Thesis (M.Soc.Sc.)--University of Hong Kong, 2006. / Title from title page (viewed Apr. 19, 2007) Includes bibliographical references (p. 30-33)
What comes between classroom community and academic emotions testing a self-determination model of motivation in the college classroom /Bush, Angela Melanie, January 1900 (has links) (PDF)
Thesis (Ph. D.)--University of Texas at Austin, 2006. / Vita. Includes bibliographical references.
Crossing the threshold what motivates individuals who are actively abusing substances to enter treatment? /Peavy, Katherine Michelle. January 2009 (has links)
Thesis (PHD)--University of Montana, 2009. / Contents viewed on December 22, 2009. Title from author supplied metadata. Includes bibliographical references.
Cheung, Chor-heung, Joanna.
Thesis (Ph. D.)--University of Hong Kong, 2010. / Includes bibliographical references (p. 236-258). Also available in print.
Carlucci, Diane Eileen,
Thesis (M.S.) -- Central Connecticut State University, 2009. / Thesis advisor: Raymond Chip Tafrate. "... in partial fulfillment of the requirements for the degree of Master of Science in Criminal Justice." Includes bibliographical references (leaves 32-36). Also available via the World Wide Web.
Viewing yourself positively and negatively are both motivating: the effects of regulatory focus and cultureShu, Tse-mei, Annie., 舒子薇. January 2012 (has links)
Viewing oneself positively has long been regarded as motivating. Past studies (e.g., Bandura, 1982; Feather, 1966; Felson, 1984; Taylor & Brown, 1988) have shown that maintaining positive self-view has positive impacts on motivation. However, the importance of positive self-evaluation has been challenged by some recent studies (e.g., Kim, Chiu, & Zou, 2010; Marx & Roman, 2002). The motivational benefits of positive self-evaluation are inconclusive. The present research addressed this issue by investigating the conditions that may facilitate or undermine the motivational effects of positive or negative self-evaluations. Specifically, two experiments were conducted to investigate the moderating role of culture and regulatory focus on the motivational effects of self-evaluations. Study One investigated the moderating role of culture on the motivational effects of self-evaluation. A 2 (self-evaluation: positive vs. negative) x 2 (cultural groups: Caucasian vs. Chinese) experimental design was adopted. One hundred and eleven participants were recruited, in which 56 were local Chinese college students and 55 were Caucasian students from universities in North America but studied in Hong Kong through exchange programs. The participants were asked to engage in two visual search tests. After the first test, the participants were randomly assigned to the positive or negative self-evaluation condition. Half of the participants were told that they did better than 70% of their fellow students. The other half were told that they did worse than 60% of their fellow students. They were then asked to write down three personal merits or limitations that accounted for their good or bad performances before the second test. Afterwards, the participants were asked to do the second test. Their persistence and performance in this test were measured. The findings showed a consistent interaction effect between culture and self-evaluation on the two outcome measures. The positive self-evaluation was motivating to the Caucasian participants whereas the negative self-evaluation was motivating to the Chinese participants. Study Two investigated if regulatory focus, a personality variable, moderates the motivational effect of self-evaluation. It adopted a 2 (self-evaluation: positive vs. negative) x 2 (regulatory focus: promotion focus vs. prevention focus) experimental design. The participants (93 Hong Kong college students) were asked to engage in three visual search tests. The experimental procedures were the same as those in Study One except that three instead of two visual search tests were included. The first and third tests were those used in Study One. The second test was primed for regulatory focus and was presented with a journal article that advocated either a promotion or prevention focus. Persistence and performance of the participants in the third test was measured. They were also asked to indicate whether they were willing to join a training workshop to improve their visual search ability. The findings showed a pattern parallel to those in Study One. The positive self-evaluation was motivating to participants with promotion focus, whereas the negative self-evaluation was motivating to participants with prevention focus. The two studies showed both within and between cultural differences in the motivational effects of positive and negative self-evaluations. The findings were discussed with reference to the literature on cultural and individual differences in motivation. / published_or_final_version / Psychology / Doctoral / Doctor of Philosophy
Relating adolescents' identity and motivational processes in academics and athletics: the integral nature of a perceived sense of agencyWoodruff, Althea Louise 28 August 2008 (has links)
Not available / text
Warner, Mary Louise Willard, 1942-
No description available.
Thirst-hunger interaction: effects of water or saline injections on drinking and feeding in water-deprived ratsSmutz, Edwin R. January 1970 (has links)
No description available.
Rice, Robert W.
Mowrer's (1947) and Spence's (1956) suggestion that classical conditioning may play a significant role in the acquisition and performance of instrumental responses has fostered two broad lines of research. One of these bas been concerned with the role of classcally conditioned responses in instrumental behavior (Wynne & Solomon, 1955; Solomon & Turner, 1962; Miller & DeBold, 1965; Williams, 1965) and bas produced mainly negative results. The proposition that the occurrence of certain classically conditioned responses (e.g., autonomic "anxiety" reactions, anticipatory goal responses, or rg) is an essential step in instrumental responding seems no longer tenable. The second line of research has examined the role of classically conditioned stimuli in instrumental behavior and is based on the assumption that in the course of instrumental training, certain stimuli, apart from whatever cue function they might serve in the control of the instrumental response, serve a motivational function by being classically paired with the reinforcement. [...]
Page generated in 0.1329 seconds