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Using Assessment Feedback For Motivation Among Early Adolescents: A Grounded Theory Study, Nichole L. Griffin
Using Assessment Feedback For Motivation Among Early Adolescents: A Grounded Theory Study, Nichole L. Griffin
Doctoral Dissertations and Projects
The purpose of this grounded theory study was to develop a general theory explaining how verbal or written teacher feedback on formative assessments may influence early adolescent motivation for academic achievement, along the SDT continuum. I based this study on Deci and Ryan’s (2000) self-determination theory (SDT), and to a lesser degree expectancy-value theory (Wigfield & Eccles, 2000) and self-efficacy theory (Bandura, 1993). I also used Tunstall and Gipps’ (1996) typology research as a framework for describing and classifying feedback in the data. Related literature and research findings are presented to lay a foundation for the study and identify the …
The Effect Of Two-Way Immersion On Students' Attitudes Toward Education, Other Cultures, And Self-Esteem, Jonathan Pedrone
The Effect Of Two-Way Immersion On Students' Attitudes Toward Education, Other Cultures, And Self-Esteem, Jonathan Pedrone
Doctoral Dissertations and Projects
This research compared students who participated in a two-way French/English immersion program to students who participated in an English-only program to determine whether there was a statistically significant difference in their perceptions of: (a) education, (b) attitudes towards other cultures, and (c) self-esteem. The purpose of this quantitative causal-comparative study was to identify the differences in attitudes toward education, other cultures, and self-esteem between students enrolled in a two-way French/English immersion program and those enrolled in a traditional English-only program to test the theory of linguistic interdependence. This study is important because English language learners are the fastest growing subpopulation …