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A comparison of the relations of adolescent's own and their peers' academic motivation within different peer relationshipsChan, Wai-sze, 陳慧斯 January 2012 (has links)
The present study compares the relation of early adolescents’ academic self-concept, effort regulation and task value with their peer of three distinct relationships, which named as mutual friendships, frequent interactive pairs and social groups. Data was collected from a secondary school in Hong Kong with 135 form 1 students and 176 form 3 students. Moderating effect of adolescents’ own motivation on help-seeking and peer-learning in each type of peer relationship and developmental difference were also explored. Different correlation found in academic self-concept and effort regulation across forms proves the existence of three distinct types of peer relationship. Result shows that social group’s academic characteristic is most predictable for early adolescent’s own academic motivation. Result also suggests that motivation on help-seeking and peer-learning moderate the relation of adolescents’ academic effort regulation and task value mainly in dyadic relationships, such as mutual friendships and frequent interactive pairs. / published_or_final_version / Educational Psychology / Master / Master of Social Sciences
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The effects of teaching practices on student's motivation in project learningTso, Mei-kuen, Lydia January 2004 (has links)
published_or_final_version / abstract / toc / Educational Psychology / Master / Master of Social Sciences
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Inquiry education as a context for the experience of flow / Inquiry and flowBorovay, Lindsay A. January 2007 (has links)
Inquiry pedagogy encompasses many strategies and approaches (e.g., student-centered learning, a participatory role among students and teachers in constructing the curriculum, fostering autonomy) that have been identified to increase intrinsic motivation and mastery goal-oriented approaches to learning. However, little if any investigation has been conducted to investigate the motivation that is experienced among bright and average achieving students when engaged in this learning environment. Csikszentmihalyi's Flow theory is considered an optimal form of intrinsic motivation and has been linked to bright students because they appear to exhibit high motivation when engaged in challenging and interesting material. The purpose of the present study was to determine whether Flow was a good theoretical framework in which to explore the motivation that is experienced among high achieving and average achieving students in inquiry education and traditional settings. Participating students (N = 272, M age = 11.68) were from different instructional settings (i.e., traditional, occasional inquiry, and frequent inquiry classrooms) from upper elementary and early secondary school grades (grades five through eight). Data collection consisted of two administrations of questionnaires that targeted Flow experiences, one in a unit that students had recently completed in their particular instructional environment and the other, being more ideal, explored their experiences in their favorite subjects. Flow was measured using the Flow States Scale - 2; goal orientation and intrinsic motivation were used to further validate the Flow construct and were measured using the Goal Orientation Scale, and the Intrinsic versus Extrinsic Orientation in the Classroom Scale. Semi-structured interviews were also conducted with each teacher and eighteen randomly selected students. All students regardless of ability report higher Flow states in inquiry settings than students' experiences from traditional and occasional inquiry classrooms. Additionally, high ability students report the highest Flow states when engaged in their favorite subjects. The quantitative results were corroborated by the interview results.
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Effect of praise and age on intra-task integrationHelmy, Kamel January 1979 (has links)
No description available.
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Secondary choral music education in Hong Kong : relations among motivation to music, meaning of the choral experience, and selected demographic variables /Kwan, Eva, Schmidt, Charles Punnett, January 2007 (has links)
Thesis (D.M.E.)--Indiana University, 2007. / Computer printout. Adviser: Charles P. Schmidt. Includes bibliographical references (leaves 151-157).
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Mothers' perception of the influence of extrinsic reward systems on academic achievementMott, Jennifer Lee. January 1998 (has links) (PDF)
Thesis--PlanB (M.S.)--University of Wisconsin--Stout, 1998. / Includes bibliographical references.
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Secondary school students' self-efficacy in mathematics and achievement in diverse schools a thesis submitted to Auckland University of Technology in partial fulfilment of Doctor of Philosophy, 2005.Marat, Deepa. January 2005 (has links) (PDF)
Thesis (PhD) -- Auckland University of Technology, 2005. / Also held print (xiii, 286 leaves, 30 cm.) in North Shore Campus Theses Collection. (T 510.71293 MAR)
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The impact of parental social support on early adolescents' academic striving, psychosomatic symptoms and self-esteem /Barnard, Ann Gruver. January 1986 (has links)
Thesis (Ed. D.)--Teachers College, Columbia University, 1986. / Typescript; issued also on microfilm. Sponsor: Joseph Grannis. Dissertation Committee: Samuel Johnson. Bibliography: leaves 119-126.
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An evaluation of three systematic interview involvement procedures for accomplishing guidance goalsSmaby, Marlowe H. January 1970 (has links)
Thesis (Ph. D.)--University of Wisconsin--Madison, 1970. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.
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Generational differences in motivation for learning an ethnographic research project on the differences between learning styles and motivations to learn based on generation /DeBelle, Alan. January 2008 (has links) (PDF)
Thesis (M.Ed.)--Regis University, Denver, Colo., 2008. / Title from PDF title page (viewed on May 27, 2009). Includes bibliographical references.
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