Browsing by Subject "Motivation."
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Item AVID students' perceptions of intelligence : a mixed methods study.(2012-08-08) Becker, John Darrell.; Talbert, Tony L.; Curriculum and Instruction.; Baylor University. Dept. of Curriculum and Instruction.Students' perceptions of intelligence have been shown to have an effect on learning. Students who see intelligence as something that can be developed, those with a growth mindset, often experience academic success, while those who perceive intelligence to be a fixed entity are typically less likely to take on challenging learning experiences and tend to respond negatively to setbacks in learning. The purpose of this study was to assess whether a college preparatory intervention known as Advancement Via Individual Determination (AVID), through its system of academic and social supports for students, has an effect on participating students' perceptions of intelligence. Participants in the sequential, embedded, mixed methods study were 54 students participating in the AVID program, and 43 demographically similar non-AVID students at a Central Texas high school. Participating students' perceptions of intelligence was measured in an online environment using Carol Dweck's three-item survey, which comprised the quantitative data. Qualitative data collection involved participating students answering open-ended questions related to the curriculum and instruction in the AVID classroom that influence students' perceptions of intelligence. AVID students whose score indicated a growth mindset were selected for qualitative data analysis. Quantitative results showed no statistical difference between AVID and non-AVID students' perceptions of intelligence, including students with two or more year's exposure to the AVID program. However, the qualitative data revealed that AVID students are hearing messages and participating in activities consistent with the growth mindset, and they report that AVID has affected their perceptions of what it means to be "smart."Item Increasing motivation to use internet-based relationship enhancement interventions.(2014-09-05) Emery, Kara Anne.; Sanford, Keith Philip.; Psychology and Neuroscience.; Baylor University. Dept. of Psychology and Neuroscience.This study investigated an Internet-based intervention designed by the principle investigator to increase motivation to engage in a provided relationship enhancement activity. It collected descriptive data to determine how participants engaged with the intervention, as well as to identify areas of improvement in future web-based couples work. The study also tested the effectiveness of this new intervention. Participants included 561 individuals who reported being in a romantic relationship, and were all recruited anonymously on-line through Mechanical Turk. All participants were randomly assigned to one of three conditions, including a motivational enhancement condition, a feedback-only condition, and a no-feedback control. The study results identified three areas of potential difficulty for intervention completion. These areas included 1) lack of a discrepancy between desired scores on outcome measures and actual scores, 2) inaccuracy in interpreting and/or reporting scores as provided on a visual chart, and 3) not providing responses to open-ended prompts, in some cases despite the stated desire to do so. The results did not reveal any significant group differences.Item A theory of forgiveness motivations.(2013-09-24) Carlisle, Robert D.; Tsang, Jo-Ann C.; Psychology and Neuroscience.; Baylor University. Dept. of Psychology and Neuroscience.Previous social psychological work in forgiveness has focused on the motivations for revenge, avoidance, and benevolence. These motivations are used primarily as a way of measuring forgiveness. McCullough et al. (2000) suggest that a decrease in the motivation for revenge and avoidance, and an increase in the motivation for benevolence constitute forgiveness. This theory, however, does not explain what happens when a victim chooses revenge or avoidance following an offense instead of forgiving. This theory also does not integrate other theories of motivation. One possible theory of motivation is the Two Process Model (TPM, Sheldon 2011). In this theory, experiencing a psychological need (competence, relatedness, or autonomy) leads to a desire to satisfy the need, which will lead to a behavior that will satisfy the need. This paper combines the theory of forgiveness motivations with TPM suggesting that an interpersonal offense leads to a psychological need which will lead to the motivation for revenge, avoidance, and benevolence. It is further suggested that only forgiveness will lead to need satisfaction, while revenge and avoidance are mechanisms for preventing further need depletion. Two online studies were conducted to validate the model along with one lab study that attempted to further examine the model. The results showed that offenses had no effect on need satisfaction. Revenge, avoidant, and benevolent motivations were affected by revenge, avoidance, and forgiveness. This suggested that any response does in fact affect forgiveness motivations. There was, however, no pattern for the results. Future work should attempt to examine if there is a pattern in forgiveness motivations following an offense response. Significance, limitations and suggestions for future work are also suggested.