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Descriptors:
Achievement; Females; Student Attitudes; Classroom Environment; Secondary School Science; Outcomes of Education; Science Curriculum; Perception; Motivation; Males; Gender Differences; Hierarchical Linear Modeling

Abstract:
The classroom environment influences students' academic outcomes, but it is often students' perceptions that shape their classroom experiences. Our study examined the extent to which observed classroom environment features shaped perceptions of the classroom, and explained levels of, and changes in, girls' motivation in junior secondary school science classes across two school terms. Girls have been found to feel less capable than boys and to under-participate in science classrooms, even though their achievement levels are similar. Four teachers and five of their classrooms of students (N = 52) reported their perceptions of the classroom environment, and trained observers rated the "actual" classroom environment. Students also completed questions regarding their motivations for science at both time points. Hierarchical linear modelling showed that students' perceptions of classroom structure were very important and exerted significant influence on science motivations. All of the six observed classroom dimensions affected students' extrinsic utility value, via perceptions of structure. Other classroom dimensions showed particular patterns of relationship with motivations. Teachers' perceptions of the classroom environment were often more positive than those of the students, which is congruent with previous research. The findings have implications for retaining girls in science and, thereby, addressing the gender gap in science-related vocations. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Structural Equation Models; Academic Achievement; Motivation; Self Determination; Medical Education; Medical Students; Gender Differences; Grade Point Average; Statistical Analysis; Goodness of Fit; Foreign Countries

Abstract:
Few studies in medical education have studied effect of quality of motivation on performance. Self-Determination Theory based on quality of motivation differentiates between Autonomous Motivation (AM) that originates within an individual and Controlled Motivation (CM) that originates from external sources. To determine whether Relative Autonomous Motivation (RAM, a measure of the balance between AM and CM) affects academic performance through good study strategy and higher study effort and compare this model between subgroups: males and females; students selected via two different systems namely qualitative and weighted lottery selection. Data on motivation, study strategy and effort was collected from 383 medical students of VU University Medical Center Amsterdam and their academic performance results were obtained from the student administration. Structural Equation Modelling analysis technique was used to test a hypothesized model in which high RAM would positively affect Good Study Strategy (GSS) and study effort, which in turn would positively affect academic performance in the form of grade point averages. This model fit well with the data, Chi square = 1.095, df = 3, p = 0.778, RMSEA model fit = 0.000. This model also fitted well for all tested subgroups of students. Differences were found in the strength of relationships between the variables for the different subgroups as expected. In conclusion, RAM positively correlated with academic performance through deep strategy towards study and higher study effort. This model seems valid in medical education in subgroups such as males, females, students selected by qualitative and weighted lottery selection. 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:
Motivation; Behavior Theories; Ethnic Groups; Migrants; Psychological Characteristics; Young Adults; Group Membership; Citizen Participation; Internet; Correlation; Immigrants; Goodness of Fit; Peer Groups; Parent Child Relationship; Guidelines; Minority Groups; Computer Mediated Communication; Ethnicity; Foreign Countries

Abstract:
Levels of civic engagement are assumed to vary according to numerous social and psychological characteristics, but not much is known about online civic engagement. This study aimed to investigate differences and similarities in young people's offline and online civic engagement and to clarify, based on Ajzen's theory of planned behavior (TPB), associations between motivation for civic engagement, peer and parental norms, collective efficacy, and civic engagement. The sample consisted of 755 youth (native German, ethnic German Diaspora, and Turkish migrants) from two age groups (16-18 and 19-26; mean age 20.5 years; 52% female). Results showed that ethnic group membership and age moderated the frequency of engagement behavior, with Turkish migrants taking part more than native Germans, who were followed by ethnic German Diaspora migrants. Analyses based on TPB showed good fit for a model relating intention for offline and online civic engagement to motivation for civic engagement, peer and parental norms, and collective efficacy. Ethnic group moderated the findings for offline civic engagement and questioned the universality of some model parameters (e.g., peer and parental norms). This study showed the utility of the TPB framework for studying civic engagement but also reveals that the predictive utility of peer and parental norms seems to vary depending on the group and the behavior under study. This study highlights the importance of including minority samples in the study of civic engagement in order to identify between-group similarities and differences. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Attendance; Instructional Effectiveness; Educational Research; Educational Environment; Creativity; Case Studies; Literature Reviews; Problem Solving; Motivation; Teachers

Abstract:
This article is based on a systematic review of educational research, policy and professional literature relating to creative environments for learning in schools. Despite the search yielding 210 documents, comparatively few empirical studies were published between 2005 and 2011 that addressed the review objectives. Only 18 studies included in the review investigated the impact of creativity on learners. There was, however, some evidence for the impact of creative learning environments on pupil attainment, confidence, resilience, motivation, problem-solving, interpersonal skills and school attendance. These findings have implications for policy, practice and research internationally. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Case Studies; Teleworking; Insurance; Program Effectiveness; Conservation (Environment); Productivity; Program Development; Prediction; Program Design; Planning; Labor Turnover; Job Satisfaction; Motivation; Costs

Abstract:
With the growing suburban population, many employees in metro areas are facing long commutes to and from the workplace. According to the 2011 Texas Transportation Institute's Urban Mobility Report, the average commuter experiences 34 hours of delay per year and spends an extra $713 on fuel (see http://tti.tamu.edu/documents/mobility-report-2011.pdf). This not only causes stress for the employee but also has a serious impact on the organization and the environment. (Contains 6 tables and 6 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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Educational Games; Emotional Development; Developmental Psychology; Cognitive Development; Social Development; Child Development; Cues; Motivation; Children; Computer Games

Abstract:
The field of developmental psychology has produced abundant theory and research about the physical, cognitive, social, and emotional development of children; however, to date there has been limited use of this wealth of knowledge by developers creating games for children. This chapter provides an overview of key theoretical observations and research-based insight regarding children's development and outlines practical implications for their application to game design. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Art Therapy; Painting (Visual Arts); Evaluation; Parent Child Relationship; Psychotherapy; Developmental Tasks; Child Development; Psychological Patterns; Motivation

Abstract:
A basic assumption in psychotherapy with children is that the parent-child relationship is central to the child's development. This article describes the Joint Painting Procedure, an art-based assessment for evaluating relationships with respect to the two main developmental tasks of middle childhood: (a) the parent's ability to monitor and supervise the child while experiencing the child's newly developing capacity for self-management, and (b) the ability of the parent and child to maintain a positive and close relationship with each other. Case examples illustrate the Joint Painting Procedure in art therapy and three of the scales used to evaluate the results. Joint painting enables multidimensional expression and representation of implicit characteristics of a relationship that cannot be expressed verbally. (Contains 2 tables and 3 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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Motivation; Rape; Psychological Patterns; Student Attitudes; Crime; Victims of Crime; Correctional Institutions; Vignettes; Undergraduate Students; Statistical Analysis; Law Enforcement; Role; Criminals

Abstract:
Undergraduate volunteers (n = 134) were randomly assigned in a 2 x 2 design that manipulated type of crime (rape vs. robbery) and perpetrator motivation (anger vs. desire). After reading one of the crime scenarios, participants responded to a series of attitude items regarding responsibility for the crime, assigned blame to agents mentioned in the scenario, and assigned a prison sentence to the perpetrator. A two-way ANOVA showed a significant interaction of motivation and crime (p = 0.026), with the victim rated least responsible in the anger-motivated rape scenario. Likewise, the assignment of blame produced a significant interaction of motivation and crime (p = 0.034); the victim was blamed the least in the anger-motivated rape scenario. Although the perpetrator was viewed as more responsible for the crime of rape than robbery (p = 0.022) and received a significantly longer sentence for rape (p less than 0.001), perpetrator motivation did not affect perceptions of the perpetrator's responsibility for either crime. These results stand in contrast to those of Mitchell, Angelone, Kohlberger, and Hirschman (2009) and suggest their findings may have been the result of homophobic statements by the perpetrator rather than anger per se. (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:
Active Learning; Veterinary Medicine; Biochemistry; Scientific Concepts; Global Approach; Science Education; Case Studies; Learner Engagement; Educational Improvement; Evaluation; Motivation

Abstract:
First-year students often feel discouraged, especially with courses that require complex thinking and involve establishing relations between different subjects such as biochemistry. It has been proposed that student-centred pedagogy can achieve motivation and improve learning. In this context, this case study reports the use of art as a strategy to engage students in studying and learning biochemistry. Three Art & Biochemistry sessions were included in the programme of the Biochemistry course of first-year veterinary medicine students as one of the graded activities. Working as a team, students expressed a biochemical concept or process of their choice through any art representation to their classmates and to a panel of professors, both of which evaluated their performance using a global perspective rubric. The students' assessment of the activity over three consecutive years suggests that the Art & Biochemistry sessions were successful as an approach to motivate them, and were also perceived as helpful to the understanding and learning of biochemistry. This report supports a positive relationship between art and science in enhancing self-learning and could be easily applied to other subjects and disciplines. (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:
Academic Achievement; Program Effectiveness; Motivation; Incentives; School Personnel; Measures (Individuals); Educational Change; High Schools; Structured Interviews; Sustainability; Student Evaluation; Case Studies; Urban Schools; High School Students; Decision Making; Student Improvement; Urban Education; Student Attitudes

Abstract:
The purpose of this case study was to discover the critical attributes of a student achievement program, known as "Think Gold," implemented at one urban comprehensive high school as part of the improvement process. Student achievement on state assessments improved during the period under study. The study draws upon perspectives on motivation as a lens for understanding the attributes of the program. The theoretical framework guiding this study emerged from a convergence of literature on high school improvement and studies on the use of extrinsic motivation to promote student achievement. These studies revealed a gap between the goals promoted for improved student outcomes and the performance results from non-consequential, large-scale assessments. Data sources included structured interviews with school personnel and students, achievement data from 2009-2011, and survey results, which were analyzed to construct a case narrative. Critical attributes of the achievement program were distilled, including the differentiated incentive system, sustainability, and personalized meaning for students between state assessments and their decision-making. This study is not an evaluation of the program, but the discussion offered of the use of extrinsic motivation to promote student achievement may prove beneficial. (Contains 4 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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