Abstract Internet and information technology have changed our daily life extremely. Information technology affects not only the way people running the business but also their expectation to learning and education. All this external shift and new requirement have become the driving force of e-learning. Mission Based Learning (MBL), which proposed by pedagogical experts, are a new learning model to address the new learning pattern of e-learning. MBL would like students to be trained as entrepreneur, with entrepreneurship, willing to take risk and can learning from failure experience. Thus, MBL activity increases the difficulty of the learning tasks in order to motivate students¡¦ potential and hope that students can use innovative strategy to overcome the mission. However, this may causes students to fail in the learning activity easily. Therefore, understanding students¡¦ failure response is the key point to teach students learning from failure experience. The main purpose of this study is to investigate the factors affecting students¡¦ failure response in participating MBL. The study depends on prior-research and uses questionnaires to collect data. A total of 252 students attending the MBL activity are the research subjects. The collected data is processed and analyzed with SPSS for Windows 10.0. The main findings show that students¡¦ failure tolerance, failure attribution and perceived goal structure will significantly affect students¡¦ constructive failure response. Furthermore, students¡¦ age will not affect students¡¦ failure tolerance, self-concept and failure response. Students¡¦ perceived goal structure will affect their failure tolerance and failure response in MBL activity. This research also finds that failure attribution will significantly affect students¡¦ failure tolerance, self-concept and failure response. Finally, according to the research result, this thesis proposed conclusions and suggestions for the educators and the follow-up.

This dissertation examined different facets of teacher turnover in Southern Arizona by using literature from education, educational psychology, and industrial and organizational psychology. The purpose of synthesizing across research domains was to obtain a more nuanced understanding of the phenomenon. Motivation for the study reflected the teacher shortages faced on a national (Sutcher, Darling-Hammond, & Carver-Thomas, 2016) and regional level (Educator Retention and Recruitment Task Force, 2015). In order to identify potential strategies for increasing teacher retention, the dissertation project pursued three studies on this topic. Study 1 utilized data from the Schools and Staffing Survey project. Participants were matched across the 2011-2012 Teacher Questionnaire and 2012-2013 Teacher Follow-Up Survey (TFS) in order to determine whether teachers' beliefs at Time 1 varied by their occupational status at Time 2 (i.e., stayer, leaver, or mover). The study also asked whether teachers' beliefs and attitudes predicted the odds of being a stayer, mover, or leaver at Time 2. Exploratory factor analyses, analyses of variance, and logistic regressions were utilized. Results indicated that there were no differences between teacher groups; and, none of the variables predicted TFS status. Study 2 specifically examined whether teachers differentiated between organizational (school) and occupational (profession) beliefs, particularly in regards to turnover intentions. The study also examined whether specific variables differentially predicted organizational and occupational turnover intentions. The purpose was to identify specific areas that increased both types of retention. Analyses relied on confirmatory factor analyses, analyses of variance, and structural equation modeling. Results indicated that teachers’ beliefs were empirically distinct and that each type of turnover consisted of unique predictors. Study 3 emphasized perceived school goal structure, or school-level goals for teachers, teacher learning, and performance. Mastery school goal structure generally reflected goals for teacher development whereas performance goal structure reflected testing and high performance goals. Both school goal structures were examined in relation to teachers’ occupational turnover intentions, emotion, and coping. Exploratory factor analyses, correlation analyses, and hierarchical linear regression analyses were used in the study. Results indicated that there were two performance school goal structures rather than one anticipated structure: one that emphasized testing and another that emphasized social comparison for teachers. Perceived mastery school goal structure related to lower intentions to leave the profession and more productive coping. Perceived performance-testing school goal structure generally related to more negative affect and ineffective coping; neither performance goal structure related to turnover intentions. Overall, the three studies inform the literature regarding teacher beliefs, motivation, and turnover intentions. The dissertation increases our understanding of teachers' school- and work-related beliefs, and it informs what we know about teachers' turnover intentions. Furthermore, the findings encourage future research on teachers' beliefs and actual turnover, particularly within the current educational context.

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The concept of teaching effectiveness is challenging for researchers to define. Hypothesized as a multidimensional construct, it encompasses content knowledge, pedagogical knowledge, personality characteristics of the teacher, and classroom dynamics. No single dimension, trait, or behavior, however, fully captures what it means to be an effective teacher. Measures, such as peer observation, self-report surveys, and student evaluations, assess teacher effectiveness in higher education. Student evaluations of teachers (SETs) assess multiple areas, including: course content, objectives, organization, and the nature, difficulty, and value of a course; teacher preparation, enthusiasm, and subject knowledge; teacher goals for structuring classroom activities and engaging students in academic pursuits (Cashin, 1995; Feldman, 1996; Marsh, 1984; Midgley, 1998). SETs can be seen as expressions of students’ perceptions about an instructor, a course, and a class, but what influences those perceptions? One concept, classroom community, hypothesizes that students’ sense of community is influenced by the quality of interaction with their instructors, fellow students, and course content. Investigations of classroom community associate higher sense of community with more positive academic outcomes. Teachers’ goals for structuring class activities and engaging students is another concept hypothesized to influence students’ perceptions. Teachers’ goal orientation towards their own teaching is also a factor that appears to influence academic outcomes. Using goal orientation theory, Kucsera, Roberts, Walls, Walker & Svinicki (2009) identified three orientations that influence how teachers approach teaching. To date little research has explored how teacher goal orientation might influence students’ perceptions. This study examined whether there is a relationship between teachers’ goal orientation towards their teaching, students’ perceptions of teacher goals for classroom structure and student engagement, sense of community, and student ratings of teacher effectiveness. Undergraduate business communications faculty completed a survey about their goals for their own teaching while their students took a survey about their sense of community in the classroom, their perceptions of their teachers’ goals for engaging them in academic work and an end-of-semester course instructor survey. Hierarchical linear modeling was used to analyze the data. Results generally indicated that students’ perceptions are associated with SETs outcomes while teachers’ goal orientations are not. / text

Made available in DSpace on 2016-06-02T19:46:02Z (GMT). No. of bitstreams: 1 2293.pdf: 443321 bytes, checksum: 6552e24437d5b9c98ebe9a739ed3e796 (MD5) Previous issue date: 2009-02-17 / Financiadora de Estudos e Projetos / The study evaluates the motivation of students from elementary school on the basis of the achievement goals adopted and the classroom goal structure from the students perceptions and teachers descriptions of educational practices. The participants were 106 students from seventh and eighth grade (brazilian educational system), a Spanish Language, an Arts and a Health and Life Quality teachers. The students personal goals were evaluated by the Scale of Evaluation of the Motivation to Learning. The educational practices were described from the Scale of the Classroom Goal Structure filled by the students and from the answers provided by the teachers in an interview. The percentages of the students from the classes 1, 2, 3 and 4, who adopted adaptive patterns of achievement goal were, respectively, 19,2%, 36,0%, 29,4% e 20,0%; the percentages of students who adopted non-adaptive patterns were 46,2%, 44,0%, 52,9% e 45,0%. The students from Class 1 agreed partially that the tasks given by the teachers were motivating and the evaluation by the domain; students from other classes partially disagreed. The teachers described the use of diversified activities and the evaluation based on different procedures. It is concluded that the educational practices, even if they present some positive aspects, do not have the basic characteristics of the practices associated with the promotion of motivation to learn. It is discussed the contributions of the Achievement Goal Theory for the understanding of the motivation at school. / O estudo avalia a motivação de alunos do Ensino Fundamental com base nas metas de realização adotadas e a estrutura de metas de sala de aula a partir das percepções dos alunos e de descrições dos professores sobre as práticas educativas. Os participantes foram 106 alunos de 7ª e 8ª séries e três professores de Espanhol, Artes e Saúde e Qualidade de Vida. As metas pessoais dos alunos foram avaliadas pela Escala de Avaliação da Motivação para Aprendizagem. As práticas educativas foram descritas a partir da Escala de Estrutura de Meta de Sala de Aula preenchida pelos alunos e das respostas fornecidas pelos professores em uma entrevista. As percentagens de alunos das turmas 1, 2, 3 e 4 que adotaram padrões adaptativos de metas de realização foram respectivamente 19,2%, 36%, 29,4% e 20%; as percentagens de alunos que adotaram padrões não adaptativos foram 46,2%, 44%, 52,9% e 45%. Os alunos da Turma 1 concordaram parcialmente que as tarefas dadas pelos professores eram motivantes e a avaliação pelo domínio; os alunos das demais turmas discordaram parcialmente. Os professores descreveram uso de atividades diversificadas e avaliação baseada em diferentes procedimentos. Conclui-se que as práticas educativas ainda que apresentem alguns aspectos positivos, não contemplam as características básicas das práticas associadas à promoção da motivação para aprender. Discutem-se as contribuições da Teoria de Metas de Realização para entendimento da motivação na escola.

Bakgrund: Ett kooperativ är inte en företagsform vars syfte är likt de vanligast förekommande företagsformerna. Poängen med att starta ett kooperativ är däremot att sammansluta en grupp människor eller företag vars intressen i något hänseende går att förena. Kooperativ ägs således av individer i olika kombinationer som strävar efter en och samma sak. Ordet ”kooperation” härstammar ifrån det latinska uttrycket ”arbeta tillsammans” vilket är precis det man gör inom en kooperation. Det första konsumentkooperativt i Sverige uppkom redan under 1850 talet i Uppsala. Birchall (2014) tar upp nyckelfråga vars både praktiker och teoretiker är fundersamma kring: Kan ett kooperativ ömsesidigt ta hänsyn till medlemmarnas åsikter och därmed förbli trogna de principer som kooperativet och den ekonomiska föreningen i sig grundades på? När ett kooperativ växer sig tillräckligt stort, är det genomförbart, och ens rimligt att kooperativet tar hänsyn till medlemmarna, om inte, på vilket sätt hanterar företrädarna denna problematik? Syfte: Syftet med denna studie är att beskriva och analysera hur målstrukturen ser ut inom Coop Syd. Vidare syftar studien till att kartlägga hur ledningen hanterar problematiken samt tar hänsyn till att medlemmarna både är ägare och konsumenter till föreningen vid utformningen av organisationens målstruktur.iiMetod: Uppsatsen är en kvalitativ fallstudie på Coop Syd. Empirin utgörs av intervjuer med respondenter på ledningspositioner ifrån kooperativet och ekonomiska föreningen Coop Syd. Det empiriska materialet har även kompletterats med skriftliga svar via mailkontakt. Det insamlade materialet har sedan analyserats samt ställts i jämförelse mot den valda teoretiska referensramen för att kunna besvara uppsatsens frågeställning och uppfylla syftet. Slutsats: Coop Syds utformning av målstrukturen är följaktligen en aning komplicerad process. Den består av två delar, en icke-finansiell och en finansiell del. Målstrukturen är påverkad ifrån flertalet olika håll där ledningen måste handskas med att integrera medlemmarnas dubbla roller, CSAB och den operativa verksamheten inom målstrukturen. Styrningen präglas av en långsiktighet med medlemsnytta i fokus inom målstrukturen. Coop Syd hanterar problematiken med att medlemmarna är både konsumenter och ägare främst genom ägarombuden. Ägarombuden spelar en viktig roll tillsammans med andra faktorer för att hantera medlemmarnas dubbla roller vid utformning av organisationens målstruktur. Nyckelord: Målstruktur, ekonomistyrning, konsumentkooperativ, kooperation, ekonomisk förening, målkongruens, medlemmar, långsiktighet, finansiell styrning, icke-finansiell styrning, ägarombud. / Background: A cooperative is not a form of business whose purpose is similar to the forms of business we most often come into contact with. The point of starting a cooperative, on the other hand, is to bring together a group of people or companies whose interests in some respect can be reconciled. Cooperatives are thus owned by individuals in various combinations who strive for one and the same thing. The word "cooperation" comes from the Latin expression "work together", which is exactly what you do within a cooperation. The first consumer cooperative in Sweden arose already in the 1850s in Uppsala. Birchall (2014) addresses a key question that both practitioners and theorists are pondering: Can a cooperative mutually consider the views of its members and thereby remain true to the principles on which the cooperative and the economic association itself were founded? When a cooperative grows large enough, is it feasible, and even reasonable, for the cooperative to consider the members, if not, how do the representatives deal with this problem? Purpose: The purpose of this study is to describe and analyze what the target structure looks like within Coop Syd. Furthermore, the study aims to map how the management handles the problem and considers that the members are both owners and consumers of the association when designing the organization's target structure. Methodology: The essay is a qualitative case study at Coop Syd. The experience consists of interviews with respondents in management positions from the cooperative and economic association Coop Syd. The empirical material has also been supplemented with written responses via email contact. The collected material has then been analyzed and compared to the chosen theoretical frame of reference to be able to answer the essay's question and fulfill the purpose. Conclusion: Coop Syd's design of the target structure is therefore a somewhat complicated process. It consists of two parts, a non-financial part, and a financial part. The target structure is influenced from several different directions where the management must deal with integrating the dual roles of the members, CSAB and the operational activities within the target structure. Governance is characterized by a longterm approach with member benefits in focus within the target structure. Coop Syd deals with the problem of the members being both consumers and owners, primarily through owner representatives. The ownership representatives play an important role along with other factors in managing the members' dual roles in shaping the organization's goal structure.