The attribution model of achievement motivation has been applied to academic achievement as a way of understanding underachievement and as a basis for developing intervention programs. There has been little applied research in this area, however, that supports the use of the model in school settings. The purpose of the present study was to test the applicability of the model to an actual school setting. Subjects were 149 tenth grade students in a large urban school district. In accordance with the model, specific attributions for success or failure were assessed, as well as subjects' perceptions of the locus, stability, and controllability of attributions. Attribution patterns found in previous analog research were not found in a school setting. Immediate effort attributions were the most prevalent, regardless of performance level or outcome. Causal beliefs were found to relate to performance in ways predicted by the model but also in some ways not predicted. Relationships were generally stronger for high performers. Comparing subjects' perceptions of the dimensional properties of attributions across outcomes showed a strong outcome bias. Attributions were perceived as more internal and stable following successes, consistent with previous research. In addition, a performance level bias was found. Low performers rated attributions as less internal, stable, and controllable following successes and more so following failures than did high performers. This bias, termed the underachievement bias, was discussed in terms of its detrimental effects on school performance. The differences between high and low performers regarding perceptions of dimensionalities were consistent with the predictions of the attribution model. It was concluded that the attribution model is applicable to school settings. Suggestions were made that more applied research be conducted, that intervention programs based on this model should target subjects' perceptions of attributions rather than just the specific attributions themselves, and that because of the differences among subjects in perceptions of dimensional properties of attributions, researchers should obtain a direct measure of subjects' perceptions rather than assuming them.

M.Ed. / This investigation is part of a group project that was conducted by a research team of the Department of Educational Sciences of the Rand Afrikaans University. The focus of this study is the self-concept development of pupils and the responsibility of teachers in this regard. Aspects of self-concept development are addressed as factors contributing towards the pupils gaining a positive self-concept. Teachers should be aware of the subtle, yet powerful, influence that a positive or a negative self-concept could have on a pupil's development and how this affects the pupil's intellectual, social and personal development. It is the view of the researcher that teachers need to make every effort to assist pupils in developing a positive and healthy self-concept. The methodology used in this study is two-fold: Firstly, it involves literature study on self-concept development. The researcher used this information to support the field of investigation and to make findings based on factual information. Secondly, it involves information derived from questionnaires completed by a number :of teachers in different schools. From the information obtained from the completed questionnaires the researcher was able to ascertain teachers' opinions of their efforts concerning the development of pupils' self-concept. The results of the empirical research indicate that teachers, by making a high input on the various aspects of the development of the pupils' self-concept, consider this as an important responsibility. The following specific findings were made: * The input made by teachers with regard to encouraging pupils to believe in their own abilities was given the highest rating, while their input concerning planning to meet individual needs of learners was on the lower average. There was a significant difference between the ratio male : input and the ratio female : input regarding the encouragment of pupils to believe in their own abilities. Teachers with more than eleven years of teaching experience provide more input in planning to meet the individual needs of the learners. Teachers whose mother tongue is neither English or Afrikaans provide more input in giving positive feedback to pupils. It was noted that teachers' qualifications also play a role in their input concerning positive feedback to pupils. There is a significant relationship between subjects taught and the proportion of input with regard to the various aspects of self-concept development. The study also revealed that teachers are of the opinion that the development of pupils' self-concept is an important aspect of their responsibilities. This is supported by the high proportion of teachers' input in this regard.

M.Ed. (Educational Management) / Please refer to full text to view abstract

This thesis focuses on the possibilities for influencing the motivation of pupils with specific learning disabilities during special pedagogical interventions conducted at schools. The aim of this study is to determine which of the approaches used by specialised pedagogues within the field of specialised pedagogical practice are most effective in increasing the motivation of pupils with learning disabilities and why. One of the sub-goals of this work is to describe the principles for strengthening motivation in special pedagogical interventions. This thesis is divided into two parts: the teoretical and the research part. The theoretical part deals with specific learning disabilities, terminological definitions, etiology and reeducation. It also focuses on motivation, its types, influencing factors and its application. The research part with the use of qualatitive research methods seeks to explore perception of special pedagogues on the role of motivation and support of pupils with specific learning disabilities motivation during the intervention. Key words Learning disabilities, etiology, re -education, motivation, supporting motivation.

The purpose of this study was to examine non-identifying archival data from the 2012-2013 school year to assess the effect participation in the Student Success Skills (SSS) school counselor-led classroom guidance program (Brigman & Webb, 2010) had on the behavioral and cognitive engagement of grade 5 Exceptional Student Education (ESE) students serviced within the general education classroom setting. Data for this study was collected at three different intervals. School attendance data was collected on students during the 2012, 2013, and 2014 school years when students were enrolled in grades 4, 5, and 6 respectively. Pre-test selfreport data was collected within two weeks prior to implementation of the SSS program. Posttest self-report data was collected within two weeks immediately following completion of the intervention and post-posttest self-report data was collected 30 weeks post-intervention. School counselors and classroom teachers were trained in the SSS program. Students received five 45 minute classroom lessons delivered one week apart followed by three booster sessions delivered one month apart. Lessons were designed to teach cognitive, social, self-management, and test-taking skills. This study followed a randomized controlled trial (RCT) design. For the purposes of this study behavioral engagement was measured by school attendance data. Cognitive engagement was measured by the Test Anxiety and Metacognitive Activity scales of the Motivated Strategies for Learning Questionnaire (MSLQ) (Pintrich & DeGroot, 1990) and the Self-Regulation of Arousal scale of the Student Engagement in School Success Skills (SESSS) survey (Carey, Webb, Brigman, & Harrington, 2010). A series of multivariate analysis of covariance (MANCOVA) tests were conducted to determine whether or not there were statistically significant differences between the treatment and control groups. While no statistically significant differences were evident on the Metacognitive Activity scale, results indicated a statistically significant decrease in absences and test anxiety for students in the treatment group. Additionally, a statistically significant increase was evident on the Self-Regulation of Arousal scale for students in the treatment group. This study suggests that research-based school counseling programs delivered in small or large groups using inclusionary practices may be beneficial in supporting the academic achievement and social-emotional adjustment of ESE students. / Includes bibliography. / Dissertation (Ph.D.)--Florida Atlantic University, 2016. / FAU Electronic Theses and Dissertations Collection

The purpose of this study is to evaluate the impact of the Student Success Skills (SSS) classroom intervention on grade 5 African American students’ self-regulation, test anxiety and school attendance. This study analyzed pre-existing, non-identifiable student data collected by school counselors at 30 elementary schools in South Florida. A multivariate analysis of covariance (MANCOVA) was used to determine differences in self-regulation, test anxiety, and school attendance between the students who participated in the SSS classroom intervention compared to those students who did not participate. Statistically significant differences were found between groups in all three factors and support the use of SSS classroom school counseling intervention with grade 5 African American students. Effect size estimates were reported for each of the measures. / Includes bibliography. / Dissertation (Ph.D.)--Florida Atlantic University, 2016. / FAU Electronic Theses and Dissertations Collection

Charter schools have often boasted about differentiating themselves in the educational marketplace. With today’s growing emphasis on student achievement, whether this differentiation has had a positive effect on student learning is still debatable. The purpose of this exploratory mixed-methods study was to establish if innovation is a reported practice in charter schools in Miami-Dade and Sarasota Counties in Florida and to determine if a relationship exists between innovation reporting and student achievement as measured by Florida school grades. A qualitative analysis of School Improvement Plans and school websites for a 62 school sample was utilized. As well as a quantitative measure of the correlation between level of reported innovation in eight categories (organizational structure, ideology and culture, leadership models, professional development for teachers, curriculum, technology, parent involvement, and other) and student achievement, as measured by Florida’s school grade formula. The study found that charter schools in both counties reported innovation at high levels with only three schools reporting innovations in fewer than five categories of innovation. An examination of opposing forces of loose and rigid structure, autonomy and policy control, as well as creativity and standardization led to findings of less reported instances of innovation on average in schools with looser structure, autonomy, and creativity. Furthermore, Title I schools and high minority student population schools (≥50%) showed signs of innovation saturation, with no value added to student achievement (school grade averages) by reported innovation beyond a moderate level. Still, reported innovation level (overall categories of innovation) and student achievement (school grade averages) showed a negligible relationship (r = -.062). In conclusion, reported innovation existed in charter schools despite opposing forces, but was often similar across charter schools. In fact, past a moderate level of innovation, there was no value added to school grades for Title I and high minority charter schools. Yet, a weak, negative relationship existed between specific reported innovations in combination (professional development in pedagogy, tutoring programs, non-district behavior programs and incentive, and multiple levels) and student achievement (school grade averages) which can inform us on the nature of reporting. / Includes bibliography. / Dissertation (Ph.D.)--Florida Atlantic University, 2016. / FAU Electronic Theses and Dissertations Collection

This study was designed to investigate friend influence on academic achievement and task avoidance during middle childhood in a sample of 794 participants in 397 stable same-sex friendship dyads (205 girl dyads and 192 boy dyads) from four municipalities in Finland: two in Central Finland, one in Western Finland, and one in Eastern Finland. Longitudinal data were collected during the spring of 3rd grade and 4th grade and reports were available from both members of each friendship dyad. The Actor-Partner Interdependence Model (APIM; Kenny, Kashy & Cook, 2006) was used with a single sample of participants to estimate friend influence on academic achievement and task avoidance between two types of friendship dyads: (1) dyads that were distinguishable as a function of relative math achievement and relative peer acceptance and (2) dyads that were indistinguishable as a function of relative math achievement and relative peer acceptance. The results demonstrate that when friends are distinguished by math achievement the high achiever influences the low achiever’s math achievement, but not the reverse. When friends are distinguishable by peer acceptance the high accepted partner influences the low accepted partner’s math achievement, but not the reverse. When friends are indistinguishable on the basis of math achievement and peer acceptance there is mutual influence on math achievement. There was no evidence of friend influence on task avoidance. There was no evidence of friend influence from an individual’s own task avoidance predicting changes in friend math achievement, except among dyads that could not be distinguished on the basis of math achievement. Math achievement predicted within-individual changes in task avoidance for all friendship dyads, except those that could not be distinguished by relative math achievement. The findings suggest that friends influence math achievement during middle childhood. Furthermore, when friends are distinguished, relative math achievement and peer acceptance determines who is influencing whom within a friendship dyad. The use of the APIM for distinguishable and indistinguishable dyads on a single sample of participants illustrates that it is not sufficient to ignore differentiating features between friends, or to discard friendships that are more similar. Implications for teaching strategies and classroom interventions are discussed. / Includes bibliography. / Dissertation (Ph.D.)--Florida Atlantic University, 2013.

Chan Hoi Wing. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2005. / Includes bibliographical references (leaves 202-209). / Abstracts in English and Chinese. / ABSTRACT (ENGLISH) --- p.i / ABSTRACT (CHINSES) --- p.iii / ACKNOWLEGEMENTS --- p.iv / LIST OF FIGURE AND TABLES --- p.xi / Chapter CHAPTER 1 --- INTRODUCTION --- p.1 / Chapter CHAPTER 2 --- LITERATURE REVIEW --- p.5 / Chapter 2.1 --- Introduction --- p.5 / Chapter 2.2 --- Motivation in Second Language Learning Context --- p.6 / Chapter 2.2.1 --- Social-psychological Approach to Motivation --- p.6 / Chapter 2.2.2 --- Motivation in the Social-educational Model --- p.9 / Chapter 2.2.2.1 --- The Motivation Constructs --- p.9 / Chapter 2.2.2.2 --- Integrative and Instrumental Dimensions --- p.11 / Chapter 2.2.2.3 --- Instrumental Motivation and Language Achievement --- p.13 / Chapter 2.2.2.4 --- The Roles of Parents in Attitudes and Motivation --- p.14 / Chapter 2.2.3 --- An Expansion of Motivation Constructs in Socio-educational Model --- p.16 / Chapter 2.2.4 --- Causal Link between Motivation and L2 Achievement --- p.18 / Chapter 2.3 --- Motivation in Foreign Language Learning Context --- p.19 / Chapter 2.3.1 --- The Role of Instrumental Motivation --- p.19 / Chapter 2.3.2 --- The Need for Achievement and Attributions about Past Failures --- p.20 / Chapter 2.3.3 --- Linguistic Self-confidence --- p.21 / Chapter 2.3.4 --- A Theoretical Framework of Motivation --- p.22 / Chapter 2.4 --- Motivation as in Self-determination Theory --- p.25 / Chapter 2.4.1 --- Intrinsic and Extrinsic Motivation --- p.25 / Chapter 2.4.2 --- A Continuum --- p.25 / Chapter 2.4.3 --- Intrinsic/Extrinsic Motivation and Language Outcome --- p.27 / Chapter 2.5 --- Motivation and Autonomy --- p.28 / Chapter 2.5.1 --- Motivation: An Outcome of Autonomy --- p.28 / Chapter 2.5.2 --- Motivation: A Source of Autonomy --- p.29 / Chapter 2.6 --- A Dynamic Approach of Motivation --- p.30 / Chapter 2.6.1 --- A Qualitative Exploration of Motivation --- p.31 / Chapter 2.7 --- Motivation and Language Learning Behaviour/Use --- p.34 / Chapter 2.7.1 --- Investigation on Successful Language Learners --- p.34 / Chapter 2.7.2 --- Language Learning Strategies of Successful Language Learners --- p.34 / Chapter 2.7.3 --- Motivation and Language Learning Strategies --- p.35 / Chapter 2.7.4 --- Motivation and Language Classroom Behaviour --- p.37 / Chapter 2.8 --- Motivation to Learn English in the Local Context --- p.39 / Chapter 2.8.1 --- English Learning in Hong Kong --- p.39 / Chapter 2.8.2 --- Motivation Constructs in Hong Kong: An Overview --- p.41 / Chapter 2.8.2.1 --- A Strong Instrumental Orientation --- p.41 / Chapter 2.8.2.2 --- A Small Proportion of Integrative Motivation --- p.44 / Chapter 2.8.2.3 --- A Dynamic Local Qualitative Study --- p.45 / Chapter 2.8.2.3.1 --- Motivation and English achievement --- p.46 / Chapter 2.8.2.3.2 --- The development of motivation --- p.47 / Chapter 2.9 --- Rationale for Present Study --- p.50 / Chapter 2.10 --- Summary --- p.52 / Chapter CHAPTER 3 --- METHODOLOGY --- p.54 / Chapter 3.1 --- Introduction --- p.54 / Chapter 3.2 --- Research Design --- p.54 / Chapter 3.2.1 --- Qualitative Research Paradigm --- p.54 / Chapter 3.2.2 --- Limitations of Quantitative Paradigm --- p.55 / Chapter 3.2.3 --- Longitudinal Qualitative Design --- p.56 / Chapter 3.2.4 --- The Case Study Design --- p.56 / Chapter 3.2.4.1 --- A Multiple Case Design --- p.58 / Chapter 3.3 --- Participants --- p.58 / Chapter 3.3.1 --- Selection Criteria for the Focused Cases --- p.60 / Chapter 3.3.1.1 --- Demographic and Language Background --- p.60 / Chapter 3.3.1.2 --- Examination Results --- p.60 / Chapter 3.3.1.3 --- Level of Motivation --- p.61 / Chapter 3.3.1.3.1 --- Survey --- p.61 / Chapter 3.3.1.3.2 --- Language Learning Narrative --- p.62 / Chapter 3.3.2 --- Profile of the Participants --- p.62 / Chapter 3.4 --- Data Collection Instruments --- p.65 / Chapter 3.4.1 --- Survey --- p.66 / Chapter 3.4.1.1 --- Construction of the Survey --- p.67 / Chapter 3.4.1.2 --- Design of the Survey --- p.69 / Chapter 3.4.2 --- Language Learning Narrative --- p.71 / Chapter 3.4.3 --- Semi-structured Interviews --- p.72 / Chapter 3.4.3.1 --- Design of Interview Protocols --- p.73 / Chapter 3.4.4 --- Pilot Testing --- p.75 / Chapter 3.5 --- Data Collection --- p.76 / Chapter 3.5.1 --- Survey --- p.76 / Chapter 3.5.2 --- Language Learning Narrative --- p.78 / Chapter 3.5.3 --- Semi-structured Interviews --- p.78 / Chapter 3.6 --- Data Analysis --- p.79 / Chapter 3.6.1 --- Survey --- p.80 / Chapter 3.6.2 --- Language Learning Narrative --- p.80 / Chapter 3.6.3 --- Semi-structured Interviews --- p.81 / Chapter 3.6.4 --- Triangulation of Data --- p.82 / Chapter 3.7 --- The Researcher's Role --- p.83 / Chapter 3.8 --- Ethics --- p.84 / Chapter 3.9 --- Validity and Reliability --- p.85 / Chapter 3.9.1 --- Internal Validity --- p.85 / Chapter 3.9.2 --- External Validity --- p.85 / Chapter 3.9.3 --- Reliability --- p.85 / Chapter 3.10 --- Summary --- p.86 / Chapter CHAPTER 4 --- FINDINGS AND ANALYSIS --- p.88 / Chapter 4.1 --- Introduction --- p.88 / Chapter 4.2 --- Primary Level --- p.88 / Chapter 4.2.1 --- Perceived Level of Motivation and Reasons for Learning English --- p.89 / Chapter 4.2.2 --- Contextual Factors --- p.95 / Chapter 4.2.2.1 --- Influence of Teachers --- p.95 / Chapter 4.2.2.2 --- Achievement --- p.100 / Chapter 4.2.2.2.1 --- Praise from Teachers and Parents --- p.100 / Chapter 4.2.2.2.2 --- Academic Performance --- p.101 / Chapter 4.2.2.2.3 --- A Reciprocal Relationship --- p.102 / Chapter 4.2.2.3 --- Examination Pressure --- p.103 / Chapter 4.2.2.4 --- Extra-curricular Activities --- p.105 / Chapter 4.2.2.5 --- Parental Influence --- p.107 / Chapter 4.2.2.5.1 --- Source of Pressure --- p.107 / Chapter 4.2.2.5.2 --- Physical Punishment --- p.109 / Chapter 4.2.2.5.3 --- Being a Teacher --- p.111 / Chapter 4.2.2.5.4 --- A Fellow Learner and Role Model of English --- p.113 / Chapter 4.2.3 --- Summary --- p.114 / Chapter 4.3 --- Secondary Level --- p.116 / Chapter 4.3.1 --- Perceived Level of Motivation --- p.116 / Chapter 4.3.2 --- Reasons for Learning English --- p.119 / Chapter 4.3.2.1 --- Instrumental Orientation --- p.120 / Chapter 4.3.2.2 --- Interest in English --- p.121 / Chapter 4.3.2.3 --- Socio-cultural Orientation --- p.125 / Chapter 4.3.2.4 --- Travel Orientation --- p.126 / Chapter 4.3.2.5 --- Knowledge Orientation --- p.128 / Chapter 4.3.3 --- Contextual Factors --- p.129 / Chapter 4.3.3.1 --- Influence of Teachers --- p.129 / Chapter 4.3.3.2 --- Achievement --- p.134 / Chapter 4.3.3.3 --- Examination Pressure --- p.138 / Chapter 4.3.3.4 --- Awareness of Weaknesses --- p.139 / Chapter 4.3.3.5 --- Extra-curricular Activities --- p.141 / Chapter 4.3.3.6 --- Parental Influence --- p.143 / Chapter 4.3.3.6.1 --- Positive Influence --- p.144 / Chapter 4.3.3.6.2 --- Negative Influence --- p.145 / Chapter 4.3.3.7 --- Influence of Sibling --- p.146 / Chapter 4.3.3.8 --- Tutorial work --- p.147 / Chapter 4.3.3.9 --- Exposure to English when Traveling --- p.148 / Chapter 4.3.4 --- Summary --- p.149 / Chapter 4.4 --- Tertiary Level --- p.150 / Chapter 4.4.1 --- Perceived Level of Motivation --- p.150 / Chapter 4.4.2 --- Reasons for Learning English --- p.158 / Chapter 4.4.2.1 --- Instrument Orientation --- p.159 / Chapter 4.4.2.2 --- Interest in English --- p.160 / Chapter 4.4.2.3 --- Socio-cultural and Travel Orientation --- p.161 / Chapter 4.4.2.4 --- Knowledge Orientation --- p.163 / Chapter 4.4.3 --- Contextual Factors --- p.163 / Chapter 4.4.3.1 --- Coursework --- p.163 / Chapter 4.4.3.2 --- Influence of Classmates --- p.165 / Chapter 4.4.3.3 --- Achievement --- p.166 / Chapter 4.4.3.4 --- Extra-curricular Activities --- p.168 / Chapter 4.4.3.5 --- Tutorial Work --- p.171 / Chapter 4.4.3.6 --- Expectation of Others in the Community --- p.171 / Chapter 4.4.3.7 --- Parental Influence --- p.172 / Chapter 4.4.3.8 --- Influence of Sibling --- p.173 / Chapter 4.4.4 --- Summary --- p.173 / Chapter CHAPTER 5 --- CONCLUSIONS --- p.175 / Chapter 5.1 --- Introduction --- p.175 / Chapter 5.2 --- Guiding Question One --- p.175 / Chapter 5.2.1 --- Motivation at Primary Level --- p.175 / Chapter 5.2.2 --- Motivation at Secondary Level --- p.178 / Chapter 5.2.3 --- Motivation at Tertiary Level --- p.182 / Chapter 5.3 --- Guiding Question Two --- p.185 / Chapter 5.3.1 --- Perceived Level of Motivation --- p.185 / Chapter 5.3.2 --- Reasons for Learning English --- p.185 / Chapter 5.3.3 --- Contextual Factors --- p.187 / Chapter 5.4 --- Guiding Question Three --- p.190 / Chapter 5.4.1 --- Primary Level --- p.190 / Chapter 5.4.1.1 --- English Teachers --- p.190 / Chapter 5.4.1.2 --- Parents --- p.191 / Chapter 5.4.2 --- Secondary Level --- p.192 / Chapter 5.4.2.1 --- English Teachers (In General) --- p.192 / Chapter 5.4.2.2 --- Native English-speaking Teachers (NETs) --- p.193 / Chapter 5.4.2.3 --- Parents --- p.194 / Chapter 5.4.2.4 --- Students --- p.194 / Chapter 5.4.3 --- Tertiary Level --- p.195 / Chapter 5.4.3.1 --- Institutions --- p.195 / Chapter 5.4.3.2 --- Parents --- p.196 / Chapter 5.4.3.3 --- Students --- p.196 / Chapter 5.5 --- Contributions of the Present Study --- p.197 / Chapter 5.6 --- Limitations of the Present Study --- p.198 / Chapter 5.7 --- Suggestions for Future Studies --- p.199 / Chapter 5.8 --- Summary --- p.200 / REFERENCES --- p.202 / APPENDICES / Appendix A Questionnaire --- p.210 / Appendix B Interview Protocols (Primary Level) --- p.214 / Appendix C Interview Protocols (Secondary Level) --- p.217 / Appendix D Interview Protocols (Tertiary Level) --- p.221 / Appendix E Cover Letter --- p.235 / Appendix F Consent Form --- p.236

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