This study investigated the effectiveness of using an attitude model to motivationally enhance instruction in two skill modeling media: print and interactive video. Three theories support the investigation of the relationship of attitude modeling to attitudes and instruction and their effects on instructional motivation and achievement. Social learning theory (Bandura, 1986) proposes that people learn behavior by observing others: modeling. Instructional theory (Gagne, 1985) proposes that people can learn attitudes through modeling but it is instructional motivation theory (Keller, 1987) that describes the specific dimensions of instructional motivation: attention, relevance, confidence, and satisfaction (ARCS). / Adult students enrolled in vocational training were assigned to treatment groups. Half of the subjects in this study completed job interviewing instruction in print and the remainder completed the instruction in interactive video. Half witnessed a videotaped attitude model before beginning the instruction and the other half of the subjects did not see the attitude model before the instruction. / The instructional strategy employed in each skill modeling media presented objectives, rule-learning and verbal information with examples of rule application with practice and feedback elicited from students. / Results indicate that the presence of an attitude model does not affect instructional motivation. Results also indicate that it is possible to use either print or interactive video for skill modeling instruction without affecting instructional motivation. The skill modeling instructional media did not differentially affect three of the four dimensions of instructional motivation: relevance, confidence, or satisfaction. Learners in the interactive video reported more attention-getting properties in the interactive video instruction than in the print. / The study validates the use of Keller's instructional motivation measurement scale (IMMS) with adults on a 10th grade reading level. The IMMS subscale scores did distinguish among the four dimensions of instructional motivation and scores indicated differences between the instructional motivation of males and females. After adaptation to the instructional context, the IMMS instrument remained reliable. / Source: Dissertation Abstracts International, Volume: 50-11, Section: A, page: 3466. / Major Professor: John Keller. / Thesis (Ph.D.)--The Florida State University, 1989.
| Identifer | oai:union.ndltd.org:fsu.edu/oai:fsu.digital.flvc.org:fsu_78098 |
| Contributors | Ley, Kathryn L., Florida State University |
| Source Sets | Florida State University |
| Language | English |
| Detected Language | English |
| Type | Text |
| Format | 121 p. |
| Rights | On campus use only. |
| Relation | Dissertation Abstracts International |
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