Higher Education and Teaching Commons^™

Affinity-Seeking: Student Desirability And Motivation In The Classroom, Taylor D. Corlee

MSU Graduate Theses

Affinity-seeking research once provided teachers with effective strategies to create an overall better classroom environment. Over the last twenty years there has been no continuation of this research and the effectiveness of these strategies seemed to be agreed upon. The purpose of this study is to bring affinity-seeking research back into the modern era and see how motivation is affected for both in-person and online classes. This study is a contribution that adds to these strategies for effectiveness in both in-person and online classrooms.

Designing A Collaborative Cross-Campus Drop-In Workshop Series To Motivate Lifelong Learners, Tim Miller, Sarah Fay Philips

Tim Miller

An Examination Of Accessible Hands-On Science Learning Experiences, Self-Confidence In One’S Capacity To Function In The Sciences, And Motivation And Interest In Scientific Studies And Careers., Mick D. Isaacson, Cary Supalo, Michelle Michaels, Alan Roth

Journal of Science Education for Students with Disabilities

This study examined the potential relationship of accessible hands-on science learning experiences to the development of positive beliefs concerning one’s capacity to function in the sciences and motivation to consider science as a college major and career. Findings from Likert survey items given before and after engaging in accessible hands-on science laboratories show that students who were blind or had low vision (BLV) were more likely to agree with the following items after engaging in accessible science experiences: 1) I plan on enrolling as a science major in college; 2) My educational experiences, so far, have given me the …

Exploring The Complexities Of Learning Motivation In Pre-Service Teacher Education Students: A Grounded Theory Approach, Kristin K. Grosskopf

College of Education and Human Sciences: Dissertations, Theses, and Student Research

This qualitative, grounded-theory study investigated learning motivation differences among three achievement groupings of undergraduate students enrolled in the College of Education and Human Sciences at the University of Nebraska-Lincoln. Nine students participated in in-depth interviews that explored their reasons for pursuing their degree, their learning experiences in a university setting, their perceptions about meaningful learning experiences, and the nature of factors that both enhance and challenge their learning motivation. Participant responses conveyed strategies and conditions that were coded and analyzed, and a theoretical model was developed describing causal conditions that underlie students’ motivation to learn, phenomena that arose from those …