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  • About
  • The Global ETD Search service is a free service for researchers to find electronic theses and dissertations. This service is provided by the Networked Digital Library of Theses and Dissertations.
    Our metadata is collected from universities around the world. If you manage a university/consortium/country archive and want to be added, details can be found on the NDLTD website.
431

Because I love playing my instrument : Young musicians' internalised motivation and self-regulated practising behaviour

Renwick, James Michael, English, Media, & Performing Arts, Faculty of Arts & Social Sciences, UNSW January 2008 (has links)
Self-regulated learning theory explains how it is not only the amount of time musicians spend practising that affects achievement, but also the nature of the strategies employed. Because practice is self-directed, motivational effects on its efficiency are especially salient. One construct that has received little attention in relation to practising is self-determination theory, which interprets motivation as lying along a continuum of perceived autonomy. This mixed-methods study investigated links between motivational beliefs and self-regulated practising behaviour through a two-phase design. In Phase One, 677 music examination candidates aged 8-19 completed a questionnaire consisting of items addressing practising behaviour and perceived musical competence; in addition, the Self-Regulation Questionnaire (SRQ; Ryan & Connell, 1989) was adapted to explore intrinsic-extrinsic motives for learning an instrument. Factor analysis of the SRQ revealed five dimensions with partial correspondence to earlier research: internal, external, social, shame-related, and exam-related motives. Three practice behaviour factors consistent with self-regulated learning theory emerged: effort management, monitoring, and strategy use. Results of structural equation modelling showed that internal motivation accounted best for variance in these three types of practising behaviour, with a small added effect from competence beliefs and exam-related motivation. Phase Two consisted of observational case studies of four of the questionnaire participants preparing for their subsequent annual examination. Adolescent, intermediate-level musicians were recorded while practising at home; immediately afterwards, they watched the videotape and verbalised any recollected thoughts. The procedure concluded with a semi-structured interview and debriefing. The videotapes were analysed with The Observer Video-Pro and combined with verbal data; emerging themes were then compared with issues arising from the interviews. The observational aspect of the case studies largely confirmed the importance of three cyclical self-regulatory processes emerging from Phase One: (a) effort management and motivational self-regulation, (b) the role of self-monitoring of accuracy, and (c) the use of corrective strategies, such as structured repetition, task simplification, and vocalisation. The mixture of quantitative and qualitative methods used in the study has uncovered a rich body of information that begins to clarify the complex motivational and behavioural nature of young people practising a musical instrument.
432

Examining the experiences of students enrolled in small community colleges by time of enrollment

Head, Traci Lynn, January 1900 (has links)
Thesis (Ed. D.)--University of Texas at Austin, 2007. / Vita. Includes bibliographical references.
433

Motivation and experience in foreign language learning /

Nakata, Yoshiyuki. January 2006 (has links)
Zugl.: Diss.
434

The impact of self-assessment on mathematics teachers' beliefs and reform practices.

Carnevale, Josephine, January 2006 (has links)
Thesis (M.A.)--University of Toronto, 2006. / Source: Masters Abstracts International, Volume: 44-06, page: 2511.
435

Teacher motivation : a narrative inquiry into two EFL/ESL teachers' cross-cultural teaching experiences /

Wang, Ning, January 2005 (has links)
Thesis (M.A.)--University of Toronto, 2005. / Includes bibliographical references (leaves 106-112).
436

The relationship between the perceived ability of middle school students to meet the expectations of significant others and measured levels of stress in both gifted and average populations /

Jackson, Charles R. January 1993 (has links)
Thesis (Ed.D.)--University of Tulsa, 1993. / Includes bibliographical references (leaves 78-85).
437

The relationship between the perceived ability of middle school students to meet the expectations of significant others and measured levels of stress in both gifted and average populations /

Jackson, Charles R. January 1993 (has links)
Thesis (Ed.D.)--University of Tulsa, 1993. / Includes bibliographical references (leaves 78-85).
438

The relationship among commitment, achievement and educational aspirations in at-risk middle school students /

Wentling, David J. January 1993 (has links)
Thesis (Ph.D.)--University of Tulsa, 1993. / Includes bibliographical references (leaves 45-46).
439

Relations between students' academic motivation, cognition and achievement in Australian school settings /

Dowson, Martin. January 1900 (has links)
Thesis (Ph. D.) -- University of Western Sydney, Nepean, 2000. / "A thesis submitted to the University of Western Sydney in fulfillment of the requirements for the Degree of Doctor of Philosophy" "January 2000, reprinted 2003" Bibliography: p.191 - 218.
440

The motivational and linguistic context of the school achievement of Lebanese-background students in high schools in south-western Sydney /

Suliman, Rosemary. January 2001 (has links)
Thesis (Ph.D.) -- University of Western Sydney, 2001. / "A thesis submitted to the University of Western Sydney in fulfilment of the requirements for the degree of Doctor of Philosophy" Bibliography : leaves 224-240.

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