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Student-teacher relationships and achievement need gains in young childrenDe Simone, Christina. January 1984 (has links)
No description available.
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The Impact of Student Motivation on Academic Performance in an Online Undergraduate Gross Anatomy CourseParker, Madeline F. January 2022 (has links)
No description available.
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EFFECTS OF TEACHERS' ASSESSMENT PRACTICES ON NINTH GRADE STUDENTS' PERCEPTIONS OF CLASSROOM ASSESSMENT ENVIRONMENT AND ACHIEVEMENT GOAL ORIENTATIONS IN MUSCAT SCIENCE CLASSROOMS IN THE SULTANATE OF OMANAl Kharusi, Hussain A. 24 July 2007 (has links)
No description available.
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Family structure and achievement motivation : a black-white comparative analysis of urban families /Green, Linda Foster January 1982 (has links)
No description available.
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Comparison of achievement motivation profiles between successful and less successful, black and white, and male and female track and field athletes /Rademaker, Timothy R. January 1983 (has links)
No description available.
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The relationship of the configuration of achievement motivations to the academic and sport performance of college student athletes /Collins-Wooley, Kathryn Victoria January 1984 (has links)
No description available.
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A comparison of the self-concept, achievement motivation, and feminine role perception between traditional college-age women and nontraditional college-age women in a small college environment /Schrader, Marie Menza January 1977 (has links)
No description available.
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Effects of praise and reproof upon the muscular performance of boys of different socio-economic status.Kelly, Gerald Oliver. January 1968 (has links)
No description available.
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Factors that motivate teachers to participate in professional developmentLevesley-Evans, Elizabeth Mary January 1988 (has links)
No description available.
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A Field Test of Garland's Cognitive Mediation Theory of Goal SettingBagnall, Jamie 08 1900 (has links)
The present study examined Garland's cognitive mediation theory of goal setting in a three-minute basketball shooting task. The effects of different goal conditions were also investigated along with achievement motivation and self-motivation as mediating constructs of performance. Subjects (N=150) were males and females, assigned to one of five goal conditions: "do your best", easy, moderate, hard, and improbable. Results indicated no performance differences between the different goal conditions, with subjects in the "do your best" condition performing as well as subjects in the other goal conditions. Results also yielded partial support for Garland's cognitive mediation theory with task goals influencing performance through its influence on performance expectancy. Furthermore, a negative correlation between achievement motivation and performance was found for females in the improbable goal condition and a positive correlation was found between self-motivation and performance for females in the easy goal condition.
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