Browsing by Author "Feller, Rich, committee member"

Now showing 1 - 5 of 5

Open Access
Instrumental and integrative motivation among undergraduate Libyan students of English as a foreign language
(Colorado State University. Libraries, 2012) Zanghar, Ahmed, author; Delahunty, Gerald, advisor; Ehlers-Zavala, Fabiola, committee member; Feller, Rich, committee member
The study examines instrumental and integrative motivations among undergraduate Libyan students of English as a foreign language (EFL). It investigates whether EFL Libyan students are instrumentally or integratively motivated to study English. The study also looks at the relationship between EFL Libyan students' motivation and their achievement in English. Forty Libyan students studying English as a foreign language at the College of Arts Bani Walid, Libya, participated in the study. The participants are in different levels of their four-year university program as ten students were chosen from each year. All of the participants completed a questionnaire that included 14 items reflecting their instrumental and integrative motivations for studying English. The questionnaire data was analyzed using SPSS version 21. The findings of the study showed that EFL Libyan students were highly instrumentally as well as integratively motivated to study English, and they their integrative motivation appeared to be a little higher than their instrumental one. These unusual results of the study were attributed to the Libyan students' interest in knowing more about the English-speaking peoples and learning about their societies and cultures, and that was due to the strong positive attitude Libyan students have had towards them. The findings also revealed that there was no relationship between the Libyan students' motivation and their achievement in English as a foreign language.
Open Access
New business formation in northern Colorado - a time-series cross-sectional analysis
(Colorado State University. Libraries, 2011) Barreto, Henrique Lima, author; Makela, Carole J., advisor; Grant, John, advisor; Feller, Rich, committee member; Folkestad, James, committee member; Hogler, Raymond L., committee member
To view the abstract, please see the full text of the document.
Open Access
The life and career game Who You Are Matters!® among university students: a bricolage in postmodern career counseling
(Colorado State University. Libraries, 2020) Canji, Martha, author; Carlson, Laurie, advisor; Dik, Bryan, committee member; Feller, Rich, committee member; Jennings, Louise, committee member
Career counseling has been expanding from traditional trait and personality models to constructivist models that emphasize subjective experiences, holistic interventions, psychological resources, narratives, and context. This study examines the narrative life and career game Who You Are Matters!® to learn about player experience, stories, and actions gaining a deeper understanding of the processes of storytelling and storylistening in life and career exploration and goal setting. Participants in the study were female, first-year, second-year, and/or first-generation college students who ranged between 18-23 years of age. Experiences and stories are explored through multiple lenses including well-being, psychological capital, agency, and transformational learning. Gratitude and broaden-and-build are also briefly examined as contributing factors that amplify player benefits. The findings are presented loosely as a bricolage that shapes the construction and interpretation of meanings and patterns that inform career exploration in game play. Findings suggest that the structure and context of game play focuses and funnels intentional goal setting and action through six synergistic themes. The study demonstrates how the game Who You Are Matters!® is efficacious in promoting life and career exploration, engendering psychological capital, and cultivating well-being, answering the National Career Development Association's call for more creative and holistic interventions that equip and inspire action and agency.
Open Access
The non-profit news effect: a thesis on the changing dynamics of newsroom culture at an online web outlet
(Colorado State University. Libraries, 2015) Fry, Robert G., III, author; Plaisance, Patrick, advisor; Landers, James, committee member; Feller, Rich, committee member
As the media landscape continues to undergo changes, this study examined the decision making process, culture, business model and values of a non-profit media outlet and how those areas might differ from a traditional for-profit media outlet. Patterned after Herbert J. Gans’ ethnography that was the basis for his 1979 book Deciding What’s News, the observational study lasted the course of five weeks and featured extensive interviews with key decision makers and other employees from the non-profit outlet. The non-profit outlet was part of a larger non-profit media corporation, which allowed greater opportunity for collaboration – specifically internal collaboration in what was a unique setting. Findings revealed that journalists continue to rely on a great deal of independence in the decision making process and that collaboration of print, television and radio outlets coming together could be a successful model for the future.
Open Access
The role of affective interest in vocational interest measurement
(Colorado State University. Libraries, 2012) Onder, Casey C., author; Dik, Bryan, advisor; Byrne, Zinta, committee member; Feller, Rich, committee member
Most vocational interest inventories used today operationalize interests in terms of enjoyment or liking. The potential role of affective interest in vocational preferences has not been examined empirically, despite indications that affective interest and enjoyment are distinct as emotions. The present study aimed to extend research distinguishing affective interest from enjoyment to the context of vocational preferences, and to determine whether incorporating affective interest items into an enjoyment-based vocational interest measure would improve its criterion-related validity for academic major choice and satisfaction. 423 university undergraduates completed online survey items rating vocational activities on various dimensions, including enjoyment and interest, and indicated their academic majors and major satisfaction. Results regarding the discriminant validity of enjoyment and interest in vocational activities were mixed. Affective interest did not have incremental criterion-related validity for academic major choice and satisfaction. These findings and the study's limitations suggest the need for further research on the potential role of affective interest in vocational interest measurement.