This thesis argues that a multidimensional profile incorporating mastery goals, performance goals, social goals and extrinsic goals, as well as factors relating to self-perceptions, would provide a better understanding of achievement motivation in adolescents than a univariate or dichotomous framework. Additionally this thesis also explores whether the use of lower-order dimensions provides information that offers a more detailed analysis of achievement goals over and above that found by the higher-order factors alone. A newly developed multidimensional measure, the SMOSA (Self Motivational Orientation Scale for Adolescents) of achievement motivation was used to examine changes of different motivational pursuits and perceptions of self across grades and sex in an adolescent population. The information found provides a more detailed analysis than previous research, which relied on an evaluation of means to explain differences between samples. Therefore, educators will be provided with a comprehensive understanding of the patterns of change in achievement motivation during adolescence and such knowledge may equip them with a way of measuring students’ approaches to facilitative learning and the ability to explore students’ paths for optimal engagement. / Doctor of Philosophy (PhD)

Thesis (M.S.)--Eastern Illinois University, 1954.

Thesis (D.Min.)--Liberty Theological Seminary and Graduate School, 2007.

Thesis (Ed.D.)--Montana State University--Bozeman, 2006. / Typescript. Chairperson, Graduate Committee: Marilyn Lockhart. Includes bibliographical references (leaves 146-156).

Thesis (Ed.D.)--University of Delaware, 2006. / Principal faculty advisor: Sharon Walpole, School of Education. Includes bibliographical references.

The purpose of this meta-analysis was to better understand the relationship between the substantive-content focus of professional development for inservice teachers of mathematics and their students' achievement. That professional development for teachers enhances student achievement has been well established by recent studies; however, those meta-analyses have studied structural characteristics such as the duration and the format/delivery method of the professional development. It is important to understand how the focus of professional development relates to student achievement because different foci must still compete not only among themselves but also with other instructional-improvement strategies (such as high-stakes testing, accountability, and curriculum reform) for limited resources, such as time and money. Hence, having evidence that professional development works and, more importantly, a better understanding of what focus comprises more effective professional development is not just of theoretical importance, it is also a policy-relevant imperative. The study's results indicated that the focus of professional development is, in fact, a significant and educationally important predictor of variation in student-achievement effect sizes.

Thesis (M.Ed.)--University of Delaware, 2006. / Principal faculty advisor: Laura Glass, School of Education. Includes bibliographical references.

Thesis (Ed.D.)--University of Missouri-Columbia, 2006. / The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file viewed on (March 1. 2007) Vita. Includes bibliographical references.

Thesis (Ed.D.)--University of Missouri-Columbia, 2006. / The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file viewed on (March 1. 2007) Vita. Includes bibliographical references.

Thesis (Ph. D.)--Ohio State University, 1982. / Includes vita. Includes bibliographical references (leaves 124-128). Available online via OhioLINK's ETD Center.