xiii, 105 p. A print copy of this thesis is available through the UO Libraries. Search the library catalog for the location and call number. / In this study I examined whether priming salient characteristics in martial arts students' martial arts identity would influence their motivation to learn conflict resolution skills. Through a factorial, between-subjects experimental design I evaluated the effects of priming three different characteristics of a martial arts identity on 242 martial arts students, including 'peace' and 'competition' characteristics (experimental conditions) and an exercise" characteristic (control condition). I also examined whether the strength of the specific martial arts identity primed would moderate this relationship and assessed the impact of the conditions on participants' value and self-efficacy for conflict resolution skills, as these are theoretically related to motivation to learn.
By using both multivariate analyses of covariance and binary logistical analysis, I assessed for outcome differences among the conditions. Results demonstrated that participants primed with the notion that `peaceful' characteristics were related to a martial arts identity were significantly more likely to want additional training in conflict resolution skills in comparison to participants primed with the notion that `competitive' characteristics were related to a martial arts identity. When experimental conditions were compared to the control condition, effects differed by sex. The peace prime significantly predicted that men would want additional training in conflict resolution skills, but not women. The competition prime significantly predicted that women would not want additional training in conflict resolution skills, but this was not true for men. Contrary to hypotheses, strength of identity was not a significant moderator of these relationships, and significant differences between experimental and control conditions were not found for the outcome measures of participant value and self-efficacy of conflict resolution skills. Ceiling effects and measurement issues may explain the lack of significant findings on a continuous measure of motivation to learn, but the dichotomous motivation to learn outcome variable was significantly influenced by the prime conditions in the hypothesized directions.
Results of this study have the potential to improve the content and delivery of conflict resolution training with the purpose of improving participant participation and engagement. Study results, strengths, limitations, and implications for future research and practice are discussed. / Committee in charge: Benedict McWhirter, Chairperson, Counseling Psychology and Human Services;
Ellen McWhirter, Member, Counseling Psychology and Human Services;
Lauren Lindstrom, Member, Counseling Psychology and Human Services;
Thomas Dishion, Outside Member, Psychology
| Identifer | oai:union.ndltd.org:uoregon.edu/oai:scholarsbank.uoregon.edu:1794/11184 |
| Date | 09 1900 |
| Creators | Walters, Karrie Patrice, 1973- |
| Publisher | University of Oregon |
| Source Sets | University of Oregon |
| Language | en_US |
| Detected Language | English |
| Type | Thesis |
| Relation | University of Oregon theses, Dept. of Counseling Psychology and Human Services, Ph. D., 2010; |
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