the achievement goal a given, it acts as a reference that allows the individual to interpret and experience the achievement contexts, leading to behavioral decision and affective reactions. This study aimed at identifying, describing and analyzing the achievement goals of 207 high school students in public schools in an interior city. Specifically, sought to describe the achievement goals in relation to school, grade and period attended. To this end, the data were treated from a descriptive analysis with measures of central tendency. The instruments used were the Characterization Questionnaire and Achievement Goals Questionnaire, which comprises four types of achievement goals, namely: mastery-approach, masteryavoidance, performance-approach and performance-avoidance goals. The results showed that the mastery-approach goal had the highest score (M=5.98) followed by performance-avoidance goal (M=5.45). Following the other two achievement goal had high score were mastery-avoidance goal (M=5.06) and performance-approach goal (M=4.79). According to the literature, the mastery goal, be it the concepts approach and avoidance, has demonstrated more adaptive implications such as increased commitment and engagement in classroom tasks, unlike the performance goal avoidance. High scores on performance-avoidance goal may be explained by the fact that students of this level education face the charges associated with the entrance examination. Whereas the multiple goals (mastery goal linked to performance goal approach) may, in some cases are set in an orientation with a great motivational profile, this study had second specifically objective identify and analyze the presence of multiple goals among the participants. However, by analyzing the combination of the four goals, only 18.14% of participants had a score above the median for the four achievement goals. Among the correlations between the four achievement goals, which showed a higher degree of correlation was between the mastery-approach goal and performance-approach goal, even if it was classified as moderate (0.50236) Conclude that although it was able to achieve the objectives proposed by this research, it is important to emphasize that this study investigated the goals of holding a sample located, and in other populations the results may differ or even be confirmed in some proportion. It is therefore important that further studies on the construct of achievement goals to be achieved for this theme to attain more parameters and more consistency in discussions covering. / Mestrado / Mestre em Educação

M.Ed. (Mathematics and Science Education) / The goal of this study is to explore using the lens of achievement goal theory, learner motivation towards science learning. Mastery goal in science learning is found to increase conceptual understanding (Patrick & Yoon, 2004), while performance goal orientation is associated with public recognition that one has done better than others or performed in a superior manner (Meece, Blumenfeld & Hoyle, 1988). The study investigates the achievement goal orientation of poor-performing grade 12 Physical Sciences learners from a disadvantaged community, and thereafter examines how classroom factors relate to this orientation in the learning of science. Task, authority, recognition, grouping, evaluation and time are presented as classroom factors that can have an influence on learners’ achievement goal orientation. The study adopted a sequential explanatory mixed method research design. Firstly, 131 learners from three schools participated in completing an achievement goals theory questionnaire developed by Vedder-Weiss and Fortus (2010). I also conducted interviews with six learners per school and did classroom observations of science lessons. The results have revealed that learners from disadvantaged schools have a mixed goal orientation that is a hybrid of mastery and performance goal orientation. Despite this mixed goal orientation, the classroom observations point towards a teacher-directed, didactic approach that does promote a performance goal orientation. In view of the prevailing poor performance of learners in Physical Sciences recommendations are made for a change in the pedagogical practice of teachers towards an approach that is more learner-centred and activity-based.

A variable that may be associated with performance improvements is goal setting (within and across days). Easy-to-achieve goals will likely produce gradual trends in improvement and difficult-to-achieve goals steeper trends. The purpose of the current experiments was to study the effects of setting easy-to-achieve and difficult-to-achieve goals on the level, trend, and variability of correct, incorrect, and skip responses for math tasks when reinforcement contingencies and numbers of practices were held constant. Five undergraduate students answered math problems on flash cards in 30s timings. Single case design elements were used to evaluate the effects of different types of goals on the speed and accuracy of performance. The results revealed that goal setting primarily increased the frequency of incorrect responses and both the level and trend of skip responses. The implications of these findings and other important variables that influence the effectiveness of goal setting are discussed. In addition, the authors suggest guidelines to follow when implementing goals to improve performance.