Browsing by Subject "Motivation"
Now showing 1 - 20 of 69
Results Per Page
Sort Options
Item A Comparison of Sport Consumption Motives Between American Students and Asian International Students(2011-02-22) Kang, ChanhoThe purpose of this study was to explore the differences between American students and Asian international students' frequency of sport spectating, motivation, team identification, future behavior and perceived barriers to attending intercollegiate sporting events. This study designed to provide sport marketers and athletic directors within intercollegiate programs a more comprehensive understanding of Asian international students and American students' characteristics by comparing the differences of spectating behavior, team identification, motivation and potential barriers between the groups. The results of this study show that there were significant differences on the variables between groups. Two groups differed on frequency of attending, frequency of watching, education, income, and marital status. Moreover, American students scored significantly higher on the motivation, team identification and future behavior than Asian international students. On the other hand, Asian international students scored significantly higher on the barrier factor than American students.Item A computational modeling approach to understanding the psychological and neural mechanisms underlying directional reasoning about ambiguous events(2016-05) Flagan, Taru Maria; Beer, Jennifer S., 1974-; Eastwick, Paul W; Gosling, Samuel D; Schnyer, David MPeople often view the ambiguities of their social world through a subjective, rather than objective lens. For example, people may construe ambiguous social events in ways that are consistent with their current moods or with the goals they wish to achieve (e.g., Blanchette & Richards, 2010; Pauker, Rule, & Ambady, 2010). Although both mood and motivation direct reasoning about ambiguity, little is known about whether similar mechanisms account for the effects of mood or motivation. Furthermore, similar neural profiles have been associated with mood-congruent ambiguity resolution and motivated reasoning (e.g., Bhanji & Beer, 2012; Hughes & Beer, 2013), but the extent to which these regions support the same underlying processes has not been explored. A deep understanding of the underlying mechanisms has been difficult to assess because previous research has utilized self-report and reaction time measures to explore the effects of mood and motivation on ambiguity (e.g., Butler & Mathews, 1983; Ditto et al., 1998). People have little introspective access to the cognitive processes that lead to their decisions (Nisbett & Wilson, 1977), and reaction time analyses cannot disentangle underlying mechanisms. Therefore a deeper understanding requires alternative approaches. Drift-diffusion modeling (DDM) makes it possible to independently estimate parameters related to two mechanisms theorized to be involved ambiguity construal: expectations and preferential evidence accumulation. This dissertation describes five studies that utilize DDM to examine two overarching research questions: (I) What role do expectations and preferential evidence accumulation play in the influence of mood and motivation on the construal of ambiguity (Studies 1a, 1b, 3, 4) and (II) Are these processes supported by neural regions known to be involved in the effects of mood and motivation on the construal of ambiguity (Studies 2, 4)? The findings support a predicted role for expectations in mood-congruent and motivated construals of ambiguity. In addition, VMPFC supported motivated expectations that contribute to ambiguity construal. The role of preferential evidence accumulation, on the other hand, was less robust. Findings contribute to our understanding of mood-congruent and motivated reasoning about ambiguity and suggest fruitful approaches for future work exploring directed reasoning about ambiguous events.Item A Study of Motivation Types and Behavior of Graduate Students in Future Faculty Preparation Programs(2011-08-08) Ray-Blakely, Charita DionneThere currently exists a challenge in higher education to improve undergraduate education. The development and more adequate preparation of future faculty, who are current graduate students, is one of several options identified as a viable strategy to address this challenge. This dissertation explored the quality of motivation as a factor affecting the preparation or socialization of future faculty at two top-tier universities. The quality of motivation is believed salient to preparation and socialization. This study focused on the motivation types of teaching-focused future faculty preparation program (FFPP) completers, their programmatic experiences, and various personal and social factors, such as gender, program, and academic discipline, as reason for motivation type. This mixed methods research study was based on the tenets of self-determination theory and revealed quantitatively, through inferential statistics, that a significant difference exists in the motivation type of participants based on gender, program, and academic discipline. Qualitative findings, from focus group interviews, were that FFPP design characteristics included elements to satisfy the innate psychological need for competence but fell short in meeting the need for relatedness. The findings offer insights into aspects that affect the quality of motivation in program participants. They also suggest that in order to more adequately prepare and socialize future faculty, consideration must be given to the importance of satisfying innate psychological needs in an effort to enhance the quality of participant motivation. Both findings support the importance of relatedness in affecting the quality of motivation. The findings of this study support the notion that certain demographic or contextual factors, as well as the satisfaction of innate psychological needs are critical to motivation quality, internalization, behavior, and socialization. The results of this study will contribute to program developers' awareness of motivation quality and its effect on behavior to enhance the design of teaching-focused future faculty preparation programs and socialization. Through the use of motivation quality, this study serves as a catalyst for the more adequate preparation of future faculty to improve undergraduate education.Item Acknowledging attitudes and accessibility : motivational characteristics of deaf college students studying English and the potential of computer-mediated communication(2013-12) Garberoglio, Carrie Lou; Schallert, Diane L.Deaf individuals’ relationship with English has historically been problematic, in large part because of the lack of full accessibility to the language. However, language takes up not only communicative space, but also psychological space in our lives. The psychological dimensions involved with English language learning for deaf individuals are largely unknown. This study addressed this gap by exploring psychological dimensions involved with language learning for deaf individuals while concurrently exploring the role of computer-mediated communication in enhancing direct and interactive accessibility of English. The psychological dimensions of interest in this study originate from self-efficacy theory (Bandura, 1977), possible selves (Markus & Nurius, 1986), and the L2 Motivational Self System (Dörnyei, 2005, 2009a). This study had three main goals: 1) to examine the motivational characteristics of deaf language learners, 2) to assess whether those characteristics would change over time, and 3) to assess the role of CMC in language learning experiences. This study took place over the course of a semester in college classes designed for deaf students studying English. Selected classes were asked to use online chat as an instructional tool. Measures were administered at the beginning and the end of the semester, and students were asked to participate in focus groups to discuss their experiences. A mixed methods approach that made use of quantitative and qualitative methods was used to capture the complexity involved in second language learning for the deaf student, including contextual influences. Overall findings indicate that deaf students’ self-images, self-efficacy beliefs, attitudes, and motivated behaviors about English were positive, but significantly influenced by the context in which language use occurs. When the environment was seen as accessible, beneficial, and enjoyable, deaf students were able to utilize greater levels of individual agency towards the aim of learning English. Computer-mediated communication emerged as an affordance that enabled “seeing English,” indicating dynamic, interactive engagement with English when ideal conditions were met. Thus, CMC appears to allow for a language learning experience that is available and accessible for deaf learners, and can provide opportunities to prime possible selves as English language users.Item Attributes and motivation in game-based learning : a review of the literature(2012-08) Kang, Jina, Ph. D.; Liu, Min, Ed. D.; Toprac, PaulSince the mid-1980s, various educational games have been developed, and their popularity has implications for the use of games in the classroom. Although research over many years has shown games to be effective in enhancing motivation and improving learner performance, studies that connect specific elements of games and learner motivation are lacking. This report is a literature review of relevant articles on motivation and attributes in game-based learning, including empirical studies and theoretical articles from 2009 to present. Based on the attributes presented by Wilson et al. (2009), the game environments in these studies are reviewed, with a focus on recent studies and trends related to game-based learning. This review also presents an examination of how the recent studies conducted their experiments in order to investigate game attributes and motivation. The relationship between the attributes and learner motivation is discussed. Because of the current lack of research on the relationship between attributes and learner motivation in game-based learning, the results of this literature review can provide insight into the potential use of game attributes.Item Burnout in athletics: A test of self-determination theory(2006-12) Pietraszuk, Tara K.; Lochbaum, Marc; Henry, Judi; Meaney, Karen S.The purpose of this investigation was to test Vallerand’s Self-Determination Theory (SDT) in predicting burnout in athletes. This model suggests that social factors predict psychological mediators which in turn, predict motivation. Motivation then will predict certain consequences. The self-determination model has been highly researched; however, to date no examination of the self-determination model using burnout as a consequence have been investigated. To accomplish this purpose, female student athletes (N = 61) who were participating in a spring sport completed a packet of questionnaires, which assessed the three dimensions of Vallerand’s model. The questionnaire packet consisted of the Sport Climate Questionnaire (SCQ), Sport Motivation Scale (SMS), and Basic Need Satisfaction in Relationships Scale (BNSRS) and the Eades Athletic Burnout Inventory (EABI). Using regression analysis, results indicate that amotivation and competence remained significant predictors (pItem Chinese undergraduates’ sources of self-efficacy: a mixed-methods investigation and exploration of individual differences(2015-12) Lin, Shengjie; Schallert, Diane L.; Falbo, ToniAccording to social cognitive theory (Bandura, 1977), self-efficacy refers to beliefs that one is capable of succeeding at particular tasks and navigating one’s environment. Self-efficacy has been hypothesized to be informed by four sources: mastery experiences, vicarious experiences, social persuasion, and physiological states (Usher & Pajares, 2008). However, little is known about how these sources are exhibited by undergraduates in China, a country with a strong collectivistic culture and an education system that emphasizes competition. Furthermore, previous cross-cultural studies have shown collectivists were more prevention-oriented; thus, fear of failure may be prevalent among Chinese students. Additionally, another unique feature of Chinese students is sibling status because of the prevalence of only children (Falbo, 1988). The purpose of this study was to investigate the sources of self-efficacy of Chinese undergraduates (N=156) and to explore the influence of individual differences including only-child status, GPA, and fear of failure. Qualitative approaches were used to code students’ responses to open-ended questions that asking what made them more and less confident in learning according to Bandura’s four sources of self-efficacy and three more additional sources of self-efficacy from recent research. Quantitative analysis revealed a number of differences in the distribution and frequencies of the sources of self-efficacy: the distinction between sources leading to more and less confidence, only-child status, GPA, and fear of failure. Implications for educators and counselors are discussed.Item The contribution of teacher beliefs and student motivation on the academic lives of different learners(2010-12) Shankar, Shobha; Schallert, Diane L.; Svinicki, MarillaToday's classrooms have a significant diversity of learners who are expected to engage in similar academic activities and meet common standards of academic competency irrespective of their individual differences. As a result, for many students, school is a challenging endeavor that elicits emotional responses ranging from low self-efficacy to frustration, stress and anxiety. Research has shown that factors such as students' motivation and teachers' beliefs are important influencers of classroom achievement. These factors determine students' persistence towards their academic goals as well as the standards teachers set. This report reviews the literature on major constructs of motivation and teacher beliefs specifically with different learners, that is second language learners and students with learning disabilities. A proposal of a synthesis model is offered, with the primary objective of depicting the influence of teacher beliefs and student motivation on learning process and performance outcomes among different learners.Item The criteria of culture : an evaluation of criteria used in the selection of foreign language texts for C2 research and instruction(2011-12) Sanchez, Chelsea Kathlyn; Garza, Thomas J.; Pulido, Diana C.This report discusses the history of culture instruction in the language classroom and the increasing attraction to teaching culture as a process, as championed by Byram's (1997) discussion of objectives for intercultural communicative competence (ICC), rather than as the static facts reflected in traditional “culture capsule” lessons. Although according to Burwitz-Melzer (2001) such objectives left “teachers at a loss as to what to expect from their learners, how to structure their lessons and how to structure their lessons,” (p.31), using the recent outpouring of literature on ICC and its subfield, transcultural literacy, in this report Byram's original goals are adapted into an instructional timeline to guide teachers in encouraging the development of ICC, with evidence contradicting Byram's claims that such a process cannot be represented linearly or generalized to all language learning contexts. These goals are followed by resulting criteria for the selection of texts and supplementary tasks acting as the focal point of integrated language and culture lessons. These criteria are then translated into a rubric to assist instructors in identifying the aspects of a text that naturally encourage ICC development and which aspects require additional support in order to be beneficial for this purpose. Finally, this rubric is used to assess three lesson plans published in peer-reviewed journals for the contexts of English, Spanish, and German as foreign languages at the university level, as well as a text for a secondary EFL classroom with an example lesson plan of efficient language and culture integration, leading to a discussion of the need for future research on the interaction of text and task in cultural instruction.Item A cross cultural investigation of cognitive, metacognitive and motivational factors affecting student achievement(2011-08) Jung, Jae Hak; Weinstein, Claire E.; Schallert, Diane L.; Svinicki, Marilla D.; Beretvas, Susan N.; Stuifbergen, Alexa M.My goals for this study were to use Structure Equation Modeling (SEM) to: propose a conceptual model based on theoretical frameworks of student motivation variables, use of cognitive strategies, and use of self-regulation strategies affecting student academic performance; statistically examine each of the structural relationships among the above variables on student achievement; and, test for cultural differences between American and Korean community college students on the measurement model, factor means, and structure model. These SEM results provided support for four research hypotheses: (a) Students’ reported motivational variable scores had significantly positive effects on students’ reported use of self-regulation strategies for both the American and Korean community college students; (b) Students’ reported motivational variable scores had significantly positive effects on students’ reported use of cognitive strategies for both the American and Korean community college students; (c) Students’ reported motivational variable scores significantly positively predicted students’ academic achievement for both the American and Korean community college students; (d) Students’ reported use of cognitive strategies was positively related to students’ reported use of self-regulation strategies for both the American and Korean community college students. However, these results did not provide statistical support for the four research hypotheses; (e) Students’ reported use of cognitive strategies did not significantly predict students’ academic achievement in the overall model for both the American and Korean community college students; (f) Student’s reported use of learning skills strategies did not significantly predict students’ academic achievement in the overall model for both American and Korean community college students. Based on the results of the current study, many future studies can be suggested. First of all, future studies need to have various measurements to assess student academic achievement. GPA is only one measure for students’ academic achievement or success. Future research should consider alternative measurements such as peer or teacher evaluation, students’ satisfaction, problem-solving ability in the context of the course student are taking, ability to transfer and so on. If research includes more alternative measurements to measure student success, research may avoid the limitation of using only GPA as student success.Item Daily health habits : the effects of autonomy, competence, and relatedness(2016-05) Vasquez, Ariana Christine; Patall, Erika A.; Schallert, Diane; Pituch, Keenan; Awad, Germine; Pasch, KerynAre you more likely to take better care of yourself if you have a good day? To help explore this question I designed a daily diary study examining the relationship between psychological need satisfaction predicting health habits and overall well-being. Participants (N =234) took part in several surveys; a baseline session measuring person-level feelings of autonomy, competence, and relatedness, in addition to motivations for working out and eating healthy. Then for 14 continuous days participants took daily surveys, measuring daily levels of needs satisfaction (through self-reporting on activities and social interactions), recording their health habits (diet, exercise, and sleep) and well-being (affect, vitality, symptomology). Daily fluctuations in need satisfaction seek to answers three research questions: 1) Are person-level feelings of need fulfillment (autonomy, competence, relatedness) in one’s life globally and motivation for health behaviors associated with health habits (exercise, diet, sleep)? 2) Do daily experiences of need satisfaction (daily autonomy, competence, relatedness) predict changes in daily health habits (exercise, diet, sleep), even after accounting for person-level feelings of need fulfillment and motivation for health habits? 3) Does person-level need fulfillment and daily experiences of need satisfaction predict changes in daily psychological and physical health? Hierarchical Linear Modeling (HLM) was used for the primary tests. For this dataset, the lower level unit, days, is nested within the higher level unit, persons. Results indicate that daily fluctuations in need satisfaction do matter. Daily autonomy, at both the within- and between-person level, positively and significantly predict exercise behaviors and overall well-being. Daily competence, at both the within- and between-person level, positively and significantly predict fruit and vegetable intake and overall well-being. Daily relatedness, at both the within- and between-person level, positively and significantly predicts overall well-being. Above and beyond a person’s stable person-level indicators of these needs, daily fluctuations in need satisfaction are important for understanding why people engage in health habits, especially exercise. Findings have implications for helping people lead healthier lives, both physically and psychologically.Item Determinants influencing college major choice and their relationship to self-determined motivation, achievement, and satisfaction(2009-12) Walls, Stephen Marc; Svinicki, Marilla D., 1946-Postsecondary curricula are often the first opportunity where students can and are compelled to make choices regarding their adult professional life and the first opportunity students have to engage in serious and focused exploration of the various career options that might be available to them. While the general impact of a postsecondary education on career experience, including job satisfaction and success, is well documented, the factors influencing postsecondary students' career choice and how those factors impact college outcomes, including motivation towards, satisfaction with, and achievement in their chosen major field, appear to be more obscure and uneven. Self-determination theory (SDT) is a well-established motivational construct in the educational psychology field and the goal of this study is to explore the role that SDT may play in the relationship between determinants influencing a student's choice of major and their satisfaction and achievement outcomes. Using self-reported survey data from students across five disciplines at a large public four-year university, a cluster analysis was performed to determine if students could be grouped meaningfully based on their self-determination and the determinants that influenced their choice of major. Meaningfulness was assessed based primarily on the differences across the clusters on the satisfaction and achievement measures. Students were found to be too similar across the clusters on the achievement measure for meaningful interpretation on that outcome, but there did appear to be an important relationship between the influence of future outcomes and personal experiences in choosing a major and the students' satisfaction with their major. Multiple regression analysis was also employed to assess the degree to which achievement could be predicted by students' satisfaction, self-determined motivation, and determinants influencing choice of major. Self-determined autonomy was an important mediator and moderator of the effects that the determinants influencing choice of major had on satisfaction and achievement. Future directions in the research program, as well as the practical implications of the results, are discussed.Item Development of the School Motivation and Learning Strategies Inventory(Texas A&M University, 2006-08-16) Stroud, Kathryn ChathamThe goal of this project was to develop a self-report inventory designed to assess constructs associated with academic motivation and various learning strategies including study strategies, time management, organizational techniques, attention and concentration, writing and research skills, and test taking strategies. The School Motivation and Learning Strategies Inventory (SMALSI) was developed in two forms, Child and Teen, measuring 9 and 10 constructs, respectively. Following a survey of available literature, items were constructed, subjected to review and revision, and then field tested. Following analyses of internal consistencies, items were removed to improve construct coherence. Revised forms were prepared and administered to a standardization sample of 2921 students. Additional tests of internal consistency were conducted and final versions were prepared for publication. Analyses suggest adequate reliability for both forms of the SMALSI with great consistency across age, gender, and ethnicity. Validity was assessed for 23 students completing the SMALSI Child Form and 24 students completing the SMALSI Teen Form using the Behavior Assessment System for Children ?? Self-Report Profile. Student Liabilities scales were positively correlated with measures of emotional, academic, and social maladjustment. In like form, Student Strengths scales were negatively associated with these measures. Interesting results were also obtained specifically regarding the relationship of depression to learning strategies. Validity was also assessed for 32 students completing the SMALSI Child Form and 53 students completing the Teen Form by obtaining Texas Assessment of Knowledge and Skills (TAKS) scores. Results for several of the constructs indicated small to moderate correlations in the expected direction. Guidelines for interpretation of the ten SMALSI constructs were presented along with suggestions for further investigation, including the use of clinical populations and standardized measures of achievement.Item Differential effects of goal setting and value reappraisal on college women's motivation and achievement in statistics(2009-05) Acee, Taylor Wayne; Weinstein, Claire E.The purpose of this dissertation was to investigate the differential effects of goal setting and value reappraisal on female students’ self-efficacy beliefs, value perceptions, exam performance and continued interest in statistics. It was hypothesized that the Enhanced Goal Setting Intervention (GS-E) would positively impact students’ self-efficacy beliefs and exam performance, whereas the Enhanced Value-Reappraisal (VR-E) was expected to positively affect students’ value perceptions and continued interest in learning statistics. A total of 88 female undergraduate students enrolled in two sections of an introductory statistics course completed the entire study. Students were primarily Caucasian, upper division, and traditionally aged. Students were stratified on course section and year in school and randomly assigned to one of three groups: Control Group (n=30); GS-E Group (n=27); and VR-E (n=31). GS-E asked students to both set and self-evaluate eight goals focused on reaching learning objectives for their upcoming statistics exam. VR-E presented students with messages about why learning statistics could be important for them and guided them in processing these messages. The Control Condition asked students to complete three Texas Information Literacy Tutorial modules and answer reflective questions. Findings from this dissertation partially supported the hypotheses related to VR-E, but no support was found for the hypotheses related to GS-E. The VR-E Intervention was found to positively impact measures of students’ value perceptions and continued interest. Immediate effects of VR-E were observed on: 1) the overall value students placed on learning statistics; 2) students’ interest and enjoyment of statistics; 3) the importance students placed on developing statistical knowledge and skills for the attainment of their future goals; and 4) students’ intentions to continue learning statistics on their own. However, relatively stronger and longer-lasting effects were observed on the later two variables. Also, students in the VR-E Group outperformed students in the GS-E Group on their post-intervention exam; however, neither group was significantly different from the Control Group. Findings from this research help to address the growing economic and social needs for the development and evaluation of theory-based educational interventions that target the improvement of college students’ achievement and continued interest in math and science education.Item Do international and non-international students experience graduate coursework differently : the relationship of learning community to self-determined motivation(2012-08) Karacul, Fikriye Eda; Schallert, Diane L.; Svinicki, Marilla D.This study attempted to explore the effect of inter- and intra-personal perceptions and practices of graduate students on their academic motivation from a Self Determination Theory perspective. Students in a large research university were surveyed to determine whether there is any association between their sense of learning community, the need for relatedness, and their reasons to be in graduate school. This study provides evidence to support the importance of the fulfillment of the need to belong in learning community. Differences between international and non-international students represented when they were engaged in their coursework as analyzed by using Ryan and Deci’s (2000) Self Determination and Tajfel and Turner’s (1979) Social Identity Theory.Item Does motivation moderate the effectiveness of retrieval as a learning intervention(2013-05) Clark, Daniel Allen; Svinicki, Marilla D., 1946-; Robinson, Daniel H.The effects of using retrieval as a study method have been found to occur across many contexts, such as in classrooms, with different age groups, and for non-verbal materials (Rohrer & Pashler, 2010). Even though researchers have suggested that this intervention be implemented on a widespread basis, studies to date have not investigated how the important variable of motivation could have an effect on retrieval as a learning intervention. This experiment investigated whether motivational variables would moderate the effect that retrieval has on learning. In this study, retrieval, extrinsic incentives, and intrinsic motivation positively affected performance. Causality orientations did not have an impact on performance or moderate the effect of the incentives. However, none of the included motivational variables moderated the effect of retrieval on learning. These results suggest that retrieval as a learning intervention is equally effective across different motivational conditions.Item Don’t forget about us : African-American collegiate students’ newfound perspectives on foreign language motivation, foreign language anxiety, and their beliefs about foreign language learning(2013-12) Gatlin, Nicholas Sherrod; Horwitz, Elaine Kolker, 1950-This study investigates African-American college students’ beliefs about foreign language learning, foreign language anxiety, motivations for language learning, and the extent to which the racial composition of a campus environment plays a role in those factors. 571 students across four universities completed three survey instruments: modified versions of the Beliefs About Language Learning Inventory (Horwitz, 1986), the Academic Motivation Scale (Vallerand et al., 1992) respectively, the Foreign Language Classroom Academic Scale (Horwitz et al., 1986), and three open-ended questions on being African-American and learning a foreign language. Findings noted that one of three motivation factors for language learning was significantly different for campus environment. Post-hoc analyses indicated that participants at HBCUs were less likely to be the least motivated by short-term extrinsic goals for learning a foreign language than those at a PWI. African-American participants reported higher levels of foreign language anxiety than mixed groups of participants in previous studies and there were no significant differences in foreign language anxiety regarding campus environment and gender; but, there were significant differences for academic classification and the individual universities. Two of three motivation factors correlated with foreign language anxiety. Long Term Intrinsic: Discovery and Satisfaction—had a positive relationship with anxiety only at Predominantly White Institutions (PWI), whereas, Short Term Extrinsic: Minimal Investment had a negative relationship with foreign language anxiety at both PWIs and HBCUs, This factor also had the highest relationship with anxiety. The beliefs analysis indicated that African-American college students across campus environments displayed more similarities in their beliefs about foreign language learning than differences. Findings also noted few differences when compared to prior studies with other language learner groups. The belief category “African-American Expectations,” noted that African-Americans strongly believe that they are capable of learning a foreign language, and that learning a foreign language would benefit them in the future. The open-ended questions provided a wide range of perspectives to several of the beliefs about language learning, as well as motivation and anxiety from African-American college students. One major theme that emerged from the analysis focused on pressures African-American students face in the foreign language classroom.Item The effect of negative feedback on motivation : a meta-analytic investigation(2014-05) Fong, Carlton Jing; Patall, Erika A.Although the most prominent view in psychological theory has been that negative feedback should generally have a detrimental impact on motivation, competing perspectives and caveats on this prominent view have suggested that negative feedback may sometimes have neutral or even positive effects on motivation. A meta-analysis of 79 studies examined the effect of negative feedback on motivation and related outcomes with both child and adult samples. Results indicated that negative feedback compared to positive feedback decreased intrinsic motivation and perceived competence. This effect is much smaller when compared to neutral or no feedback. Moderator tests revealed that the effect of negative feedback seems to be less demotivating when a) the feedback statement includes instructional details to improve, b) compared to objective versus normative standards, and c) the task is interesting. Implications for future research and applications to real-world settings are discussed.Item An evaluation of multiple stimulus with replacement preference assessment variations : effects on motivation(2016-05) Gonzales, Heather Koch; O'Reilly, Mark F.; Falcomata, Terry; Zuna, Nina; Lang, RussellThis experiment evaluated the differential effects of three Multiple Stimulus With Replacement preference assessment variations on the motivation of four participants with developmental disabilities to respond to a mastered task. No discernible difference was demonstrated between the Five Pre-Session Choices condition and the Five Within-Session Choices conditions, suggesting that the timing of choice opportunities did not affect motivation, demonstrated through lack of differentiation in a multi-element experimental design for the dependent variables of Latency to Task Initiation, Total Task Duration, Percentage Correct Responding, or No-Responses. Subsequently, a One Pre-Session Choice condition was initiated to evaluate the efficacy of a preference assessment method with lower practitioner response effort. The introduction of this condition also resulted in undifferentiated data. Implications and future research are discussed.Item An evaluation of the influence of computer-mediated communication on motivation, visualization of the self, learning experience, and self-efficacy in deaf students learning English as a second language(2012-12) Garberoglio, Carrie Lou; Borich, Gary D.; Schallert, Diane LComputer-mediated communication (CMC) has been shown to facilitate positive outcomes in language learning environments, including greater motivation, positive attitudes, and increased interactive quantity and quality of language use. This study posits that CMC can serve as an affordance that allows for increased opportunities for deaf students to engage in direct, collaborative learning and meaningful interaction in English that then allows for increased motivation, improved visualizations of the self, attitudes, and self-efficacy in English language learning. Changes in these outcomes due to the intervention of CMC in college English classes designed for the deaf student will be assessed with pre- and post-tests, using hierarchical linear modeling as a statistical methodology to capture class effects. Qualitative analyses will also capture greater levels of complexity in instructor and student experiences with CMC through interviews, observations, and transcript analysis. This report also includes an evaluation plan with an outline of the essential program components, a logic model, and analysis plan based on stakeholder questions.