This thesis explored two issues. Firstly, how participants would respond,in terms of task persistence and task enjoyment, to differing levels of success, when a task was presented to them with a mastery-focus (Experiments 1-5). Secondly, whether improving at task caused participants to enjoy tasks more than achieving a constant level of success (Experiments 6-10). Experiments 1-3 provided evidence that when participants were given the opportunity to persist with a task for as long as they wanted, they persisted longer after performing poorly. However, despite persisting longer, they did not enjoy the task. Experiments 4-5 adopted the same paradigm as Experiments 1-3, but included a second free-choice persistence phase where participants were unaware their behaviour was being monitored. In Experiments 4 and 5, participants who performed poorly persisted longer initially, but less during the subsequent free-choice phase. Again, those who performed poorly during the initial phase reported that they did not enjoy the task. It was suggested that neither the achievement-goal theories of Nicholls (1984) and Dweck (1986) nor Deci's (1975) theory of intrinsic motivation could adequately account for the persistence behaviours observed in the second persistence phase in Experiments 4 and 5. Instead, it was suggested that participants persisted because of the pleasure derived from solving the problems. Experiments 6-10 examined the role of improvement in task enjoyment. Experiments 6 and 7 were control studies intended to establish wheter the paradigm was appropriate to examine improvement. Experiments 8-9 showed that relative to achieving a consistent level of performance, improvement increased task enjoyment. However, this result was found only when participants did well; when they did poorly at a task, improvemenpt produced less enjoyment(Experiment 10). Both results can be explained if participants' expectations are taken into account as well as their rate of success. The final conclusions chapter discusses the types of achievement targets individuals might set themselves when what constitutes good performance at a task is ambiguous, and relates this analysis to the findings from all ten experiments.

Thesis (M.S.)--University of Wisconsin--Madison. / Typescript. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 38-40).

A mini dissertation submitted to the Faculty Of Education in partial fulfillment of the requirements for the Degree Of Master Of Education (Research Methodology) in the Department of Educational Psychology and Special Needs Education at the University Of Zululand, 2017 / Introduction to Programming Systems is considered to be very difficult and has a very high average failure rate of between 30% and 40%. Some researchers have studied the characteristics of students who pass Introduction to Programming Systems without struggling and used those characteristics as predictors of success in Introduction to Programming Systems. This research studied the relationship between selected predictors (Calculus, Discrete Mathematics, Classic Mechanics and General Chemistry) and Introduction to Programming Systems. The study adapted a case study and correlation research design. A sample size of 399 was selected using a non-probability sampling method called convenient sampling. Data from only one university were used. SPSS’s Pearson correlation and multiple regression was used to analyse the collected data. The results showed that there is a positive correlation between the criterion (Introduction to Programming Systems) and the predictors. Multiple regression results showed that the ordinal strength of predictor was as follows: Calculus, Discrete Mathematics, Classic Mechanics and General Chemistry. Only General Chemistry had an insignificant effect on the criterion. The variation was 34 %.

Recent attempts to extend Heider's (1958) attributional model of person perception to the area of achievement motivation have important practical as well as theoretical implications. Specifically, it has been hypothesized (Kukla, 1972) that if causal attributions for success and failure determine achievement-related behavior, then a change in attribution will result in a corresponding change in behavior. The purpose of the present study is twofold: (1) to delineate several parameters relevant to the process of making causal ascriptions for success and failure; (2) to attempt to manipulate attributions, thereby altering achievement-related behavior.

Yes / In recent years, constructionist methodologies such as discursive psychology (Edwards & Potter, 1992) have begun to be used in sport research. This paper provides a practical guide to applying a discursive psychological approach to sport data. It discusses the assumptions and principles of discursive psychology and outlines the stages of a discursive study from choice of data through to transcription and analysis. Finally, the paper demonstrates a discursive psychological analysis on sport data where athletes are accounting for success and failure in competition. The analysis demonstrates that for both success and failure, there is an apparent dilution of personal agency, to either maintain their modesty in the case of success or to manage blame when talking about failure. It is concluded that discursive psychology has much to offer sport research as it provides a methodology for in-depth studies of supporting interactions.

Taiwan ¡¥s mergers and acquisitions activities are more and more frequent in recently. The transaction cases grow from 1999¡¦s seventh to 2005¡¦s fifty-one. Although in the past research, our nation scholars seldom pay attention to this topic. From 2002 to 2005 our nation important management Journal has only four articles. Therefore, Taiwan ¡¥s researchers have many research space to expand it. Prior research on M&A founded that in nation ¡¥s enterprises M&A success opportunity are more bigger than M&A in the across nation. For this reason, many scholars suggest the key success or fail factor is ¡§culture different¡¨. Beside this answer, I want to find the others factor by case study which is including BenQ Thunder Tiger and Yageo that will affect Taiwanese enterprises M&A European and American enterprises. Then Taiwanese enterprises which are horizontal M&A(M&A that take place within one industry, often between direct competitors)can reference the research result. The results indicate that: Merger and acquire between European and American famous enterprise often over reliable result in due diligence not exactly. Thinking difference and nation superiority are main reason which cause conflict between acquire and acquired firm. Taiwanese enterprises generally do not take ground for human due diligence, Taiwanese enterprises which lack of international people are not good for postmerger integration. Mergers and acquires strategy is the least choice to enter overseas market.

Thesis (Ph. D.)--Michigan State University, 2003. / Includes bibliographical references (leaves 81-86).

Growing numbers of America's 1,281,432 active licensed attorneys open their own law firms due to strained employment opportunities. With 50% of small businesses failing within 5 years, and solo law offices accounting for 75% of attorneys in private practice, there is a need for preparing solo criminal law practitioners for business success. Some solo criminal law practitioners do not understand the critical business performance variables that impact small business success. The total population for this quantitative correlational study included solo criminal law practitioners from the Philadelphia Bar Association Legal Directory and Pennsylvania Association of Criminal Defense Lawyers members. Barney's resource-based theory (RBV) and Lussier's nonfinancial success-failure business prediction model were the foundational frameworks of this study. I used Lussier's nonfinancial success-failure questionnaire to collect data via a self-administered survey. A Kendall tau correlation was used to determine the relationship between Lussier's 16 independent variables measuring success or failure and a single dependent variable of 'level of profits' for the 31 participants. 31 participants (4%) is a very low response rate. Increased participation is needed for better research results. Fifteen of the 16 variables showed no relationships with the level of success. Only 1 hypothesis showed a relationship between the type of start-up plan developed by the firm and the level of success (Ï? = .322, p = .032). The findings from this study support the Small Business Association's definition of a business plan as a living roadmap for business success. The implications for positive social change include the potential to increase employment opportunities by directly impacting the economy in creating economic expansion.

This study was designed to compare the effects of exposure to two different sets of soluble discrimination problems, an easy set composed of only two- and three-dimensional problems and a more difficult set composed of problems ranging from two to seven dimensions, both immediately after training and at a 10-day posttreatment follow-up. The subjects were 32 depressed male inmates of a federal correctional institution. It was hypothesized that as a result of meeting and mastering progressively more difficult problems, the group given progressively more difficult problems would show a greater reduction in depression and a greater enhancement of performance on a variety of cognitive measures, both immediately after treatment and at the 10-day posttreatment follow-up. The results failed to support these hypotheses. Depression scores decreased significantly from pretreatment to posttreatment, but did so equally for the two groups. One of the cognitive measures, the WAIS Digit-Symbol subtest, showed significant improvements from pretreatment to posttreatment, but did equally for the two groups. Significant relationships were found between the subjects' performances on the cognitive tasks, and measures of their tendencies to attribute successes and failures to stable or unstable factors. Unexpected significant positive relationships were found between depression and performance on the cognitive tasks. The differential effect of the prison environment upon people differing in their intelligence was discussed as a possible explanation of these findings.

Made available in DSpace on 2014-12-17T14:36:42Z (GMT). No. of bitstreams: 1 JaniraBB_DISSERT.pdf: 1495557 bytes, checksum: 8283cd6d7f620fe12abbe3b6ac4edadf (MD5) Previous issue date: 2012-03-30 / This work has its genesis in the life of a teacher. It contemplates the report of a great story that expresses the political will of anonymous people who sought/seek to overcome challenges and prejudices, a joint effort to make real the right to literacy. The reported story was developed in the Pedagogic Clinic Teacher Heitor Carrilho, Natal-RN which, concerned about the sentence of 'unable to learn the written language' attributed to children and young public school students, decided to invest in overcoming prejudices and fight against school failure of these underprivileged. The problem that motivated the study was thus set up: What particularities characterize a pedagogical practice which aims to teach literacy to children and youth from public schools, considered not capable of learning the written language? What theoretical and methodological procedures are shown as a boost to literacy in the development of a pedagogical practice systematically targeted to reflect the perspective of educating those students in public schools? Aiming to answer these questions, we conducted a qualitative research having as methodology, Life Stories and Research/Formation. For the construction of the data, it was decided to use the participative observation, semi-structured interviews and document analysis. Guided by the principles of content analysis the data analysis was built, from which emerged two categories: theoretical and methodological procedures aligned to the major axes of literacy and Procedures of the specific theoretical and methodological fundamentals of literacy. As subsets of the transverse procedures others were seized: didactic-pedagogic procedures; social affective procedures. Regarding these ones, the research shows the importance of the teacher to build a relationship of listening to the students and their families in order to organize the pedagogical work, looking at multiple dimensions of the subject: the intellect, the creative, the affective, moral, noting that between the methodology and didactics or as part of it, the links built represent great opportunities to promote literacy. Regarding the specific procedures, others were built: procedures that emphasize oral communication, procedures that favor writing and procedures that privilege reading. Under these procedures, the results of research show that you can only promote literacy if the teacher provides the students effective conditions of understanding the principles of alphabetical notation from the use of various kinds of texts, leading them to comprehend and use them in different contexts. Therefore, instructors must meet the learners' prior knowledge, their language, and the learning real needs that will bring new challenges consistent with their possibilities. The research confirms the importance of the Educational Support extra school. However, it is essential to emphasize that it is a function of the school to promote literacy for all students in the early years of schooling. It is recorded, however, that for the implementation of this desire, we must break the school model characterized by a rigid tradition, in which there is only room for those who learn the content taught in a minimum time. Unfortunately, despite the discourse of inclusion and ensuring the right to education, the school remains exclusive and selective separating the school learning of interpersonal relations and social integration and performance. On the one hand, research showed the difficulties of conducting studies and/or strategies that address the particularities of children and young people believed not capable of learning. On the other hand, the political commitment and motivation have increased the perception that it is possible to mitigate the existing deficits in the educational context, beginning with the everyday teaching practice, in which new knowledge can be learned, methodologies can be improved and, despite everything, the educational success can be built / Este trabalho tem sua g?nese na vida profissional de uma professora. Contempla o relato de uma grande hist?ria que expressa a vontade pol?tica de pessoas an?nimas, que buscaram/buscam a supera??o de desafios e preconceitos, num esfor?o conjunto de tornar realidade o direito ? alfabetiza??o. A hist?ria relatada foi desenvolvida na Cl?nica Pedag?gica Professor Heitor Carrilho, em Natal-RN que, preocupada com a senten?a de incapazes de aprenderem a l?ngua escrita , imputada a crian?as e jovens alunos da escola p?blica, decidiu investir na supera??o de preconceitos e na luta contra o fracasso escolar desses deserdados. A problem?tica que motivou o estudo foi, assim, configurada: Que peculiaridades caracterizam uma pr?tica pedag?gica que objetiva alfabetizar/letrar crian?as e jovens da escola p?blica, considerados n?o-capazes de aprenderem a l?ngua escrita? Que procedimentos te?rico-metodol?gicos s?o evidenciados como potencializadores da alfabetiza??o/letramento, no desenvolvimento de uma pr?tica pedag?gica, refletida e sistematicamente orientada na perspectiva de alfabetizar os referidos alunos da escola p?blica? Objetivando responder tais quest?es, foi realizada uma pesquisa de natureza qualitativa, tendo como metodologia, as Hist?rias de Vida e a Pesquisa/Forma??o. Para a constru??o dos dados, optou-se pela observa??o participante, entrevista semi-estruturada e an?lise documental. Norteada por princ?pios da an?lise de conte?do, foi constru?da a an?lise dos dados, de onde emergiram duas categorias: Procedimentos te?rico-metodol?gicos transversais aos grandes eixos da alfabetiza??o/letramento e Procedimentos te?rico-metodol?gicos espec?ficos dos grandes eixos da alfabetiza??o/letramento. Como subcategorias dos procedimentos transversais, foram apreendidos: procedimentos did?tico-pedag?gicos; procedimentos s?cio afetivos. No tocante a estes, a pesquisa aponta a import?ncia do professor construir uma rela??o de escuta com seus alunos e familiares, a fim de organizar o trabalho pedag?gico, contemplando as m?ltiplas dimens?es do sujeito: o intelecto, o criativo, o afetivo, o moral, destacando que entre a metodologia e a did?tica ou como parte dela, os v?nculos bem constru?dos representam grandes possibilidades de favorecer a alfabetiza??o. Com rela??o aos procedimentos espec?ficos, foram constru?dos: procedimentos que privilegiam a oralidade; procedimentos que privilegiam a escrita; procedimentos que privilegiam a leitura. No ?mbito desses procedimentos, os resultados da pesquisa apontam que s? ? poss?vel promover a alfabetiza??o/letramento, se o professor propiciar aos alunos condi??es efetivas de compreens?o dos princ?pios de nota??o alfab?tica, a partir do uso dos mais diversos g?neros textuais, conduzindo-os a compreenderem e utiliz?-los nos diferentes contextos. Para tanto, o docente precisa respeitar os conhecimentos pr?vios dos aprendizes, sua linguagem, necessidades reais de aprendizagem, para que venha a lan?ar novos desafios compat?veis com as suas possibilidades. A pesquisa ratifica a import?ncia do Apoio Pedag?gico no contraturno da escola. Todavia, ? fundamental que se enfatize que ? fun??o da escola promover a alfabetiza??o de todos os seus alunos nos primeiros anos de escolaridade. Registra-se, por?m, que para a concretiza??o desse anseio, ? preciso romper com o modelo de escola marcada por uma r?gida tradi??o, em que s? h? espa?o para aqueles que aprendem o conte?do ensinado, num tempo m?nimo. Infelizmente, apesar do discurso de inclus?o e da garantia do direito ? educa??o, a escola permanece excludente e seletiva, dissociando as aprendizagens escolares das rela??es interpessoais e de inser??o e atua??o social. Por um lado, a investiga??o evidenciou as dificuldades de se desenvolverem estudos e/ou estrat?gias que contemplem as particularidades de crian?as e jovens ditos n?o-capazes de aprenderem. Por outro lado, o compromisso pol?tico e a motiva??o t?m ampliado a percep??o de que ? poss?vel atenuar os deficits existentes no contexto educacional, come?ando pela pr?tica docente cotidiana, onde novos saberes podem ser apreendidos, metodologias podem ser melhoradas e, a despeito de tudo, o sucesso escolar pode ser constru?do