Learners vary in self-awareness and may respond differently to information about their ability to perform a novel task. This study explored the effects of entry-level skill information and feedback on learners classified as either high or low in generalized expectancy for success. / Three levels of treatment included an introduction to a hieroglyphics lesson, the lesson, and a posttest. The first level explained the lesson and listed the performance objectives. The second level added a checklist of entry-level skills. The third level included the performance objectives, the checklist, and exercises covering the entry-level skills. / Several weeks before the experiment, one hundred and eight students received the Generalized Expectancy for Success Scale. They were then ranked, matched by threes, and randomly assigned to one of the three levels of treatment. / An analysis of variance showed no main effects of treatment on the dependent variables. Students who received the list of entry-level skills and practice feedback showed no higher level of self-efficacy, outcome expectancy, attitude, choice preference, or performance than the control group. The analysis did show significant main effects for generalized expectancy level on outcome expectancies (p $<$.05) and on choice preference (p $<$.05). No interactions between experimental treatments and generalized expectancy levels were found. / The findings suggest that informing adolescent learners of instructional objectives has essentially the same effect on individuals' self-efficacy, outcome expectancy, attitude, choice preference, and performance as information on entry-level skills has. The significant effect of generalized expectancy level on outcome expectancies and expressed preference for participating suggests that: (1) generalized expectancy may be a viable personality characteristic that affects certain expectancies and attitudes in novel situations; (2) outcome expectancy and choice preference may be related; and (3) outcome expectancy and perceptions of self-efficacy may be distinct personality variables that can be measured separately. / Source: Dissertation Abstracts International, Volume: 50-05, Section: A, page: 1201. / Major Professor: John Keller. / Thesis (Ph.D.)--The Florida State University, 1989.

This investigation used the case study method in attempting to discover how people functioned in a computer-supported learning environment designed on the basis of constructivist values. The subject for the study was a graduate-level course developed to help students reflect on and expand their personal views of the teaching-learning process and to foster higher-order thinking skills and positive disposition toward learning. The main contributions of the study to existing literature are to reflect on the implications of constructivist values and current theories of learning for the design of computer-supported learning environments, provide information on how to design for higher-order thinking skills and positive disposition toward learning within a constructivist framework, and suggest solutions to a variety of classroom management issues that may arise when the classroom is made into an authentic learning environment. / In considering results of the study, five themes emerged that appear to have general relevance for the design of communities of learners. The themes, which represent areas of inherent tension in the teaching-learning process, include discomfort and overload, self-direction and teacher guidance, personal construction and enculturation, divergence of opinion and shared meaning, and authenticity and contrivance. / Source: Dissertation Abstracts International, Volume: 56-03, Section: A, page: 0811. / Major Professor: Walter W. Wager. / Thesis (Ph.D.)--The Florida State University, 1995.

This study investigated the effectiveness of using an attitude model to motivationally enhance instruction in two skill modeling media: print and interactive video. Three theories support the investigation of the relationship of attitude modeling to attitudes and instruction and their effects on instructional motivation and achievement. Social learning theory (Bandura, 1986) proposes that people learn behavior by observing others: modeling. Instructional theory (Gagne, 1985) proposes that people can learn attitudes through modeling but it is instructional motivation theory (Keller, 1987) that describes the specific dimensions of instructional motivation: attention, relevance, confidence, and satisfaction (ARCS). / Adult students enrolled in vocational training were assigned to treatment groups. Half of the subjects in this study completed job interviewing instruction in print and the remainder completed the instruction in interactive video. Half witnessed a videotaped attitude model before beginning the instruction and the other half of the subjects did not see the attitude model before the instruction. / The instructional strategy employed in each skill modeling media presented objectives, rule-learning and verbal information with examples of rule application with practice and feedback elicited from students. / Results indicate that the presence of an attitude model does not affect instructional motivation. Results also indicate that it is possible to use either print or interactive video for skill modeling instruction without affecting instructional motivation. The skill modeling instructional media did not differentially affect three of the four dimensions of instructional motivation: relevance, confidence, or satisfaction. Learners in the interactive video reported more attention-getting properties in the interactive video instruction than in the print. / The study validates the use of Keller's instructional motivation measurement scale (IMMS) with adults on a 10th grade reading level. The IMMS subscale scores did distinguish among the four dimensions of instructional motivation and scores indicated differences between the instructional motivation of males and females. After adaptation to the instructional context, the IMMS instrument remained reliable. / Source: Dissertation Abstracts International, Volume: 50-11, Section: A, page: 3466. / Major Professor: John Keller. / Thesis (Ph.D.)--The Florida State University, 1989.

Source: Dissertation Abstracts International, Volume: 40-06, Section: A, page: 3084. / Thesis (Ph.D.)--The Florida State University, 1979.

Source: Dissertation Abstracts International, Volume: 40-07, Section: A, page: 3732. / Thesis (Ph.D.)--The Florida State University, 1979.

Source: Dissertation Abstracts International, Volume: 40-07, Section: A, page: 3737. / Thesis (Ph.D.)--The Florida State University, 1979.

Source: Dissertation Abstracts International, Volume: 35-07, Section: A, page: 4131. / Thesis (Ph.D.)--The Florida State University, 1974.

Source: Dissertation Abstracts International, Volume: 35-07, Section: A, page: 4136. / Thesis (Ph.D.)--The Florida State University, 1974.

Source: Dissertation Abstracts International, Volume: 35-09, Section: A, page: 5779. / Thesis (Ph.D.)--The Florida State University, 1974.

Source: Dissertation Abstracts International, Volume: 37-06, Section: A, page: 3376. / Thesis (Ph.D.)--The Florida State University, 1976.