Examines the achievement motivation of 361 university student athletes. The relationship of motivational orientation to academic performance and identification was investigated based on self-worth theory. Fear of failure plays an important role in academic motivation in both nonrevenue and revenue student athletes. (Author/GCP)

Every year approximately 800 students enrol in the tertiary preparatory course TPP7181 at the University of Southern Queensland. Successful completion of this course will allow students to enrol in either further preparatory level mathematics courses or undergraduate study. For many of the students enrolled in this course, the study of mathematics…

This study addressed the impact of a semester-long course called "Learning to Learn," an undergraduate psychology course designed to teach college students to be self-regulated learners. Results of pretesting and posttesting of 78 students with the Motivated Strategies for Learning Questionnaire (Pintrich, Smith, Garcia, & McKeachie,…

Exploratory focus group research with undergraduate students reveals a series of related tensions that students experience about vocational marketing and communication degrees that have been promoted to them primarily on the basis of job prospects and university location. We summarise these tensions in six themes: short versus long-term goals;…

This study assessed how rewards impacted intrinsic motivation when students were rewarded for achievement while learning an activity, for performing at a specific level on a test, or for both. Undergraduate university students engaged in a problem-solving activity. The design was a 2 * 2 factorial with 2 levels of reward in a learning phase…

The question of how teachers can mediate self-regulated learning in college students is discussed. For the purposes of this study, self-regulated learning is defined as the ongoing process in which the learner makes sense of the learning task, creates goals and strategies, and implements actions designed to meet goals for the given learning…

The purpose of this study was to investigate the effect of cooperative learning and type of reward on performance and continuing motivation. Subjects used either a cooperative or individual learning strategy while receiving information, examples, practice, and feedback from an instructional television lesson. Subjects (126 undergraduate education…

This study determined the effects of using an instructional game and supplemental readings on student motivation as defined using the ARCS model of motivation and performance. Subjects were 75 undergraduate education majors enrolled in a required educational psychology course at a large southwestern university. All students attended a lecture on…

A 2-semester undergraduate sociology course in empirical techniques and computer analysis is described which permits the student maximum freedom in his choice of a research problem while encouraging him to use both a statistical design and a computer analysis to test his hypotheses. (JT)

Shame is a global emotion that shares an ability-linked component (humiliation) and an effort-linked component (guilt). Effort was found to increase humiliation via inability ascriptions because a combination of high effort and failure implies low ability. Conversely, high effort was found to decrease the guilt component of shame. (Author/DWH)

The authors contend failure to confirm Weiner's theory is a result of shortcomings inherent in his model. They argue that cognitive theory has been properly represented and tested, and that the study of achievement behavior is enhanced by the addition of motivational, noncognitive assumptions to their theories. (Author/DWH)

Assessed undergraduate and graduate students' level of curiosity and intrinsic motivation. Few differences were found among the undergraduates, but they differed noticeably from the graduates in their motivational patterns. Differences are discussed in terms of motivational determinants. (Author)

Examines the use of an incentive program for motivating students. Offers examination bonus points to students as an incentive to finish their required participation in department-wide research. Finds that the incentive program benefited teachers, students, and researchers. (CMK)

Examines whether introductory educational psychology undergraduate students (n=83) read assigned articles if they knew in advance about a quiz or whether they read the articles because they were beneficial to their profession or to class discussion. Finds that students read articles more thoroughly if they knew there would be a quiz. (CMK)

The extent to which 152 undergraduates had negative affective expectations about goal setting was investigated by having students imagine moods and appraisals in pursuit of hypothetical goals. Students expected affective benefits more than they expected affective penalties of goal setting, suggesting that goal settings need not be connected with…