The purpose of this study was to design the Abstinence Motivation Scale-Sex (AMS-Sex), a scale to assess adolescent motivations for sexual abstinence using the self-determination theory (SDT) motivation continuum as a framework. Previous sexual abstinence research, SDT measurement studies, pilot study data, and expert panel feedback were used to develop the initial 77-item AMS-Sex. The sample consisted of 695 adolescents (aged 15 to 18; M age = 16.49, SD = 1.08; 50.8% male) recruited online from the across the U.S. Participants completed an online survey. The sample was randomly split into two samples. Independent samples t-tests indicated that sample 1 (N = 351; M age = 16.53, SD = 1.09; 48% male) and sample 2 (N = 344; M age = 16.46, SD = 1.07; 51% male) did not significantly differ by age, gender, parent education, annual household income, sexual behavior, or social desirability. Sample 1 data was used to assess scale reliabilities and run exploratory factor analyses (EFA) to examine the factor structure of the 77-item AMS-Sex. The 77-item AMS-Sex had good internal consistency (α = .99), as did the four subscales. As anticipated, the EFA resulted in a four-factor structure. However, these factors did not represent the anticipated SDT motivation types. Rather, the autonomous motivation items loaded on a single factor; the controlled motivation items loaded onto three factors by source or reference (i.e., parents, peers/others, and self). A second EFA was examined, constraining the model to two factors (i.e., controlled, autonomous). The 77 AMS-Sex items were reduced to a final 24-item AMS-Sex measure with six items per motivation type through a rigorous process using confirmatory factor analysis (CFA) with modification indices and information from CFA loadings, item means, standard deviations, skewness, correlations with social desirability, EFA loadings, and item wording and clarity. Sample 2 was then used to validate the final 24-item AMS-Sex using CFA and structural equation modeling (SEM). CFA was used to assess the four-factor, three-factor, and two-factor models. Model fit indices indicated that the four-factor and three-factor models had acceptable model fit, but the two-factor model did not. SEM was used to assess the relationships between the factors (i.e., types of motivation) and age, gender, social desirability, and sexual behavior for the four-factor, three-factor, and two-factor models. The SEM models indicated that older teens tended to be less motivated towards abstinence; girls were more motivated towards abstinence than boys; and sexual behavior was negatively correlated with all four motivation types, but more strongly with the autonomous motivations; and, in general, autonomous motivations were negative predictors of sexual behavior, while controlled motivations positively predicted sexual behavior. EFAs with the final 24 items were assessed, resulting in a three-factor solution: external, introjected, and autonomous motivations.

This study built on previous literature linking instructor immediacy, student motivation, and student learning. The purpose of this research was to examine main and interaction effects of instructor immediacy and student trait motivation on student state motivation and cognitive learning. A main effect of instructor nonverbal immediacy on student state motivation and cognitive learning was found to be statistically significant. Further exploratory research did not yield statistical significance for a main effect of trait motivation, as measured by need for cognition, on student state motivation and cognitive learning, nor an interaction effect of immediacy and trait motivation on both state motivation and cognitive learning.

Motivations behind heritage site selection was researched to glean information regarding heritage site selection. The objectives of the study were to determine: (1) The type of experience someone with an environmental preservationist and historic preservationist attitude seeks at a heritage site and (2) If the type of experience sought at a heritage site is related to the type of services and benefits sought at a heritage. Data was collected by utilizing a mailed questionnaire. Correlation analysis was used to determine if there were any relationships between Environmental Preservationist Attitude, Historic Preservationist Attitude, Benefits Sought at a Heritage Site, and Service Sought at a Heritage Site and the type of Heritage Experience preferred. The sample size consisted of 197 respondents or 29% of the 679 surveys successfully mailed. Of these respondents 37% were male and 67% were female. Most of the respondents were married (74%) and travel with their family (83%). Although no statistically significant relationships were found concerning the research hypotheses some interesting relationships surfaced relating to the value society has placed on heritage site visitation. Mainly, the great interest in a more authentic and rugged experience at a heritage site was a pattern found in the responses. This study gave a basis in which to build future research efforts in the area of heritage tourism. / Ph. D.

No description available.

No description available.

The study investigates the motivation behind learners of the Chinese language as a second language at the university level in the United States of America. The study uses Dornyei’s (1994a) three-level framework of L2 motivation and Dornyei’s (2001a) demotivation theory, as the theory guidelines. In addition, the study takes both quantitative and qualitative approaches and uses questionnaires and interviews for data collection. First, the study explores the various constructions of motivation for students learning Chinese at a public university in the New England region. All students who were enrolled in the elementary, intermediate, and advanced Chinese courses at the University in the fall semester of 2019 participated in this study. 108 valid questionnaires have been collected for this investigation. The data from these questionnaires were then analyzed in Excel and the results indicate that the highest motivation is instrumental motivation. The second-highest motivation is achievement motivation, the third is integrative motivation, and the fourth is positive learning attitudes and experiences motivation. While social milieu motivation and language requirement motivation are low. Second, the students were separated based on the students’ gender, ethnic backgrounds, and learning levels. The participants were divided into the following groups: male and female learners, learners of the Chinese heritage and non-heritage, and learners in the beginning, intermediate, and advanced level. The data from the questionnaires were then analyzed in SPSS, with results showing that there are significant differences pertaining to motivation between the female and the male groups as female students’ motivation is higher than that of male students. There were no significant differences found with the amount of motivation between the Chinese heritage and the non-heritage groups. However, the Chinese heritage students displayed much higher integrative and social milieu motivation than the non-heritage students. Furthermore, students of non-heritage background displayed significantly better achievement motivation than students of Chinese heritage. No significant differences with motivational levels between students of different learning levels were found. But in spite of that, there are considerable disparities between these three groups in terms of integrative motivation, language requirement motivation, and social milieu motivation. This study also explores factors that cause students’ demotivation to learn Chinese. The six highest demotivation factors are reported in the following: “Chinese is too difficult for me, tones, characters, grammar, and phrases, etc.”; “my exam grades cannot show my actual Chinese level”; “I feel upset because I put great effort in studying Chinese while making little progress”; “class activities are far too few and boring”; “I cannot understand my Chinese teacher because he/she speaks too fast and difficult for me”; “I do not like using the Chinese textbook”; and “too much homework.” Furthermore, students also complain about the curriculum being too fast-paced with too many exams and homework. Finally, after the analysis and discussion of the data and findings, corresponding pedagogical implications are suggested and explained.

This research explores hacker motivation, demotivation and task selection through the lenses of the Theory of Reasoned Action (TRA) and General Deterrence Theory (GDT). The research also explores how context surrounding individual and task characteristics affects a hacker’s decision making process in selecting a hacking task. To build a solid foundation on which to understand and combat threats to information systems, researchers need to look past the technical issues of data security and explore why hackers do what they do. This research addresses this gap by understanding why hackers identify and assess hacking tasks. It is hoped that by investigating the motivations of these highly skilled Information Systems (IS) users, new insights into how to avoid becoming a hacker target might be developed. Participants in this study were individuals who self-identify as hackers. They completed a survey to validate the proposed model and answered open-ended questions to provide further insights. The quantitative data was analysed using Structured Equation Modelling; classical content analysis was conducted to examine the qualitative data. This research was successful in identifying the role of TRA and GDT in hacker task selection. The research confirmed the importance of mastery, curiosity, and task complexity in a hacker's evaluation process and provided enticing clues for further research into the role of task complexity in a hacker’s task evaluation process. The research also confirmed that subjective norms play an important part in shaping behavioural intentions towards engaging in a hacking task. Additionally, a clear linkage was identified between perceived certainty of sanction and behavioural intention. Contributions of this research to both academia and practice are outlined as well as potential limitations and areas for future research. / Dissertation / Doctor of Philosophy (PhD) / This research explores hacker motivation, demotivation and task selection through the lenses of the Theory of Reasoned Action (TRA) and General Deterrence Theory (GDT). The research also explores how context surrounding individual and task characteristics affects a hacker’s decision making process in selecting a hacking task. To build a solid foundation on which to understand and combat threats to information systems, researchers need to look past the technical issues of data security and explore why hackers do what they do. This research addresses this gap by understanding why hackers identify and assess hacking tasks. It is hoped that by investigating the motivations of these highly skilled Information Systems (IS) users, new insights into how to avoid becoming a hacker target might be developed. Participants in this study were individuals who self-identify as hackers. They completed a survey to validate the proposed model and answered open-ended questions to provide further insights. The quantitative data was analysed using Structured Equation Modelling; classical content analysis was conducted to examine the qualitative data. This research was successful in identifying the role of TRA and GDT in hacker task selection. The research confirmed the importance of mastery, curiosity, and task complexity in a hacker's evaluation process and provided enticing clues for further research into the role of task complexity in a hacker’s task evaluation process. The research also confirmed that subjective norms play an important part in shaping behavioural intentions towards engaging in a hacking task. Additionally, a clear linkage was identified between perceived certainty of sanction and behavioural intention. Contributions of this research to both academia and practice are outlined as well as potential limitations and areas for future research.

We have examined how individuals between the ages of 15 and 30 perceive three motivationalfactors in order to investigate what motivates people to continue participating in sports.Through a survey, we asked respondents to rate on a scale of 1–5 the extent to which astatement (motivational factor) is connected to their motivation. The results showed thatamong the three factors, a sense of belonging and community had the strongest connection tomotivation, while goal fulfillment had a nearly equally strong connection. The lowestconnection to motivation was found in the factor related to encouragement from others.However, it is important to note that both the sense of belonging and goal fulfillment factorshad a very strong correlation, while encouragement from others had a slightly lower but stillmoderate correlation to motivation. We conclude that an individual's motivation is influencedby multiple motivational factors that collectively contribute to the desire to engage in4activities. However, the significance of each motivational factor varies from person to person.Although we can observe patterns indicating that most people feel a strong connectionbetween motivation and a sense of belonging and community, it remains highly individual.

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Betyg och betygens syfte är föremål för en ständig debatt. Enligt vetenskapsrådet så har betyg tre syften: att fungera som urval för högre studier, att ge en bild av en elevs kunskap och att främja motivation. Den här studien fokuserade på det tredje syftet: att främja motivation. Syftet med den här kvalitativa studien var att undersöka hur elever som gick vårterminen i årskurs 6 upplevde att få betyg och hur det påverkade deras motivation. Studien undersökte även skillnader i uppfattningar mellan låg-och högpresterande elever på 3 skolor med olika förutsättningar. Det empiriska materialet samlades in med semistrukturerade intervjuer där 18 deltagare från 3 skolor deltog. Resultatet i studien visade att eleverna upplevde betyg som något viktigt och ständigt närvarande och att betygens påverkan på motivationen kan kopplas till elevernas bild av vad betygen skulle leda till. / <p>Godkänd i Ladok  2022-06-03.</p>