Timothy L Seifert
Biographic Data
| ID | 2746367 |
|---|---|
| NAME | Timothy L Seifert |
| GIVEN NAMES | Timothy L |
| FAMILY NAME | Seifert |
| SIGNATURE | SEIFERT T L |
| AFFILIATIONS | Memorial University of Newfoundland |
| VERIFIED | No |
| TOTAL WORKS | 6 |
| TOTAL CITATIONS | 9 |
| AUTHOR COUNT | 6 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1991 |
| LATEST PUBLICATION YEAR | 2001 |
| H-INDEX | 2 |
The relationship of work avoidance and learning goals to perceived competence, externality and meaning
Background. Motivational researchers have suggested that work avoidance may be an academic goal in which students seek to minimise the amount of work they do in school. Additionally, research has also suggested that emotions may be catalysts for goals. Aim. This study examined the relationship between emotions and learning or work avoidance goals. Do emotions explain goals? Sample. The participants were 512 senior high school students in Eastern …
Academic goals and emotions
Background . Motivational researchers have suggested that the environment plays a key role in students' goal formation. However, some recent work (Seifert, 1996) suggests that students' emotions may play a role in goal formation. Aim . This study examined the relationship between environment, emotions, and goals. Do emotions and perceptions of teachers both contribute to goal orientation, or do emotions mediate the influence of perceptions of tea…
The Compatibility of Structural Equation Modelling and Cluster Analysis
Compatibilité des modèles à équations linéaires et de l'analyse claasificatoire: un exemple. Un modèle à équations linéaires est construit pour examiner les effets de la réussite en mathématiques et des sentiments par rapport à l'école sur la représentation de soi. Les résultats indiquent un bon ajustement avec les données. Une analyse classificatoire des deux variables exogènes. réussite en mathématiques et sentiments par rapport à l'école. a fa…
The stability of goal orientations in grade five students
Seventy‐six grade five students completed a questionnaire on two occasions separated by a five months interval. Responses were subjected to a factor analysis which was followed by a series of pairwise t ‐tests and Pearson correlations between time 1 and time 2 scores on measures of ability perceptions, self‐worth, self‐efficacy, success and failure attributions, positive and negative emotions, and preference for challenge. Time 1 mastery and perf…
Characteristics of ego- and task-oriented students
A motivation questionnaire was completed by 79 grade five students. Responses were subjected to a factor analysis which was followed by a series of Pearson correlations between the resultant factor scores and measures of ability perceptions, self-worth, self-efficacy, success and failure attributions, positive and negative emotions, and preference for challenge. Responses were also subjected to a cluster analysis followed by a series of between-g…
Determining Effect Sizes in Various Experimental Designs
The use of the effect size as an indicator of experimental effect and its use in meta-analytic research points to its emerging importance in research. This paper presents techniques for use in meta-analytic research to obtain effect sizes when information is missing from the original article. These techniques involve reconstruction of the value of MSW to use as an estimate of within group variance for the calculation of effect sizes. Additionally…
The relationship of work avoidance and learning goals to perceived competence, externality and meaning
Background. Motivational researchers have suggested that work avoidance may be an academic goal in which students seek to minimise the amount of work they do in school. Additionally, research has also suggested that emotions may be catalysts for goals. Aim. This study examined the relationship between emotions and learning or work avoidance goals. Do emotions explain goals? Sample. The participants were 512 senior high school students in Eastern …
Characteristics of ego- and task-oriented students
A motivation questionnaire was completed by 79 grade five students. Responses were subjected to a factor analysis which was followed by a series of Pearson correlations between the resultant factor scores and measures of ability perceptions, self-worth, self-efficacy, success and failure attributions, positive and negative emotions, and preference for challenge. Responses were also subjected to a cluster analysis followed by a series of between-g…
The Compatibility of Structural Equation Modelling and Cluster Analysis
Compatibilité des modèles à équations linéaires et de l'analyse claasificatoire: un exemple. Un modèle à équations linéaires est construit pour examiner les effets de la réussite en mathématiques et des sentiments par rapport à l'école sur la représentation de soi. Les résultats indiquent un bon ajustement avec les données. Une analyse classificatoire des deux variables exogènes. réussite en mathématiques et sentiments par rapport à l'école. a fa…
The stability of goal orientations in grade five students
Seventy‐six grade five students completed a questionnaire on two occasions separated by a five months interval. Responses were subjected to a factor analysis which was followed by a series of pairwise t ‐tests and Pearson correlations between time 1 and time 2 scores on measures of ability perceptions, self‐worth, self‐efficacy, success and failure attributions, positive and negative emotions, and preference for challenge. Time 1 mastery and perf…
Determining Effect Sizes in Various Experimental Designs
The use of the effect size as an indicator of experimental effect and its use in meta-analytic research points to its emerging importance in research. This paper presents techniques for use in meta-analytic research to obtain effect sizes when information is missing from the original article. These techniques involve reconstruction of the value of MSW to use as an estimate of within group variance for the calculation of effect sizes. Additionally…
Characteristics of ego- and task-oriented students
A motivation questionnaire was completed by 79 grade five students. Responses were subjected to a factor analysis which was followed by a series of Pearson correlations between the resultant factor scores and measures of ability perceptions, self-worth, self-efficacy, success and failure attributions, positive and negative emotions, and preference for challenge. Responses were also subjected to a cluster analysis followed by a series of between-g…
The Compatibility of Structural Equation Modelling and Cluster Analysis
Compatibilité des modèles à équations linéaires et de l'analyse claasificatoire: un exemple. Un modèle à équations linéaires est construit pour examiner les effets de la réussite en mathématiques et des sentiments par rapport à l'école sur la représentation de soi. Les résultats indiquent un bon ajustement avec les données. Une analyse classificatoire des deux variables exogènes. réussite en mathématiques et sentiments par rapport à l'école. a fa…
The stability of goal orientations in grade five students
Seventy‐six grade five students completed a questionnaire on two occasions separated by a five months interval. Responses were subjected to a factor analysis which was followed by a series of pairwise t ‐tests and Pearson correlations between time 1 and time 2 scores on measures of ability perceptions, self‐worth, self‐efficacy, success and failure attributions, positive and negative emotions, and preference for challenge. Time 1 mastery and perf…
Academic goals and emotions
Background . Motivational researchers have suggested that the environment plays a key role in students' goal formation. However, some recent work (Seifert, 1996) suggests that students' emotions may play a role in goal formation. Aim . This study examined the relationship between environment, emotions, and goals. Do emotions and perceptions of teachers both contribute to goal orientation, or do emotions mediate the influence of perceptions of tea…
The relationship of work avoidance and learning goals to perceived competence, externality and meaning
Background. Motivational researchers have suggested that work avoidance may be an academic goal in which students seek to minimise the amount of work they do in school. Additionally, research has also suggested that emotions may be catalysts for goals. Aim. This study examined the relationship between emotions and learning or work avoidance goals. Do emotions explain goals? Sample. The participants were 512 senior high school students in Eastern …
Developmental psychology (4 works) · Mathematics (4 works) · Psychology (4 works) · Social Psychology (4 works) · Education, Achievement, and Giftedness (3 works) · Statistics (3 works) · Affect (linguistics) (2 works) · Attribution (2 works) · Cluster (spacecraft) (2 works) · Feeling (2 works)