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postgraduate thesis: Effects of personalization and action choices on students' intrinsic motivation towards completing assignments and learning performance

TitleEffects of personalization and action choices on students' intrinsic motivation towards completing assignments and learning performance
Authors
Issue Date2012
PublisherThe University of Hong Kong (Pokfulam, Hong Kong)
Citation
Ho, S. [何倩婷]. (2012). Effects of personalization and action choices on students' intrinsic motivation towards completing assignments and learning performance. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b5156691
AbstractThe study examines whether different kinds of choices provided in assignment for students can promote students’ intrinsic motivation towards completing assignment and their learning performance in mathematics. A total of 55 primary 5 students were recruited in 2 schools for an after-school programme. The participants were randomly assigned to three treatment conditions: 1) personalization choice, 2) action choice, and 3) no-choice control condition. Results from planned contrast tests showed that provision of action choice improved students’ perception of choice (autonomy) in doing assignment. However, the positive effect of personalization choice and action choice on students’ perceived competence, intrinsic motivation and learning benefits cannot be concluded from the current findings. The limitations and practical implications of the study are discussed.
DegreeMaster of Social Sciences
SubjectChoice (Psychology)
Motivation in education
Academic achievement
Dept/ProgramEducational Psychology
Persistent Identifierhttp://hdl.handle.net/10722/196503

 

DC FieldValueLanguage
dc.contributor.authorHo, Sin-ting-
dc.contributor.author何倩婷-
dc.date.accessioned2014-04-14T23:16:29Z-
dc.date.available2014-04-14T23:16:29Z-
dc.date.issued2012-
dc.identifier.citationHo, S. [何倩婷]. (2012). Effects of personalization and action choices on students' intrinsic motivation towards completing assignments and learning performance. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b5156691-
dc.identifier.urihttp://hdl.handle.net/10722/196503-
dc.description.abstractThe study examines whether different kinds of choices provided in assignment for students can promote students’ intrinsic motivation towards completing assignment and their learning performance in mathematics. A total of 55 primary 5 students were recruited in 2 schools for an after-school programme. The participants were randomly assigned to three treatment conditions: 1) personalization choice, 2) action choice, and 3) no-choice control condition. Results from planned contrast tests showed that provision of action choice improved students’ perception of choice (autonomy) in doing assignment. However, the positive effect of personalization choice and action choice on students’ perceived competence, intrinsic motivation and learning benefits cannot be concluded from the current findings. The limitations and practical implications of the study are discussed.-
dc.languageeng-
dc.publisherThe University of Hong Kong (Pokfulam, Hong Kong)-
dc.relation.ispartofHKU Theses Online (HKUTO)-
dc.rightsThe author retains all proprietary rights, (such as patent rights) and the right to use in future works.-
dc.rightsCreative Commons: Attribution 3.0 Hong Kong License-
dc.subject.lcshChoice (Psychology)-
dc.subject.lcshMotivation in education-
dc.subject.lcshAcademic achievement-
dc.titleEffects of personalization and action choices on students' intrinsic motivation towards completing assignments and learning performance-
dc.typePG_Thesis-
dc.identifier.hkulb5156691-
dc.description.thesisnameMaster of Social Sciences-
dc.description.thesislevelMaster-
dc.description.thesisdisciplineEducational Psychology-
dc.description.naturepublished_or_final_version-
dc.identifier.doi10.5353/th_b5156691-
dc.date.hkucongregation2012-

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