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dc.contributor.advisorSchallert, Diane L.en
dc.creatorKaracul, Fikriye Edaen
dc.date.accessioned2012-10-30T18:54:07Zen
dc.date.available2012-10-30T18:54:07Zen
dc.date.issued2012-08en
dc.date.submittedAugust 2012en
dc.identifier.urihttp://hdl.handle.net/2152/ETD-UT-2012-08-5948en
dc.descriptiontexten
dc.description.abstractThis study attempted to explore the effect of inter- and intra-personal perceptions and practices of graduate students on their academic motivation from a Self Determination Theory perspective. Students in a large research university were surveyed to determine whether there is any association between their sense of learning community, the need for relatedness, and their reasons to be in graduate school. This study provides evidence to support the importance of the fulfillment of the need to belong in learning community. Differences between international and non-international students represented when they were engaged in their coursework as analyzed by using Ryan and Deci’s (2000) Self Determination and Tajfel and Turner’s (1979) Social Identity Theory.en
dc.format.mimetypeapplication/pdfen
dc.language.isoengen
dc.subjectSelf Determination Theoryen
dc.subjectMotivationen
dc.subjectGraduate studentsen
dc.subjectLearning communityen
dc.titleDo international and non-international students experience graduate coursework differently : the relationship of learning community to self-determined motivationen
dc.date.updated2012-10-30T18:54:14Zen
dc.identifier.slug2152/ETD-UT-2012-08-5948en
dc.contributor.committeeMemberSvinicki, Marilla D.en
dc.description.departmentEducational Psychologyen
dc.type.genrethesisen
thesis.degree.departmentEducational Psychologyen
thesis.degree.disciplineEducational Psychologyen
thesis.degree.grantorUniversity of Texas at Austinen
thesis.degree.levelMastersen
thesis.degree.nameMaster of Artsen


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