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- Title
- A RELATIONSHIP BETWEEN CAREER DECISION AND MOTIVATION TO PERSIST.
- Creator
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Ferguson, Patricia, Sivo, Stephen, University of Central Florida
- Abstract / Description
-
During the past few decades, research on student retention has been primarily focused on the constructs of social integration, lack of financial support and academic under-preparedness (Astin, 1975; Bean & Metzner, 1985; Cabrera, 1993; Pascarella,1982; Tinto, 1975). This study examined the phenomenal occurrence of low retention due to "lack of major and career direction." The Career Decision Scale and the Achievement Motivation Profile assessments were administered to 105 students at a...
Show moreDuring the past few decades, research on student retention has been primarily focused on the constructs of social integration, lack of financial support and academic under-preparedness (Astin, 1975; Bean & Metzner, 1985; Cabrera, 1993; Pascarella,1982; Tinto, 1975). This study examined the phenomenal occurrence of low retention due to "lack of major and career direction." The Career Decision Scale and the Achievement Motivation Profile assessments were administered to 105 students at a comprehensive community college. Six linear regressions were conducted to determine if there were statistical relationships between:(a) career decision and the motivation to persist and; (b) career indecision and the lack of motivation to persist. Of the three regressions conducted on career decision and motivation to persist; two of the scores from the motivation profile indicated that a statistical relationship existed, whereas the third score did not. Of the three regressions conducted on career indecision and the lack of motivation to persist; two scores from the motivation profile indicated a statistical relationship between career indecision and the lack of motivation to persist, whereas the third score was not statistically significant. Recommendations were made to community colleges and universities to cultivate an environment where major and career decision initiatives become a top priority for students. Suggestions included creating courses in career planning and one-on-one career counseling sessions.
Show less - Date Issued
- 2007
- Identifier
- CFE0001978, ucf:47456
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0001978
- Title
- THE GREAT ESCAPE: MAKING THE CHOICE FOR UPWARD SOCIAL MOBILITY.
- Creator
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Gilliam, Trina, Donley, Amy, University of Central Florida
- Abstract / Description
-
In 2004, Bill Crosby delivered a speech during which he explicated his theory that blacks continuation of negative attitudes and behaviors is the reason for inability to achieve upper socioeconomic mobility. This theory is not a new concept. Oscar Lewis published the Culture of Poverty in 1959 which indicated characteristics much like Crosby, his theory was people in poverty had common characterizes. To test Cosby's theory, I have examined individuals with higher upper mobility aspirations ...
Show moreIn 2004, Bill Crosby delivered a speech during which he explicated his theory that blacks continuation of negative attitudes and behaviors is the reason for inability to achieve upper socioeconomic mobility. This theory is not a new concept. Oscar Lewis published the Culture of Poverty in 1959 which indicated characteristics much like Crosby, his theory was people in poverty had common characterizes. To test Cosby's theory, I have examined individuals with higher upper mobility aspirations (HUMA) and those individuals with lower upper mobility aspirations (LUMA) to provide some salient factors contributing to the desire for upward mobility.
Show less - Date Issued
- 2015
- Identifier
- CFH0004799, ucf:45328
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFH0004799
- Title
- THE IMPACT OF TEACHER-STUDENT INTERACTION ON STUDENT MOTIVATION AND ACHIEVEMENT.
- Creator
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Nugent, Tisome, McGee, Janet, University of Central Florida
- Abstract / Description
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The goal of this research was to determine the value and impact of student-teacher interactions in relation to student motivation and achievement. It was further intended that the results of this study would add to the body of knowledge and resources available to enhance the learning experience and influence student success. In order for this to happen, student and teacher perceptions of their interactions were analyzed, as well whether or not this interaction significantly impacted...
Show moreThe goal of this research was to determine the value and impact of student-teacher interactions in relation to student motivation and achievement. It was further intended that the results of this study would add to the body of knowledge and resources available to enhance the learning experience and influence student success. In order for this to happen, student and teacher perceptions of their interactions were analyzed, as well whether or not this interaction significantly impacted motivation and achievement. The results of this study provided strong arguments in favor of equipping teachers with the appropriate resources and assistance to appropriately meet the needs of their students beyond academic instruction. The slightly negative relationship between motivation and achievement isolated the issue at hand: finding ways to capitalize on these relationships, which will act as catalysts for student achievement The literature review and results of this study found that teacher-student relationships are crucial to student success. Pearson Correlation analysis proved positive correlations between teacher-student interaction and motivation, as well as positive teacher-student interaction and achievement. It however, illustrated a negative relationship between motivation and achievement. Suggested uses for the study included the development of workshops for educators and administrators that may have a positive effect on the proven significance of the teacher-student relationship problem. The results suggest the need for teachers to be provided with appropriate resources and assistance to meet the needs of their students beyond academic instruction. It also suggests providing students and teachers with measurable and attainable goals to create experiences with and exposure to success. Further, there needs to a balance where all students are challenged and where the students who need additional assistance are provided with the appropriate scaffolds.
Show less - Date Issued
- 2009
- Identifier
- CFE0002884, ucf:48034
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0002884
- Title
- EFFECTS OF INSTRUCTOR IMMEDIACY AND STUDENT NEED FOR COGNITION ON STUDENT MOTIVATION AND PERCEPTIONS OF LEARNING.
- Creator
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Kalish, Sabrina, Hastings, Sally, University of Central Florida
- Abstract / Description
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This study built on previous literature linking instructor immediacy, student motivation, and student learning. The purpose of this research was to examine main and interaction effects of instructor immediacy and student trait motivation on student state motivation and cognitive learning. A main effect of instructor nonverbal immediacy on student state motivation and cognitive learning was found to be statistically significant. Further exploratory research did not yield statistical...
Show moreThis study built on previous literature linking instructor immediacy, student motivation, and student learning. The purpose of this research was to examine main and interaction effects of instructor immediacy and student trait motivation on student state motivation and cognitive learning. A main effect of instructor nonverbal immediacy on student state motivation and cognitive learning was found to be statistically significant. Further exploratory research did not yield statistical significance for a main effect of trait motivation, as measured by need for cognition, on student state motivation and cognitive learning, nor an interaction effect of immediacy and trait motivation on both state motivation and cognitive learning.
Show less - Date Issued
- 2009
- Identifier
- CFE0002785, ucf:48103
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0002785
- Title
- Gamification of Visual Search in Real World Scenes.
- Creator
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Hess, Alyssa, Neider, Mark, Szalma, James, Bohil, Corey, Paulson, Daniel, University of Central Florida
- Abstract / Description
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Gamification, or the application of game-like features in non-game contexts, has been growing in popularity over the last five years. Specifically, the successful gamification of applications (such as Waze, Foursquare, and Fitocracy) has begun a spike in gamification of more complex tasks, such as learning to use AutoCAD or Photoshop. However, much is unknown about the psychological mapping of gamification or how it translates to behavioral outcomes. This dissertation aims to compare three...
Show moreGamification, or the application of game-like features in non-game contexts, has been growing in popularity over the last five years. Specifically, the successful gamification of applications (such as Waze, Foursquare, and Fitocracy) has begun a spike in gamification of more complex tasks, such as learning to use AutoCAD or Photoshop. However, much is unknown about the psychological mapping of gamification or how it translates to behavioral outcomes. This dissertation aims to compare three distinct styles of gamification (avatars, points and feedback, and leaderboards) onto the three basic psychological needs (autonomy, competence, and relatedness). It will assess behavioral outcomes on a visual search task when gamification styles are used separately, compared against all three styles used in concert. The task chosen is a camouflage visual search task. This task was selected because it is both boring (as indicated by the Flow Short Scale) and difficult (as indicated by previous work). These features make it the ideal task to gamify. Results indicated that only in the full gamification condition was response time significantly faster than in the control condition, or no gamification. However, ANOVA evaluating differences in enjoyment, motivation, and stress indicated differences among the groups, suggesting that gamification may elicit psychological outcomes that may not necessarily manifest into behavioral outcomes. ANCOVA were used to evaluate group differences using relevant survey measures as covariates. These tests indicated differences among groups in all behavioral measures, though these differences were most pronounced in response time measures. Future directions involving gamification based on personality type, as well as suggestions on best practice for gamification in the future are discussed.
Show less - Date Issued
- 2017
- Identifier
- CFE0006601, ucf:51264
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0006601
- Title
- Keeping Church Goers Motivated: Church Worship Communication Study.
- Creator
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Trelstad, Anne, Katt, James, Miller, Ann, Davis, Kristin, University of Central Florida
- Abstract / Description
-
At a time when mainline Protestant churches in America are concerned with stagnant or declining worship attendance (Duin, 2008) a better understanding of worshippers' motivations could help church leaders plan and create positive worship experiences (Katt (&) Trelstad, 2009). This study extends the scope of the previous research of Katt and Trelstad by employing a larger sample of purposively selected churches. It attempts to more clearly answer the following question more clearly: What types...
Show moreAt a time when mainline Protestant churches in America are concerned with stagnant or declining worship attendance (Duin, 2008) a better understanding of worshippers' motivations could help church leaders plan and create positive worship experiences (Katt (&) Trelstad, 2009). This study extends the scope of the previous research of Katt and Trelstad by employing a larger sample of purposively selected churches. It attempts to more clearly answer the following question more clearly: What types of incidents serve as motivator and de-motivator factors in the church worship service setting? A sample of 105 church members from thirty-eight churches participated in a survey, either in person or online. The results indicate that there are motivators and de-motivators for attendees of a church worship service which are specific to the context. This research could provide practical information for churches concerned about member motivation and further extend the scope of Herzberg's theory into another context.
Show less - Date Issued
- 2012
- Identifier
- CFE0004631, ucf:49934
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0004631
- Title
- READING MOTIVATION IN UPPER ELEMENTARY STUDENTS: HOW CHILDREN EXPLAIN READING FOR PLEASURE.
- Creator
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Poppe, Rebecca, Boote, David, University of Central Florida
- Abstract / Description
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This qualitative study investigated the phenomenon of the pleasure reading experience in fourth and fifth grade students. The purpose of the study was to create a dialogue with children regarding their leisure reading habits in an effort to inform our understanding of aliteracy, a term that refers to having the ability to read but choosing not to. Fourth grade students were surveyed to uncover their attitudes toward pleasure reading and eleven students were chosen for interviews. Comparative...
Show moreThis qualitative study investigated the phenomenon of the pleasure reading experience in fourth and fifth grade students. The purpose of the study was to create a dialogue with children regarding their leisure reading habits in an effort to inform our understanding of aliteracy, a term that refers to having the ability to read but choosing not to. Fourth grade students were surveyed to uncover their attitudes toward pleasure reading and eleven students were chosen for interviews. Comparative data was obtained from those students who conveyed either extremely negative or extremely positive attitudes toward reading. Students of both genders were selected who had varied ability levels. Parents and fourth-grade teachers were also interviewed in an effort to triangulate data. This study revealed similarities in the way reluctant readers and motivated readers experience pleasure reading physically and intellectually and contrasts in the way these children emotionally, psychologically, and socially experience pleasure reading. Reluctant readers described preferring reality-based and experiential approaches to leisure-time activities while motivated readers described the ability to internalize stories they read for pleasure. Parental modeling did not prove to be a strong influence with this group of children and reluctant readers reported that the Accelerated Reader program provided motivation for them to read in order to meet classroom requirements.
Show less - Date Issued
- 2005
- Identifier
- CFE0000635, ucf:46528
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0000635
- Title
- ROSES ARE RED, VIOLETS ARE BLUEHOW POETRY IN SCIENCE CAN HELP STUDENTS LEARN SOMETHING NEW.
- Creator
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Casselman, Kimberly, Everett, Robert, University of Central Florida
- Abstract / Description
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This study was an attempt to examine how poetry integrated with science could assist eighth graders in the memorization of key science vocabulary words. Furthermore, it would investigate if student attitude, interest, and motivation would improve with the use of the poetry. Instruction was adjusted to implement poetry into astronomy lessons. Memorization activities such as poems, chanting, and repetition were used to help students remember the vocabulary and the definitions. Pre/post tests...
Show moreThis study was an attempt to examine how poetry integrated with science could assist eighth graders in the memorization of key science vocabulary words. Furthermore, it would investigate if student attitude, interest, and motivation would improve with the use of the poetry. Instruction was adjusted to implement poetry into astronomy lessons. Memorization activities such as poems, chanting, and repetition were used to help students remember the vocabulary and the definitions. Pre/post tests were used to interpret if the poetry did assist in the memorization of the astronomy vocabulary. Science interest surveys and science attitude surveys were used to interpret if the use of the poetry helped to increase student interests in and attitudes toward science. This study was intended to be a first step toward proving how poetry could benefit students in the areas of memorization, attitude, and interest of science; and if successful, perhaps could be used to assist in other subjects as well.
Show less - Date Issued
- 2009
- Identifier
- CFE0002677, ucf:48203
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0002677
- Title
- The Measurement of Motivation: Examining the Measurement Properties of the Motivation Assessment System.
- Creator
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Schmerling, Daniel, Fritzsche, Barbara, Joseph, Dana, Jentsch, Florian, Roth, Colin, University of Central Florida
- Abstract / Description
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The current study investigated the Pritchard-Ashwood (P-A) Theory of Motivation (Pritchard (&) Ashwood, 2008) by examining a measure of P-A Theory labeled the Motivation Assessment System (MAS). P-A Theory combines prior motivation theories such as expectancy theory, goal setting theory, justice theory, and needs theory and consolidates them into one integrated theory of motivation. In essence, P-A theory posits that one's motivation is determined by four perceptions, including the extent to...
Show moreThe current study investigated the Pritchard-Ashwood (P-A) Theory of Motivation (Pritchard (&) Ashwood, 2008) by examining a measure of P-A Theory labeled the Motivation Assessment System (MAS). P-A Theory combines prior motivation theories such as expectancy theory, goal setting theory, justice theory, and needs theory and consolidates them into one integrated theory of motivation. In essence, P-A theory posits that one's motivation is determined by four perceptions, including the extent to which one believes: (a) his/her actions will lead to results, (b) his/her results will lead to positive evaluations, (c) his/her evaluations will lead to positive outcomes, and (d) his/her outcomes will satisfy his/her needs. The MAS is designed to capture P-A Theory by assessing these four perceptions, and this dissertation examined tenets of P-A Theory by investigating the measurement properties of the MAS via confirmatory factor analysis. Findings showed that the model set forth by P-A Theory had the best fit compared to the other competing models when analyzing MAS data, suggesting the MAS is an appropriate measure of P-A Theory. This research should help to bridge the gap between motivation theory and practice by providing initial evidence of support for a practical measure that captures the full spectrum of employee motivation as set forth in P-A Theory. Recommendations for future research using the MAS to study motivation are suggested.
Show less - Date Issued
- 2013
- Identifier
- CFE0004749, ucf:49801
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0004749
- Title
- COLLEGE DRINKING, GREEK AFFILIATION AND THE NEED TO FIT IN: AN ANALYSIS OF SOCIAL NORMS AND MOTIVATIONS ASSOCIATED WITH FRATERNITY AND SORORITY BINGE DRINKING.
- Creator
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Dufrene, Chantel, Ford, Jason, University of Central Florida
- Abstract / Description
-
This study proposes that members of Greek social organizations have higher rates of binge drinking as compared to other college students due to their greater acceptance of norms and motives that support binge drinking. The College Alcohol Study, a survey conducted by the Harvard School of Public Heath, was administered to 10, 904 university students. The survey measured various aspects of students' experiences at their respective universities including experiences with and perceptions of...
Show moreThis study proposes that members of Greek social organizations have higher rates of binge drinking as compared to other college students due to their greater acceptance of norms and motives that support binge drinking. The College Alcohol Study, a survey conducted by the Harvard School of Public Heath, was administered to 10, 904 university students. The survey measured various aspects of students' experiences at their respective universities including experiences with and perceptions of alcohol use. Logistic regression analysis was used to determine normative and motivational predictors of binge drinking for Greek and non-Greek students. The results show that Greek members binge drink at higher levels than do other students. The results also indicate that social norm and motive variables, which were thought to be predictive of binge drinking practices for all students, are better predictors of binge drinking for non-Greek members. Implications of theses findings, discussion of results, limitations of the study, and recommendations for future research are presented.
Show less - Date Issued
- 2006
- Identifier
- CFE0001270, ucf:46922
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0001270
- Title
- AN EXAMINATION OF THE RELATIONSHIPS AMONG PERCEIVED GENDER DISCRIMINATION, WORK MOTIVATION, AND PERFORMANCE.
- Creator
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Cornejo, Jessica, Pritchard, Robert, University of Central Florida
- Abstract / Description
-
Gender discrimination and work motivation are two important constructs for employers to consider. Changing workforce trends towards a more diverse workforce make understanding discrimination in the workplace more important than ever. And, established direct relationships between motivation and performance make understanding motivation key to organizational success. The purpose of this study was to examine the relationships among perceived gender discrimination at work, work motivation, and...
Show moreGender discrimination and work motivation are two important constructs for employers to consider. Changing workforce trends towards a more diverse workforce make understanding discrimination in the workplace more important than ever. And, established direct relationships between motivation and performance make understanding motivation key to organizational success. The purpose of this study was to examine the relationships among perceived gender discrimination at work, work motivation, and performance. Although much theory and research exists regarding motivation and performance, this study uses a new measure of motivation based on the Pritchard and Ashwood (2007) theory of work motivation. It was hypothesized that perceived gender discrimination would be negatively related to motivation, and that motivation would be positively related to performance. It was further hypothesized that motivation would mediate the relationship between perceived discrimination and performance. Consistent with social identity and attribution theory, gender identification was examined as a moderator of the relationship between perceived discrimination and motivation. Additionally, race and locus of control were examined as moderators of this same relationship. Measures of study variables were surveys administered on-line to 170 female undergraduate students. Upon completion of this part of the study, participants were emailed a link for their supervisors to complete on-line measures of participants' overall motivation and performance at work. Results indicated that both overall motivation and action-to-result motivation connections were negatively related to perceived gender discrimination. However, other motivation connections were not related to this discrimination. Furthermore, overall motivation and the motivation connections had strong relationships with performance. Despite the practical significance of these relationships, they did not reach statistical significance because of the small sample size of supervisor performance ratings (n = 37). Neither race, work locus of control, or gender identification significantly moderated hypothesized relationships. Additionally, there was no significant relationship between discrimination and performance, and so work motivation could not mediate this relationship. Reasons for non-significant results are discussed, as are implications for theory and practice. Although moderator hypotheses were not supported, this research represents an important step in discrimination research because it examines the possible influence of perceived discrimination on those who are impacted by it. This study also reaffirms the relationship between motivation and performance using Pritchard and Ashwood's (2007) theory of motivation.
Show less - Date Issued
- 2007
- Identifier
- CFE0001906, ucf:47485
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0001906
- Title
- EMPLOYEE MOTIVATION: A COMPARISON OF TIPPED AND NON-TIPPED HOURLY RESTAURANT EMPLOYEES.
- Creator
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Johnson, Catherine, Upchurch, Randall, University of Central Florida
- Abstract / Description
-
Employee motivation shall be defined by Robbins (as cited in Ramlall, 2004) as: "the willingness to exert high levels of effort toward organizational goals, conditioned by the effort's ability to satisfy some individual need." To engage in the practice of motivating employees, employers must understand the unsatisfied needs of each of the employee groups. This study desires to provide practitioners in the restaurant industry the ability to recognize motivators for these different employment...
Show moreEmployee motivation shall be defined by Robbins (as cited in Ramlall, 2004) as: "the willingness to exert high levels of effort toward organizational goals, conditioned by the effort's ability to satisfy some individual need." To engage in the practice of motivating employees, employers must understand the unsatisfied needs of each of the employee groups. This study desires to provide practitioners in the restaurant industry the ability to recognize motivators for these different employment groups and their relationship to organizational commitment. The restaurant industry consists of two types of employees: salaried and hourly. This study focuses on hourly employees, and their subdivision: tipped employees. For the purpose of this research hourly employees shall be defined as employees that depend on their hourly wage as their main source of income and tipped employees shall be defined as employees that depend on the receipt of tips as their main source of income. The purpose of this study desires to provide practitioners in the restaurant industry a comparison and analysis of employee motivation between the two employment groups and their level of organizational commitment. After formulating a thorough research review, a questionnaire instrument was assembled. The sample for this study was a convenience sample consisting of 104 restaurant hourly tipped and non-tipped, front of the house personnel employed in a single branded, national restaurant chain located in the metropolitan area of Orlando, Florida. The research instrument was a survey questionnaire instrument comprised of three sections: 1.) twelve motivational factors derived from Kovach (1995), 2.) nine questions from the reduced OCQ from Mowday, Steers, and Porter (1979), and a section concerning demographic information of gender, age, race, education level, marital status, job type and tenure in the industry. Results from the study revealed that firstly, all of the employees in this thesis study felt that management loyalty was the most important motivating factor; secondly, intrinsic motivation factors were more important to non-tipped hourly employees; thirdly, gender had a strong influence in half of the motivating factors; fourthly, promotion and career development was found to be more important to non-tipped employees; lastly, overall mostly medium positive relationships were found between employee motivation and organizational commitment. Implications, limitations, and suggestions for future research are discussed in the final chapter.
Show less - Date Issued
- 2005
- Identifier
- CFE0000847, ucf:46655
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0000847
- Title
- IDENTIFYING UNDERGRADUATE STUDENT'S MOTIVATION TO ATTEND TUTORING FOR GENERAL CHEMISTRY COURSES.
- Creator
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Hyacinthe, Alexis C, Saitta, Erin, University of Central Florida
- Abstract / Description
-
General Chemistry II is a common chemistry course that is required for professional school such as, medical, dental, optometry schooling. Considering that it historically has a high drop, fail, withdrawal rate, it is surprising that less than 10% of students in chemistry II attend tutoring at the Student Academic Resource Center (SARC). In this tutoring center, sessions are led by students who have excelled previously in that specific course. The objective of this research is to investigate...
Show moreGeneral Chemistry II is a common chemistry course that is required for professional school such as, medical, dental, optometry schooling. Considering that it historically has a high drop, fail, withdrawal rate, it is surprising that less than 10% of students in chemistry II attend tutoring at the Student Academic Resource Center (SARC). In this tutoring center, sessions are led by students who have excelled previously in that specific course. The objective of this research is to investigate the relationship between student motivation and attendance in SARC peer tutoring sessions for chemistry II. More precisely, to better understand the connection between those who have a motivation of getting a good grade and learning the material and those who attend tutoring. In order to gain insight on a student's motivation to attend sessions in SARC, a survey was distributed to those taking the class currently. Two modes were used including paper survey and online. Findings from this investigation will lead to suggestions to increase SARC chemistry tutoring attendance which could positively impact the success of STEM students on UCF's campus.
Show less - Date Issued
- 2018
- Identifier
- CFH2000330, ucf:45862
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFH2000330
- Title
- TRULY ACCOMPLISHED: EXPLORATORY STUDY OF SUCCESS MAP DEVELOPMENT.
- Creator
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Chaffee, Dorey, Fritzsche, Barbara, University of Central Florida
- Abstract / Description
-
The current study examined Truly Accomplished (TA), an intervention designed to help individuals develop personalized systems to measure and improve behavior by utilizing well-established principles and research on motivation, participation and feedback. This study focused on participation during Success Map development (an integral step in the TA process) and the impact of using experts to develop Success Maps in the TA system. Using the context of fitness, 40 female participants were...
Show moreThe current study examined Truly Accomplished (TA), an intervention designed to help individuals develop personalized systems to measure and improve behavior by utilizing well-established principles and research on motivation, participation and feedback. This study focused on participation during Success Map development (an integral step in the TA process) and the impact of using experts to develop Success Maps in the TA system. Using the context of fitness, 40 female participants were randomly assigned to either complete the regular TA process, developing their own Success Maps, or the modified TA process, using expert-developed Success Maps. A repeated-measures design with one between-subjects independent variable was used to measure overall effectiveness scores, changes in fitness performance (plank, wall-sit, push-ups, curl-ups) and body composition (BMI, percent body fat), attitudes of system development, satisfaction with TA and satisfaction with life. Additionally, the similarities between expert and self-developed Success Maps were compared. Across all participants, large gains in effectiveness were found, including significant increases in all measurers of fitness performance; however, attitudes were poorer when Success Maps were developed by experts. Moreover, there were differences between expert and self-developed Success Maps. Results support TA as an effective intervention for positive behavior change. The practical and theoretical implications of the differences found between conditions are discussed.
Show less - Date Issued
- 2013
- Identifier
- CFH0004485, ucf:45064
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFH0004485
- Title
- Motivations Behind Negative Reviews.
- Creator
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Salehi Esfahani, Saba, Wang, Youcheng, Ozturk, Ahmet, Torres Areizaga, Edwin, Fesenmaier, Daniel, University of Central Florida
- Abstract / Description
-
Online reviews play a strategic role in the decision-making of individuals and accordingly, the sales and reputation management of businesses. Despite the significant role of reviews, the subject of motivations for posting reviews has been relatively less investigated. This is specifically important since when the online review is negative, it can immediately and negatively affect a company financially by deteriorating its image. Therefore, further investigation regarding negative online...
Show moreOnline reviews play a strategic role in the decision-making of individuals and accordingly, the sales and reputation management of businesses. Despite the significant role of reviews, the subject of motivations for posting reviews has been relatively less investigated. This is specifically important since when the online review is negative, it can immediately and negatively affect a company financially by deteriorating its image. Therefore, further investigation regarding negative online reviewing motivation with the accompany of theory building and empirical study is needed. To address this gap, this study adopted the two motivational theories of self-determination and expectancy to investigate the relationship of motivation quality and motivation force with the intention to write negative reviews. In order to empirically test the proposed model, a pilot study was first conducted to ensure the quality of the questionnaire. After the necessary refinement of the pilot questionnaire, the final questionnaire was developed, and a two-step PLS-SEM along with a CMB analysis was conducted on the collected data. The study responded to recent calls on developing a more comprehensive understanding of negative review writing motivations. The study offered a new perspective with regards to the quality of motivations for engaging in such actions by empirically indicating that individuals' behavioral intention to write a negative review is a result of intrinsic motivation and a variety of extrinsic motivations. Furthermore, this study allowed for the examination of the dynamic, inter-related impact of motivations on one another in addition to taking into consideration the aspects of each motivation that an individual considers to carry out an action. While providing important theoretical contributions in the context of negative review writing motivations, the findings of the study also offer valuable practical implications for practitioners of the hospitality industry.
Show less - Date Issued
- 2019
- Identifier
- CFE0007721, ucf:52441
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0007721
- Title
- Motivational Factors and Barriers Affecting Seniors' Decision to Relocate to a Senior Living Facility.
- Creator
-
Chaulagain, Suja, Pizam, Abraham, Wang, Youcheng, Severt, Denver, Oetjen, Reid, University of Central Florida
- Abstract / Description
-
This study aimed to explore factors affecting seniors' intention to relocate to a senior living facility. More specifically, the purpose of this study was to examine the influence of push and pull motivational factors and perceived barriers on seniors' intention to relocate to a senior living facility (SLF). In addition, the mediating role of perceived barriers on the relationships between push motivational factors and intention to relocate and pull motivational factors and intention to...
Show moreThis study aimed to explore factors affecting seniors' intention to relocate to a senior living facility. More specifically, the purpose of this study was to examine the influence of push and pull motivational factors and perceived barriers on seniors' intention to relocate to a senior living facility (SLF). In addition, the mediating role of perceived barriers on the relationships between push motivational factors and intention to relocate and pull motivational factors and intention to relocate were explored. The data of the study was collected from 363 seniors. Structural equation modeling (SEM) analysis was conducted to test the study hypotheses.The results indicated that health related, social and family/friend related, housing and property related push motivational factors and facility related pull motivational factor positively influenced seniors' intention to relocate to SLFs. In addition, the study results revealed that family related barriers, economic barriers, socio-psychological barriers, and knowledge and information barriers negatively affected seniors' intention to relocate to SLFs. In terms of the mediation effects, the study results indicated that (1) family related barriers mediated the positive relationship between health related push motivational factor and intention to relocate; (2) economic barriers mediated the positive relationship between facility related pull motivational factor and intention to relocate; (3) socio-psychological barriers mediated the positive relationship between health related push motivational factor and intention to relocate; and (4) socio-psychological barriers mediated the positive relationship between facility related pull motivational factor and intention to relocate. The findings of this study provide valuable theoretical contributions in the context senior living literature and important practical implications for SLF operators, health care facilitators and government agencies.
Show less - Date Issued
- 2019
- Identifier
- CFE0007611, ucf:52522
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0007611
- Title
- The use of video game achievements to enhance player performance, self-efficacy, and motivation.
- Creator
-
Blair, Lucas, Bowers, Clint, Cannon-Bowers, Janis, McDaniel, Rudy, Kincaid, John, University of Central Florida
- Abstract / Description
-
A taxonomy of achievement design features that exist currently in video game systems was created in order to evaluate the current the state of the art in achievement design. From the taxonomy of design features multiple mechanisms of action that influence player behavior were identified. These mechanisms lead to a predictive model that can guide the designs of achievements in order to improve performance, self-efficacy and motivation in players.Expected, unexpected, and incremental...
Show moreA taxonomy of achievement design features that exist currently in video game systems was created in order to evaluate the current the state of the art in achievement design. From the taxonomy of design features multiple mechanisms of action that influence player behavior were identified. These mechanisms lead to a predictive model that can guide the designs of achievements in order to improve performance, self-efficacy and motivation in players.Expected, unexpected, and incremental achievements were tested. Notifications occurring before and after earning an achievement were also tested. In addition to testing individual mechanisms of action a (")combined achievement(") was created with multiple mechanisms added that were hand-picked. For testing purposes the model was applied to achievements that were inserted into an instructional game. The results of the study revealed that individual mechanisms of action had little effect on players while multiple mechanisms in a combined achievement caused significant improvements in several categories. The limitations of the current study, as well as, plans for future study are also discussed.
Show less - Date Issued
- 2011
- Identifier
- CFE0004471, ucf:49297
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0004471
- Title
- MYSTERY SHOPPER MOTIVATIONS AND THE PRESENCE OF MOTIVATION CROWDING.
- Creator
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Allison, Pamela, Severt, Denver, University of Central Florida
- Abstract / Description
-
Mystery shopping is used in a variety of service industries to measure service performance, as a training tool for employees, and to ensure the safety and security of the product offered. The persons performing this activity, mystery shoppers, experience various motivations, some of which are similar to employees and/or volunteers. These motivations can be intrinsic, where the performance of the activity is a reward itself, or extrinsic, meaning performance of the activity is a method for...
Show moreMystery shopping is used in a variety of service industries to measure service performance, as a training tool for employees, and to ensure the safety and security of the product offered. The persons performing this activity, mystery shoppers, experience various motivations, some of which are similar to employees and/or volunteers. These motivations can be intrinsic, where the performance of the activity is a reward itself, or extrinsic, meaning performance of the activity is a method for attaining a reward. The dominance of intrinsic or extrinsic motivation can shift within the individual, which is termed motivation crowding. Individuals can crowd in when intrinsic motivations are supplemented and supported by extrinsic motivations, or crowd out if extrinsic motivations become the dominant factor, devaluing the activity and reducing intrinsic motivation. This study examines the motivations of mystery shoppers and examines whether the tenets of motivation crowding are supported using a mixed methods research design. The objectives for the study were to identify, classify, and measure mystery shopping motivations using motivational theory to test for the presence of motivation crowding, as reflected in the initial two hypotheses: H1: There are salient dimensions of motivation influencing individual participation in mystery shopping activities. H2: Mystery shoppers experience motivation "crowding in" after initial performance of mystery shopping activities, with intrinsic motivations increasing. To address the first hypothesis, the study began with a qualitative research approach utilizing semi-structured interviews with current mystery shoppers. Through qualitative analysis, 14 constructs of mystery shopper motivations were identified. The constructs were then utilized to develop the Mystery Shopper Motivation Scale, following the eight-step scale development process defined by DeVellis (2003). The scale was then refined through pre-testing and pilot testing, and was used in a survey administration to 323 current mystery shoppers. Through factor analysis, the motivations identified were quantitatively supported, and then dependent t-tests indicated the presence of motivation crowding affecting mystery shoppers. However, unanticipated increases in extrinsic motivations prompted further analysis of motivations based on mystery shopping experience levels, resulting in the addition of a third hypothesis: H3: The direction of motivation crowding is dependent on the mystery shopper's level of experience. H3a: Mystery shoppers who have performed less than 10 mystery shops will crowd in, with an increase in intrinsic motivations and a decrease in extrinsic motivations. H3b: Mystery shoppers who have performed between 10-24 mystery shops will crowd in, with an increase in both intrinsic and extrinsic motivations, and intrinsic motivations remaining the dominant factor. H3c: Mystery shoppers who have performed 25 or more mystery shops will crowd in, with an increase in both intrinsic and extrinsic motivations, but extrinsic motivations becoming the dominant factor. Results supported motivation crowding as dependent on the experience level of the mystery shopper, prompting the categorization of three distinct mystery shopping phases of activity: the novelty phase, the exploratory phase, and the career phase. Empirical results of the survey were then compared to a subsequent round of qualitative analysis of mystery shopper online forums. Recommendations for future research include longitudinal studies of novelty phase mystery shoppers, examination of the effects motivation crowding may have on mystery shopper behavioral intentions, and incorporation of the perceived costs associated with mystery shopping.
Show less - Date Issued
- 2009
- Identifier
- CFE0002588, ucf:48290
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0002588
- Title
- It's a Conspiracy: Motivated Reasoning and Conspiracy Ideation in the Rejection of Climate Change.
- Creator
-
Wycha, Nikilaus, Anthony, Amanda, Carter, Shannon, Gay, David, University of Central Florida
- Abstract / Description
-
A large disconnect exists between the general public's acceptance of human-caused climate change and the prevailing consensus of actively publishing scientists. Previous research has examined both political and economic motivated reasoning, media influence in print and television, conspiracy ideation as a predictor of science rejection, and the role of the social construction of scientific knowledge in science rejection. Using these previously studied justifications for climate change...
Show moreA large disconnect exists between the general public's acceptance of human-caused climate change and the prevailing consensus of actively publishing scientists. Previous research has examined both political and economic motivated reasoning, media influence in print and television, conspiracy ideation as a predictor of science rejection, and the role of the social construction of scientific knowledge in science rejection. Using these previously studied justifications for climate change rejection as a starting point, this research examines 212 written responses to a prompt at Climate Etc. asking the community to explain their acceptance / rejection of climate change. Using a textual content analysis, this study finds that media choice, motivated reasoning, conspiracy ideation, and the scientific construction of knowledge all play important roles in explanations for climate science rejection. Work and educational background, as well as a reframing of the scientific consensus as a "religion," add new analytical perspectives to the motivated reasoning explanations offered in prior research. This analysis also finds that the explanations for climate science denial given by respondents are often complex, falling into two or more of the explanation types suggesting that science rejection may be a more complex social process than previously thought.
Show less - Date Issued
- 2015
- Identifier
- CFE0005909, ucf:50862
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0005909
- Title
- An Investigation of the Impacts of Face-to-Face and Virtual Laboratories in an Introductory Biology Course on Students' Motivation to Learn Biology.
- Creator
-
Reece, Amber, Butler, Malcolm, Boote, David, Chini, Jacquelyn, Fedorka, Kenneth, University of Central Florida
- Abstract / Description
-
The objective of this study was to evaluate and compare the effects of face-to-face and virtual laboratories in a large-enrollment introductory biology course on students' motivation to learn biology. The laboratory component of post-secondary science courses is where students have opportunities for frequent interactions with instructors and their peers (Seymour (&) Hewitt, 1997; Seymour, Melton, Wiese, (&) Pederson-Gallegos, 2005) and is often relied upon for promoting interest and...
Show moreThe objective of this study was to evaluate and compare the effects of face-to-face and virtual laboratories in a large-enrollment introductory biology course on students' motivation to learn biology. The laboratory component of post-secondary science courses is where students have opportunities for frequent interactions with instructors and their peers (Seymour (&) Hewitt, 1997; Seymour, Melton, Wiese, (&) Pederson-Gallegos, 2005) and is often relied upon for promoting interest and motivation in science learning (Hofstein (&) Lunetta, 2003; Lunetta, Hofstein, (&) Clough, 2007). However, laboratory courses can be resource intensive (Jenkins, 2007), leading post-secondary science educators to seek alternative means of laboratory education such as virtual laboratories. Scholars have provided evidence that student achievement in virtual laboratories can be equal to, if not higher than, that of students in face-to-face laboratories (Akpan (&) Strayer, 2010; Finkelstein et al., 2005; Huppert, Lomask, (&) Lazarowitz, 2002). Yet, little research on virtual laboratories has been conducted on affective variables such as motivation to learn science.Motivation to learn biology was measured at the beginning and end of the semester using the Biology Motivation Questionnaire (&)copy; (Glynn, Brickman, Armstrong, (&) Taasoobshirazi, 2011) and compared between the face-to-face and virtual laboratory groups. Characteristics of the two laboratory environments were measured at the end of the semester by the Distance Education Learning Environment Survey (Walker (&) Fraser, 2005). Interviews with 12 participants were conducted three times throughout the semester in the phenomenological style of qualitative data collection. The quantitative survey data and qualitative interview and observation data were combined to provide a thorough image of the face-to-face and virtual laboratory environments and their impacts on students' motivation to learn biology.Statistical analyses provided quantifiable evidence that the novel virtual laboratory environment did not have a differential effect on students' motivation to learn biology, with this finding being supported by the qualitative results. Comparison of the laboratory environments showed that students in the face-to-face labs reported greater instructional support, student interaction and collaboration, relevance of the lab activities, and authentic learning experiences than the students in the virtual labs. Qualitative results indicated the teaching assistants in the face-to-face labs were an influential factor in sustaining students' motivation by providing immediate feedback and instructional support in and out of the laboratory environment. In comparison, the virtual laboratory students often had to redo their lab exercises multiple times because of unclear directions and system glitches, potential barriers to persistence of motivation. The face-to-face students also described the importance of collaborative experiences and hands-on activities while the virtual laboratory students appreciated the convenience of working at their own pace, location, and time. According to social cognitive theory (Bandura, 1986, 2001), the differences in the learning environments reported by the students should have had ramifications for their motivation to learn biology, yet this did not hold true for the students in this study. Therefore, while these laboratory environments are demonstrably different, the virtual laboratories did not negatively impact students' motivation to learn biology and could be an acceptable replacement for face-to-face laboratories in an introductory biology course.
Show less - Date Issued
- 2015
- Identifier
- CFE0005872, ucf:50876
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0005872
