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postgraduate thesis: The moderation effect of original motivation level on the relation between task instrumentality and the change in motivation level

TitleThe moderation effect of original motivation level on the relation between task instrumentality and the change in motivation level
Authors
Issue Date2012
PublisherThe University of Hong Kong (Pokfulam, Hong Kong)
Citation
Tam, W. [譚穎知]. (2012). The moderation effect of original motivation level on the relation between task instrumentality and the change in motivation level. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b5156754
AbstractThis experiment investigated the motivational effect of task instrumentality in a group of 8th grade students (N = 92). It investigated whether telling students that memory skills were instrumental could produce motivational effect. With reference to the self-determination theory, it was hypothesized that the original level of motivation would serve as the moderator of the effect of instrumentality on the change in motivation. It was believed that instrumentality would have more impact on students with low level of motivation at the first place; while the impact of instrumentality would be less on students with high level of motivation at the first place. The experiment was successful in the manipulation of instrumentality of memory skill. There was an increase in students’ introjection after the intervention. The main effects showed that the teaching session was effective in reducing students’ external regulation. Marginal significant main effect was found in the experimental group, where they had higher identification to the mnemonic session compared to the control group. Regarding the moderation effect, there was no significant moderation effect of original motivation level on the relation between task instrumentality and the change in motivation level. Implications of these findings on education were discussed.
DegreeMaster of Social Sciences
SubjectMotivation in education
Autonomy (Psychology)
Dept/ProgramEducational Psychology
Persistent Identifierhttp://hdl.handle.net/10722/196511

 

DC FieldValueLanguage
dc.contributor.authorTam, Win-gee-
dc.contributor.author譚穎知-
dc.date.accessioned2014-04-14T23:16:31Z-
dc.date.available2014-04-14T23:16:31Z-
dc.date.issued2012-
dc.identifier.citationTam, W. [譚穎知]. (2012). The moderation effect of original motivation level on the relation between task instrumentality and the change in motivation level. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b5156754-
dc.identifier.urihttp://hdl.handle.net/10722/196511-
dc.description.abstractThis experiment investigated the motivational effect of task instrumentality in a group of 8th grade students (N = 92). It investigated whether telling students that memory skills were instrumental could produce motivational effect. With reference to the self-determination theory, it was hypothesized that the original level of motivation would serve as the moderator of the effect of instrumentality on the change in motivation. It was believed that instrumentality would have more impact on students with low level of motivation at the first place; while the impact of instrumentality would be less on students with high level of motivation at the first place. The experiment was successful in the manipulation of instrumentality of memory skill. There was an increase in students’ introjection after the intervention. The main effects showed that the teaching session was effective in reducing students’ external regulation. Marginal significant main effect was found in the experimental group, where they had higher identification to the mnemonic session compared to the control group. Regarding the moderation effect, there was no significant moderation effect of original motivation level on the relation between task instrumentality and the change in motivation level. Implications of these findings on education were discussed.-
dc.languageeng-
dc.publisherThe University of Hong Kong (Pokfulam, Hong Kong)-
dc.relation.ispartofHKU Theses Online (HKUTO)-
dc.rightsCreative Commons: Attribution 3.0 Hong Kong License-
dc.rightsThe author retains all proprietary rights, (such as patent rights) and the right to use in future works.-
dc.subject.lcshMotivation in education-
dc.subject.lcshAutonomy (Psychology)-
dc.titleThe moderation effect of original motivation level on the relation between task instrumentality and the change in motivation level-
dc.typePG_Thesis-
dc.identifier.hkulb5156754-
dc.description.thesisnameMaster of Social Sciences-
dc.description.thesislevelMaster-
dc.description.thesisdisciplineEducational Psychology-
dc.description.naturepublished_or_final_version-
dc.identifier.doi10.5353/th_b5156754-
dc.date.hkucongregation2012-

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