Education Commons^™

Cognitive Factors In Higher Education Students: Goals, Mindset, And Internalized Motivation, Mary Kovach

Journal of Research, Assessment, and Practice in Higher Education

This manuscript demonstrates the value of understanding three cognitive factors in higher education. These three cognitive factors (i.e. goals, mindset, and internalized motivation) provide educators with the ability to enhance academic outcomes and to motivate students towards achievement. Each cognitive factor is dissected and applied to students in the higher education classroom. Additionally, research is presented to create a motivational atmosphere, specifically within the classroom environment, that will improve student mindset and develop stronger academic goals for students. Lastly, this manuscript proposes suggestions for future research that will contribute to the findings of the overall construct of motivation in an …

The Relationship Between Future Goals And Achievement Goal Orientations: An Intrinsic-Extrinsic Motivation Perspective, Jie Qi Lee, Dennis M. Mcinerney, Gregory Arief D. Liem, Yasmin Y. Ortiga

Research Collection School of Social Sciences

This research aimed to study the relationships between students’ future goals (FGs) and their immediate achievement goal orientations (AGOs) among 5733 Singaporean secondary school students (M age = 14.18, SD = 1.26; 53% boys). To this end, we hypothesized that the relationships between like valenced FGs and AGOs (both intrinsic or both extrinsic) will be stronger than those of opposite valenced FGs and AGOs (intrinsic–extrinsic) and tested two alternative models: Model A positing the prediction of AGOs by FGs and Model B positing the prediction of FGs by AGOs. Structural equation modeling showed the heuristic superiority of Model B in …

The Relationship Between Motivation And Online Self-Regulated Learning, Marshall Swafford

Journal of Human Sciences and Extension

manage their own learning. The self-regulated learning practices of goal setting, environment structuring, task strategies, self-evaluation, time management, and help seeking are developed through experience and motivation. This study sought to determine the levels of self-regulated learning and identify the motivation constructs that correlated to the levels of self-regulated learning of students in an online agriculture dual enrollment course. Students had the highest self-regulation in the areas of goal setting and environment structuring. The lowest online learning self-regulation was in help seeking. Task value was the motivation construct receiving the highest mean score, while test anxiety received the lowest score. …

09. Group Dynamics, Illinois Mathematics And Science Academy

CORE

The Group Dynamics module focuses on informing students about inter/intra group interactions, while also demonstrating the role of an individual within a group. As individuals become a part of a group, they lose a certain distinction between their personal identity and their group personality, or prototype. Individuals become part of a social categorization and comparison, and require the skills of empathy and relations to successfully communicate with not only their ingroup, but also their outgroup. An absence of awareness of the feelings around them can develop the negative effects of groupthink, as individual ideas are unheard. As fitting into the …

Malingering Undetected Successfully: Does Extrinsic Motivation And Coaching Have A Significant Impact?, Jennifer Golanics

UNLV Theses, Dissertations, Professional Papers, and Capstones

The present study examined the effectiveness of a Mild Traumatic Brain Injury (mTBI) coaching (i.e., providing information about mTBI symptoms) and motivational incentive (i.e., a $50 gift card lottery) on the Automated Neuropsychological Assessment Metrics (ANAM) test performance. The sample included a total of 162 undergraduate and graduate students enrolled in an introductory educational psychology course. Participants were randomly assigned to one of six conditions: coached plus warning instruction and motivation incentive, coached instruction and motivation incentive, uncoached instruction and motivation incentive, coached plus warning instruction and no motivation incentive, coached instruction and no motivation incentive, and uncoached instruction and …

Self-Efficacy Change Associated With A Cognitive Load-Based Intervention In An Undergraduate Biology Course, David F. Feldon, Joana Franco, Jie Chao, James Peugh, Cathy Maahs-Fladung

Instructional Technology and Learning Sciences Faculty Publications

Cognitive load theory (CLT) holds that discovery learning and other instructional strategies imposing high levels of extraneous load on novice learners hinder learning. Such learning conditions are also associated with significant drops in persistence, a key measure of motivation. However, research within the CLT framework typically engages motivation as a necessary precursor to learning, rather than as an outcome of instruction. In this study, we examine changes in motivational beliefs as outcomes of learners' cognitive processes through a CLT lens as they engage with instruction. Using a double-blind quasi-experimental design, we manipulate the level of cognitive load imposed on participants …

The Relationship Between Gender Role Conflict And Academic Progress Comparing Division Ii Male Student-Athletes To Male Non-Student-Athletes, Andrew Schroeder

Graduate Theses, Dissertations, and Capstones

Data shows that there is a lack of progress in male graduation rates in recent decades in higher education (Diprete & Buchmann, 2013). This study examines the impact of gender role conflict and academic motivation on academic progress with first and second year Division II male student-athletes and male non-student-athletes at a Midwestern, Carnegie classified master’s college and university (larger program institution). Gender role conflict creates a narrow definition for masculinity in which males are expected to behave (O’Neil, 1981). Using general linear regression and binary logistic regression models, the researcher analyzed data of participants’ (N = 116; N …

An Analysis Of Running Event Consumer Behaviors, Thomas Aicher, Jason Simmons, Alicia Cintron

Journal of Applied Sport Management

The purpose of this study was to examine the motives, constraints, and event selection factors affecting consumers’ decisions to participate in running events, specifically for a running festival in the Midwest United States. In partnership with a large running festival in the Midwest United States, data were collected via an online questionnaire. In total, 1,650 individuals completed a portion of the survey with 1,235 completing the additional questions for this investigation yielding a 74% completion rate. Based on the results of this study, runners’ autonomous motivation was significantly greater among those who participated in more events or longer distances during …

Instructor Caring: Using Self-Determination Theory To Understand Perceptions, Measurement, And Impact Of Instructor Caring On Motivation And Learning In Online Contexts, Amanda J. Lawrence

Theses and Dissertations--Communication

At least one third of college students enrolled in a given year take at least one course that is 80%+ online delivery (Allen & Seaman, 2015). This number has increased from 10% of students just within the last decade. Given this increase, the need for instructional communication research in this context has also grown.

One construct that has had little attention in online settings is that of perceived instructor caring. Caring instructors are perceived as concerned, sensitive, not self-centered, and having students’ best interests at heart (McCroskey & Teven, 1999). Caring has the potential to impact various aspects of student …

Alumni And Named Structures : A Qualitative Analysis Of Major Gift Donors, Allison Cherkosly

Legacy Theses & Dissertations (2009 - 2024)

Reduced government support has caused higher education institutions to become more dependent on philanthropic contributions. Since the majority of funds come from a small number of donors (Longfield, 2014), it’s important to focus on the highest level of donors. However, there was a lack of research that specifically studied alumni major gift donors who name physical structures with their philanthropic gifts to their alma maters. My intent in developing this study was to fill this gap and help higher education institutions secure more funds.