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Motivation to Speak: Perception and Attitude of Non-English Major Students in Taiwan

"I live in Taiwan where everyone speaks Chinese, why do I need to learn to speak English?" This statement ignited my interest in the topic of motivation to speak. How to generate students' willingness to communicate (WTC) to improve oral proficiency has been a key issue for English language teaching in China (Wen and Clement, 2003). Chinese students have been found to be good at grammar-based written examinations but wanting in oral communication skills. The same situation applied to students in Taiwan.

In contrast to intrinsically motivated behavior, extrinsic motivation is defined as
actions carried out to achieve some instrumental end, such as earning a reward
or avoiding a punishment. Extrinsic motivation can be divided into three levels: ...

Self-leadership Skills in Academically Underprepared Students in a Florida Community College Setting

The low retention rate of academically underprepared students in higher education is a concern for educators, administrators, and politicians; barriers for success in academia for the underprepared students not only include low academic skills but also noncognitive skills. The purpose of this study was to better understand the self-leadership characteristics and coping processes of academically underprepared students at a Florida community college. In addition, the study examined the relationship between self-leadership and coping; in so doing, this research builds on theoretical foundations of the emerging developmental education theory and the existing theories of coping and self-leadership. The research questions focused on how the coping processes and self-leadership characteristics differed in academically underprepared compared to academically prepared students and what association existed between general self-leadership and individual coping processes. This quantitative nonexperimental study used data collected from 1 demographic and 2 survey instruments. The statistical techniques conducted to analyze the data included Pearson correlation, MANOVA, and t test. The results of this study found no statistically significant differences between the two groups in self-leadership scores, but did find statistically significant differences in coping processes. This study also found a relationship between self-leadership and coping. This research may have significant social impact by providing a portrait of self-leadership characteristics and coping processes in a population at risk of failing to reach academic goals as well as at risk of failing to be viable contributors to family and community. This research may assist educators in developing curricula and strategies to provide support in academically underprepared students.

Self-reward and self-punishment are also powerful tools to help the individual
reach the desired goals. ... Natural rewards strategies can be facilitated by “
modifying perceptions or behaviors associated with task performance thereby
increasing ...

Students' with Learning Disabilities Perceptions of Factors that Contribute to Or Detract from College Success

A review of the college persistence and special education literature revealed that even though students with learning disabilities experience challenges in college, the factors that account for some of them persisting in and graduating from postsecondary education and some students not persisting in postsecondary education is unclear. This qualitative study identified some of the factors that may either contribute to or detract from the success experienced by college students with learning disabilities in their first year of college. The participants in this study were 12 college freshmen with learning disabilities attending a midsized university in the Midwest. Each participant was interviewed following an open-ended question format intended to elicit detailed responses about their attitudes, academic and social college behaviors, and beliefs about their college success. To distinguish those students who were persisting from those students who were not persisting in college, the participants were asked to share their semester grade point averages earned in their first-year of college. Grade point averages 2.0 or more were markers for college success, and grade point averages below 2.0 were markers for college failure. Using grounded theory methodology, the open and axial coding processes yielded the factors associated with college retention and attrition. The primary factors that emerged from the data were the students' attitudes about higher education, and their personal attributes including motivation, maturity, and persistence. Additionally, students' adjustment to academic and campus life, and their use of supports, such as college staff and tutors, and their use of some skills, including studying, managing time, advocating for their needs, and their decision and problem solving were factors leading them to either college persistence or attrition. Based on this data, a theory of college persistence for first-year students evolved which includes the reciprocal influences among the self-determination characteristic of autonomy, empowerment, regulation, and realization; students' academic behaviors, attributes and adjustments; use of supports; and to a lesser degree, use of skills. Practical implications based on the results of this study are proposed for secondary educators, postsecondary support staff and educators, and students and family.

External regulation is the least autonomous and used to obtain rewards or to
avoid punishment. For introjected regulation, one behaves to avoid guilt or
shame. Identified regulated behaviors stem from the conscious valuing of an
action as ...

A Study of the Relationship Between Students' Perceptions of Goal Orientation and Physical Education Teacher Leadership Styles in Taiwan

The purpose of this study is to analyze quantitative data from students of different ages and gender regarding how they perceive their physical education teacher's use of leadership styles. The first portion of data was collected using the Multifactor Leadership Questionnaire (MLQ), the other portion correlated students' goal orientations as measured by the Task and Ego Orientation in Sport Questionnaire (TEOSQ). This study investigated the relationship among transformational leadership, transactional leadership, and non-leadership styles of physical education teachers collected from two age categories: freshmen at senior high schools and freshmen at universities or colleges. Data were also gathered based on gender. Ten schools from Taichung City, Taiwan participated in this study, five universities or colleges and five senior high schools. The participation rate for the older female group was 35 percent (270 persons), older male group was 16 percent (128 persons), younger female group was 30 percent (235 persons), and younger male group was 19 percent (144 persons). The findings of this study are as follows: transformational leadership is the most powerful leadership style for students' perceptions, regardless of age, gender, and goal orientation. Age and gender are the impact factors for teachers' leadership styles. Students' goal orientations are also the impact factors for teachers' transformational leadership and nonleadership styles. The predictors, age, gender, and goal orientation, are not the main factors to predict teachers' leadership style. High task orientation may be the key point that cannot be ignored when choosing transformational leadership behavior. Those who already are physical education teachers, those who wish to be physical education teachers, and those who hope to train to become physical education teachers, should value the role of leadership and be a competent teacher for every different ages, genders, and goal orientation students.

Management-by-exception is more inefficient than contingent reward and the
components of transformational leadership. ... to create negative situations when
leaders become involved when noting problems to correct or punishing followers.

Graduate Students' Perceptions of Academic Integrity Policies, Practices, Observations, Engagement, and Seriousness of Behaviors

The researcher provided general recommendations for institutions with graduate programs and faculty who teach within those programs. These included creating a campus or departmental culture where learning is valued, academic integrity is explained and emphasized, and where faculty model academic and professional ethics. Recommendations for future research include further exploration of graduate students' understanding of academic integrity policies and how both graduate students and their professors define cheating.

Perception of Policies Quantitative findings led to the conclusion that students in
different program majors view institutional ... Academic integrity policies and the
enforcement of those policies serve as a means to reward or punish such actions.

Elementary Preservice Teachers' Constructions of Themselves as Students and as Teachers: A Collaborative Narrative Autobiographical Approach

The data were analyzed to identify their stories and the way they navigated the discourses of power in their narratives and any emerging cultural themes. The data from five of the participants were analyzed in detail using Stanton Wortham's tools to determine how they were positioning themselves within their narratives and in the storytelling event.

In a study carried out to investigate whether factors experienced in childhood
such as punishment and reward had any ... style may have been influenced by
their perceptions of the social desirability of reward as opposed to punishment.

Challenges of the Intercultural Classroom: A Qualitative Study of the Perceptions of International Teaching Associates and Their American Students

The study participants were four international teaching associates and 17 undergraduate students at one of the universities in the Middle Atlantic region. Data was collected through one-on-one interviews, class observations, and each participant's narratives, which were analyzed qualitatively.

The bureaucratic position was adapted from the efficiency of industry which used
reward and punishment with their labor force to increase production and
efficiency (Kliebard, 1986). In this industrial efficiency model, students were
asked to ...

The Influence of Hip-hop Culture on the Perceptions, Attitudes, Values, and Lifestyles of African-American College Students

Hip-hop music includes aspects that have been viewed as part of an oppositional culture, personified by profanity, violence, and aggressive behaviors. This study examined the potentially negative influence of hip-hop culture on 116 African-American college students' attitudes and lifestyle trends. Based on Bandura's social learning theory, it was theorized that hip-hop culture impacted college students via observation, imitation and social modeling. Using a mixed method design composed of survey measures and focus groups, research questions focused on identifying favorable attitudes towards hip-hop culture, mass media consumption habits, music video frequency, attitudes about hip-hop and rap music and lifestyle preferences. Cross tabulations of frequency data from the survey measures demonstrated that ninety-one percent of the students favored hip-hop music, ninety-four percent reported watching hip-hop music videos, and eighty percent reported Black Entertainment Television (BET) as their most favorable music network. Content analysis of the focus group findings revealed that the participants expressed a positive attitude towards misogynist values and adopted lifestyles trends such as styles of dress and language commonly associated with hip-hop culture. This study demonstrates the potentially negative effects of hip-hop culture on the attitudes and lifestyles of African-American college students. Future recommendations for research include developing interventions that lessen the negative impact of hip-hop culture, which would lead to positive social change for the African American community.

Bandura further argued that reinforcement and punishment plays an important
part in influencing the learning of new values and behaviors. Social learning
theory and the application of reinforcement tend to also shape the reward
process by ...

Women, Birth Control Pills, and Thrombophilia: An Analysis of Current Risk Communication

In order to reduce thrombosis, awareness of these conditions can be increased by pharmaceutical manufacturers taking a greater responsibility for producing easily understandable risk information. Also, health care providers and patients must communicate more effectively. At a minimum, testing should be offered to women, if not required, before prescribing birth control pills.

Following the “Quick Facts” box is an introductory paragraph and a “Highlights”
section with bullet points that link to each different section of the webpage. Each
of the following sections are formatted as question and answers. Under the “How
 ...

"What You Need, Eddie, is Another Remedial Reading Class": A Semiotic Analysis of Representations of Literacy in Popular School Film

The analysis was conducted through a textual study of the dialogue, basic cinematic techniques, and the semiotic codes of body codes, commodity codes, and behavioral codes found in the critical scenes to identify emerging themes.

Miss Barrett asks students to read aloud, to discuss the introductory paragraph of
the text, and to connect Dickens' “best of times, worst of times” to their current
situations. Miss Barrett helps the students find a reason to read the novel, despite
it ...