Current Search: Motivation (x)
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Pages
- Title
- Beyond Compliance: Examining the Role of Motivation in Vigilance Performance.
- Creator
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Dewar, Alexis, Szalma, James, Sims, Valerie, Hancock, Peter, Matthews, Gerald, University of Central Florida
- Abstract / Description
-
Vigilance, or sustained attention, is the capacity to attend to information for a prolonged period of time (Davies (&) Parasuraman, 1982; Jerison, 1970; Warm, 1977). Due to limitations of the human nervous system, as well as the environmental context, attention can begin to wane over time. This results in a phenomenon referred to as the vigilance decrement, or a decline in vigilance performance as a function of time. The vigilance decrement can manifest as poorer attention and is thusly...
Show moreVigilance, or sustained attention, is the capacity to attend to information for a prolonged period of time (Davies (&) Parasuraman, 1982; Jerison, 1970; Warm, 1977). Due to limitations of the human nervous system, as well as the environmental context, attention can begin to wane over time. This results in a phenomenon referred to as the vigilance decrement, or a decline in vigilance performance as a function of time. The vigilance decrement can manifest as poorer attention and is thusly associated with poor performance, which is defined behaviorally as more lapses in the detection of critical signals and an increase in response time to these signals during watch. Given this, the present dissertation seeks to systematically examine the impact of two types of motivation (i.e., achievement motivation, autonomous motivation) on vigilance performance across four experiments. The present experiments manipulate information processing type, source complexity, and motivational task demands. Three hundred and ninety-eight participants completed either a cognitive task or sensory task, which were psychophysically equated in previous studies (Szalma (&) Teo, 2012; Teo, Szalma, (&) Schmidt, 2011), with or without motivational instructions, and with either low, medium, or high source complexity. Performance measures, perceived stress and workload, and changes to state motivation and engagement at pre-task and post-task are interpreted across three theories of information processing: resource-depletion theory, mind-wandering theory, and mindlessness theory. The results of each of the four studies are discussed in terms of overall support for the resource-depletionist account. The limitations of the present set of experiments and the future directions for research on motivation and sustained attention are also discussed.
Show less - Date Issued
- 2017
- Identifier
- CFE0006582, ucf:51312
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0006582
- Title
- The Impact of Access to Books on the Reading Motivation and Achievement of Urban Elementary Students.
- Creator
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Trimble Spalding, Lee-Anne, Hynes, Michael, Kelley, Michelle, Hoffman, Bobby, Clark, Margaret, Williams, Robert, University of Central Florida
- Abstract / Description
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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.
Show less - Date Issued
- 2012
- Identifier
- CFE0004611, ucf:49933
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0004611
- Title
- Utilizing iPads to Enhance Student Engagement in Vocabulary Learning: A Case Study.
- Creator
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Park, Sarah, Zygouris-Coe, Vassiliki, Kelley, Michelle, Wilson, Nancy, University of Central Florida
- Abstract / Description
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According to research evidence, the relationship between vocabulary and reading proficiency is so powerful that it is a valuable predictor of reading comprehension and academic achievement in the later school years (Scarborough, 2011). The major contributor to reading problem is the vocabulary demand of texts that students are assigned in school (Mckeown, Corsson, Arts, Sandora, (&) Beck, 2012). National Assessment of Education Progress (National Center for Education Statistics, 2012) stated...
Show moreAccording to research evidence, the relationship between vocabulary and reading proficiency is so powerful that it is a valuable predictor of reading comprehension and academic achievement in the later school years (Scarborough, 2011). The major contributor to reading problem is the vocabulary demand of texts that students are assigned in school (Mckeown, Corsson, Arts, Sandora, (&) Beck, 2012). National Assessment of Education Progress (National Center for Education Statistics, 2012) stated the essential link between the words students know and students' ability to use those words to understand what they read. Therefore, researchers and educators have both agreed the importance of minimizing vocabulary gaps in order for students to be able to succeed academically and deal with rigorous content (Sparks, 2013). This case study examined the effects of how utilizing an iPad would enhance a student's engagement in vocabulary learning. A third grade student performing below grade level in reading comprehension and vocabulary participated in this study. The research took place at the University of Central Florida, College of Education, Reading Clinic. This research study concentrated on five different iPad applications that focused on enhancing the student's engagement in ways to use the iPad to engage students with vocabulary learning. The data obtained from this research were gathered through pre and post vocabulary test developed by the researcher to assess the student's learning gains. In addition, multiple sources such as attitude pre and post survey, game results, and observations were also collected. At the end of the research, the participant displayed tremendous learning gains in vocabulary. In addition, the researcher concluded that utilizing an iPad significantly enhanced the student's engagement in vocabulary learning.
Show less - Date Issued
- 2013
- Identifier
- CFE0005042, ucf:49966
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0005042
- Title
- THE MEDIATING ROLE OF MOTIVATION AND JOB SATISFACTION IN WORK ENVIRONMENT-OUTCOME RELATIONSHIPS.
- Creator
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Guzman, Melissa, Pritchard, Robert, University of Central Florida
- Abstract / Description
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Research that links various aspects of the work environment to important work outcomes can be traced back almost seventy years. Despite the history and proliferation of these studies, firm conclusions have not been reached regarding the ways through which the work environment impacts these outcomes. For example, mediating variables such as motivation and job satisfaction have been proposed as affective and cognitive states that could impact the environment-outcome relationships but have...
Show moreResearch that links various aspects of the work environment to important work outcomes can be traced back almost seventy years. Despite the history and proliferation of these studies, firm conclusions have not been reached regarding the ways through which the work environment impacts these outcomes. For example, mediating variables such as motivation and job satisfaction have been proposed as affective and cognitive states that could impact the environment-outcome relationships but have received little attention. Additionally, organizational and contextual moderators such as group size and demographics that could impact the relationships have been called for but have yet to be studied. Consequently, much remains to be examined in the environment-outcome relationships beyond the basic links. Therefore, the primary objective of the current study was to investigate the effects of motivation and job satisfaction as mediators, and group size, group tenure, and group gender composition as moderators, of work environment-work outcome relationships. Specifically, it was proposed that motivation and job satisfaction mediate the relationships between the feedback environment, learning environment, and reward and recognition environment and job performance and turnover intentions. Finally, it was expected that group size, group tenure, and group gender composition moderate these same environment-outcome relationships. It is suggested that findings gleaned from this study can provide a clearer picture of how certain work environment variables impact specific work outcomes, which can provide researchers and practitioners with information to improve the organizational setting and individual and organizational outcomes of interest. Support was found for several hypotheses and future research directions are noted.
Show less - Date Issued
- 2007
- Identifier
- CFE0001724, ucf:47299
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0001724
- Title
- DIFFERENCES IN ACADEMIC PERFORMANCE AND SELF-REGULATED LEARNING BASED ON LEVEL OF STUDENT PARTICIPATION IN SUPPLEMENTAL INSTRUCTION.
- Creator
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Mack, Ana, Pawlas, George, University of Central Florida
- Abstract / Description
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This study examined differences in academic performance and self-regulated learning based on levels of student participation in Supplemental Instruction (SI) sessions in two introductory undergraduate biology and chemistry courses offered at University of Central Florida in the Spring 2006 semester. The sample consisted of 282 students enrolled in the biology class and 451 students enrolled in chemistry. Academic performance was measured using students' final course grades and rates of...
Show moreThis study examined differences in academic performance and self-regulated learning based on levels of student participation in Supplemental Instruction (SI) sessions in two introductory undergraduate biology and chemistry courses offered at University of Central Florida in the Spring 2006 semester. The sample consisted of 282 students enrolled in the biology class and 451 students enrolled in chemistry. Academic performance was measured using students' final course grades and rates of withdrawal from the courses. The self-regulated learning constructs of motivation, cognition, metacognition, and resource management were measured using the Motivated Strategies for Learning Questionnaire (MSLQ). Relationships between students' gender and ethnic background and levels of SI participation were also analyzed in this research. Findings in both biology and chemistry courses revealed a statistically significant decrease in student motivation from beginning to end of semester. In chemistry, frequent SI participants also showed statistically significantly higher levels of motivation at the end of the semester than occasional and non-SI participants. There were no statistically significant gains in cognitive, metacognitive, and resource management strategies from beginning to end of semester. However, statistically significant differences in resource management were observed at the end of the semester among SI attendance groups in both courses. Students in the high SI attendance group were more likely to use learning resources than those who did not participate regularly or did not participate at all. Statistically significant differences in academic performance based on students' SI participation were found in both biology and chemistry courses. Frequent SI participants had significantly higher final percentage grades and were more likely to receive grades of A, B, or C, than those who either did not attend SI regularly of did not participate at all. They were also less likely to withdraw from the course than occasional or non-SI participants. In biology, no relationship between SI participation, gender, and student ethnic background was found. In chemistry, female students were significantly more likely to attend SI regularly than males. Chemistry minority students had significantly higher representation among occasional SI participants. An important implication involved the use of pedagogical approaches that make lecture classrooms more interactive and encourage student motivation and engagement. This study could be replicated in other science and non-science courses that offer SI sessions. Additional factors in the success of SI programs and student motivation can be added, such as SI leaders' experience and major. Follow-up studies on students who completed the courses included in this study can be conducted to determine whether they reenrolled in other science courses, continued attending SI sessions, and gained self-regulated learning skills.
Show less - Date Issued
- 2006
- Identifier
- CFE0001516, ucf:47149
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0001516
- Title
- THE RELATIONSHIPS BETWEEN LEADER BEHAVIOR, FOLLOWER MOTIVATION, AND PERFORMANCE.
- Creator
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Harrell, Melissa, Pritchard, Robert, University of Central Florida
- Abstract / Description
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The primary goal of this study was to examine ways in which leaders can influence followers' motivation. Motivation is a key construct in industrial and organizational psychology due to its impact on employee performance. Modern motivation theories adapt a more sophisticated view of motivation in terms of definition, relationships, and operationalization. In particular, one new theory of motivation is the Pritchard and Ashwood Theory (2008). This theory proposes that motivation is...
Show moreThe primary goal of this study was to examine ways in which leaders can influence followers' motivation. Motivation is a key construct in industrial and organizational psychology due to its impact on employee performance. Modern motivation theories adapt a more sophisticated view of motivation in terms of definition, relationships, and operationalization. In particular, one new theory of motivation is the Pritchard and Ashwood Theory (2008). This theory proposes that motivation is comprised of four perceived relationships that, in combination, reflect the extent to which employees believe that their actions on the job will lead to need satisfaction. These four relationships are called connections. The relationship between two leadership behaviors, initiating structure and consideration, and the Pritchard and Ashwood motivational connections was examined. It was hypothesized that the two leader behaviors would have differential relationships with the four motivational connections. These differential relationships should facilitate targeted behavioral feedback to leaders to improve each of the motivational connections. Additionally, motivation was hypothesized to mediate the relationship between the leader behaviors and employee outcomes. The Pritchard and Ashwood Theory is operationalized by the Motivation Assessment Questionnaire (MAQ) (Pritchard, 2006a). A secondary goal of this study was to contribute to the validity evidence of the MAQ. This recently developed questionnaire has shown good psychometric properties and initial validity evidence has demonstrated moderate relationships between the MAQ and job performance. However, this is the first study of the relationship between the MAQ and employee outcomes with a large sample of full-time working adults. Further, this study expanded potential MAQ outcomes beyond employee performance to include organizational citizenship behaviors and turnover intentions. A sample of 208 employees was recruited from two central Florida companies. These employees responded to the MAQ and other study measures via a secure, online survey. Participating employees provided contact information for their supervisors who were then invited to participate in the study by providing criteria ratings. A large number of the invited supervisors participated (n = 195). Results indicated robust support for one of the leadership behaviors: consideration. Consideration was related to performance and this relationship was partially mediated by motivation. On the other hand, initiating structure was not related to employee performance. Consideration and initiating structure were not differentially related as hypothesized to the four motivational connections. This was due in part to the strong correlation between the two leadership behaviors (r = .73). Results provided additional validation evidence for the MAQ. The overall effort scale was not related to performance as it had been in the two previous studies that used a student sample. However, the average of the motivation connections predicted performance. Additionally, the MAQ predicted both organizational citizenship behaviors and turnover intentions. As mentioned previously, the sample was drawn from two central Florida companies. Although many of the study hypotheses were supported for the overall sample, the observed relationships were very different for the two subsamples. Similarly, findings in this study differ from previous studies using the MAQ with working students. Potential reasons for these differences are discussed.
Show less - Date Issued
- 2008
- Identifier
- CFE0002469, ucf:47695
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0002469
- Title
- A STUDY OF SEMANTIC PROCESSING PERFORMANCE.
- Creator
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Dever, Daryn A, Szalma, James, Neigel, Alexis, University of Central Florida
- Abstract / Description
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Examining the role of individual differences, especially variations in human motivation, in vigilance tasks will result in a better understanding of sustained semantic attention and processing, which has, to date, received limited study in the literature (see Fraulini, Hancock, Neigel, Claypoole, & Szalma, 2017; Epling, Russell, & Helton, 2016; Thomson et al., 2016). This present study seeks to understand how individual differences in intrinsic motivation affect performance in a short...
Show moreExamining the role of individual differences, especially variations in human motivation, in vigilance tasks will result in a better understanding of sustained semantic attention and processing, which has, to date, received limited study in the literature (see Fraulini, Hancock, Neigel, Claypoole, & Szalma, 2017; Epling, Russell, & Helton, 2016; Thomson et al., 2016). This present study seeks to understand how individual differences in intrinsic motivation affect performance in a short semantic vigilance task. Performance across two conditions (lure vs. standard condition) were compared in the present study of 79 undergraduate students at the University of Central Florida. The results indicated significant main effects of intrinsic motivation on pre- and post-task stress factors, workload, and performance measures, which included correct detections, false alarms, and response time. Sensitivity and response bias, which are indices of signal detection theory, were also examined in the present study. Intrinsic motivation influenced sensitivity, but not response bias, which was affected by period on watch. The theoretical and practical implications of this research are also discussed.
Show less - Date Issued
- 2017
- Identifier
- CFH2000245, ucf:45984
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFH2000245
- Title
- TEACHER AND STUDENT PERCEPTIONS OF PEDAGOGICAL PRACTICES ON GIFTED STUDENT MOTIVATION.
- Creator
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Pappas, Chloe M, Sellnow, Deanna, Parrish, Adam, University of Central Florida
- Abstract / Description
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This thesis explored teacher and student perceptions of classroom pedagogical practices as they may impact gifted children's motivation to learn. Because engaging gifted students can be uniquely challenging, teachers may need to tailor the teaching and learning experience to motivate them in ways that encourage them to succeed to their full potential. This exploratory study examined relationships among various pedagogical practices employed by a teacher and gifted student motivation....
Show moreThis thesis explored teacher and student perceptions of classroom pedagogical practices as they may impact gifted children's motivation to learn. Because engaging gifted students can be uniquely challenging, teachers may need to tailor the teaching and learning experience to motivate them in ways that encourage them to succeed to their full potential. This exploratory study examined relationships among various pedagogical practices employed by a teacher and gifted student motivation. Ultimately, results of this study may lay a foundation for best practices for teaching gifted students.
Show less - Date Issued
- 2018
- Identifier
- CFH2000432, ucf:45730
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFH2000432
- Title
- ASSESSING THE SECOND BORN: THE ROLE OF COMPETITIVENESS AND EXTRINSIC MOTIVATION IN BIRTH ORDER.
- Creator
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Thye, Melissa, Azimi, Cyrus, University of Central Florida
- Abstract / Description
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Birth order may represent one of the most influential environmental factors that directly impacts personality development and even life outcomes. The present study sought to expand upon the existing literature by examining the motivational and dispositional differences between first born and second born individuals. Research indicates that first born children show significantly higher levels of academic achievement and lifelong attainment due to experiencing higher parental expectations as...
Show moreBirth order may represent one of the most influential environmental factors that directly impacts personality development and even life outcomes. The present study sought to expand upon the existing literature by examining the motivational and dispositional differences between first born and second born individuals. Research indicates that first born children show significantly higher levels of academic achievement and lifelong attainment due to experiencing higher parental expectations as well as increased financial support. As a result, the second born child is likely to compare him/herself with the first born sibling and develop a greater level of competitiveness. Additionally, this desire to surpass the first born may lead to the development of extrinsically motivated goals. Few research endeavors to date have explored the specific motivational disposition of the second born child with no future siblings. By engaging in this research, a better understanding of the complex interaction between siblings can be ascertained as well as a deeper appreciation for how the familial environment impacts development. Such information can be applied to the educational setting to develop programs more rewarding and salient to second-born individuals, thus increasing their level of academic achievement. Seventy-two male and female participants took part in the present experiment. Research validated scales were used to assess overall competitiveness in addition to intrinsic and extrinsic motivation. A paired-t test was used to evaluate the data and compare the differences between the two groups. Although the results do not support the hypotheses, there were a number of limitations that may have served to restrict the scope of the data. The theoretical implications of the results and suggestions for future research will be discussed.
Show less - Date Issued
- 2013
- Identifier
- CFH0004503, ucf:45184
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFH0004503
- Title
- TRULY ACCOMPLISHED: AN EXPLORATORY STUDY OF MOTIVATION AND SOCIAL INFLUENCE.
- Creator
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Tucker, Carly, Fritzsche, Barbara, University of Central Florida
- Abstract / Description
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The purpose of this study was to examine the motivation of individuals to use Truly Accomplished (TA) as a fitness intervention, with or without a social support component. All participants utilized the TA Software as a fitness intervention and received weekly feedback on their progress. Thirty participants were randomly assigned to either participate in the regular TA process or a modified TA process with the addition of a social support component in the form of a social media group....
Show moreThe purpose of this study was to examine the motivation of individuals to use Truly Accomplished (TA) as a fitness intervention, with or without a social support component. All participants utilized the TA Software as a fitness intervention and received weekly feedback on their progress. Thirty participants were randomly assigned to either participate in the regular TA process or a modified TA process with the addition of a social support component in the form of a social media group. Participants in the modified condition posted weekly to a Facebook group page about successes and obstacles they faced and gave feedback to their peers. It was hypothesized that participants, regardless of condition, would show fitness gains in the 6-week study. Also, with the added social support component to TA, participants were expected to have higher levels of self-determination in relation to the three psychological needs (i.e. autonomy, relatedness, and competence) and higher levels of perceived social support. A between-subjects deign was used to measure overall effectiveness, changes in fitness performance (plank, push-ups, wall-sit, step-test) and body composition (BMI, percent body fat), perceived social support, levels of psychological needs satisfaction as it relates to the three basic needs (autonomy, competence, and relatedness), and satisfaction with TA. No significant differences were found between conditions for satisfaction with TA, levels of perceived social support, or levels of psychological needs satisfaction post-intervention. However, a significant increase was found regardless of condition in terms of autonomy and guidance. A significant increase was shown in both the plank and modified push-up post-intervention measure, regardless of condition. Finally, the condition with the added social support had a significantly higher overall effectiveness gain than the condition with no added social support. The practical and theoretical implications of the results are discussed.
Show less - Date Issued
- 2015
- Identifier
- CFH0004782, ucf:45389
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFH0004782
- Title
- KNOWLEDGE, CONFIDENCE, INTENTION, AND MOTIVATION: HEGEMONIC MASCULINITY'S INFLUENCE UPON NUTRITIONAL HABITS OF MALES.
- Creator
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Chizmar, Sara, Rovito, Michael J., University of Central Florida
- Abstract / Description
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With the increasing incidence of chronic diseases such as Type 2 Diabetes Mellitus and cardiovascular disease and the growing obesity epidemic, the need to increase nutritional literacy amongst the general public is paramount. Men tend to lack a strong base of nutritional knowledge. Masculinity is one of the factors preventing many men from making good nutritional choices. The aim of this study was to investigate hegemonic masculinity in relation to current level of nutritional knowledge as...
Show moreWith the increasing incidence of chronic diseases such as Type 2 Diabetes Mellitus and cardiovascular disease and the growing obesity epidemic, the need to increase nutritional literacy amongst the general public is paramount. Men tend to lack a strong base of nutritional knowledge. Masculinity is one of the factors preventing many men from making good nutritional choices. The aim of this study was to investigate hegemonic masculinity in relation to current level of nutritional knowledge as well as perceptions and attitudes regarding dietary behaviors and intention to eat a healthy diet among a sample of males. A convenience sample of males 18+ (n=87) was categorized according to hegemonic masculinity level by the Masculine Role Inventory. An amended survey gathered information regarding nutritional knowledge level. An original survey gathered information on confidence in one�s nutritional knowledge, intention to eat healthier, and motivation to expand nutritional knowledge. Analyses examined the association between hegemonic masculinity and nutritional knowledge, confidence in nutritional knowledge, intention to change dietary behavior and motivation to learn new nutritional knowledge. No significant association was found between hegemonic masculinity level and nutritional knowledge, confidence, intention, or motivation. The null results can be attributed to the low hegemonic status of the majority of participants. Analyses also examined the relationship between actual nutritional knowledge and confidence in nutritional knowledge. A positive association between higher confidence level and greater nutrition knowledge was found to be significant, p < 0.006. A positive association between higher confidence level and higher levels of motivation to learn new nutritional information was also found to be significant, p < 0.000. The results of this study suggest that an increased level of confidence in nutritional knowledge may be necessary to encourage accumulation of new nutritional knowledge.
Show less - Date Issued
- 2016
- Identifier
- CFH2000050, ucf:45533
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFH2000050
- Title
- EXPECTANCY THEORY AND MAJOR LEAGUE BASEBALL PLAYER COMPENSATION.
- Creator
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Leonard, Edward, Saunders, Carol, University of Central Florida
- Abstract / Description
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Major League Baseball (MLB) organizations spend millions of dollars each year on athletes with the end goal of winning a World Series title. However when an organization signs a player to a long term contract are they actually receiving the production that they paid for? Under the MLB's current form of player compensation players may not be properly motivated or at least not motivated to perform at their highest level. The intent of this thesis was to apply expectancy theory in assessing...
Show moreMajor League Baseball (MLB) organizations spend millions of dollars each year on athletes with the end goal of winning a World Series title. However when an organization signs a player to a long term contract are they actually receiving the production that they paid for? Under the MLB's current form of player compensation players may not be properly motivated or at least not motivated to perform at their highest level. The intent of this thesis was to apply expectancy theory in assessing Major League Baseball's current form of player compensation. It evaluates how well players are currently motivated to perform on the field, and if any improvements can be made. This is done through the statistical analysis of MLB organizations yearly salary data, yearly win-loss record, and the performance of 65 players two years prior to, one year prior to, and during their first contract term directly following or extending past arbitration eligibility. Evidence shows that player motivation, especially for position players, can be increased and several suggestions are made as to how this can be improved and how MLB organizations can increase the odds of player production matching compensation.
Show less - Date Issued
- 2013
- Identifier
- CFH0004406, ucf:45091
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFH0004406
- Title
- THE IMPORTANCE OF SELF-ESTEEM IN LEARNING AND BEHAVIOR IN CHILDREN WITH EXCEPTIONALITIES AND THE ROLE MAGIC TRICKS MAY PLAY IN IMPROVING SELF-ESTEEM AND IN MOTIVATING LEARNING.
- Creator
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Bauman, Shannon, Ezell, Dan, University of Central Florida
- Abstract / Description
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This paper was written using various research based sources to determine the effects of self-esteem on learning and behaviors and whether or not the use of magic tricks can play a role in raising self-esteem and in motivating learning for children with exceptionalities. There have been multiple studies that show self-esteem has a significant effect on a child's ability to learn as well as studies that show self-esteem plays a role in a child's behavior. There are opposing studies showing that...
Show moreThis paper was written using various research based sources to determine the effects of self-esteem on learning and behaviors and whether or not the use of magic tricks can play a role in raising self-esteem and in motivating learning for children with exceptionalities. There have been multiple studies that show self-esteem has a significant effect on a child's ability to learn as well as studies that show self-esteem plays a role in a child's behavior. There are opposing studies showing that self-esteem has no effect on learning and behavior in children with and without exceptionalities. There was no information found that state high self-esteem has a negative effect on learning or motivation in children with exceptionalities or without exceptionalities. Regardless of whether or not one agrees that self-esteem affects learning and behavior in children with exceptionalities, it is important that educators find ways to help all children with exceptionalities, as well as without exceptionalities, improve their self-esteem thereby possibly helping improve learning, behavior, and motivation. One possible way to help raise self-esteem in children with exceptionalities is the use of magic tricks inside and outside the classroom. Incorporating the use of magic tricks in lessons seems to motivate learning. The information on the use of using magic tricks to raise self-esteem is limited to few articles and only one study. While the information on using magic to improve self-esteem in children with exceptionalities is limited, the information collected to date all state positive results using magic tricks to not only raise self-esteem but to also to motivate learning in children with exceptionalities.
Show less - Date Issued
- 2012
- Identifier
- CFH0004293, ucf:44914
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFH0004293
- Title
- SOCIAL NETWORKING AND USERS: THE INTERACTION OF PERSONALITY AND MOTIVATION FOR FACEBOOK POSTING.
- Creator
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Kessler, Theresa, Hancock, Peter, University of Central Florida
- Abstract / Description
-
Facebook is the reigning king of Social Networking Sites (SNSs). Due to Facebook's impact on current culture, researchers have been focused on how it interacts with its members on a variety of issues including well-being, personal identity, personality type, and motivation. While the topics of personality type and motivation have been investigated separately, their possible relationship has not been examined until now. Participants consisted of 415 students from the University of Central...
Show moreFacebook is the reigning king of Social Networking Sites (SNSs). Due to Facebook's impact on current culture, researchers have been focused on how it interacts with its members on a variety of issues including well-being, personal identity, personality type, and motivation. While the topics of personality type and motivation have been investigated separately, their possible relationship has not been examined until now. Participants consisted of 415 students from the University of Central Florida were surveyed with an International Personality Item Pool (IPIP), a Facebook Intensity Survey, and a Facebook Motivation Scale. Results showed that the personality traits of agreeableness, conscientiousness, and emotional stability were positively related to intrinsic and extrinsic motivation to make posts on Facebook, extraversion was found to be related to extrinsic motivation to make posts, and intellect was found to have almost no relationship to motivation. In addition, participants who were higher in the traits of agreeableness, conscientiousness, and emotional stability were more likely to be more intensely involved in Facebook than those who were high in extraversion and intellect. Finally, I found that participants who were more intensely involved in Facebook experienced more motivation to make posts on Facebook.
Show less - Date Issued
- 2013
- Identifier
- CFH0004504, ucf:45213
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFH0004504
- Title
- Exploring High Performing Second Grade Students' Reading Achievement and Time Spent on i-Ready with Their Motivation to Read.
- Creator
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Webb, Chloe, Zygouris-Coe, Vassiliki, Kelley, Michelle, Wenzel, Taylar, University of Central Florida
- Abstract / Description
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The motivation to read plays a key role in any student's reading development and success. In the context of 21st century literacies and learning, students engage in reading with print and digital texts and read in traditional and multimodal settings. This situated thesis explored the topic of second grade students' motivation to read through the lens of reading performance and time spent reading and improving their reading skills using i-Ready. Fourteen second grade students in a Central...
Show moreThe motivation to read plays a key role in any student's reading development and success. In the context of 21st century literacies and learning, students engage in reading with print and digital texts and read in traditional and multimodal settings. This situated thesis explored the topic of second grade students' motivation to read through the lens of reading performance and time spent reading and improving their reading skills using i-Ready. Fourteen second grade students in a Central Florida elementary school classroom received the Motivation to Read Profile- Revised (MRP-R) (2013), an established survey, that is designed to gauge elementary school age students' motivation to read. In addition, the researcher selected the top 25% students who showed progress in reading using i-Ready results from Diagnostic 1 and Diagnostic 2 and conducted one informal conversation interview about their motivation to read. The MRP-R (2013) data was analyzed using elementary statistics in the areas of reader self-concept and value of reading. The informal conversational interview data was analyzed in terms of themes in the area of value of reading(-)i.e., other sources/books students like to read, if they like to read electronic sources or print ones, and what they read when they use the Internet. In summary, this study may guide myself as a teacher, and potentially other teachers, to make connections between what students are motivated to read and selecting text(s) for them to read when on i-Ready. The ultimate value of this study lies in guiding teacher instruction and decisions to maximize student motivation to read. The results from this study showed that the group that spent the most time was more positively motivated to read than the remaining second graders. However, the group that showed the most growth was not more or less motivated to read.
Show less - Date Issued
- 2018
- Identifier
- CFE0007113, ucf:51934
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0007113
- Title
- THE INTEGRATION OF INFORMATION AND COMMUNICATION TECHNOLOGIES IN THE CONTENT AREAS AND ADOLESCENT MOTIVATION.
- Creator
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Blackwell, Lindsey, Zygouris-Coe, Vicky, University of Central Florida
- Abstract / Description
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This study was designed to investigate the types of Information and Communication Technologies (ICTs) integrated into the content area classrooms of two local high schools, and whether the use of these ICTs motivated adolescent students to read and write in the content areas. The investigator created a student survey, student, teacher, and other support faculty interview protocols, and a classroom observation protocol to collect data for the study. The investigator faced several challenges...
Show moreThis study was designed to investigate the types of Information and Communication Technologies (ICTs) integrated into the content area classrooms of two local high schools, and whether the use of these ICTs motivated adolescent students to read and write in the content areas. The investigator created a student survey, student, teacher, and other support faculty interview protocols, and a classroom observation protocol to collect data for the study. The investigator faced several challenges which prevented her from spending adequate time in the schools. Due to these challenges, sufficient data was not obtained to form conclusions about the research questions. This thesis will present the review of literature, methodology, and plan for completing the study in the future.
Show less - Date Issued
- 2010
- Identifier
- CFE0003554, ucf:48914
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0003554
- Title
- AN INVESTIGATION OF THE RELATIONSHIPS BETWEEN MOTIVATION, WORKER ROLE CONFLICTS AND WORKER OUTCOMES.
- Creator
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Kennedy, Robert, Pritchard, Robert, University of Central Florida
- Abstract / Description
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This study investigated the relationships between several work motivational process variables and work-life-conflict (WLC) and how these variables contribute to job related outcomes such as work performance, job satisfaction and life satisfaction. This survey study identified several correlations which suggest that a more comprehensive model of motivation should include variables such as energy pool and direction toward organizational objectives. Results also suggest that WLC contributes to...
Show moreThis study investigated the relationships between several work motivational process variables and work-life-conflict (WLC) and how these variables contribute to job related outcomes such as work performance, job satisfaction and life satisfaction. This survey study identified several correlations which suggest that a more comprehensive model of motivation should include variables such as energy pool and direction toward organizational objectives. Results also suggest that WLC contributes to the amount of energy pool available to workers and the amount of motivation exhibited by workers. WLC also impacts important job and life attitudes directly and through the above mentioned motivation process variables. The basis for a comprehensive work motivation model will be posited and theoretical and practical implications will be discussed.
Show less - Date Issued
- 2011
- Identifier
- CFE0003816, ucf:48728
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0003816
- Title
- PERSONAL PERCEPTIONS AND ORGANIZATIONAL FACTORS INFLUENCING POLICE DISCRETION: THE CASE OF TURKISH PATROL OFFICERS' RESPONSIVENESS.
- Creator
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Tasdoven, Hidayet, Kapucu, Naim, University of Central Florida
- Abstract / Description
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Police officers make decisions at the street level in a variety of situations that have direct impact on quality of life, justice in society, and individual freedom. These decisions inherently involve the exercise of discretion, since successfully performed police tasks are linked to the officer's choosing among alternative courses of action. Appropriateness of unsupervised decisions taken under street contingencies remains questionable in terms of police-behavior legitimacy. Law enforcement...
Show morePolice officers make decisions at the street level in a variety of situations that have direct impact on quality of life, justice in society, and individual freedom. These decisions inherently involve the exercise of discretion, since successfully performed police tasks are linked to the officer's choosing among alternative courses of action. Appropriateness of unsupervised decisions taken under street contingencies remains questionable in terms of police-behavior legitimacy. Law enforcement agencies seek ways to control excessive discretion to avoid undesired consequences of police discretion and maintain organizational legitimacy. Traditionally, organizations developed reward and sanction structures that aimed to shape officer behavior on the street. Recent perspectives, on the other hand, emphasize that it is imperative to manage discretion by employing a value-based approach that requires the agency to encourage subordinates in the exercise of certain behaviors simply because they are believed to be right and proper. This approach depends primarily on beliefs, values, and attitudes of employees rather than external contingencies of environment. Drawing on expectancy and value-based approaches, this study examines the factors affecting patrol officers' discretionary decisions to enforce law in the Turkish National Police (TNP). The reward expectancy concept was derived from the expectancy theory of motivation, which uses extrinsic rewards in structuring discretion. Regarding the value-based approach, public service motivation (PSM) represents the intrinsic motives of officers in this study, while selective enforcement corresponds to the attitudes of officers. Discretionary behaviors of officers on the street were conceptualized as responsiveness, which refers to the degree to which officers iv are willing to respond to street contingencies. The study tested the mediating role of work effort between reward expectancy/responsiveness and public service motivation/responsiveness relationships. Samples of the study were drawn from uniformed patrol officers in seven provinces of Turkey. A self-administered questionnaire was used to collect data. Responses of 613 patrol officers were analyzed using structural equation modeling (SEM). The study developed four latent constructs and validated their measurement models by using confirmatory factor analysis (CFA). Structural equation modeling was used to investigate causal and confirmatory relationships among latent variables. Findings of the study suggested that reward expectancy did not have a statistically significant relationship to responsiveness. The study did not find a significant association between reward expectancy and work effort of officers. This finding was found to be attributable to the fact that officers do not believe in the fair distribution procedures of rewards and they do not value organizational rewards. Public service motivation of respondents, on the other hand, indicated a strong, positive, and statistically significant relationship with both work effort and responsiveness. These results indicated that intrinsic motives of officers in the TNP are more powerful in explaining officer responsiveness to street contingencies. As hypothesized, officer attitudes toward selective enforcement negatively influenced officer responsiveness, indicating that officers' beliefs and values influence their discretionary behaviors. Among the demographic characteristics of participants, only age of officer indicated a negative significant relationship to responsiveness. This finding suggested that motivation decreases as age increases. Contrary to other findings in the literature, this study found that intensity perceptions of respondents was positively associated with responsiveness. The study revealed some policy, theoretical, and methodological implications. The findings suggested that the TNP should either completely eliminate the existing reward system or revise it to motivate officers to be responsive. A leadership practice that promotes PSM and discourages selective enforcement was also suggested. Contrary to research that emphasizes the role of extrinsic motivation on police discretion, this study empirically reported that intrinsic motivation has an even stronger effect on officer behavior and needs to be taken into account in future studies. The study contributes to an understanding of police discretionary behavior in the TNP, which has unique characteristics of structure, culture, and law. The limitations of the study in terms of its dependency on officer perceptions and concerns about construct validity were discussed and future research was suggested.
Show less - Date Issued
- 2011
- Identifier
- CFE0003886, ucf:48734
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0003886
- Title
- DIRECT, HANDS-ON OR INQUIRY INSTRUCTION: A STUDY OF INSTRUCTIONAL SEQUENCING AND MOTIVATION IN THE SCIENCE CLASSROOM.
- Creator
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Vander Wiede, Jamie, Gill, Michele, University of Central Florida
- Abstract / Description
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Currently, a debate exists between the strengths and weaknesses of direct and inquiry instruction. Inquiry instruction is related to positive effect on learner motivation whereas supporters of direct instruction point to its ability to adequately support learners' working memories (Hmelo-Silver, Duncan, & Chinn, 2007; Kirschner, Sweller, & Clark, 2006; Kuhn, 2007; Sweller, 1988). This study examined the possibility of combining the best features of both inquiry and direct instruction by...
Show moreCurrently, a debate exists between the strengths and weaknesses of direct and inquiry instruction. Inquiry instruction is related to positive effect on learner motivation whereas supporters of direct instruction point to its ability to adequately support learners' working memories (Hmelo-Silver, Duncan, & Chinn, 2007; Kirschner, Sweller, & Clark, 2006; Kuhn, 2007; Sweller, 1988). This study examined the possibility of combining the best features of both inquiry and direct instruction by sequencing them together. A two-part lesson on electrical circuits was presented in three separate sequences of instruction to middle school students to determine if differences in student motivation and academic achievement emerge depending on whether a guided inquiry lab followed or preceded direct instruction. Results indicated equal levels of perceived competence by students across all instructional sequences and greater interest/enjoyment and perceived autonomy support when the instructional sequence began with a guided inquiry lesson. No significant differences in achievement were reported among the sequences.
Show less - Date Issued
- 2011
- Identifier
- CFE0003902, ucf:48737
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0003902
- Title
- Job Characteristics Model: Test of a Modified Four-Trait Model at the University of Central Florida.
- Creator
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Cox-Jones, Gena L., Wooten, William, Arts and Sciences
- Abstract / Description
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University of Central Florida College of Arts and Sciences Thesis; The study examined the number of significant factors in the Hackman and Oldham (1980) job characteristics model. The original factors were: Skill Variety, Task Significance, Task Identity, Autonomy, and Feedback. Scores on these dimensions for 84 employees of the University of Central Florida (21 supervisory and 63 non-supervisory subjects) were used as the basis for this study through a mail administration of the Hackman and...
Show moreUniversity of Central Florida College of Arts and Sciences Thesis; The study examined the number of significant factors in the Hackman and Oldham (1980) job characteristics model. The original factors were: Skill Variety, Task Significance, Task Identity, Autonomy, and Feedback. Scores on these dimensions for 84 employees of the University of Central Florida (21 supervisory and 63 non-supervisory subjects) were used as the basis for this study through a mail administration of the Hackman and Oldham Job Diagnostic Survey (JDS) and their Job Rating Form (JRF). It was hypothesized that: (a) only four significant job dimensions would emerge from factor analysis of the data; (b) that the motivating potential ratings from job incumbents would be significantly different from those provided by supervisors; and (c) that these motivating potential scores would be significantly lower than the norm for the job families into which those positions fell. the data failed to lend support to any of the preceeding hypotheses. First, only one significant factor (Skill Variety) was extracted from the non-supervisory data while two factors (Skill Variety and Task Identity) were extracted from the supervisory data. Second, incumbents' ratings were not significantly different from those of their supervisors and third, the motivating potential scores of incumbents were found to be higher than the norm for most of the job families sampled in the study.
Show less - Date Issued
- 1987
- Identifier
- CFR0008177, ucf:53060
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFR0008177