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Full-Text Articles in Education
Adaptations And Transformations: Perceptions Of Change In Academic Motivation, Resilience, And Covid-19 Stress, Ella V. Gregorio
Adaptations And Transformations: Perceptions Of Change In Academic Motivation, Resilience, And Covid-19 Stress, Ella V. Gregorio
Dissertations, Theses, and Capstone Projects
Of concern to educators, post-COVID-19 assessments have revealed significant achievement gaps in student performance, as well as significant decreases in adolescent mental health. Less is known about changes in achievement motivation. Here we ask how students perceive their own motivation and whether it changed between “before” the pandemic to the present (Fall 2022 - Spring 2023), about three years after the beginning of the pandemic when many school routines were returning to “normal.” To understand how variance in these perceived changes might be related to pandemic-related stressors, trait resilience, and current mental health, we conducted a large survey study (N …
Brainwaves, Memory, And Reward, Rebecca Mccune
Brainwaves, Memory, And Reward, Rebecca Mccune
Dissertations, Theses, and Capstone Projects
The development of effective educational curricula for enhancing learning involves the crucial consideration of effort and rewards. In the realm of education, teachers commonly employ rewards as motivational tools. Traditionally, these rewards are given to students as a recognition of their successful performance. However, a thought-provoking idea emerges: What if we were to extend rewards to students not solely based on accurate answers, but also on the effort they invest, even in cases where their actual response might be incorrect? Our study explores the potential impact of this approach on the way information is absorbed and subsequently retained, specifically focusing …
Special Education Teachers’ Perceptions Of Self-Determination Supports In Inclusion Classrooms, Suzanne Tiffany-Salogub
Special Education Teachers’ Perceptions Of Self-Determination Supports In Inclusion Classrooms, Suzanne Tiffany-Salogub
Theses and Dissertations
The outcomes presented in this dissertation were motivated by a scarcity of research that explores self-determination practices explicitly within inclusive classrooms. Three overarching goals motivated my research. The first was to understand what inclusion teachers know and do in relation to self-determination (Chapter 2). The second was to understand how their practices align with existing knowledge about self-determination in the field (Chapter 3). Finally, I sought to create an accessible, research-based tool tailored to inclusion teachers who seek to support their students in developing self-determination skills (Chapter 4). To achieve these goals, I designed an investigation using a case-study design …