This experiment investigated the motivational effect of task instrumentality in a group of 8th grade students (N = 92). It investigated whether telling students that memory skills were instrumental could produce motivational effect. With reference to the self-determination theory, it was hypothesized that the original level of motivation would serve as the moderator of the effect of instrumentality on the change in motivation. It was believed that instrumentality would have more impact on students with low level of motivation at the first place; while the impact of instrumentality would be less on students with high level of motivation at the first place. The experiment was successful in the manipulation of instrumentality of memory skill. There was an increase in students’ introjection after the intervention. The main effects showed that the teaching session was effective in reducing students’ external regulation. Marginal significant main effect was found in the experimental group, where they had higher identification to the mnemonic session compared to the control group. Regarding the moderation effect, there was no significant moderation effect of original motivation level on the relation between task instrumentality and the change in motivation level. Implications of these findings on education were discussed. / published_or_final_version / Educational Psychology / Master / Master of Social Sciences

published_or_final_version / abstract / toc / Educational Psychology / Master / Master of Social Sciences

Thesis (Ph.D.)--Tennessee Technological University, 2007. / Bibliography: leaves 80-85.

Thesis (M.S.)--Villanova University, 2007. / Psychology Dept. Includes bibliographical references.

Thesis (Ed. D.)--Indiana University of Pennsylvania. / Includes bibliographical references.

Thesis (Ph. D.)--University of Hong Kong, 2009. / Includes bibliographical references (p. 244-260) Also available in print.

Thesis (Ed. D.)--West Virginia University, 2008. / Title from document title page. Document formatted into pages; contains vi, 99 p. Includes abstract. Includes bibliographical references (p. 78-86).

Thesis (M.M.)--Conservatory of Music and Dance--Kansas City, 2007. / "A thesis in Music Education." Advisor: Lindsey R. Williams. Typescript. Vita. Title from "catalog record" of the print edition Description based on contents viewed May 23, 2008. Includes bibliographical references (leaves 110-114). Online version of the print edition.

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Thesis (Ph. D.)--Florida State University, 2003. / Advisor: Dr. Elizabeth Jakubowski, Florida State University, College of Education, Dept. of Middle and Secondary Education. Title and description from dissertation home page (viewed Aug. 23, 2004). Includes bibliographical references.