This investigation was designed to investigate some aspects of the dynamics of power motivation. An analysis was made of possible factors influencing the early formation of this motive in individuals, and of sex differences in the nature of fantasy responses which reflect the degree or strength of power motivation. Power motivation was here conceived to be a latent predisposition of a person to act in such a way as to gain control of the means of influencing and manipulating other person(s). Concerning the formation of motives, it was hypothesized that subjects with a strong power motive would be those with an older sibling more often than subjects low in power motivation; that they would come from larger families; that they would have siblings closer in age; and that ordinal position, in relation to family size and spacing, would be related to strength of power motivation. It was further hypothesized that subjects high in power motivation would identify with their dominant parent, that is, they would tend to perceive themselves as like the dominant parent and as closer to the dominant parent as a child, more often than would low power subjects. It was also, predicted that high power subjects would identify with their father more often than low power subjects, and that there would be a relationship between sex of the dominant parent and the strength of a subject's power motivation. Concerning sex differences in the expression of power motivation, it was predicted that the fantasy responses of women would contain more statements of an emotional nature, more expressions of obstacles to their goal-seeking, and more frequent, reference to failure experience than would the imagery of males. The method employed was similar to that devised by McClelland et al (1953) for the measurement of achievement and affiliation motives. Following an arousal task designed to activate the power motive, four pictures similar to those of the Thematic Apperception Test were projected on a screen. Subjects were required to write a short story in response to each stimulus picture. The subjects were 238 psychology students of whom 167 were males and 71 females. Their protocols, written in response to the pictures, were scored according to the scoring conventions for need power established by Veroff (1958). On the basis of these scores, subjects were divided into low and high need power groups. A t test and chi square tests of association were applied to the data. The results indicated that ordinal position, in relation to family size and spacing, is related to strength of power motivation at the five percent level of significance. None of the remaining hypotheses concerning the formation of motives were confirmed. The hypothesis concerning sex differences in the expression of power motivation was not confirmed. It was concluded that the fantasy measure of power motivation does isolate a variable for study, although evidence that fantasy may measure frustration of a need rather than strength of need limits the validity of interpretations based on fantasy material. The results of this investigation indicate that family structure is an important variable in the development of the power motive, and possibly other personality characteristics as well. / Arts, Faculty of / Psychology, Department of / Graduate

This study was an attempt to determine the relationship between the reasons which students ascribe to themselves for attending university and subsequent academic achievement. The study was exploratory and assumed that self-ascribed reasons were tentative indicators of student motivation for achievement. The principal reasons for attending university which students ascribe to themselves and attribute to others were determined by administering a preliminary questionnaire to 133 first year students at the University of British Columbia and then grouping the students’ responses according to similarity. Fifteen representative reasons resulted from this grouping. A paired comparison questionnaire was constructed and administered to I63 first year students of close to median intellectual ability, as measured by the Cooperative School and College Ability Test from the Faculty of Arts and Science. For purposes of analysis, students in the sample were classified into subgroups according to: (1) level of academic achievement; and (2) sex. Average rank orders of the principal reasons were derived for each group. Differences were not found between the average rank orders of subgroups representing different levels of achievement, nor were differences found between males and females, thus indicating that variations in self-ascribed reasons did not significantly differentiate levels of academic achievement. A further individual analysis of each principal reason: indicated that one of the reasons was related to differences in academic achievement. Relationships were not found between the other fourteen principal reasons and academic performance. Attending university because the student requires it for his preferred profession was considered to be a more important factor in influencing decisions to attend university by the superior students than by the under-achieving students. It was suggested that this relationship may be due to several factors. Students considering this reason to be an influential factor in determining a decision to attend university may be expressing a seriousness of orientation with respect to life purpose, a clarity of perceived purpose, a generalized need for status or motivation towards long range goals whereas other students are oriented towards short range goals. Failure to find more significant relationships between academic achievement and reasons for attending university was attributed largely to an inability to determine the underlying motivation for the decision to attend using the present techniques and to indications that students' responses to the paired comparison questionnaire were based largely upon some cultural stereotype of social desirability. / Arts, Faculty of / Psychology, Department of / Graduate

M.Ed. / Please refer to full text to view abstract

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Indiana University-Purdue University Indianapolis (IUPUI) / Factors that affect Spanish students motivation in IUPUI

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Den här studien handlar om arbetsmotivation på två äldreboenden i Gävleborgs län. Vi gjorde en jämförelse mellan ett privat äldreboende och ett kommunalt äldreboende för att undersöka hur arbetsmotivation diskuteras på enheterna. Syftet med studien var att se om det fanns skillnader mellan det privata och det kommunala boendet samt mellan chef och medarbetare i definitionen arbetsmotivation. För att få svar på våra frågor använde vi oss av en kvalitativ semistrukturerad intervjuform. Det vi i huvudsak kom fram till var att arbetskamraterna, de boende och att prestera bra var de mest framträdande faktorerna till arbetsmotivation. De enda skillnader som vi funnit är att det privata boendet ansåg hjälpmedel vara en motiverande faktor vilket inte framkom hos det kommunala boendet. På det kommunala boendet ansåg medarbetarna att lön var motiverande vilket inte framkom som en motivationsfaktor på det privata boendet. / This essay is about motivation in two nursing homes (elderly care) within the county Gävleborg. We have made a comparison between a private and a municipal nursing home to investigate how work motivations are discussed in the units. The purpose of this study was to see whether there were differences between the private and the municipal housing and between managers and employees in the definition of work motivation. To get answers to our questions, we used a qualitative semi structured interview form. What we essentially came to was that fellow workers, residents and to do well was the most prominent factors of job motivation. The differences that we found is that the staff on the private elderly care felt that tools to facilitates work was a motivating factor, which is not found in the municipal elderly care. At the municipal elderly care staff felt that salary was motivating which did not emerged as a motivating factor on the private elderly care.

Syftet med studien är att undersöka vilka faktorer som enligt matematiklärarna i årskurs 4-6 påverkar elevers förmåga att känna inre motivation då de kommunicerar matematiskt. Till syftet hör även att undersöka hur dessa matematiklärare beskriver att de undervisar och lektionsplanerar för att stärka elevers inre motivation då de kommunicerar matematiskt samt hur undervisningen i att utveckla den kommunikativa förmågan uppfattas av eleverna. Studien genomfördes genom kvalitativa intervjustudier av fyra erfarna matematiklärare med minst 15 yrkesverksamma år bakom sig. För att ytterligare öka träffsäkerheten och erhålla en än mer fullständig helhetsbild har två systematiska observationer och sex elevintervjuer adderats som undersökningsmetoder. Studiens resultat visar att det föreligger en mängd faktorer som inverkar på elevers inre motivation att kommunicera matematiskt. Lärarinformanterna i studien pekar på flera faktorer som skolmiljö, lärarens förhållningssätt, kognitiva faktorer samt den sociala tillhörigheten som starka inverkningskomponenter till elevers lärande i matematik. Vikten av bland annat elevers delaktighet och inflytande i skolarbetet, välmående, självkänsla samt kvaliteten och variationen på matematikuppgifter och metoder är betydelsefulla faktorer som har framträtt i undersökningen. Dock föreligger det en problematik för lärarna, att under varje undervisningssituation uppfylla den mängd krav som ställs på dagens lärare. Kraven upplevs av lärarinformanterna som i det närmaste utopisk. Det resulterar i att åtskilliga faktorer som matematiklärarna i möjligaste mån försöker uppfylla för att stärka elevers inre motivation att kommunicera i matematik, åsidosätts. Utifrån elevintervjuer och observationer bekräftas att de faktorer som lärarinformanterna tillkännagav under intervjuerna inte alltid framträder eller upplevs i undervisningssammanhang. Slutsatsen som styrkts av litteraturstudier pekar därför på att skolans struktur och de krav som ställs på lärarna hämmar elevers inre motivation att kommunicera matematiskt.

劉瑤. / "2011年9月". / "2011 nian 9 yue". / Thesis (M.Phil.)--Chinese University of Hong Kong, 2011. / Includes bibliographical references (leaves 61-63). / Abstract in Chinese and English. / Liu Yao. / 論文摘要 --- p.1 / Abstract --- p.2 / Chapter 第一章 --- 引言 --- p.3 / Chapter 第二章 --- S 公司和H公司的激勵現狀 --- p.20 / Chapter 第三章 --- S公司和H公司激勵機制帶來的後果 --- p.37 / Chapter 第四章 --- S 公司和H公司激勵機制的成因 --- p.49 / Chapter 第五章 --- 結語 --- p.56 / 參考文獻 --- p.61 / 附錄 / Chapter 表1. --- S 公司和H公司訪問人員名單 --- p.16 / Chapter 圖2.1.1 --- S公司的組織架構圖 --- p.21 / Chapter 圖2.1.2 --- H公司的組織架構圖 --- p.22