Bruce W. Tuckman

Bio: Bruce W. Tuckman is an academic researcher from Rutgers University. The author has contributed to research in topics: Child development & Educational psychology. The author has an hindex of 16, co-authored 28 publications receiving 10243 citations.

Developing a Motivational Model of College Achievement.

Abstract: This study involves developing a motivational model of college achievement. The predictor variables, which were procrastination . tendency, self-efficacy, self-regulation, intrinsic value, outcome value, cognitive strategy, test anxiety, students grade goals, parent grade goals, and grade point average, as well as the criterion variable exam achievement, were measured for 168 college students. Using structural equation modeling, a best-fit model of college student motivation to achieve was determined. The model suggests that college students' self-regulation behaviors, intrinsic value for learning, and lack of test anxiety yield a level of self-efficacy for course achievement that combines with grade point average and parents' grade goals to influence student grade goals. The combination of student grade goals, grade point average, and lack of test anxiety then demonstrate the strongest connection to achievement. (Contains one table, one figure, and 12 references.) (Author/MKA) ******************************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. ******************************************************************************** DEVELOPING A MOTIVATIONAL MODEL OF COLLEGE ACHIEVEMENT Bruce W. Tuckman, Ohio State University Dennis Abry, Colorado Northwestern Community College Paper presented at 106th Annual Convention of the American Psychological Association, San Francisco, CA, August 15,1998. U.S. DEPARTMENT OF EDUCATION Office of Educational Research and Improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) This document has been reproduced as received from the person or organization originating it. O Minor changes have been made to improve reproduction quality. Points of view or opinions stated in this docir ment do not necessarily represent official OERI position or policy. "PERMISSION TO REPRODUCE THIS MATERIAL HAS BEEN GRANTED BY --\'ke&x-Ne.,(\ TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC)." Requests for reprints should be sent to: Bruce W. Tuckman, 104 Ramseyer Hall, The Ohio State University, 29 W. Woodruff Ave, Columbus, OH 43210-1177.

A Comparison of Regular and Open Classroom Process 1

Abstract: 1. This article is a synthesis of Dr Cochran's dissertation which was completed in May 1974 at Rutgers University, New Brunswick, New Jersey.

Research Methods in Education

Abstract: Part One: The Context Of Educational Research Part Two: Planning Educational Research Part Three: Styles Of Educational Research Part Four: Strategies And Instruments For Data Collection And Researching Part Five: Data Analysis

Childhood and Society.

Abstract: Erik Eriksen is a remarkable individual. He has no college degrees yet is Professor of Human Development at Harvard University. He came to psychology via art, which explains why the reader will find him painting contexts and backgrounds rather than stating dull facts and concepts. He has been a training psychoanalyst for many years as well as a perceptive observer of cultural and social settings and their effect on growing up. This is not just a book on childhood. It is a panorama of our society. Anxiety in young children, apathy in American Indians, confusion in veterans of war, and arrogance in young Nazis are scrutinized under the psychoanalytic magnifying glass. The material is well written and devoid of technical jargon. The theme of the volume is that it is human to have a long childhood which will leave a lifelong residue of emotional immaturity in man. Primitive groups and

Collective mind in organizations: Heedful interrelating on flight decks.

Abstract: We acknowledge with deep gratitude, generous and extensive help with previous versions of this manuscript from Sue Ashford, Michael Cohen, Dan Denison, Jane Dutton, Les Gasser, Joel Kahn, Rod Kramer, Peter Manning, Dave Meader, Debra Meyerson, Walter Nord, Linda Pike, Joe Porac, Bob Quinn, Lance Sandelands, Paul Schaffner, Howard Schwartz, Kathie Sutcliffe, Bob Sutton, Diane Vaughan, Jim Walsh, Rod White, Mayer Zald, and the anonymous reviewers for Administrative Science Quarterly.

A Temporally Based Framework and Taxonomy of Team Processes

Abstract: In this article we examine the meaning of team process. We first define team process in the context of a multiphase episodic framework related to goal accomplishment, arguing that teams are multitasking units that perform multiple processes simultaneously and sequentially to orchestrate goal-directed taskwork. We then advance a taxonomy of team process dimensions synthesized from previous research and theorizing. a taxonomy that reflects our time-based conceptual framework. We conclude with implications for future research and application.

Interpersonal Effects in Computer-Mediated Interaction: A Relational Perspective

Abstract: Several theories and much experimental research on relational tone in computer-mediated communication (CMC) points to the lack of nonverbal cues in this channel as a cause of impersonal and task-oriented messages. Field research in CMC often reports more positive relational behavior. This article examines the assumptions, methods, and findings of such research and suggests that negative relational effects are confined to narrow situational boundary conditions. Alternatively, it is suggested that communicators develop individuating impressions of others through accumulated CMC messages. Based upon these impressions, users may develop relationships and express multidimensional relational messages through verbal or textual cues. Predictions regarding these processes are suggested, and future research incorporating these points is urged.