The purpose of the present study was to determine whether perceptions of cohesion served as a mediator between motivation and future participation (operationalized as intention to return). The participants were 162 intramural athletes participating in various team sport activities. Each participant completed a questionnaire that assessed cohesion (individual attractions to the group-task and-social; group integration-task and-social), motivation (amotivation, external regulation, introjected regulation, identified regulation, intrinsic motivation), and intention to return (using a one-item statement). The results found two mediational relationships: (a) individual attractions to the group-task served to mediate the relationship between intrinsic motivation and intention to return, (b) group integration-task served to mediate the relationship between intrinsic motivation and intention to return. A number of aspects related to the specific results are discussed.

In ensuring a sound culture of teaching and learning various stakeholders in education have emphasised school effectiveness. Schools in achieving and maintaining effectiveness, require optimum levels of commitment and performance from the educators. Therefore, it is an essential task of the school managers to ensure that educators are performing at their optimum levels. "Underpinning this notion of affecting and improving the performance capability of individuals is the concept of motivation" (Middlewood and Lumby, 1998:21). It is with this in mind that the researcher, conducting a case study, aimed at identifying factors associated with the motivation of primary school educators in Isipingo, Phumelela Circuit, EThekwini Region. Through the process of random sampling 5 schools, in Isipingo, were selected. All the principals and Level One educators employed by the Department of Education were targeted for this study. Questionnaires directed at the principals and educators as well as focus group interviews with the educators, formed the research instruments for this study. The study revealed that 60.2% of the educator sample was motivated. These educators claimed that they were generally motivated by the team spirit and the 'togetherness' amongst staff members at their schools. These educators placed a high premium on positive human relations as well as their interaction and love for children and teaching. Other factors associated with the motivation of these educators included being recognised and appreciated for their efforts, increased responsibilities, professional autonomy and the open door policy that some school managers employed. Educators felt strongly that school managers should play fundamental roles in motivating them in their work. The study also revealed that although the school managers were employing some motivation strategies based on the general needs of their educators, emphasis should be on analysing the educators' individual work related needs. / Theses (M.Ed.) - University of KwaZulu-Natal, Durban, 2005.

One fourth of students who enroll in 4-year universities never finish. Precipitating causes of early departure include poor academic progress and a lack of clear goals and motivation. A major cause of trouble adjusting to university is students’ failure to cognitively assimilate new experiences. Recent studies have demonstrated that goal setting leads to heightened well-being. Neuroscience research has also closely linked working memory (WM) and goal setting, because WM is related to the use of attention to activate information, for example, goal states or action plans. The present study investigated whether an intensive goal-setting program for struggling students who have experienced a substantial drop in performance would have positive effects not only on academic achievement, but also on well-being, personality (specifically conscientiousness and emotional stability), and cognitive functioning (specifically WM). Students (N = 101) experiencing subjectively perceived academic difficulty and a cumulative GPA ofless than 3.0 were recruited from McGill University. Participants completed baseline measures of mood, personality, and cognition, and were randomly assigned to one of two intervention groups: Half completed an intensive goal-setting program and half a control task with intervention-quality face validity. Every month for 4 months, students were retested on mood measures. After 4 months, students were retested on all measures. Official transcripts were gathered at the end of the semester subsequent to the intervention, in order to compare grades pre- and post-intervention as well as retention rates. [...] / Le quart des étudiants inscrit dans un programme universitaire ne termineront pas leurs études. Les causes qui précipitent cet abandon incluent une faible progression académique, un manque de motivation, ainsi qu’une absence de buts clairement établis. Une des raisons principales pouvant expliquer ce manque d’ajustement à la vie universitaire peut également s’expliquer par l’incapacité des étudiants à assimiler de nouvelles expériences sur le plan cognitif. Des études récentes ont démontré que se donner des objectifs aide à développer un sentiment accru de bien-être. La recherche neuroscientifique a aussi établi un lien étroit entre la mémoire de travail (MT) et la capacité de se fixer des objectifs. C’est à dire, la MT est reliée au déploiement des ressources attentionnelles, qui en retour sont importantes dans la planification et l’élaboration de stratégies pour faciliter l’atteinte d’un but ainsi que le retour sur l’état de ces buts. Cette étude vise à découvrir si l’utilisation d’un programme avec des objectifs claire peut avoir des bienfaits sur le plan académique, le bien-être, la personnalité (stabilité émotive et l’état de conscience) et le fonctionnement cognitif (MT) d’étudiants à faible rendement académique. Des étudiants (N = 101) en difficultés scolaires et ayant une note pondérée de moins de 3.0/4.0 ont été recrutés à l’Université McGill. Ceux-ci ont complété des tests mesurant leur bien-être, personnalité, fonctionnement cognitif et ont ensuite été assignés par hasard soit au groupe expérimental (assignation intensive d’objectifs) ou au groupe contrôle (intervention neutre apparaissant efficace). Chaque mois, pendant quatre mois, les étudiants ont rempli des questionnaires sur leur état émotionnel. [...]

Thesis (M.Ed.)--York University, 2006. Graduate Programme in Education. / Typescript. Includes bibliographical references (leaves 106-109). Also available on the Internet. MODE OF ACCESS via web browser by entering the following URL: http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:MR19655

Thesis (Ph.D.)--Auburn University, 2007. / Abstract. Vita. Includes survey instruments. Includes bibliographic references (ℓ. 170-184)

Diss. (sammanfattning) Stockholm : Karol. inst., 2004. / Härtill 4 uppsatser.

Dissertation (Ph. D.)--University of Akron, Dept. of Curricular and Instructional Studies-Secondary Education, 2006. / "December, 2006." Title from electronic dissertation title page (viewed 04/07/2008) Advisor, Denise Stuart; Committee members, Isadore Newman, Carole Newman, Lynn Smolen, Sajet Zachariah; Interim Department Chair, Bridgie A. Ford; Dean of the College, Patricia A. Nelson; Dean of the Graduate School, George R. Newkome. Includes bibliographical references.

Thesis (M.I.T.)--The Evergreen State College, 2007. / Title from title screen viewed (4/10/2008). Includes bibliographical references (leaves 132-138).

Thesis (Ed. D.)--Indiana University of Pennsylvania. / Includes bibliographical references.

Thesis (Ed. D.)--UCLA, 2008. / Vita. Includes bibliographical references (leaves 142-151).