Within the framework of motivational theory, a study investigated how teachers' use of immediacy behaviors impacted students' learning. Two competing explanations for the immediacy-learning relationship (the motivation model and the attention model) were tested using path analyses with panel data collected over the period of one semester. A total…

Three experiments were conducted to determine the effects of student-preferred incentives across instructional tasks that varied in length and relatedness to course content. The first study was done to determine the effects of the opportunity to earn points toward the course grade. There were no differences between incentive and no-incentive…

This study examined procedures that might reduce the absenteeism of undergraduate students who serve as peer-tutors or proctors in behavioral science classes that use personalized systems of instruction. The most effective procedure was to give bonus points to students who volunteered to replace absent proctors. (RM)

Weiner's allegations of errors in testing his theory (presumed detrimental effects of investigating a restricted range of variables, use of expectancy changes as a mediating variable, and presumed inappropriateness of classroom performance as a dependent variable) are evaluated. Disconfirmation of Weiner's predictions occurs irrespective of…

Surveys at four universities examined the demographic and motivational characteristics of adult learners in health education undergraduate professional preparation programs. Most students were Caucasian females ages 40-45 who wanted to work in the field. Location, convenience of course times, and university reputation were the main reasons for…

Examines the psychometric properties of scores on the Work Preference Inventory (WPI), particularly its factor structure and scale reliabilities. Analyses of data from 200 undergraduates showed qualified support for the inventory and its use for developmental purposes. States that the WPI may be a useful tool in stimulating students to examine…

This article reports two studies on teacher confirmation. The first examined (1) students' feelings of confirmation or disconfirmation as a function of perceived teacher behaviors, and (2) whether teacher confirmation behaviors occur in hierarchically arranged clusters. Sixty-one percent of the variance in students' feelings of confirmation was…

By understanding the values and goals of debate, the applicability of debate to all disciplines, the logistics of setting up a debate and the judging and grading procedures, college instructors in all disciplines can use debate to stimulate student interest and increase conceptual skills. Debate functions to develop skills in critical thinking,…

This study assessed the effects of providing learners with a graphic illustration of coordinate concept relationships to supplement learning from text-based instruction. Seventy-three undergraduate students were given a passage of approximately 1,200 words in length, describing Ausubel's Categories of Meaningful Learning. Half of the students also…

The effects of student effort exerted studying, and of written feedback from the instructor, were studied in undergraduate classrooms. Students received high or low-effort assignments, and high or low praise from their teacher. Those completing high-effort assignments and receiving high praise formed significantly more positive attitudes.…

The association dimension of the Picture Identification Test (PIT) was used to investigate the motivation concepts of male and female university students classified as Declared Homosexual, Sexually Uncertain, Clinical Control, and Normal Control. (Editor)

Problem-based learning is an approach to professional education that stresses the use of real life problems in education. This paper focuses attention to the commitment of students to engage in the problem-based learning process. Subjects, approximately 1,300 undergraduates in a health sciences curriculum, completed a questionnaire covering…

There is substantial evidence that the disposition of test takers is central to performance. This research extends previous work by replicating the experimental design of L. Wolf and J. Smith (1995) and conducting a secondary analysis of their data to attempt to demonstrate differential effect sizes for examinees reporting varying motivation…

The effects of individual versus cooperative learning and type of reward (points for completion or performance, or none) were studied with 126 undergraduate education majors. Subjects working alone performed better on the posttest and expressed more continuing motivation. Reward type did not affect performance or motivation. (SLD)

This study explored relationships between Self-Efficacy, Motivation, and Outcome Expectations and Intention Certainty. Intention Certainty is a new variable created for this study and comprised of existing conceptions of intention and decision certainty. The purpose of this study was fourfold. This study attempted to expand our understanding of…