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Title: The Effects of Regulatory Orientation on Subjective Task Values, Ability Beliefs, and Gameplay in a Grammar Editing Computer Game.
Creator: Strnad, Stephen, Hoffman, Bobby, Hartshorne, Richard, Sivo, Stephen, University of Central Florida
Abstract / Description: This study investigated mean group differences in composite subjective task values, ability beliefs, and gameplay behaviors between low promotion and high promotion English as a Second Language (ESL) postsecondary students while playing two versions of a grammar-editing computer game. First, students were categorized according to their scores on the General Regulatory Focus Measure. Next, students played two identical versions of the grammar-editing game; in the second game version, an...
Show moreThis study investigated mean group differences in composite subjective task values, ability beliefs, and gameplay behaviors between low promotion and high promotion English as a Second Language (ESL) postsecondary students while playing two versions of a grammar-editing computer game. First, students were categorized according to their scores on the General Regulatory Focus Measure. Next, students played two identical versions of the grammar-editing game; in the second game version, an independent variable was added in the form of an in-game punishment. In the middle of each game version, students completed a modified version of the Expectancy-value Questionnaire. Independent samples t-tests were conducted to determine any statistically significant group differences between groups in terms of subjective task values, ability beliefs, and gameplay behaviors. Results indicated no statistically significant differences between groups for any of the composite dependent variables tested. However, two individual items measuring utility and attainment value indicated significant group differences. The findings of this study both supported and contradicted aspects of regulatory orientation theory and previous regulatory orientation research. This research contributed to the need for motivation studies in the field of digital game-based learning utilizing well-established theoretical frameworks. In addition, this study offered researchers, teachers, instructional designers, and video game designers insights into the effects of regulatory orientations in the digital game-based learning context.
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Date Issued: 2018
Identifier: CFE0007105, ucf:51939
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0007105

Title: Diverse 3rd Grade Non-School Activity Participation: Associations With Social Competence and Reading Performance.
Creator: Mahone, Robert, Hoffman, Bobby, Crevecoeur, Edwidge, Biraimah, Karen, Bai, Haiyan, University of Central Florida
Abstract / Description: This study examined indicators of 3rd Grade students' non-school activity participation (NSAP) for associations with measures of social competence and reading performance. The Early Childhood Longitudinal Study (ECLS-K), representative of a 1999 kindergarten cohort of more than 14,000 students was used. The study constructed social competence composites from responses provided by students, parents and teachers. Principal component analysis and iterative bivariate correlations were utilized to...
Show moreThis study examined indicators of 3rd Grade students' non-school activity participation (NSAP) for associations with measures of social competence and reading performance. The Early Childhood Longitudinal Study (ECLS-K), representative of a 1999 kindergarten cohort of more than 14,000 students was used. The study constructed social competence composites from responses provided by students, parents and teachers. Principal component analysis and iterative bivariate correlations were utilized to derive the most robust composite for use in tests of the main hypotheses of the study. Results confirmed prior research findings that social competence has strong positive associations with academic performance. Thereafter, the social competence composite and ECLS Reading IRT Scale Score were used as alternative outcome measures in the bivariate analyses and linear regressions on non-school activity participation (NSAP) and breadth of non-school activity participation (BNSAP) scores.Cluster and multiple regression analyses combined in the study and brought demographic and cognitive controls to bear on iterations of five distinct views of the independent variables. Results indicated that girls influenced the association strengths observed for NSAP, and boys seemed to drive the direction and strength of BNSAP associations. Although regression betas for total samples were nominal, when viewed by demographic cluster samples the values were appreciatively improved. The use of the cluster distinctions provided views of significant associations that were otherwise dissolved into nominal aggregates. The results of these analyses support the construct validity of applying the aggregate scoring metric of EAP research to NSAP. Regression results prompted a call for future inquiries into student self-selection.
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Date Issued: 2011
Identifier: CFE0004132, ucf:49123
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0004132

Title: Peak Performance Training.
Creator: Hallett, Matthew, Hoffman, Bobby, Rockmore, Benjamin, Clark, Margaret, University of Central Florida
Abstract / Description: Peak performance is defined as an (")episode of superior functioning(") where an individual performs up to (and sometimes exceeds) their full potential (Privette, 1983, p. 1361). Most individuals do not consistently experience episodes of peak performance. After accounting for biological factors, motivation, and external constraints, the inability to achieve peak performance consistently is due to the challenge of successfully selecting and accessing knowledge and skills on demand while under...
Show morePeak performance is defined as an (")episode of superior functioning(") where an individual performs up to (and sometimes exceeds) their full potential (Privette, 1983, p. 1361). Most individuals do not consistently experience episodes of peak performance. After accounting for biological factors, motivation, and external constraints, the inability to achieve peak performance consistently is due to the challenge of successfully selecting and accessing knowledge and skills on demand while under pressure (Brown, 2009). This thesis describes the psychology of peak performance and skill training for peak performance. A peak performance training program is designed specifically for business professionals. The program was delivered to business professionals and a focus group was conducted to gather data on how to improve the training program. Grounded theory was used as the method of inquiry during data analysis. Results indicated that participants reacted favorably to the training content, training design, variety of training activities, and the training's applicability, but had unfavorable reactions to the training duration, comprehension of concepts, training materials, utility, and training conclusions.
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Date Issued: 2011
Identifier: CFE0004116, ucf:49105
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0004116

Title: The Effect of a Self-Monitoring Treatment Intervention Package on the Academic Productivity Behavior of Three High School Students with Autism Spectrum Disorder.
Creator: Craanen, Patrick, Hoffman, Bobby, Vasquez, Eleazar, Spence, Kimberly, Harvey, Charlotte, University of Central Florida
Abstract / Description: This study employed a multiple baseline across participants design to investigate the effect of a self-monitoring treatment intervention package (independent variable) consisting of a wristwatch that delivers timed vibrating and digital text prompts, a self-recording form, and a performance graphing worksheet, on the ability of three high school students with Autism Spectrum Disorder to self-monitor the academic productivity component behaviors (dependent variable) of homework assignment...
Show moreThis study employed a multiple baseline across participants design to investigate the effect of a self-monitoring treatment intervention package (independent variable) consisting of a wristwatch that delivers timed vibrating and digital text prompts, a self-recording form, and a performance graphing worksheet, on the ability of three high school students with Autism Spectrum Disorder to self-monitor the academic productivity component behaviors (dependent variable) of homework assignment completion and submission rates, classroom-based work completion and submission rates, and accuracy and rate of documentation of academic tasks in their student planners. Students earned academic productivity composite scores reflecting the percentage of academic productivity behavior they demonstrated in their target classroom each day. All participants achieved marked improvements in their academic productivity composite scores from baseline to intervention to the maintenance phase. A detailed analysis of the study results, implications for clinical practice, limitations of the current investigation and recommendations for future research completes this investigation.
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Date Issued: 2013
Identifier: CFE0004831, ucf:49717
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0004831

Title: Objectively Defining Scenario Complexity: Towards Automated, Adaptive Scenario-Based Training.
Creator: Dunn, Robert, Sivo, Stephen, Hoffman, Bobby, Hartshorne, Richard, Bowers, Clint, University of Central Florida
Abstract / Description: Effective Scenario-Based Training (SBT) is sequenced in an efficient trajectory from novice to mastery and is well-grounded in pedagogically sound instructional strategies and learning theory. Adaptive, automated SBT attempts to sequence scenarios according to the performance of the student and implement the sequence without human agency. The source of these scenarios may take the form of a matrix constructed by Instructional Systems Designers (ISD), software engineers or trainers. The domain...
Show moreEffective Scenario-Based Training (SBT) is sequenced in an efficient trajectory from novice to mastery and is well-grounded in pedagogically sound instructional strategies and learning theory. Adaptive, automated SBT attempts to sequence scenarios according to the performance of the student and implement the sequence without human agency. The source of these scenarios may take the form of a matrix constructed by Instructional Systems Designers (ISD), software engineers or trainers. The domain being instructed may contain procedures or concepts that are easily differentiated thus allowing quick and accurate determination of difficulty. In this instance, the sequencing of the SBT is relatively simple. However, in complex, domain-integrated instructional environments accurate and efficient sequencing may be extremely difficult as ISD, software engineers and trainers, without an objective means to calculate a scenario's complexity must rely on subjectivity. In the Military, where time, fiscal and manpower constraints may lead to ineffective, inefficient and, perhaps, negative training SBT is a growing alternative to live training due to the significant cost avoidance demonstrated by such systems as the United States Marine Corps' (USMC) Abrams Main Battle Tank (M1A1) Advanced Gunnery Training System (AGTS). Even as the practice of simulation training grows, leadership such as the Government Accountability Office asserts that little has been done to demonstrate simulator impact on trainee proficiency. The M1A1 AGTS instructional sub system, the Improved Crew Training Program (ICTP), employs an automated matrix intended to increase Tank Commander (TC) and Gunner (GNR) team proficiency. This matrix is intended to guide the team along a trajectory of ever-increasing scenario difficulty. However, as designed, the sequencing of the matrix is based on subjective evaluation of difficulty, not on empirical or objective calculations of complexity. Without effective, automated SBT that adapts to the performance of the trainee, gaps in combat readiness and fiscal responsibility could grow large.In 2010, the author developed an algorithm intended to computationally define scenario complexity (Dunne, Schatz, Fiore, Martin (&) Nicholson, 2010) and conducted a proof of concept study to determine the algorithm's effectiveness (Dunne, Schatz, Fiore, Nicholson (&) Fowlkes, 2010). Based on results of that study, and follow-on analysis, revisions were made to that Scenario Complexity (SC) algorithm. The purpose of this research was to examine the efficacy of the revised SC algorithm to enable Educators and Trainers, ISDs, and software engineers to objectively and computationally define SC. The research process included a period of instruction for Subject Matter Experts (SME) to receive instruction on how to identify the base variables that comprise SC. Using this knowledge SMEs then determined the values of the scenarios base variables. Once calculated, these values were ranked and compared to the ICTP matrix sequence.Results indicate that the SMEs were very consistent in their ratings of the items across scenario base variables. Due to the highly proceduralized process underlying advanced gunnery skills, this high degree of agreement was expected. However, the significant lack of correlation to the matrix sequencing is alarming and while a recent study has shown the AGTS to increase TC and GNR team proficiency (PM TRASYS, 2014a), this research's findings suggests that redesign of the ICTP matrix is in order.
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Date Issued: 2014
Identifier: CFE0005789, ucf:50062
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0005789

Title: A multimedia pedestrian safety program and school infrastructure: Finding the connection to pedestrian risk-taking attitudes and perceptions of pedestrian behavior.
Creator: Scott, Diana, Hoffman, Bobby, Sivo, Stephen, Porter, Robert, University of Central Florida
Abstract / Description: Approximately 47,700 pedestrians were killed between the years of 2000 - 2009. School buses are one of the safest modes of transportation (National Highway Traffic Safety Administration, 2004). However, the Central Florida school district eliminated bus transportation within the 2-mile radius from schools just last year. Children must prepare for an alternative mode of transportation; walking and biking. The purpose of this research was two-fold. First to develop an online safety training...
Show moreApproximately 47,700 pedestrians were killed between the years of 2000 - 2009. School buses are one of the safest modes of transportation (National Highway Traffic Safety Administration, 2004). However, the Central Florida school district eliminated bus transportation within the 2-mile radius from schools just last year. Children must prepare for an alternative mode of transportation; walking and biking. The purpose of this research was two-fold. First to develop an online safety training program for elementary school children; and second, a self-report questionnaire was constructed and piloted to measure how safety training and school infrastructure affects students' pedestrian risk-taking attitudes and risk perceptions to avoid the dangers of walking and biking to and from school. A 2x2 Factorial Multivariate Analysis of Variance (MANOVA) was used to test two categorical independent variables (safety awareness training, school infrastructure) for each of the two continuous dependent variables (pedestrian risk-taking attitudes and risk perceptions of pedestrian behavior). Using data from the pilot study, the researcher developed, self-reported questionnaires demonstrated that there was a significant difference between schools. Those receiving the training had lower mean scores in risk-taking attitudes than those who did not receive the training. Regardless of intervention, School 2 (complete infrastructure) takes fewer risks than School 1(incomplete infrastructure). The mean difference between groups was not statistically significant.
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Date Issued: 2014
Identifier: CFE0005248, ucf:50590
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0005248

Title: A Survey of Investing and Retirement Knowledge and Preferences of Florida Preservice Teachers.
Creator: Thripp, Richard, Hartshorne, Richard, Hahs-Vaughn, Debbie, Hoffman, Bobby, Jahani, Shiva, Mottola, Gary, University of Central Florida
Abstract / Description: New teachers are facing lower pay and less generous retirement benefits than the prior generation, yet their financial and retirement knowledge, concerns, and preferences have received little attention. To investigate these areas, the author developed a 39-item survey instrument and administered it to 314 preservice teachers in undergraduate teacher education courses at the University of Central Florida, who were primarily female elementary and early childhood education juniors and seniors...
Show moreNew teachers are facing lower pay and less generous retirement benefits than the prior generation, yet their financial and retirement knowledge, concerns, and preferences have received little attention. To investigate these areas, the author developed a 39-item survey instrument and administered it to 314 preservice teachers in undergraduate teacher education courses at the University of Central Florida, who were primarily female elementary and early childhood education juniors and seniors ages 18(-)25. Florida public employees are offered an unusual choice between a traditional pension plan and a defined-contribution plan similar to a 401(k) in which they can select their own investments, and 54% of surveyed preservice teachers preferred the 401(k)-like plan structure. However, their preferences may be ill-advised, given that in a mock portfolio allocation exercise intended to assess retirement investing sophistication, preservice teachers directed more than half their retirement money to low-risk money market and bond funds, which will likely underperform stocks over several decades. Furthermore, they anticipated that low salaries will impede their ability to save for retirement. For comparison, the survey was also administered to 205 U.S. college students or graduates ages 18(-)25 on the Amazon Mechanical Turk platform for $1.00 each. Worrisomely, preservice teachers had significantly lower financial knowledge and retirement investing sophistication. These findings suggest a need for financial education targeting Florida preservice teachers, particularly given that the Florida Retirement System substantially cut its benefits in 2011.
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Date Issued: 2019
Identifier: CFE0007868, ucf:52793
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0007868

Title: Classroom Error Climate: Teacher Professional Development to Improve Student Motivation.
Creator: O'Dell, Sean, Gill, Michele, Cox, Dr. Thomas, Hoffman, Bobby, Flanigan, Jacquelyn, University of Central Florida
Abstract / Description: Student motivation and achievement are often low for students from low socioeconomic status households and may decline when children from all walks of life enter middle school. Despite years of studies describing these declines and efforts to improve learning outcomes, the trends continue. Motivation has been studied from several theoretical standpoints, among them, self-efficacy, beliefs, goal orientations, and emotions. This dissertation introduces error orientation: how teachers and...
Show moreStudent motivation and achievement are often low for students from low socioeconomic status households and may decline when children from all walks of life enter middle school. Despite years of studies describing these declines and efforts to improve learning outcomes, the trends continue. Motivation has been studied from several theoretical standpoints, among them, self-efficacy, beliefs, goal orientations, and emotions. This dissertation introduces error orientation: how teachers and students react to and use errors in the classroom. A positive error orientation, one that views errors as opportunities to learn rather than punishments, may help improve students' emotions, self-efficacy, and future goal orientations, while aligning their beliefs in a more adaptive direction, thus reducing maladaptive academic motivation. A professional development design is proposed here to train teachers in using errors to the advantage of the learner by creating a positive error climate in their classrooms.
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Date Issued: 2015
Identifier: CFE0005856, ucf:50917
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0005856

Title: Bullying Victimization, Feared Second Language Self, and Second Language Identity: Reconceptualizing The Second Language Motivational Self System.
Creator: Peker, Hilal, Hoffman, Bobby, Regalla, Michele, Nutta, Joyce, Witta, Eleanor, Vitanova-Haralampiev, Gergana, University of Central Florida
Abstract / Description: Factors affecting English learners' (ELs) motivation and identity have been explored in second language (L2) learning contexts; however, research examining L2 motivation and identity under the effect of bullying victimization is rare although ELs are one of the populations that are physically and psychologically affected from bullying. Using a unique perspective by merging L2 motivation, L2 identity, and bullying concepts under social ecological framework, this dissertation study is the first...
Show moreFactors affecting English learners' (ELs) motivation and identity have been explored in second language (L2) learning contexts; however, research examining L2 motivation and identity under the effect of bullying victimization is rare although ELs are one of the populations that are physically and psychologically affected from bullying. Using a unique perspective by merging L2 motivation, L2 identity, and bullying concepts under social ecological framework, this dissertation study is the first study investigating the relationship between bullying victimization, L2 Motivational Self System, and L2 identity.The data were derived from 1022 ELs through a self-report survey that was adapted and tested for measurement model validity and reliability. Partial least square structural equation modeling (PLS-SEM) results indicated that there was a strong relationship between bullying victimization, including traditional bullying and cyberbullying, L2 Motivational Self System, and L2 identity. Traditional bullying victimization and cyberbullying victimization affect ELs' feared L2 selves. This suggests that the feared L2 self may be added as a component to D(&)#246;rnyei's L2 Motivational Self System, especially when bullying victimization becomes a factor in language learning process. In addition, cyberbullying victimization positively correlated with ELs' oriented identity, which may indicate that ELs as agents were more motivated to learn English to overcome the negative effects of bullying victimization and to orient to the target culture. Based on the results, potential implications were provided for teachers and curriculum developers to help ELs cope with bullying in class and outside the classroom environment.
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Date Issued: 2016
Identifier: CFE0006373, ucf:51537
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0006373

Title: The Impact of Access to Books on the Reading Motivation and Achievement of Urban Elementary Students.
Creator: Trimble Spalding, Lee-Anne, Hynes, Michael, Kelley, Michelle, Hoffman, Bobby, Clark, Margaret, Williams, Robert, University of Central Florida
Abstract / Description: The focus of this research was to study the association that reading motivation and reading achievement have with increased access to books provided by the non-profit program Book Trust, could have on urban elementary students, specifically second graders being educated in a large school district in Central Florida. Teacher data collection sheets, the Motivation to Read Profile (MRP): Reading Survey and the Florida Assessment for Instruction in Reading (FAIR) were used to measure the...
Show moreThe focus of this research was to study the association that reading motivation and reading achievement have with increased access to books provided by the non-profit program Book Trust, could have on urban elementary students, specifically second graders being educated in a large school district in Central Florida. Teacher data collection sheets, the Motivation to Read Profile (MRP): Reading Survey and the Florida Assessment for Instruction in Reading (FAIR) were used to measure the aforementioned associations. Findings revealed that increased access to books in these elementary schools did not have a statistically significant impact on reading motivation or reading achievement scores. In addition, teachers' demographic data, such as age, number of years teaching or highest degree held, did not impact their student reading achievement.
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Date Issued: 2012
Identifier: CFE0004611, ucf:49933
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0004611

Title: Eighth-Grade Students Reading Nonfiction Literature on the iPad: An Exploratory Case Study.
Creator: Cardullo, Victoria, Zygouris-Coe, Vassiliki, Wegmann, Susan, Hoffman, Bobby, Wilson, Nance, University of Central Florida
Abstract / Description: The intent of this qualitative research study was to investigate the experiences of eighth-grade readers as they read nonfiction text on an iPad for academic purposes. Analysis of the Common Core State Standards (CCSS) calls for close reading requiring readers to interact with the text to create meaning (Fisher, n.d.). With this in mind, the researcher investigated reading strategies students used to support their reading as well as what role the iPad features played in the reading process....
Show moreThe intent of this qualitative research study was to investigate the experiences of eighth-grade readers as they read nonfiction text on an iPad for academic purposes. Analysis of the Common Core State Standards (CCSS) calls for close reading requiring readers to interact with the text to create meaning (Fisher, n.d.). With this in mind, the researcher investigated reading strategies students used to support their reading as well as what role the iPad features played in the reading process. Several theoretical perspectives informed the framework for this study: (a) New Literacies theory, (b) transactional theory, (c) constructivist theory, and (d) metacognition theory. These perspectives focused on the reading comprehension strategies students used to facilitate reading comprehension while reading nonfiction text on an e-reader, specifically on an iPad. Data sources for this study included the following: (a) retrospective think alouds; (b) student questionnaire about iPad knowledge and experiences; (c) pre-study student interview; (d) post-study student interview; (e) Metacognitive Awareness of Reading Strategies Inventory (MARSI); (f) student observations; and (g) teacher interview. Pre-selection data for the collective case study participants were used to identify proficient readers who displayed confidence, competency, and control over text. The criteria used for participant selection included (a) reading skills using Lexile Levels, (b) MARSI survey, and (c) iPad use survey to determine prior knowledge of iPad. Three themes emerged in the collective case study that were directly related to the analysis. Students used a combination of (a) reading comprehension strategies, (b) nonfiction features, and (c) iPad features to support their reading of nonfiction on the iPad. Analysis of the data revealed three distinct groups for which recommendations were made: (a) classroom teachers, (b) publishers, and (c) researchers.
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Date Issued: 2013
Identifier: CFE0004662, ucf:49884
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0004662

Title: Evaluating the effectiveness of culturally relevant substance abuse prevention in Ukraine.
Creator: Gewin, Anne, Hoffman, Bobby, Allen, Kay, Hahs-Vaughn, Debbie, Cook, Ida, Corzine, Harold, University of Central Florida
Abstract / Description: The International School Project (ISP) developed a culturally-relevant intervention entitled The Future Begins Today (FBT) to address the need for school-based substance abuse prevention in Ukraine. Using a quasi-experimental pretest-posttest with control group design, this study evaluated the effectiveness of this intervention in regards to impact on attitudes and refusal self-efficacy. The study hypothesized that exposure to the FBT intervention would significantly increase adolescents'...
Show moreThe International School Project (ISP) developed a culturally-relevant intervention entitled The Future Begins Today (FBT) to address the need for school-based substance abuse prevention in Ukraine. Using a quasi-experimental pretest-posttest with control group design, this study evaluated the effectiveness of this intervention in regards to impact on attitudes and refusal self-efficacy. The study hypothesized that exposure to the FBT intervention would significantly increase adolescents' perceived harm of substance use and perceived ability to refuse drug offers. Students from three schools in Drohobych (N = 173) participated in the study between September and December 2013, with seven classes (n = 124) enrolled in the FBT course and three classes (n = 49) in the control group. Both groups were tested in September and December. ANOVA results suggested that between September and December, students in the FBT program statistically significantly increased their perceived harm of occasional substance use and perceived ability to refuse drug offers. There was no significant change in students' perceived harm of frequent use. Moreover, the extent to which FBT supplementary materials were incorporated also related positively with program outcomes. Qualitative data from follow-up written interviews supported these findings. Regression analyses showed that older students were less likely to perceive substance use as harmful. There were no significant relationships between program outcomes and gender, positive family influence, or negative peer influence. Relevance to the existing literature and recommendations for future research are discussed.
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Date Issued: 2014
Identifier: CFE0005170, ucf:50659
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0005170

motivation (3)	+ -
ESL (2)	+ -
Adaptive Instruction (1)	+ -
Attitudes toward L2 Community (1)	+ -
Autism Spectrum Disorder (1)	+ -

Automated Sequencing (1)	+ -
Bullying (1)	+ -
Bullying Victimization (1)	+ -
Case Study (1)	+ -
Content Reading (1)	+ -
Cultural Interest (1)	+ -
Cyberbullying (1)	+ -
ESOL (1)	+ -
English Anxiety (1)	+ -
English Learning Experience (1)	+ -
Ethnocentrism (1)	+ -
Fear of Assimilation (1)	+ -
Feared L2 Self (1)	+ -
Florida Retirement System (1)	+ -
Ideal L2 Self (1)	+ -
Instrumental Motivation (1)	+ -
Instrumentality Prevention (1)	+ -
Instrumentality Promotion (1)	+ -
L2 Identity (1)	+ -
L2 Motivation (1)	+ -
L2 Motivational Self System (1)	+ -
Metacognition (1)	+ -
National Identity (1)	+ -
New Literacy (1)	+ -
Oriented Identity (1)	+ -

Hoffman, Bobby (12)	+ -
University of Central Florida (12)	+ -
Hartshorne, Richard (3)	+ -
Sivo, Stephen (3)	+ -
Clark, Margaret (2)	+ -

Hahs-Vaughn, Debbie (2)	+ -
Allen, Kay (1)	+ -
Bai, Haiyan (1)	+ -
Biraimah, Karen (1)	+ -
Bowers, Clint (1)	+ -
Cardullo, Victoria (1)	+ -
Cook, Ida (1)	+ -
Corzine, Harold (1)	+ -
Cox, Dr. Thomas (1)	+ -
Craanen, Patrick (1)	+ -
Crevecoeur, Edwidge (1)	+ -
Dunn, Robert (1)	+ -
Flanigan, Jacquelyn (1)	+ -
Gewin, Anne (1)	+ -
Gill, Michele (1)	+ -
Hallett, Matthew (1)	+ -
Harvey, Charlotte (1)	+ -
Hynes, Michael (1)	+ -
Jahani, Shiva (1)	+ -
Kelley, Michelle (1)	+ -
Mahone, Robert (1)	+ -
Mottola, Gary (1)	+ -
Nutta, Joyce (1)	+ -
O'Dell, Sean (1)	+ -
Peker, Hilal (1)	+ -

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