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The goal of this project was to develop a self-report inventory designed to assess constructs associated with academic motivation and various learning strategies including study strategies, time management, organizational techniques, attention and concentration, writing and research skills, and test taking strategies. The School Motivation and Learning Strategies Inventory (SMALSI) was developed in two forms, Child and Teen, measuring 9 and 10 constructs, respectively. Following a survey of available literature, items were constructed, subjected to review and revision, and then field tested. Following analyses of internal consistencies, items were removed to improve construct coherence. Revised forms were prepared and administered to a standardization sample of 2921 students. Additional tests of internal consistency were conducted and final versions were prepared for publication. Analyses suggest adequate reliability for both forms of the SMALSI with great consistency across age, gender, and ethnicity. Validity was assessed for 23 students completing the SMALSI Child Form and 24 students completing the SMALSI Teen Form using the Behavior Assessment System for Children – Self-Report Profile. Student Liabilities scales were positively correlated with measures of emotional, academic, and social maladjustment. In like form, Student Strengths scales were negatively associated with these measures. Interesting results were also obtained specifically regarding the relationship of depression to learning strategies. Validity was also assessed for 32 students completing the SMALSI Child Form and 53 students completing the Teen Form by obtaining Texas Assessment of Knowledge and Skills (TAKS) scores. Results for several of the constructs indicated small to moderate correlations in the expected direction. Guidelines for interpretation of the ten SMALSI constructs were presented along with suggestions for further investigation, including the use of clinical populations and standardized measures of achievement.

An understanding of both sexual activity and sexual abstinence among young people is crucial in preventing the negative consequences of early sex initiation. The study of motivation is essential for health educators to be effective in persuading individuals to adopt healthy behaviors and avoid health-compromising ones. A discussion of the multi-dimensional construct of motivation for sexual abstinence is absent from the adolescent sexual behavior literature. Within this study, in-depth brainstorming sessions among college students and the construction of concept maps were used to identify and visually represent potentially relevant dimensions of motivation for sexual abstinence. Based upon these results, the Sexual Abstinence Motivation Scale (SAMS) was developed and psychometrically tested with a pilot group, as well as a statistically representative final group from two major universities in central Texas. Based on the results from this exploratory analysis, the final version of the SAMS included eight scales and 41 items. The eight factors were: Commitment to Self-Schema, Risk of Disappointing Authority Figures, Fear/Apprehension of the Sexual Experience, Fear of Physical Consequences, Value of Virginity, Reputation Regret, No Opportunity/Not Important, and Manipulation. The analyses of the psychometric properties of the SAMS lend support to the validity and reliability of scores it generated. The examination of convergent validity of the SAMS showed significant negative correlations with the Sexual Ideology Instrument -- an indication that the instrument appeared to be measuring motivation for sexual abstinence. Adequate reliability computed through Cronbach alpha demonstrated the items in the SAMS were measuring the same construct ? motivation for sexual abstinence. Prior to this study, assumptions about factors of motivation for sexual abstinence and their possible structure were unknown. Based on results of this examination, preliminary elements now exist that can be tested for the development of these assumptions. The dimensions uncovered in this analysis contribute to the development and refinement of a theory of motivation for sexual abstinence. Further examination, specifically confirmatory factor analysis using the SAMS, is needed.

Abstract This research has aimed to explore the promotion motive model for officers promoted from operators of the state-owned power company. This researcher had interviewed the electric power maintain operators, and employed the open up method. According to expectancy theory (Vroom,1964) and equity theory (Adams,1965), the research analyzes the interviewing data by grounded theory: In the process of open Coding & Axial Coding & Selective Coding. These have set up a model of promotion motive that as officers promoted from operators. This researcher had been interviewed to 10 electric power maintain operators who stay in different Taiwan¡¦s cities. This research had analyzed interviewing data by grounded theory. Firstly, it had got 200 in vivo codes in the process of open coding, and then integrated the concepts within 21 categories in the process of axial coding, finally, it was sorting these 5 central categories which separated includes ¡§To fulfill base demands¡¨ , ¡§Intermediary impact¡¨ , ¡§Fair or fairness¡¨ , ¡§self-cognition¡¨ , ¡§self-satisfies¡¨. According to the relationship of these categories in this research that to build-up a model of promotion motive as officers promoted from operators. As the conclusion, this researcher has compared the both of expectancy theory (Vroom,1964) and equity theory (Adams,1965), moreover, it has also addressed a suggestion of the specify approach for continuing research in further.

The biodiversity is the material base of human survival; however, the humanity is also destroying it with the astonishing speed. Therefore, examination of current students¡¦ cognition degree towards the biodiversity practically should be one of the foundation work before thoroughly promoting ecology preservation. This study aims first to find out the relationships of the middle-school students¡¦ understanding about the preservation of the biodiversity, their learning motivation, present situations as well as their background. In this study, the participatory objects are 1,312 junior high students from Taiwan. The data collected from them was analyzed by using the descriptive statistics, t-test, two-way ANOVA, one-way ANOVA, and Pearson¡¦s product-moment correlation. The results indicated that the average responding rate of middle-school students¡¦ knowledge towards the preservation of the biodiversity is 72.70%, and the percentage of their biodiversity learning motivation is 65.42, belonging to the moderate motive degree. The differences in sex, region of residence, year grade in school, social status of their mothers, inhabitant conditions have much to do with students¡¦ cognitions of the biodiversity preservation. And the region of residence, year grade in school, social status of their mothers, inhabitant conditions have much to do with students¡¦ learning motivation of the biodiversity. In addition, it reveals a remarkably positive correlation between students cognition of the biodiversity preservation and their learning motivation. Based on the above research discoveries, some recommendations for further research , the educate units and the teaching staff were suggested.

Diss.--Münster in Westfalen--Westfälische Wilhelms-Universität, 1995. / Bibliogr. p. 275-292.

Thesis (PHD)--University of Montana, 2009. / Contents viewed on December 22, 2009. Title from author supplied metadata. Includes bibliographical references.

Thèse doctorat : Psychologie : Lyon 2 : 1982. / Titre provenant de l'écran-titre. Bibliogr.. Index.

Thèse de doctorat : Psychologie cognitive : Lyon 2 : 2001. / Titre provenant de l'écran-titre. Bibliogr.

Thesis (Ph. D.)--Open University. BLDSC no. D8127/79. / Consultation copy in 2 volumes.