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Motivational orientations and sport participation in youth : a comparison of achievement goal theory and reversal theory /Sit, Hui-ping, Cindy. January 2002 (has links)
Thesis (Ph. D.)--University of Hong Kong, 2002. / Includes bibliographical references (leaves 165-178).
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From expectations to success : examining the relation of educational expectations to educational attainment for African American and white adolescentsImes, Amy Elizabeth 23 May 2013 (has links)
The primary purpose of this study is to assess the extent to which educational expectations contribute to educational attainment for different subgroups of youth using a model of educational attainment that draws from two theoretical frameworks – status attainment theory and the expectancy-value theory of achievement motivation. This combined model of educational attainment posits that certain factors contribute to attainment, including SES, achievement, self-concept of ability, educational values, and educational expectations. A within-subject fixed-effects approach is used in all of the models tested to address issues of endogeneity. Empirical findings suggest that expectations may not influence attainment for African American youth and youth from low-SES families. In the present study, the relations of expectations for attending college to the amount of education attained are investigated for African American and White youth and for youth from high and low SES backgrounds. Although there is no evidence suggesting that expectations contribute to attainment differently for males and females, research suggests that the link between achievement and self-concept of ability may differ by gender. Overall, the data support the hypotheses that: a) educational expectations predict educational attainment for each subgroup assessed; and b) educational values and self-concept of ability are precursors of this relation. However, the association between achievement and self-concept of ability is not statistically different for males and females. The results of this study suggest that expectations are important for attainment irrespective of race, socio-economic status, and gender differences. Because such similarities have not previously been reported in the literature, this study makes a unique contribution and may serve as a guide for future investigation. / text
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The relation of perceived classroom social environment to early adolescents' academic self-efficacy, engagement, school participationand academic achievementTong, Kar-man, Karen., 湯嘉文. January 2009 (has links)
published_or_final_version / Educational Psychology / Master / Master of Social Sciences
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Socioracial group differences in family and peer influences on adolescents' academic achievementBates, Stacey Leigh 28 August 2008 (has links)
Not available / text
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How college students explain their grades in a foreign language course: the interrelationship of attributions, self-efficacy, language learning beliefs, and achievementHsieh, Pei-hsuan 28 August 2008 (has links)
Not available / text
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Why Try? Achievement Motivation and Perceived Academic Climate among Latino YouthWilkins, Natalie Jayne 20 April 2007 (has links)
Elliot and McGregor’s (2001) 2x2 model of achievement motivation (mastery-approach, mastery-avoidance, performance-approach and performance-avoidance) was used among 143 Latino adolescents to examine how achievement motivation relates to demographic factors (immigration age, gender, grade), perception of academic climate, and academic outcomes and how these associations change over time. Girls reported higher levels of mastery-avoidance achievement motivation and 8th graders reported a greater increase in mastery-approach achievement motivation over time. Perception of a task-focused academic climate moderated the association between mastery-approach achievement motivation and teacher-rated academic outcomes. The findings suggest 1) that Latino adolescents’ gender and grade level relate significantly to their achievement motivation 2) that perception of a task-performance focused academic climate plays an important role in their academic achievement.
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School engagement and high school expectations for the transition to high schoolÁvalos Lozano, María Dolores 02 August 2011 (has links)
Not available / text
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A study of self-regulated learning and academic performance of high and low achieving students in Hong KongLo, Kam-cheong., 盧錦昌. January 2000 (has links)
published_or_final_version / Education / Master / Master of Education
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Achievement orientation and academic causal attribution of Chinese students in Hong KongHau, Kit-tai., 侯傑泰. January 1992 (has links)
published_or_final_version / abstract / toc / Psychology / Doctoral / Doctor of Philosophy
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11-12 klasių mokinių pažangumo, pasiekimų motyvacijos, mokyklinio streso įveikos stilių ypatumai ir sąsajos / Peculiarities and correlations of academic achievement, achievement motivation and school stress coping styles among 11th – 12th form pupilsŽukauskienė, Asta 25 September 2008 (has links)
Tyrimo tikslas – nustatyti ir išnagrinėti skirtingo mokymosi pažangumo 11-12 klasių mokinių pasiekimų motyvacijos, vidinių resursų ir mokyklinio streso įveikos stilių ypatumus.
Tiriamieji:
2006 – 2007 mokslo metais anoniminio anketavimo būdu buvo apklausta 416 jaunuolių t.y. 11-12 klasių mokinių (atitinkančių vidurinės mokyklos pakopą). Atsitiktinės atrankos metu buvo pasirinkta po dvi vidurines mokyklas iš trijų didžiausių Lietuvos miestų.
186 (45%) mokiniai buvo iš Vilniaus, 135 (32%) – iš Kauno ir 95 (23%) – iš Klaipėdos. Visi respondentai buvo 16-19 metų, 162 vaikinai (39%) ir 254 merginos (61%), vienuoliktoje klasėje mokėsi 213 (51%) , dvyliktoje klasėje – 203 (49%) mokiniai. 283 (68%) tyrime dalyvavę mokiniai gyveno pilnose šeimose ir 133 (32%) su vienu iš tėvų. Surinkti duomenys apie mokinių dienos rėžimo ypatybes – miegui ir pamokų ruošai skiriamo laiko trukmę, praleistų pamokų skaičių, papildomą darbą su korepetitoriais – 128 (32%) mokiniai naudojasi ir 284 (68%) nesinaudoja korepetitorių paslaugomis.
Tyrimo metu buvo taikyti šie metodai: mokslinė pedagoginės ir psichologinės literatūros analizė, Mokyklinio streso įveikos klausimynas (N. S. Endler, J. D. Parker, 1990; P. Szczepaniak, J. Streliau, K. Wrzesniewski, 1996) ir Pasiekimų motyvacijos klausimynas (AMP), (J. Friedland, Ph.D., S. Marcus, Ph.D., H. Mandel, Ph.D.).
IŠVADOS:
1.Pažangumas; pasiekimų motyvacija ir laikas, skiriamas pamokų ruošai, vaikinų mažesni negu merginų. Vaikinai ir merginos laiko... [toliau žr. visą tekstą] / The aim of the research: to determine and to examine peculiarities of achievement motivation, inner resources and school stress coping styles among 11th – 12th form pupils with different levels of academic achievement.
The tasks of the research:
1. To explore peculiarities of school stress coping styles, achievement motivation and inner resources among pupils with different levels of academic achievement.
2. To compare , inner resources, planning and organization between boys and girls.
3. To compare academic achievement, school stress coping styles, achievement motivation, inner resources, planning and organization between 11th and 12th form pupils.
4. To compare academic achievement, school stress coping styles, achievement motivation, inner resources, planning and organization between pupils studying with crammer and studying by themselves.
5. To determine distinctions in academic achievement, school stress coping styles, achievement motivation, inner resources, planning and organization among pupils living in Vilnius, Kaunas and Klaipėda.
6. To estimate correlations between academic achievement and school stress coping styles, achievement motivation, inner resources, planning and organization, studying with crammer.
Research methods: Achievement Motivation Profile Scores (J.Friedland, S.Marcus, H.Mandel), Questionnaire of School Stress Coping (N.S.Endler, J.D.Parker, 1990; P.Szczepaniak, J.Streliau, K.Wrzesniewski, 1996)
Respondents: 416 11th and 12th form pupils (1... [to full text]
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