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SOME COMMON GROUND: RELIGIOUS AND SPIRITUAL VALUES AS
COGNITIVE SUPPORTS IN COGNITIVE MOTIVATION THEORY
by
Cecilia Huckestein
____________________________________________________________________
A Dissertation Presented to the
FACULTY OF THE ROSSIER SCHOOL OF EDUCATION
UNIVERSITY OF SOUTHERN CALIFORNIA
In Partial Fulfillment of the
Requirements For The Degree of
DOCTOR OF EDUCATION
DECEMBER 2006
Copyright 2006 Cecilia Huckestein
Object Description
| Title | Some common ground: religious and spiritual values as cognitive supports in cognitive motivational theory |
| Author | Huckestein, Cecilia |
| Author email | cdhraine@yahoo.com |
| Degree | Doctor of Education |
| Document type | Dissertation |
| Degree program | Education (Psychology & Technology) |
| School | Rossier School of Education |
| Date defended/completed | 2006-08-01 |
| Date submitted | 2006 |
| Restricted until | Unrestricted |
| Date published | 2006-12-05 |
| Advisor (committee chair) | Keim, Robert G. |
| Advisor (committee member) | Rueda, Robert |
| Abstract | The purpose of this exploratory study is to identify the relationship between religious beliefs and motivation. The question it asks is: to what extent is there evidence that values implicit in religious faith systems impact those that are held for motivation? It will proceed based on the following premises: (1) there are problematic academic achievement gaps; (2) motivation is implicated; (3) religiosity may be related to motivation and this study examines the relationship. The study will first review the literature that deals with cognitive motivational theory, particularly a motivational model that focuses on the constructs of goals, human agency, and emotions. It will then review a number of largely empirical studies in the psychology of religion in which those constructs emerge, findings that indicate influential relationships to motivational components. Finally, using the Religious Index of Maturing Survey (RIMS) to measure degrees of religiosity, and a researcher-constructed questionnaire using items taken exclusively from Ford and Nichols' Assessment of Personal Goals, it will test students from four freshman writing classes at a state university in California, using the SPSS correlational package. It is hypothesized that higher degrees of religiosity correspond with higher levels of motivation, and that within the above motivational constructs it is possible to locate religious correspondences that may be useful in supplementing or supporting their activation in achievement contexts. Implications for the results obtained will offer direction to motivational practitioners who wish to strengthen both the cultural continuity in their classrooms as well as the motivation of students for whom academic success is problematic. |
| Keyword | cognitive motivational theory; religious values; spiritual values; motivational theory |
| Language | English |
| Part of collection | University of Southern California dissertations and theses |
| Publisher (of the original version) | University of Southern California |
| Place of publication (of the original version) | Los Angeles, California |
| Publisher (of the digital version) | University of Southern California. Libraries |
| Type | texts |
| Legacy record ID | usctheses-m218 |
| Contributing entity | University of Southern California |
| Rights | Huckestein, Cecilia |
| Repository name | Libraries, University of Southern California |
| Repository address | Los Angeles, California |
| Repository email | http://www.usc.edu/isd/libraries/services/ask_a_librarian/email/ |
| Filename | etd-Huckestein-20061205 |
| Archival file | uscthesesreloadpub_Volume14/etd-Huckestein-20061205.pdf |
Description
| Title | Page 1 |
| Contributing entity | University of Southern California |
| Full text | SOME COMMON GROUND: RELIGIOUS AND SPIRITUAL VALUES AS COGNITIVE SUPPORTS IN COGNITIVE MOTIVATION THEORY by Cecilia Huckestein ____________________________________________________________________ A Dissertation Presented to the FACULTY OF THE ROSSIER SCHOOL OF EDUCATION UNIVERSITY OF SOUTHERN CALIFORNIA In Partial Fulfillment of the Requirements For The Degree of DOCTOR OF EDUCATION DECEMBER 2006 Copyright 2006 Cecilia Huckestein |
