Open Access. Powered by Scholars. Published by Universities.®
Social and Behavioral Sciences Commons™
Open Access. Powered by Scholars. Published by Universities.®
- Publication
- Publication Type
Articles 1 - 2 of 2
Full-Text Articles in Social and Behavioral Sciences
“What Makes ‘Em Tick?” The Impact Of Parenting Style And Parent-Initiated Motivational Climate On Student Athletes’ Motivation Orientation In The Context Of Intercollegiate Athletics, Logan Kateryna Lyons
“What Makes ‘Em Tick?” The Impact Of Parenting Style And Parent-Initiated Motivational Climate On Student Athletes’ Motivation Orientation In The Context Of Intercollegiate Athletics, Logan Kateryna Lyons
All Graduate Theses and Dissertations, Spring 1920 to Summer 2023
Motivation has become a widely studied construct in intercollegiate athletics, as coaches and administrators have sought to maximize the socioemotional and performance aspects of athletic competition. While researchers acknowledge parents as having an important role in the socialization of motivation, research in this area has largely focused on sport-specific parenting practices, failing to account for the broader components of global parenting style that may influence parent-initiated motivational climates, and subsequently the motivational profiles exhibited by developing student athletes. The present study was designed to investigate the relationship among global parenting style, parent-created motivational climate, and student-athlete motivation within the context …
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
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 …