Massey Documents by Type

Permanent URI for this communityhttps://mro.massey.ac.nz/handle/10179/294

Browse

Filters

1987 - 198912010 - 20141

Settings

Has files: YesSubject: search.filters.subject.Achievement motivation

Search Results

Now showing 1 - 2 of 2
  • Thumbnail Image
    Item
    The continuous performance test : exploratory studies comparing schedules of reinforcement : a thesis presented in partial fulfillment of the requirements for the degree of Master of Science in Psychology with an endorsement in Clinical Psychology at Massey University
    (Massey University, 1987) Alexander, Gerald
    The first study was designed to demonstrate that Continuous Performance Test responding was subject to reinforcement effects. A version of the CPT which requires detection of a target stimulus which had been preceded by another, and which required subjects to respond on one key to target stimuli and on another to all other stimuli was used. Responding during baseline was compared with conditions where correct responses to target stimuli were reinforced and all correct responses were reinforced for four intellectually handicapped subjects using an ABCBA design. The results demonstrated a rise in impulsivity with reinforcement delivery. The overall results although weak showed that reinforcement did alter behaviour on the CPT and reinforcing correct responding on both keys was better than just reinforcing correct responding on one key, in terms of accuracy, time on-task and efficiency. Experiment II used a version of the CPT which requires detection of a target stimulus, and which required subjects to respond on one key to target stimulus and on another to all other stimuli. To reduce anticipatory responding impulsivity was redefined by dramatically shortening the period of time available for impulsive responses to occur. Two intermittent schedules were compared to explore the capabilities of the CPT as a research tool to compare between schedules of reinforcement. An alternating treatments design, with baseline being one of the treatment conditions, was used with four intellectually handicapped subjects. The results, though weak, were able to show a difference in performance under the schedules. As predicted, impulsivity was low. There were indications for the potential of developing the CPT as a research tool. Suggestions for further research were offered.
  • Thumbnail Image
    Item
    Switched on : - what factors motivate tertiary students to achieve 100% course attendance? : a thesis submitted in partial fulfilment of the requirements for the degree of Master of Philosophy in Humanities and Social Sciences at Massey University, College of Humanities and Social Sciences, Palmerston North, New Zealand
    (Massey University, 2014) Van Gent, Maraea Patricia
    What causes tertiary students to never miss a day of class for their entire course? This study explored the narratives of students who had achieved 100% course attendance in a provincial tertiary institution in New Zealand. The aim of this study was to identify factors that contributed to why students decide to fully attend their chosen tertiary course and provide some understanding of the underlying motivations that contribute to the achievement of this phenomenon. Kaupapa Maori and Western research methodologies were utilised to gather data from nine participants in the School of Applied Technology in a New Zealand polytechnic. Data gathered from semi-structured interviews was collated and categorised into themes. An important consideration for this research was that the participants’ voices were heard and their meanings established through a collaborative process. This study showcased some highly motivated and inspirational students who accomplished an amazing academic achievement, against all the odds. The majority of the participants were from non-traditional and commonly categorised ‘at risk’ student groups. Despite the many risk factors such as negative educational experiences and influences in their past, ethnicity, age, and level of academic abilities, these participants provide some valuable information on how they succeeded. Findings from this research provide some confirmation that students are able to succeed in their academic endeavours and achieve their dreams if their motivation, goals and beliefs are strong enough to overcome obstacles that they may encounter in their learning journey. Finally, the intention of this study was not only to capture the participants’ stories as exemplars of student success but also to inform student engagement, retention and successful completion policies and practices in tertiary institutions. Developing and trialling new interventions based on this study could potentially improve academic outcomes for students, teaching staff and tertiary institutions with benefits for families, communities and New Zealand’s social and economic future.