This study was an attempt to determine the relationship between the reasons which students ascribe to themselves for attending university and subsequent academic achievement. The study was exploratory and assumed that self-ascribed reasons were tentative indicators of student motivation for achievement. The principal reasons for attending university which students ascribe to themselves and attribute to others were determined by administering a preliminary questionnaire to 133 first year students at the University of British Columbia and then grouping the students’ responses according to similarity. Fifteen representative reasons resulted from this grouping. A paired comparison questionnaire was constructed and administered to I63 first year students of close to median intellectual ability, as measured by the Cooperative School and College Ability Test from the Faculty of Arts and Science. For purposes of analysis, students in the sample were classified into subgroups according to: (1) level of academic achievement; and (2) sex. Average rank orders of the principal reasons were derived for each group. Differences were not found between the average rank orders of subgroups representing different levels of achievement, nor were differences found between males and females, thus indicating that variations in self-ascribed reasons did not significantly differentiate levels of academic achievement. A further individual analysis of each principal reason: indicated that one of the reasons was related to differences in academic achievement. Relationships were not found between the other fourteen principal reasons and academic performance. Attending university because the student requires it for his preferred profession was considered to be a more important factor in influencing decisions to attend university by the superior students than by the under-achieving students. It was suggested that this relationship may be due to several factors. Students considering this reason to be an influential factor in determining a decision to attend university may be expressing a seriousness of orientation with respect to life purpose, a clarity of perceived purpose, a generalized need for status or motivation towards long range goals whereas other students are oriented towards short range goals. Failure to find more significant relationships between academic achievement and reasons for attending university was attributed largely to an inability to determine the underlying motivation for the decision to attend using the present techniques and to indications that students' responses to the paired comparison questionnaire were based largely upon some cultural stereotype of social desirability. / Arts, Faculty of / Psychology, Department of / Graduate

Thesis (D. Min.)--Western Seminary, Portland, OR, 2009. / Abstract. Includes bibliographical references (leaves 156-167).

Thesis (D. Min.)--Western Seminary, Portland, OR, 2009. / Abstract. Typescript. Description based on print version record. Includes bibliographical references (leaves 156-167).

Thesis (D. Min.)--Western Seminary, Portland, Or., 1998. / Abstract. Includes bibliographical references (leaves 202-206).

Thesis (M. S.)--Industrial Design, Georgia Institute of Technology, 2005. / Gromala, Diane, Committee Member ; Ringholz, David, Committee Member ; Chung, Wayne, Committee Chair. Includes bibliographical references.

published_or_final_version / Psychology / Master / Master of Philosophy

Three theoretical models explaining reactivity in self-monitoring were examined including one cognitive-behavioral and two operant views. Each theoretical account was represented by the following self-monitoring conditions: (1) self-monitoring (Rachlin-operant recording response model), (2) self-monitoring and goal setting (Kanfer-cognitive-mediational model), (3) self-monitoring, goal setting and self-reinforcement (Nelson and Hayes-multiple cueing stimuli model), (4) goal setting and self-reinforcement (Kanfer-cognitive-mediational model), and (5) training only. The comparative effects of the five self-monitoring conditions on the dependent measure, verbal nonfluencies, were evaluated using a repeated measures analysis of covariance design with the pretest as covariate. Results of the study indicated that self-monitoring conditions containing a self-reinforcement component (i.e., conditions 3 and 4) produced the greatest reactivity. Moreover, the presence of reinforcement appeared to positively influence whether subjects reached their individually set goals for reducing nonfluencies. The vast majority of self-reported cognitions associated with the occurrence of the target behavior were independently judged to be neutral rather than self-reinforcing or self-punishing. The implications of this study for the role of external versus covert forms of reinforcement were discussed as well as the use of this technique in clinical practice.

No description available.

Li King Wai. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2006. / Includes bibliographical references (leaves 165-167). / Abstracts in English and Chinese. / Chapter 1. --- Introduction / "Desire, reason, and motivation" / Chapter I. --- The Issue --- p.1 / Chapter II. --- Desires and Motives --- p.2 / Chapter III. --- "Reason，Reasoning, and Practical Reason" --- p.7 / Chapter IV. --- The Question of the Gap --- p.8 / Chapter V. --- The Motivational Problem --- p.11 / Chapter VI. --- The Motivational Problem: A factual inquiry or a normative inquiry? --- p.16 / Chapter VII. --- Motivational Priority: Reason or desire? --- p.19 / Chapter VIII. --- An Overview of the Following Chapters --- p.21 / Chapter 2. --- Cognitivist Motivational Internalism / Kosgaard's attempt / Chapter I. --- Introduction --- p.27 / Chapter II. --- Internalism Requirement (IR) --- p.30 / Chapter III. --- Condition of being Practically Rational (CPR) --- p.31 / Chapter IV. --- What IR Implies and Doesn't Imply --- p.36 / Chapter V. --- Motivational Skepticism Assumes Content Skepticism --- p.41 / Chapter VI. --- A Humean Conception of Practical Reason --- p.47 / Chapter VII. --- Kosgaard vs. Williams on the Proper Interpretation of IR --- p.52 / Chapter 3. --- Varieties of Humeanism / "Arguments for the principle of desire-in, desire-out" / Chapter I. --- Introduction --- p.57 / Chapter II. --- Comprehensive Humeanism: An overview --- p.61 / Chapter III. --- Bald Instrumentalism --- p.64 / Chapter IV. --- Argument from Direction of Fit --- p.68 / Chapter V. --- Partial Humeanism (PH) --- p.86 / Chapter VI. --- Looking Backward and Looking Forward --- p.91 / Chapter 4. --- Quasi-Humeanism / Backgrounding PDIO / Chapter I. --- Introduction --- p.93 / Chapter II. --- Strict Background View of Desire --- p.94 / Chapter III. --- Background Desire as an Enabling Condition --- p.119 / Chapter IV. --- Concluding Remarks --- p.123 / Chapter 5. --- Fusionist Alternative / Dissolving the reason/ desire dichotomy / Chapter I. --- Introduction --- p.125 / Chapter II. --- Setting the Stage: The status of the debate without the fusionist alternative --- p.126 / Chapter III. --- Challenges to Humeanism: Motivation for a fusionist alternative --- p.129 / Chapter IV. --- The Fusionist Alternative --- p.133 / Chapter V. --- Three Merits of the Fusionist Account --- p.144 / Chapter VI. --- Conclusion --- p.151 / Chapter 6. --- Conclusion / Chapter I. --- Introduction --- p.154 / Chapter II. --- Seeing the Point of a Rational Consideration and Being Motivated --- p.155 / Chapter III. --- The Inadequacies of CMI? --- p.159 / Chapter IV. --- The Dilemma of a Humean Conception of Desire --- p.160 / Chapter V. --- PDIO: Is it exclusively reserved for Humeanism? --- p.162 / Chapter VI. --- Conclusion: Groping in the dark --- p.163 / Bibliography --- p.165

Liu Dong. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2006. / Includes bibliographical references (leaves 90-100). / Abstracts and questionnaires in English and Chinese. / ACKNOWLEDGEMENTS --- p.i / ABSTRACT --- p.iii / 中文摘要 --- p.v / Chapter CHAPTER 1: --- INTRODUCTION --- p.1 / Chapter 1.1 --- Theoretical Background of This Study --- p.1 / Chapter 1.2 --- Research Questions (RQ) --- p.3 / Chapter 1.3 --- Structure of the Thesis --- p.4 / Chapter CHAPTER 2: --- LITERATURE REVIEW --- p.6 / Chapter 2.1 --- Cognitive Evaluation Theory --- p.7 / Chapter 2.2 --- Organismic Integration Theory --- p.8 / Chapter 2.3 --- Causality Orientation Theory --- p.12 / Chapter 2.4 --- Basic Needs Theory --- p.14 / Chapter 2.5 --- Summary of SDT´ةs Sub-theories and Overall Structure --- p.16 / Chapter 2.6 --- Applying SDT in Organizational Research --- p.19 / Chapter CHAPTER 3: --- LINKING SDT TO MENTORING RESEARCH --- p.22 / Chapter 3.1 --- Previous Studies Regarding Motivation and Mentoring --- p.22 / Chapter 3.2 --- Development of Hypotheses --- p.25 / Chapter 3.2.1 --- "Autonomy Support, Autonomy Orientation, and Proteges' Personal Learning (Hypotheses 1, 2, and 3)" --- p.25 / Chapter 3.2.2 --- Comparing the Effects of Autonomy Support and Autonomy Orientation on Proteges' Personal Learning (Hypothesis 4) --- p.31 / Chapter 3.2.3 --- Moderating Effects of Autonomy Support of Team climate (Hypotheses 5a & 5b) --- p.33 / Chapter 3.2.4 --- Proteges' Personal Learning and Organizational Citizenship Behavior (OCB) (Hypothesis 6) --- p.35 / Chapter 3.2.5 --- Proteges' Personal Learning and Job Involvement (Hypothesis 7) --- p.37 / Chapter 3.2.6 --- Proteges' Personal Learning as a Mediating Variable (Hypotheses 8a & 8b) --- p.39 / Chapter CHAPTER 4: --- METHODS --- p.47 / Chapter 4.1 --- Procedure and Respondents --- p.47 / Chapter 4.2 --- Measures --- p.49 / Chapter 4.3 --- Analytic Techniques --- p.53 / Chapter CHAPTER 5: --- RESULTS --- p.58 / Chapter 5.1 --- CFA Analyses --- p.58 / Chapter 5.2 --- Aggregation Analyses of Autonomy Support of Team climate --- p.59 / Chapter 5.3 --- Hypothesis Testing: Hierarchical Linear Modelling Analyses --- p.60 / Chapter 5.3.1 --- "Testing the Main Effects of Autonomy Support and Autonomy Orientation (Hypotheses 1, 2，& 3)" --- p.62 / Chapter 5.3.2 --- Comparing the Predictive Power of the Three Motivational Factors (Hypothesis 4). --- p.65 / Chapter 5.3.3 --- Testing the Moderating Effects of Team climate (Hypotheses 5a & 5b) --- p.66 / Chapter 5.3.4 --- "Testing the Main and Mediating Effects of Proteges' Personal Learning (Hypotheses 6, 7，8a, & 8b)" --- p.69 / Chapter CHAPTER 6: --- DISCUSSION AND CONCLUSION --- p.75 / Chapter 6.1 --- Discussion on findings --- p.75 / Chapter 6.1.1 --- The Motivational Determinants of Proteges' Personal Learning --- p.76 / Chapter 6.1.2 --- The Predicting and Mediating Roles of Proteges' Personal Learning --- p.79 / Chapter 6.2 --- Implications --- p.81 / Chapter 6.3 --- Limitations and Directions for Future Research --- p.84 / Chapter 6.4 --- Conclusion --- p.89 / REFERENCE --- p.90 / APPENDIX: SURVEY INSTRUMENTS --- p.101