Title: Achievement motivation of pupils Author: Veronika Svobodová Supervisor: Doc. PhDr. Isabella Pavelková, CSc. The concern of this dissertation is the achievement motivation of pupils on the 2nd grade of primary schools. The aim of the theoretical part is the introduction to the theme of motivation of human behaviour with an accent on specifics of motivation for learning and especially the description of achievement motivation. In the practical part, there are set two research targets. The first target is to map achievement motivation of the pupils on the 2nd grade of one specific primary school. This mapping is done by the statistical processing of data from the questionnaire of achievement motivation MV-9, which was given to pupils. The second research target is a detailed analysis of achievement motivation of selected pupils from one class of the 2nd grade of the primary school. The aim is to identify significant demonstration of behaviour in relation to their achievement focus. Besides the filled questionnaire MV-9, the data are gathered from observations and interviews with pupils. Keywords: motivation, school achievement motivation, school achievement

Title: Autotelic experiences in overcoming ropes obstacles. Resource: The purpose of this study was to determine whether and to what extent people experience flow in overcoming ropes obstacles and how their flow is affected by their previous experiences from other sports. Methods: Polling had one hundred and fifty respondents who were regular visitors to the rope sling. Polling was carried out immediately after crossing the rope obstacles using a questionnaire-Flow Kurzskala (FCS). The data obtained were divided into individual files, depending on the hypotheses posed. Using the Student's distribution, it was determined if there is a statistically significant difference in mean values of the individual files and then the related hypothesis was accepted. Results: Carried out testing showed a statistically significant difference in the flow experience in the rope obstacles park in a group of adolescents and adults. Also showed a difference between sportsmen who are engaged in everyday life competition sports and sports oriented on performance, unlike sportsmen doing collective and individual sports where a statistically significant difference in mean values did not show. The assumption of achieving different values in flow of men and women was not proved, as well as the influence of previous...

Call number: LD2668 .T4 1986 L48 / Master of Science / Psychological Sciences

M.Com. / The labour market in South Africa is currently experiencing a serious shortage of high-level manpower, specifically trained people in management. Management is at present manned mainly by white males, but projections show that this group will not be able to meet future needs. Women are an important alternative source of manpower, having the potential to be trained in order to alleviate the shortage of managerial talent. Considering the urgency of the problem it is necessary to investigate the possible obstacles which effectively prevent women from reaching positions of high status and responsibility...

Syftet med studien var att undersöka studenters stressnivå genom attstudera huruvida olika examinationsformer kan leda till olikastresstyp, prestationsmotivation och upplevd stress. Metoden somgenomfördes var en enkätundersökning där man undersökte hurstudenter upplevde nivån av stress och prestationsmotovation inför treolika examinationstyper; salstentamen, hemtentamen och muntligpresentation. I studien deltog 112 universitetsstudenter, 87 kvinnoroch 25 män. Hypoteserna var att hemtentamen genererar lägst stressmen även minst positiva effekter, medan det omvända gäller försalstentamen. Resultatet visade att studenter upplever inge skillnad pånivån av stress gentemot examinationsformerna, de upplever ingenskillnad av stresstyp emellan examinationsformerna samt att det inteförekom könsskillnader. / A cross-sectional study based on a survey was handed out to studentsat a university in a Swedish city. The purpose of the study was toinvestigate the stress levels of students by examining whetherdifferent forms of examination could lead to differenteffects;specifically, achievement motivation and experienced stress.The survey questions investigated how students felt regarding stresslevels and symptoms in relation to exam types. Our hypotheses werethat take-home written exams would result in lower stress levels butalso lead to less motivation, whereas the opposite would be true forwritten exams during observation. The study showed that studentsdon’t experience any difference in the level of stress towards theexaminations types. The result also showed that the type of stress,achievement motivation and experienced stress didn’t effect theexaminations type and finally there were no difference in stress levelbetween genders.

The thesis deals with value preferences of students regarding their future employment. It focuses on job values, achievement motivation and motivation to work, as well as self -- esteem and financial crisis and its impacts on the Czech Republic. The thesis also includes the results of an empirical research, which I made among students of University of Economics in Prague. The research is focused on job values of students and their personality characteristics (achievement motivation and self -- esteem) that influence the formation of job values. The research also reflects the students' opinions on financial crises and its impact on their future job and career.

The American Association of Colleges and Universities reports that over 50% of the students entering colleges and universities are academically under prepared; that is, according to Miller and Murray (2005), students "lack basic skills in at least one of the three fundamental areas of reading, writing, and mathematics". Furthermore, approximately 30% of the students in a state university undergraduate quantitative business course fail or withdraw from the course. The purpose of this study was to explore non-cognitive and cognitive factors that may be related to the academic success of those students enrolled in the course. To this end, a survey was conducted, collecting the perceptions and opinions of 301 undergraduate college of business students with regard to relevant constructs such as cognitive load, mathematics and general self-efficacy, math anxiety, and motivation. Additional data were collected from the students' transcripts. Findings revealed that the significant cognitive factors contributing to the academic success were the overall GPA of the students as well as the average of their grades in the two prerequisite courses. The statistically significant non-cognitive factors related to the final exam score were the students' perceived levels of cognitive load and mathematics self-efficacy. A moderating effect of mathematics self-efficacy was revealed between the final exam score and overall GPA; however, other selected potential moderators of the final exam score and cognitive load were not significant. Post-hoc analyses verified no significant difference in the final exam score for gender or race; however, a statistically significant difference was found on cognitive load for different instructors. The findings emphasized the importance of prior knowledge and instructional design as both are sensitive to cognitive load (Mayer & Moreno, 2003; Sweller, 1999). / The implications of the findings resulted in the recommendation that knowledge should be addressed through appropriate advising as well as pretests at the onset of the course. Finally, the course instructors should take into consideration various instructional design techniques to reduce cognitive load. Recommendations are made for future practice with a focus on inclusive pedagogical methodologies and further research directions with promising potential predictors. / by Mary M. Davis. / Thesis (Ph.D.)--Florida Atlantic University, 2009. / Includes bibliography. / Electronic reproduction. Boca Raton, Fla., 2009. Mode of access: World Wide Web.

by Michael Wah-cheong Leung. / Chinese title: / Bibliography: leaves 116-125 / Thesis (M.A.Ed.) -- Chinese University of Hong Kong, 1981

by Wong Chi Lap David. / Questionnaires in English and Chinese. / Thesis (M.A.Ed.)--Chinese University of Hong Kong, 1993. / Includes bibliographical references (leaves 81-90). / Acknowledgements / Abstract / List of Tables / Chapter Chapter One --- Introduction Page / Chapter A --- Background of the Study --- p.1 / Chapter B --- Statement of the Problem --- p.3 / Chapter C --- Significance of the Study --- p.4 / Chapter Chapter Two --- Review of Literature / Chapter A --- Motivation and Achievement Goals / Theories of Motivation --- p.6 / Cognitive Approach to Motivation --- p.8 / Attributional Theory --- p.9 / Achievement Goals --- p.12 / Performance Pattern --- p.15 / Chapter B --- Theories of Intelligence / Implicit versus Explicit Theories --- p.19 / Prototype of Intelligence --- p.20 / Developmental Changes in Concept of Intelligence --- p.22 / Incremental Theories versus Entity Theories --- p.24 / Chapter C --- Beliefs and Values / Beliefs and Belief System --- p.26 / Attitudes --- p.28 / Values --- p.29 / Chapter D --- Relationships among Variables / Achievement Goals and Theories of Intelligence --- p.30 / Achievement Goals and Values --- p.32 / Chapter Chapter Three --- Research Methodology / Chapter A --- Definition of Variables / Achievement Goals --- p.36 / Theories of Intelligence --- p.36 / Values --- p.37 / Theoretical Framework --- p.37 / Hypotheses --- p.38 / Chapter B --- Instrumentation / Achievement Goals --- p.39 / Values --- p.39 / Theories of Intelligence --- p.40 / Chapter C --- Sampling --- p.41 / Chapter D --- Procedure --- p.41 / Chapter E --- Data Analysis --- p.42 / Chapter Chapter Four --- Results / Chapter A --- Theories of intelligence / Correlation Matrix of the items --- p.43 / Factor Analysis --- p.43 / Correlations among subscales --- p.46 / Chapter B --- Values / Correlation Matrix of the items --- p.46 / Factor Analysis --- p.50 / Correlations among subscales --- p.53 / Chapter C --- Achievement Goals / Correlation Matrix of the items --- p.55 / Factor Analysis --- p.56 / Chapter D --- "Relationships among Theories of Intelligence, Values, and Achievement Goals" / "Correlations among the subscales in Theories of Intelligence, Values and Achievement Goals" --- p.59 / Determination of Achievement Goals --- p.61 / Chapter Chapter Five --- Discussion and Conclusion / Chapter A --- Summary --- p.66 / Chapter B --- Achievement Goals and educational outcomes --- p.70 / Chapter C --- Achievement Goals and Values --- p.71 / Chapter D --- Achievement Goals and Theories of Intelligence --- p.75 / Chapter E --- Limitation and Suggestion --- p.76 / Chapter F --- Conclusion --- p.79 / Reference --- p.81 / Appendices / Chapter A --- English Translation of the Questionnaire --- p.91 / Chapter B --- Questionnaire in Chinese --- p.97

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.