Thesis (M.S.)--University of Wisconsin--Madison, 1962. / Typescript. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 39-42).

The present study examined the relations between incentive, engagement and task value with reference to the Regulatory Engagement Theory (Higgins, 2006).With two incentive interventions (reward and utility), contribution of engagement on task value was tested through a mediation analysis. Significant results were obtained in the utility intervention group. Participants demonstrated higher task value and stronger engagement after intervention, a significant mediated effect also revealed that engagement explained the effects of intervention on task value. Results in the reward intervention group did not yield statistical significance but were in expected direction. The mediating effect of engagement in the relation between incentive and task value was generally supported, but the strength of effect varied upon the choice of incentives. Theoretical and practical implications were discussed. / published_or_final_version / Educational Psychology / Master / Master of Social Sciences

Thesis (M.S.)--Eastern Illinois University, 1989. / Includes bibliographical references (leaves 56-60).

Thesis (M.S.)--University of Wisconsin--Madison, 1968. / eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

Thesis (Ph. D.)--University of Wisconsin--Madison, 1956. / Typescript. Abstracted in Dissertation abstracts, v. 16 (1956) no. 11, p. 2225-2226. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaf 51).

A screening sample of 107 elementary school teachers completed a 16-item multiple-choice measure of knowledge of behavioral principles. Two subject groups, each consisting of 32 regular classroom teachers, were randomly selected for high and low knowledge groups based on scores on the knowledge measure. High and low knowledge group teachers were given random assignment to one of two clinical case descriptions. Both descriptions were of a 9-year old boy who is presented as being very aggressive, and who does not follow adult instructions. The two cases differed only in the type of background attributed to each. One is described as coming to the regular classroom as a result of 'mainstreaming', having been previously in a special class setting. The other case description makes no reference to mainstreaming or to previous placement. Teachers in all conditions evaluated the acceptability of four alternative classroom treatment strategies for children: Medication, Time Out from Reinforcement, Reinforcement of Incompatible Behavior, and Positive Practice. Teachers in the high and low knowledge groups read the assigned case description, and then rated the acceptability of the treatments in a 4 x 4 replicated Latin-square design using treatment acceptability measures developed by Kazdin (1980a). Following treatment ratings, subjects completed a questionnaire which, in part, asked subjects to rank order the described treatments on the basis of likelihood of each being used by the subject doing the rating. High knowledge group teachers rated treatments as more acceptable than did low knowledge group teachers on the primary dependent measure. Treatments were readily differentiated in terms of acceptability. Reinforcement was rated more acceptable than Time Out and Positive Practice, which did not differ from each other in terms of acceptability. Medication was rated lower in acceptability than the other treatments. Treatment acceptability ratings were not different for the two case descriptions. The results of the ranking of treatments on the Case and Treatment Questionnaire generally followed those of the rating procedure. The results of the analyses indicate that teachers do differentiate treatments in terms of acceptability using both the rating and ranking procedures. It is also apparent that the high knowledge group teachers tend to rate alternative classroom treatments as more acceptable than do the low knowledge group teachers. These findings are discussed, and implications for education and for future research are presented. / Education, Faculty of / Educational and Counselling Psychology, and Special Education (ECPS), Department of / Graduate

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

Thesis (M.A.)--Wheaton College Graduate School, 2005. Action Research Paper (M.A.)--Wheaton College Graduate School, 2005. / Abstract. Includes bibliographical references (leaves 38-44).

No description available.

Thesis (Ed.D.)--University of Tulsa, 1969. / Bibliography: leaves 51-55.