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Descriptors:
Veterans; College Students; Academic Advising; Student Motivation; Career Development; Social Support Groups; Mental Health; Disabilities; Community Colleges

Abstract:
In one important way, student-veterans are like all other students. They need supportive relationships to achieve their academic goals. Serving these students well means learning their stories and helping them succeed. In the process, some of these people may change one's life. In this article, the author shares the touching stories of some of the many student-veterans she has served and provides a list of recommendations for those who share her commitment to this special population of students. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Physical Activities; Middle School Students; Intervals; Performance; Testing; Age Differences; Gender Differences; Student Motivation; Physical Fitness

Abstract:
Histograms of push-ups and curl-ups from a sample of more than 9,000 students show periodic spikes at five and 10 unit intervals. This article argues that these spikes are related to focal points, a game theoretic concept popularized by Nobel Laureate Thomas Schelling. Being focal on one test makes one more likely to be focal on the other. Focal students (whose push-up score is a multiple of 5 and whose curl-up score is a multiple of 10) behave differently from their non-focal peers. They are more likely athletic, older, and male. Focal students, on average, did 2.2 more push-ups, 1.7 more curl-ups, and ran the mile 15 seconds faster than non-focal students, even controlling for these covariates of performance. By contrast, being focal on a single activity did not produce a statistically significant mile time difference. Students who systematically stop at focal outcomes appear differentially motivated toward physical activity performance. (Contains 1 table and 4 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Student Motivation; Measures (Individuals); Leadership; Feedback (Response); Factor Structure; Athletics; Team Sports; Females; Social Support Groups; Athletic Coaches; Foreign Countries; Goodness of Fit; Statistical Analysis

Abstract:
This study evaluated the invariance properties of the Leadership Scale for Sport in a sample of 219 female netball players over four time points within a 10-week playing season. Support was found for Chelladurai and Saleh's (1980) hypothesized 5-factor structure of the Leadership Scale for Sport. Furthermore, differential stability and partial invariance was found for the Leadership Scale for Sport when all four time periods were included. Players perceived slight changes in their coach's autocratic behavior and social support over the season; however, the three other leadership dimensions showed larger changes. The motivational aspects of training and instruction and positive feedback behavior were perceived to increase, while democratic behavior simultaneously decreased in the second half of the season. Furthermore, perceptions of leadership within teams showed a high level of homogeneity with the exception of positive feedback behavior. (Contains 5 tables and 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Academic Achievement; Conflict; Parent Child Relationship; Student Motivation; Peer Relationship; Questionnaires; Goal Orientation; Statistical Analysis; Qualitative Research; Well Being; Predictor Variables; Classroom Techniques

Abstract:
Students in class are sometimes torn between following the lesson and engaging in off-task behavior. In this paper, instead of classifying it as a form of deviant behavior, off-task behavior is reconstructed as a manifestation of students multiple motivations in the classroom. The study examines whether parental monitoring, peer value orientations, students' personal goals, and their value orientations determine students' motivational interference in these conflict situations. Participants were 348 students (mean age 15.24) from 16 classes of four high schools. A self-report questionnaire was used that combined a qualitative assessment of personal goals with a quantitative approach. Qualitative answers were coded and data was analyzed in a series of hierarchical linear models. As hypothesized, relationships between motivational interference and parental monitoring, peer achievement and well-being value orientations, students' school- and leisure-related goals, as well as students' achievement and well-being value orientations were demonstrated. Students' own value orientations emerged to be the strongest predictor of motivational interference and mediated between parental monitoring and motivational interference. The results suggest that teachers should help students to reconcile their multiple values and goals in the classroom. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Learning Motivation; Evidence; Drinking; School Policy; College Freshmen; Peer Influence; Student Motivation; Friendship; Academic Achievement; Correlation; College Students; Hypothesis Testing; Path Analysis; Attachment Behavior; Student School Relationship; Gender Differences

Abstract:
Previous studies suggest that social relations can increase one's motivation to learn in school. However, other evidence showed that having more friends may also distract from one's academic involvement. To understand the mechanisms behind this apparent contradiction, this study identified and tested the effects of a potentially important positive and negative mediator between social relations and academic motivation. A total of 226 university students were used to test the hypothesized path model. Results showed that the impact of social relations on students' academic motivation was negatively mediated by alcohol use, but positively mediated by their place attachment to the university, although the model fit differed for women and men. Implications for social relations, school policy and freshman orientation programs are discussed. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Factor Analysis; Student Motivation; Questionnaires; Psychometrics; Construct Validity; Factor Structure; Exercise; Measures (Individuals); College Students; Self Concept; Student Attitudes; Caring; Well Being; Psychological Patterns

Abstract:
Given the potential benefits of understanding how climate may influence individuals' motivational outcomes, there exists a need for instrumentation measuring exercise setting climates. The purpose of this study was to validate further the psychometric properties of the Perceived Motivational Climate in Exercise Questionnaire (Huddleston, Fry & Brown, 2012), developed to assess motivational climates in exercise settings. Current members of a university fitness center (N = 779, M[subscript age] = 20.33, SD = 3.31) were asked to complete a survey that included their perceptions of the task- and ego-involving climate, caring climate, and positive and negative mood. Using confirmatory factor analysis, the factor structure of the Perceived Motivational Climate in Exercise Questionnaire was established. In addition, both the caring climate and positive and negative mood states were examined to add to the ongoing construct validation of the instrument. Results revealed support for a 27-item Perceived Motivational Climate in Exercise Questionnaire. Implications for the need for the Perceived Motivational Climate in Exercise Questionnaire in exercise settings are discussed. (Contains 3 tables and 2 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Visual Arts; Teaching Methods; Freehand Drawing; Elementary School Students; Males; Reading Difficulties; Literacy; Student Motivation; Popular Culture; Cultural Capital; Student Interests; Action Research; Foreign Countries

Abstract:
This paper reports on a small-scale action research project conducted by two university-based researchers using a visual arts method. The seven-week drawing programme was the second cycle of an action research project. The participants were nine boys of primary school age variously identified by their teachers as reluctant readers and/or as struggling with print literacy. The thematic concerns addressed in the paper fall into two broad categories: motivating learners by drawing on their popular cultural capital and interests, as well as tracing the construction of visual texts as data in action research. Findings are presented in response to the following research questions: What happens to those students who do not or cannot meet the required standards in literacy? What kind of research approach can be utilised or adapted to respond to the literacy practices and behaviours of young people? (Contains 1 table.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Adolescents; Student Motivation; Semi Structured Interviews; Educational Practices; Science Instruction; Rural Areas; Indigenous Populations; Foreign Countries; Observation; Learning Motivation; Teacher Student Relationship; Educational Environment; Student Needs

Abstract:
Many rural indigenous communities rely on science knowledge and innovation for survival and economic advancement, which requires community members to be motivated for learning science. Children in these communities have been viewed by some as unmotivated due to their low science achievement as they progress in school, particularly into majority secondary schools. Current theories of motivation, such as achievement goal theory, take classroom context into account when examining individual motivation. However, motivational climate can also be considered as tightly woven with the cultural and social practices of a community rather than individual perception. In this study, researchers spent time in two indigenous villages observing classrooms, participating in community events, and talking with community members. During those visits, Attayal/Sediq children in Taiwan (n = 18) and Mopan Mayan children in Belize (n = 18) participated in three semi-structured interviews about their experience learning science in school, home, and community. Results indicate that motivation for learning science is closely linked with their identity as science learners. Three themes emerged to illuminate how social practices may or may not support individual identity, and consequently motivation, for learning science--student/teacher relationships, support for learning, and motivational climate. Differences between children in Taiwan and Belize are explored. Implications for motivation theory, educational practice, and policy are discussed. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Calculus; Student Motivation; Mathematics Instruction; College Students; Engineering Education; Computer Software; Educational Technology; Computer Uses in Education; Foreign Countries

Abstract:
Research exists on the role of motivation in student learning, especially with subjects in the humanities and social sciences (e.g., Deci, Vallerand, Pelletier, & Ryan, 1991; Vallerand, Pelletier, Blais, Briere, Senecal, & Vallieres, 1992). This body of research would be well served by broadening current understandings of students of the natural sciences. This article describes a quantitative study of first-year university engineering students taking a calculus course. The central topic that we address is how academic motivation of these students correlates with their performance. The findings indicate that the students in the study are highly motivated, extrinsically more than intrinsically, and that self-determination is predictive of improved academic performance. However, the findings also suggest that intrinsic motivation to know plays an interesting role; specifically, it alone seems to be predictive of better performance on a conceptual part of the exam, even though this measure showed no effect on the overall exam score. (Contains 3 tables and 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Student Motivation; Educational Attainment; Mathematics Achievement; Longitudinal Studies; High School Students; Prediction

Abstract:
Across 20 years, pathways from math intrinsic motivation and achievement (ages 9-17) to high school math course accomplishments and educational attainment (age 29) were analyzed. Academic intrinsic motivation was the theoretical foundation. To determine how initial status and change in motivation and achievement related to course accomplishments and educational attainment, a latent curve model was fit to data from the Fullerton Longitudinal Study. Levels of motivation and achievement at 9 had positive, direct, and mutually indirect paths to course accomplishments. Dual declines in motivation and achievement related to course accomplishments, directly for achievement, and indirectly for motivation via achievement. Greater decline corresponded to fewer course accomplishments which in turn predicted, and served as a mediator to educational attainment. Implications are discussed. (Contains 2 tables, 2 figures, and 5 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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