Zeitschriftenartikel: „Concepts of motivation“

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Ryan, James C. „Development of a Measure of Work Motivation for a Meta-Theory of Motivation“. Psychological Reports 108, Nr. 3 (Juni 2011): 743–55. http://dx.doi.org/10.2466/01.14.20.pr0.108.3.743-755.

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This study presents a measure of work motivation designed to assess the motivational concepts of the meta-theory of motivation. These concepts include intrinsic process motivation, goal internalization motivation, instrumental motivation, external self-concept motivation, and internal self-concept motivation. Following a process of statement development and identification, six statements for each concept were presented to a sample of working professionals ( N = 330) via a paper-and-pencil questionnaire. Parallel analysis supported a 5-factor solution, with a varimax rotation identifying 5 factors accounting for 48.9% of total variance. All 5 scales had Cronbach alpha coefficients above .70. Limitations of the newly proposed questionnaire and suggestions for its further development and use are discussed.

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Berridge, Kent C. „Motivation concepts in behavioral neuroscience“. Physiology & Behavior 81, Nr. 2 (April 2004): 179–209. http://dx.doi.org/10.1016/j.physbeh.2004.02.004.

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Virgana, Virgana, Samin Samin und Rita Ningsih. „Efektivitas Model Pembelajaran Kooperatif dan Motivasi Terhadap Pemahaman Konsep Matematika“. JKPM (Jurnal Kajian Pendidikan Matematika) 5, Nr. 1 (29.12.2019): 95. http://dx.doi.org/10.30998/jkpm.v5i1.5330.

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<em>This experiment is to know the understanding of the mathematical concept students are reviewed from a model of cooperative learning and motivational learning. The research Model uses a 2 x 2 factorial design. The research sample is 60 Grade 9 students from first junior high school, South Jakarta academic year 2018--2019. The two-way Analysis of variance (ANOVA) is used in this study. The effectiveness of the learning management is determined by the calculation of effect size, while the results of the study are as follows: There is a influence of cooperative learning model interaction and motivation to learn to understand mathematical concepts, Influence of cooperative learning model to understand the concept of mathematics, the influence of motivation to learn to understand the concept of mathematics, and learning model of cooperative learning the type of Student Teams Achievement Devision (STAD) has High effectiveness towards understanding students ' mathematical concepts. With the conclusion that understanding the concept of mathematics in junior high school is influenced by the use of cooperative variation and learning motivation of students. This research is expected to be beneficial for further research to improve the mastery of students ' mathematical concepts.</em>

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Putra, D. A., R. Setiani, Dwikoranto und Widiasih. „The Effect of ARICESA on Achievement Motivation and Understanding of Basic Science Concepts for Prospective Teacher Students“. Journal of Physics: Conference Series 2110, Nr. 1 (01.11.2021): 012027. http://dx.doi.org/10.1088/1742-6596/2110/1/012027.

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Abstract The aim of this research to determine effect of the application ARICESA on student teacher achievement motivation and understanding of basic concepts. The subjects in this study were 34 students in the Department of Elementary School Teacher Education, Universitas Bhinneka PGRI Indonesia. One group pretest-posttest design was used in this study. The achievement motivation of prospective teachers is measured by a motivational questionnaire and understanding of basic concepts is measured by a conceptual test of concept understanding as a pre-test and post-test. Data analysis with t-test and prerequisite test and N-gains core. The results showed a significant increase in motivation effect for 5 indicators of achievement motivation with moderate criteria with an N-gain value range of 0.62 to 0.66 and the normalized mean N-gain is 0.65 in the medium criteria. There is a significant effect of increasing understanding of basic science concepts with a range of N-gain coefficients from 0.72 to 0.77 and a normalized average N-gain of 0.75 with high criteria.

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Zimmerman, Joseph. „Motivational considerations in orofacial myofunctional therapy“. International Journal of Orofacial Myology 14, Nr. 1 (01.03.1988): 40–48. http://dx.doi.org/10.52010/ijom.1988.14.1.8.

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Conclusions: The variety of motivational approaches available to the orofacial myologist and speech pathologist is multifaceted. Motivational concepts are modified by clinical experiences and the continuing education that follows initial formal education. Since motivation is a constantly changing phenomenon, the approaches to motivation must also undergo change or risk stagnation and lose effectiveness. It is my hope that the concepts presented in this article will help the clinician develop and maintain the high level of patient motivation needed to effect and maintain successful behavior change.

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Hirumi, Atsusi, und Dennis R. Bowers. „Enhancing Motivation and Acquisition of Coordinate Concepts By Using Concept Trees“. Journal of Educational Research 84, Nr. 5 (Mai 1991): 273–79. http://dx.doi.org/10.1080/00220671.1991.10886027.

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LEE, Hyung-Woo. „"REVISITING CROWDING-OUT EFFECT OF PERFORMANCE MANAGEMENT: ITS IMPACT ON EXTRINSIC AND INTRINSIC MOTIVATION"“. Transylvanian Review of Administrative Sciences 63 E (30.06.2021): 90–109. http://dx.doi.org/10.24193/tras.63e.5.

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Scholars have believed that motivation crowding out will occur when performance-based personnel management is practiced in the public sector. However, drawing on a more sophisticated typology of human motivation, this study demonstrates that the provision of extrinsic rewards can motivate, rather than demotivate, public employees even if public employees have strong public service motivation. Analyzing the data from the Federal Employee Viewpoint Survey (USA), this study found that the practice of employee performance management increases work effort and job satisfaction, and that such effects were mediated mainly by the hybrid motivational mechanisms (i.e., via enhanced self-concepts and perceived fairness), rather than by increasing sheer extrinsic motivation. This implies that the practice of employee performance management can be effective in motivating public employees.

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Biesieda, Volodymyr. „Motivation problems of corrective motor-play activity of children with psychomotor disorders and possible ways of their solution“. EUREKA: Social and Humanities, Nr. 3 (31.05.2021): 65–71. http://dx.doi.org/10.21303/2504-5571.2021.001836.

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The article analyzes one of the main problems of physical rehabilitation of children with psychomotor disorders – the problem of motivation in corrective motor activity. This determined the aim – to determine the main directions of the motivational sphere formation in the process of correctional play activity of children with psychomotor disorders. The following research methods were used: the method of analysis, which made it possible to identify the main characteristics and types of motivational support of children for various types of activity; the method of pedagogical observations and the method of synthesis revealed the powerful method of motivating – theatricalization of the correctional process using physical education. The research results were expressed in the definition of the concepts: motive, motivational field, motivational impulse, which are the components of the concept of motivation, the variety of which is defined in four types. There were made following conclusions: The motivation of corrective motor-play activity is based on the unconscious influences of the unconscious, caused by the external use by the teacher of the corresponding children's fairy-tale archetypes and the emotional experiences, caused by them. One of the main methods of increasing motivation is the use of the possibilities of pedagogical "drama" in the form of a method of dosed dramatization of the motor-game plot of a remedial lesson, which should be considered as a physical culture fairy tale. For the implementation of effective dramatic motivation, it is necessary to provide points of dramatization of different influence strength.

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Rowell, Lonnie, und Eunsook Hong. „Academic Motivation: Concepts, Strategies, and Counseling Approaches“. Professional School Counseling 16, Nr. 3 (Januar 2013): 2156759X1701600. http://dx.doi.org/10.1177/2156759x1701600301.

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Motivation is an important foundation of academic development in students. This article discusses academic motivation; its various component concepts in areas such as beliefs, goals, and values; and intrinsic and extrinsic motivation. It also presents major, widely studied theoretical perspectives of academic motivation and briefly illustrates strategies for increasing academic motivation. The article addresses the importance of the school counselor's role in student academic development and describes preventive (classroom guidance) and remedial (small-group counseling intervention and individual counseling intervention) approaches that school counselors can utilize for promoting academic motivation.

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Apshay, Fedir. „Increasing the motivation of future professionals in the culture and arts industry to use information technologies in professions activity“. Pedagogy and Psychology of Sport 7, Nr. 1 (28.02.2021): 174–83. http://dx.doi.org/10.12775/pps.2021.07.01.012.

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The article reveals the concepts of "motivation" and "motive", analyzes the experience of domestic and foreign experts in the formation of the concepts of "learning motivation" and "professional motivation". It is proposed to introduce methods of stimulating and motivating educational and cognitive activities: the formation of cognitive interest, methods of stimulating duty and responsibility in learning. In the course of the research a system of motivation of future professionals in the culture and arts industry was developed, which was used in teaching computer science disciplines. The motivation of future professionals in the culture and arts industry to use information technology in professional activities was determined by the results of a pedagogical experiment on a developed scale: internal motivation, external positive motivation, external negative motivation. The participants of the experiment noted the greater influence of external positive motivation and its transformation into internal motivation. Based on the results of the questionnaire, the necessary conditions for successful mastering of information technologies were outlined: internal stable motivation for the expediency of using ICT in education; availability of modern technical means; availability of software and teaching materials; a set of knowledge, skills and abilities to use information technology in future professional activities. The results obtained during the formative stage of the pedagogical experiment give grounds to state the possibility of increasing the motivational complex of professional activity of future professionals in the culture and arts industry to use ict in case of creating favorable pedagogical conditions. in general, the satisfaction of the future professionals in the culture and arts industry professional activity is the higher, the more optimal his motivational complex - high weight of internal and external positive motivation and low weight of external negative motivation. By processing statistical data, the SPSS program revealed differences in the indicators of internal and external motivation of future specialists professionals in the culture and arts industry of the experimental group, which confirmed that external positive motives are more effective and desirable than external negative.

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Ariyanto, Ayok, und Sulistyorini Sulistyorini. „Konsep motivasi dasar dan aplikasi dalam lembaga pendidikan Islam“. AL-ASASIYYA: Journal Of Basic Education 4, Nr. 2 (13.01.2020): 1. http://dx.doi.org/10.24269/ajbe.v4i2.2333.

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Motivation is often interpreted as a lot of things that determine the success and development of an Islamic education institution or not, certainly not the only determinant of success, but many studies say that motivation occupies a very strategic position in the process of developing educational institutions. So that through this paper will be given an overview of how the basic motivational concepts in Islamic education institutions and their applications. The much developed paradigm surrounding motivation will be the focus of the study and analysis in this paper. So from the concept of motivation that is still theoretical, the writer will describe it up to the technical level in the most basic and applicable authority in Islamic educational institutions.

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Vicente, Marco, Nelson Gama und Miguel Mira da Silva. „A Business Motivation Model for IT Service Management“. International Journal of Information System Modeling and Design 5, Nr. 1 (Januar 2014): 83–107. http://dx.doi.org/10.4018/ijismd.2014010104.

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The Enterprise Architecture (EA) approach usually considers a set of motivational concepts that are used to model the reasons and motivations that underlie the design and change of organizations, which corresponds to their Business Motivation Model (BMM). Likewise, this BMM is also present in organizations that provide IT services. However, although ITIL has become a standard for performing IT Service Management (ITSM), there is not one holistic solution to integrate EA and ITIL. Therefore, we propose to join both approaches through the definition of a specific Enterprise Architecture to design organizations according to ITIL's best practices to perform ITSM. Thus, this paper's goal is twofold: on one hand to establish that architecture's motivation model, and, on the other, to contribute for a formal identification and representation of the ITIL business motivation model itself.

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Sulastri, Leonarda, Nurul Ain und Sholikhan. „PENGARUH RELATING EXPERIENCING APPLYING COOPERATING TRANSFERRING (REACT) DAN MOTIVASI TERHADAP PENGUASAAN KONSEP FISIKA“. Rainstek Jurnal Terapan Sains dan Teknologi 3, Nr. 2 (30.06.2021): 122–30. http://dx.doi.org/10.21067/jtst.v3i2.4939.

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This study intends for students to understand (1) differences in concept mastery in the application of the REACT learning model with conventional learning models, (2) differences in mastery of physics concepts between groups of students who have high motivation and low motivation, (3) the interaction between concept mastery and motivation. towards REACT learning with groups of students who learn with conventional learning models. The population is class VIII SMP PGRI 6 MALANG. experimental and control class samples. The technique used by researchers is purposive sampling. the value of concept mastery is obtained from the concept mastery test after being given treatment. The data obtained were analyzed using the ANOVA test at a significance level of 5% with the help of SPSS 16.0 for window. Based on the results of the analysis, it is obtained as follows (1) there are differences in concept mastery between groups of students who study with the REACT learning model and groups of students who study with conventional learning models, (2) there are differences in mastery of physics concepts between groups of students who have high motivation and low motivation , (3) there is no interaction between the model and the motivation towards REACT learning with groups of students who learn using conventional learning models. Keywords: REACT and conventional learning models, motivation, mastery of physics concepts.

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Kaz, E. M. „THE FACTOR “TRUST” IN LABOR MOTIVATION CONCEPTS“. Vestnik Tomskogo gosudarstvennogo universiteta. Ekonomika, Nr. 35(3) (01.09.2016): 206–18. http://dx.doi.org/10.17223/19988648/35/17.

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O. Sijuwad, Philip. „Learning, Motivation and the Concepts of Ability“. Social Sciences 7, Nr. 4 (01.04.2012): 545–52. http://dx.doi.org/10.3923/sscience.2012.545.552.

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Rowell, Lonnie, und Eunsook Hong. „Academic Motivation: Concepts, Strategies, and Counseling Approaches“. Professional School Counseling 16, Nr. 3 (Januar 2013): 158–71. http://dx.doi.org/10.5330/psc.n.2013-16.158.

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Delton, Andrew W., und Aaron Sell. „The Co-Evolution of Concepts and Motivation“. Current Directions in Psychological Science 23, Nr. 2 (April 2014): 115–20. http://dx.doi.org/10.1177/0963721414521631.

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Pryima, L. Yu, N. O. Sherstiuk und B. S. Kolomiiets. „PSYCHOLOGICAL NATURE AND STRUCTURE OF MOTIVATION“. Актуальні проблеми сучасної медицини: Вісник Української медичної стоматологічної академії 20, Nr. 2 (06.07.2020): 240–44. http://dx.doi.org/10.31718/2077-1096.20.2.240.

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The aim of this study is to provide theoretical rationale for integrative model of motivation as a unified structure that ensures achieving different types of results of human activity. The methodology of this study includes induction and deduction methods, scientific literature analysis, as well as comparative analysis. There have been defined the notions of «motive», «need» and «motivation», in particular, we have identified major differences and similarities between these concepts as well as their points of contact. The motives have been classified into conscious and unconscious with subsequent justification of such division. The article discusses the difference between external and internal motivation and proves the particular effectiveness of the latter. There has been analyzed the structure of the human motivational system encompassing all its components such as interests, needs, values, attitudes, beliefs, stereotypes, etc. We have identified the basis of motivational system, which determines personality's orientation and its peripheral parts. There has been conducted a comparative analysis of major motivation theories, which explain the structure and significance of human needs, their relationship with motivation to act. For example, we found out that K. Alderfer's ERG paradigm corresponds to A. Maslow's hierarchy of needs paradigm in regards to the main groups of needs. However, most theories of motivation use different criteria for distinguishing needs which makes it more difficult to compare them. For instance, D. McClelland's acquired needs paradigm is based on identifying the needs for power and complicity, while Porter-Lauler model is based on analysing concepts of expectations and justice within the motivational system of an individual. However, all authors seem to agree on one thing: motivation is a complex system-based integrative psychostructure that encourages a person to perform various types of activities. Thus, we can conclude that despite various explanations of the concepts of «motive» and «motivation», different criteria for distinguishing needs and interpreting their impact on motivation, human motivational system is a holistic unified structure that affects human behaviour in a specific way.

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Pivec, Maja, und Jane Lu Hsu. „MOTIVATION FOR CHANGE“. Traditiones 49, Nr. 1 (03.10.2020): 93–108. http://dx.doi.org/10.3986/traditio2020490105.

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This article reports on applied research and the aspiration to find ways to increase sustainable behavior through the application of game mechanics and playful solutions. One of the main questions investigated through the research activities was what would motivate people to adopt more sustainable behavior and sustainable consumption. To create a better understanding of the problem, researchers and students looked into the awareness and different perceptions of sustainability in a variety of cultural settings, with special focus on waste separation, energy, and water consumption. In addition to documenting the details about current sustainable behavior, additional questions included how and where people find out about sustainability concepts, and how these concepts are currently being taught.

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Park, John Jongho, Mihee Park und Jeremy Smith. „Engineering Students’ Concepts of Humanitarian Engineering and Their Identity Development as Humanitarian Engineers“. Sustainability 13, Nr. 16 (07.08.2021): 8845. http://dx.doi.org/10.3390/su13168845.

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Humanitarian Engineering extends engineering practice to provide a focus on addressing social inequities and contributing to sustainable development for all. This study investigated undergraduate engineering students’ concepts of Humanitarian Engineering and motives to be Humanitarian Engineers as they acquire knowledge and skills and build a professional identity as engineers who can work in complex socio-technical sustainability contexts. Qualitative data were collected from an open-ended survey of 46 engineering students followed by semi-structured interviews with ten students at a U.S. university. Survey data provided individual characteristics that conceptualized and guided interviews to explore key relationships among participants’ concepts of Humanitarian Engineering and motivations. A central idea of a “Humanitarian Engineer” identity emerged, influenced by various motivations. Students envisioning themselves as Humanitarian Engineers were associated with socio-cultural background, motivation to practice engineering skills, and desire to travel. A value-related motivation, the desire to help others, appeared as a strong catalyst for developing students’ professional identities and empowering a possible future self as Humanitarian Engineers. To support sustainability education in engineering demands, initial motivation factors associated with student Humanitarian Engineer identity development are researched to support potential future practice and career development.

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Hernández-López, Adrián. „Satisfaction and Motivation“. International Journal of Human Capital and Information Technology Professionals 3, Nr. 4 (Oktober 2012): 39–56. http://dx.doi.org/10.4018/jhcitp.2012100104.

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Job satisfaction and motivation are traditional areas of organizational psychology research. Nevertheless, within Software Engineering (SE), these concepts continue to be in the research agenda. These concepts are interrelated between them and with other important management aspects within SE: productivity measurement. In this paper, the job satisfaction and the motivation of software development team members are analyzed using a qualitative exploratory approach. Results are presented under the point of view of Maslow’s hierarchy of needs and Herzberg’s dual factor theory. Moreover, the factors that participants considered as improvers of their productivity are also analyzed. And also, links between productivity factors and motivation are analyzed. Finally, results points to a high presence of hygienic factors that should be covered if organizations what to improve the job satisfaction of software project team workers.

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Vitošková, Veronika, und Isabella Pavelková. „The Relationship of the Students to the Future“. Lifelong Learning 6, Nr. 3 (2016): 53–80. http://dx.doi.org/10.11118/lifele2016060353.

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The paper deals with the relationship of students to the future, a relationship between time perspective and achievement motivation and the paper also implies a close connection of this issue with individual’s volition. The article focuses on the presentation of a research on how students relate to the future which was conducted in the years 2011-2014 (defended in 2014 as a doctoral thesis). On the theoretical level we deal with scientific basis of the time dimension in the human life, with a relation between time perspective and achievement motivation and the connection of these concepts to the theoretical approach to the topic of volition. The main emphasis is on cognitive-motivational and self-motivational concepts of time perspective (works of Gjesme, Nuttin, Lens, Zimbardo, from the Czech authors namely concept of perspective orientation by Pavelková) and on classical works on achievement motivation by Atkinson, Raynor and Heckhausen. Within the analysis of these theoretical concepts, we focused predominantly on the identification of overlaps, narrow ties and connections in described systems. In the field of volition research, we were inspired by the concept of self-control and self-regulatory aspects of volition by Kuhl and Fuhrmann. The main objective of the paper is to present a structured research of time perspective, achievement motivation and volition in students of primary and secondary schools. On the research we worked with data received from more than four hundred students of primary and secondary schools in the Czech Republic. The key objective is to obtain a basic description of the students’ relationship to future through individual research areas, further to empirically examine the relation between time perspective and achievement motivation of students and also to compare different approaches to time perspective (the concept of perspective orientation by Pavelková and Zimbardo’s theory of time perspective). Finally, through created students’ case reports we present inter-individually different authenticity of student’s relating to future. In the research, which was carried out on three levels, we benefited from combination of quantitative and qualitative research. In the conclusion, we suggest possible ways of further work with the findings within the career counselling at schools and which areas of career counselling we consider to be essential for improvement of self-regulatory skills of students.

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Craven, Rhonda G., Herbert W. Marsh und Murray Print. „Gifted, Streamed and Mixed-Ability Programs for Gifted Students: Impact on Self-Concept, Motivation, and Achievement“. Australian Journal of Education 44, Nr. 1 (April 2000): 51–75. http://dx.doi.org/10.1177/000494410004400106.

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Gifted and talented (GAT) students in a new regional selective GAT program were compared with GAT students in mixed ability and streamed classes. Outcomes were academic and non-academic self-concepts, motivation orientations, and achievement tests administered at the start and end of the school year. Selective GAT students' gains were not significantly better than comparison GAT student's gains on any outcome. Selective GAT students' scores were significantly more negative for all facets of academic self-concepts, for all but one of the facets of non-academic self-concept, and for four of six motivational orientations, but did not differ from the comparison GAT students on achievement test scores. Comparisons of students in mixed ability and streamed settings were nonsignificant for 16 of 18 outcomes. The results did not support the intended outcomes of the selective GAT program in relation to academic self-concept and motivational orientations but were consistent with previous self-concept theory and research.

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Saragi, Muhammad Putra Dinata, Mega Iswari und Mudjiran Mudjiran. „KONTRIBUSI KONSEP DIRI DAN DUKUNGAN ORANGTUA TERHADAP MOTIVASI BELAJAR SISWA DAN IMPLIKASINYA DALAM PELAYANAN BIMBINGAN DAN KONSELING“. Konselor 5, Nr. 1 (30.03.2016): 1. http://dx.doi.org/10.24036/02016516477-0-00.

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The research was backgrounded by still low level of the learning motivation of students. The self-concept and parental support suspectted to affect the learning motivation of students. This research aims to describe : (1) the self-concepts, (2) parental support, (3) learning motivation of students, (4) the contribution of the self-concept toward the learning motivation of students, (5) the parental support contributions toward the learning motivation of students, and (6) the contribution of self-concept and parental support together against to the learning motivation of students. This study used a descriptive correlational quantitative method. The population of this research was students of SMA Negeri 8 Padang in class XI and XII which totaled 464 people. The number of samples are 215 people, selected by proportional stratified random sampling technique. The instrument used is the scale. Results validity and reliability of the instrument self-concept, parental support, and learning motivation of student stated that valid and reliable research instruments. Data were analyzed with descriptive statistics, simple regression, and multiple regression. The findings showed that: (1) the average description of self-concepts are in positive category, (2) an average description of parental support are in high category, (3) description of the learning motivation of students are in high category, (4) there is contribution of self-concept toward the learning motivation of students by 24.2%, (5) there is contribution of parental support toward the learning motivation of students by 18.8%, and (6) there are contributions of self-concept and parental support together toward the learning motivation of students amounted to 30.7%. Implications of the research results can be used as input to create a program of guidance and counseling services.

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Ruel, Pierre-H. „Motivation et représentation de soi“. Revue des sciences de l'éducation 13, Nr. 2 (15.12.2009): 239–59. http://dx.doi.org/10.7202/900563ar.

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Résumé À la lumière de travaux contemporains, l’auteur présente les notions de motivation, de concept de soi (représentation de soi) et d’estime de soi. S’inspirant de la théorie de la motivation humaine de Nuttin, il expose sa conception de la dynamique motivationnelle, initialement suscitée par la représentation que l’individu a de lui-même. Cette représentation de soi s’est construite au rythme des expériences individuelles et sociales que l’individu a vécues et qui lui ont permis d’élaborer ses concepts de soi, d’où émerge l’estime de soi. Selon l’auteur, meilleure est la représentation de soi en regard d’un objet à atteindre, plus intense sera la motivation pour atteindre un but.

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El-Zine, Nesrine. „AGE AND MOTIVATIONAL INTENSITY IN FOREIGN LANGUAGES LEARNING: A CASE STUDY OF FRENCH LANGUAGE LEARNERS“. LLT Journal: A Journal on Language and Language Teaching 24, Nr. 1 (07.01.2021): 1–11. http://dx.doi.org/10.24071/llt.v24i1.2403.

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Motivation is one of the most researched concepts in the different fields of education, and the field of language learning is certainly not an exception. In the present research, the objective is to examine the Motivational Intensity as being one of the Motivations components. Also, the research investigates the impact, if any, of the factor of age on the examined component. The research addressed the two following questions: To what extent the Yemeni undergraduate learners of the French language are motivated to learn French? Does age have any impact on the degree of motivation of the Yemeni undergraduate learners of French? To answer the researchs questions, a survey was conducted in the Department of French Language and Literature at Sanaa University. The survey was composed of 5 questions that were selected and modified from Gardners AMTB (Attitude, Motivation Test Battery Questionnaire, 1985). The results of the survey demonstrated a statistically high degree of motivational intensity among the Yemeni undergraduate learners of French in general. However, the younger Yemeni learners were more motivated than their older counterparts.

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Life, James. „Motivation Concepts Applied in the Korean ESL Context“. International Journal of Foreign Studies 6, Nr. 1 (30.06.2013): 113. http://dx.doi.org/10.18327/ijfs.2013.06.6.113.

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Lyashenko, M. V. „MOTIVATION OF EDUCATIONAL ACTIVITY: BASIC CONCEPTS AND PROBLEMS“. Bulletin of he South Ural State University Series "Education. Educational Sciences" 19, Nr. 1 (2019): 53–73. http://dx.doi.org/10.14529/ped190107.

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Balasubramaniam, Sriram, Grace A. Lewis, Soumya Simanta und Dennis B. Smith. „Situated Software: Concepts, Motivation, Technology, and the Future“. IEEE Software 25, Nr. 6 (November 2008): 50–55. http://dx.doi.org/10.1109/ms.2008.159.

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Bozeman, Barry, und Xuhong Su. „Public Service Motivation Concepts and Theory: A Critique“. Public Administration Review 75, Nr. 5 (22.07.2014): 700–710. http://dx.doi.org/10.1111/puar.12248.

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Steinmayr, Ricarda, und Birgit Spinath. „Predicting School Achievement from Motivation and Personality“. Zeitschrift für Pädagogische Psychologie 21, Nr. 3/4 (Januar 2007): 207–16. http://dx.doi.org/10.1024/1010-0652.21.3.207.

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Abstract. The present study aims at comparing the predictive power of motivation and broad personality traits for school performance and contributes to an understanding of the nomological network of personality. A sample of German adolescent students (N = 342 11th and 12th graders, age M = 16.94, SD = .71) gave self-reports of need for achievement, domain-specific ability self-concepts and task values in German and Math as well as the Big Five of personality. Grades in German and mathematics as well as grade-point average served as performance criteria. On a bivariate zero-order level, the motivational constructs showed the hypothesized positive associations with school achievement in Math, German, and GPA. With respect to personality, only Conscientiousness was consistently positively associated with grades, whereas Neuroticism, Extraversion, Openness to Experience, and Agreeableness were either not or weakly associated with one or two out of three performance criteria. Hierarchical and stepwise regression analyses were performed with grades in Math and German as well as GPA as dependent variables. When comparing motivation and personality, domain-specific ability self-concepts were the strongest predictors of all performance criteria. Together, the present results confirm the predominance of motivational concepts over the Big Five of personality for the prediction of performance criteria and substantiate the importance to integrate trait conceptions of motivation into the nomological network of personality.

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Wijiastuti, Tyas Nur, und Sri Nurhayati. „Effectiveness of Discovery Blended Learning on Concept Understanding and Student Motivation“. Research Horizon 1, Nr. 4 (30.08.2021): 150–56. http://dx.doi.org/10.54518/rh.1.4.2021.150-156.

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This study aims to determine the effectiveness of discovery blended learning towards understanding concepts and learning motivation in the material of class VIII human excretion system in SMP Negeri 27 Semarang. This research is an experimental study with a true experimental design type posttest only control group design. Sampling was done by purposive sampling, with each experimental group and the control class. Data was collected using tests, observation sheets, and questionnaire sheets. The results showed that discovery blended learning was effective against the understanding of concepts and learning motivation of VIII grade students in SMP Negeri 27 Semarang which was seen from the percentage of conceptual understanding between the experimental class and the control class, there were significant differences between the average value of the experimental class concept understanding and the control class and the average learning motivation of the experimental classDiscovery Blended Learning, Concept Understanding, Learning Motivation

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Hussein, Norashikin, Muna Wadhiha Mohd Fauzi, Ainie Hairianie Aluwi und Mazlina Ahmad Zayadah. „Self Efficacy, Self Esteem and Intrinsic Motivation to Learn: A Perspective of Malaysian Business Students“. ADVANCES IN BUSINESS RESEARCH INTERNATIONAL JOURNAL 7, Nr. 1 (31.05.2021): 87. http://dx.doi.org/10.24191/abrij.v7i1.13060.

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Intrinsic motivation is driven by internal rewards that are satisfying to the individuals. In the context of learning, intrinsic motivation is imperative as the outcome of the learning process was found to be more sustainable and high quality. Since intrinsic motivation comes from within individual, thus it is interesting to explore self-concept variables that lead to intrinsic motivation. Thus, the aims of the study are firstly, to determine the relationship between self- efficacy and instrinsic motivation to learn; secondly, to determine the relationship between self-efficacy and instrinsic motivation to learn. Data were collected using questionnaire survey to 200 bachelor degree program students in a public university in Malaysia. Data were then analyzed using SPSS Statistics. Findings of the study indicate that out of the two independent variables, only self-efficacy was found to influence intrinsic motivation to learn among students. This study is imperative to the educators and higher learning institutions in identifying self-concepts variables that are significant in motivating students intrinsically. This study also provides insights in designing relevant policies, programs and workshops for the students in increasing self-efficacy among students.

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Habibaturrohmah, Habibaturrohmah, und Abu Hasan Agus R. „Upaya Meningkatkan Motivasi dan Prestasi Belajar dengan Buku Awe Inspiring Me dalam Konsep Manajemen Diri“. MANAZHIM 4, Nr. 1 (27.01.2022): 1–17. http://dx.doi.org/10.36088/manazhim.v4i1.1576.

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Motivation and self-management are very influential in improving achievement. Motivation can function as a driving force that triggers the implementation of things that are done and expected. Self-management also contributes to the formation of a good self in order to design the things to be achieved, so that they are scheduled and neatly arranged, and help the process of maintaining motivation itself. However, the reality that there is high learning motivation and good self-management is still far from student culture in Indonesia, both at the student and student level. This study aims to present the value of motivation and self-management concepts contained in the book awe inspiring me and how the effectiveness of the book awe inspiring me in increasing motivation and good self-management as an alternative to solving the problem of lack of motivation to learn and student achievement. The research method used is descriptive qualitative with a content analysis approach of library research plus field research with observation, interviews and documentation research instruments. The results obtained from the research are that the book awe inspires me is very motivational and presents a very good concept of self-management.

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Gaudyn, Dorota. „Financial and non-financial forms of employ-ee motivation - theoretical approach“. International Journal of Accounting and Economics Studies 6, Nr. 1 (04.01.2018): 33. http://dx.doi.org/10.14419/ijaes.v6i1.8650.

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The article attempts to explain the essence and the growing importance of motivation in modern economic conditions. This subject is still current and evolving, despite the fact that many publications presenting motivational concepts have emerged. Each company should identify the needs of its employees. The article presents the theoretical basis of financial and non-financial forms of employee motivation.

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Kurnia, Ibnu Rizal, Lilik Ariyanto und Sutrisno Sutrisno. „Pengaruh Model Pembelajaran CTL Ditinjau dari Motivasi Siswa terhadap Kemampuan Pemahaman Konsep Matematis Kelas VII“. Media Penelitian Pendidikan : Jurnal Penelitian dalam Bidang Pendidikan dan Pengajaran 13, Nr. 1 (30.06.2019): 29. http://dx.doi.org/10.26877/mpp.v13i1.5086.

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This research is motivated by the importance of the ability to understand students' mathematical concepts. Alternative learning to improve these abilities is a learning model of contextual teaching and learning. The purpose of this study was to determine the effect of contextual teaching and learning on the ability to understand mathematical concepts in terms of student motivation. The research design used in this study is Quasi Experimental Design with factorial 2 × 3. Sampling using Cluster Random Sampling technique. The population in this study were all seventh grade students in Bawang 1 State Middle School. The data in this study were obtained from the results of the posttest ability to understand mathematical concepts and student motivation questionnaires. Data processing is done by using the same two-way cell anava calculation followed by the Scheffe 'test and regression test to know the magnitude of the effect. Conclusions from the results of processing the data are 1) The ability to understand mathematical concepts in set material using the contextual teaching and learning learning model provides the ability to understand mathematical concepts that are the same as students with conventional learning models. 2) Students with high motivation have the ability to understand mathematical concepts better than students with low motivation, and students with moderate motivation have the ability to understand the same mathematical concepts as students who have low motivation. 3) There is no difference in students' ability to understand concepts between students who are given a contextual teaching and learning model and conventional on the level of student motivation. 4) Motivation of learning affects the ability to understand students' mathematical concepts in students given the model of contextual teaching and learning. Learning motivation can be used as an alternative to the affective aspect in measuring the ability to understand students' mathematical concepts, especially in set material because motivation affects the ability to understand mathematical concepts of class VII students.

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Lukashevskaya, D. A. „DIFFERENCES BETWEEN MOTIVATION AND STAFF INCENTIVES“. Vestnik Universiteta, Nr. 1 (23.03.2020): 156–63. http://dx.doi.org/10.26425/1816-4277-2020-1-156-163.

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The article has been devoted to the analysis of definitions between two relevant concepts of modern professional management – staff motivation and stimulation. An explanation has been given for the desire to go to a particular goal. It has been studied, how does motivation differ from stimulation, and what is the relationship between them, why it is so easy to get confused in the meaning of these concepts. Based on the scientific literature, concepts of motivation and stimulation, mechanisms of their action have been revealed, examples have been given. It has been concluded about the interconnection and interdependence of motivation and stimulation, their role in the strategy of organizing the labor process, increasing its effectiveness and self-realization of the individual’s potential.

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Akay, Cenk. „Turkish High School Students’ English Demotivation and Their Seeking for Remotivation: A Mixed Method Research“. English Language Teaching 10, Nr. 8 (12.07.2017): 107. http://dx.doi.org/10.5539/elt.v10n8p107.

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Since Gardner introduced the importance of motivation on Language 2 learning, the concept has been accompanied with three more relevant concepts; amotivation, demotivation and remotivation. This paper mainly focused on high school students’ de-motivation and remotivation in English. De-motivation is a set of factors which decreases the motivation level of the learners and re-motivation is an attempt to overcome those de-motivating factors. English learning-teaching process has been a problematic issue for a long time in Turkey. While there are researches focusing on the de-motivating factors in many countries, such a research for Turkish high school students has not been found. This research aimed to fill this research gap and to determine the English demotivation level of the students and the demotivating factors for them and to put forth suggestions to re-motivate the learners. An explanatory design was used as a mixed method research design. The sample was constituted of 579 students. Research results revealed that demotivation level of high school students in English is quite high, their motivation decreases most in high school period. Lack of interest in English, attitude of course teacher, classroom environment and course materials are among demotivating factors. In addition, the students request that, for remotivation, courses should be entertaining, technological tools should be utilized more and frequency of speaking activities should be increased.

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Narciss, Susanne. „The Impact of Informative Tutoring Feedback and Self-Efficacy on Motivation and Achievement in Concept Learning“. Experimental Psychology 51, Nr. 3 (Juni 2004): 214–28. http://dx.doi.org/10.1027/1618-3169.51.3.214.

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Abstract. Informative tutoring feedback (ITF) provides assisted multiple response tries by offering strategically useful information for task completion as opposed to simply offering the solution. Previous studies on ITF focused on its effects on achievement. The present studies examine the assumption that ITF affects not only achievement, but also motivational variables such as task engagement, effort, persistence, and satisfaction with performance. In two experiments, students differing in self efficacy (SE) for identifying concepts worked on concept identification tasks. In cases of incorrect hypothesis about the concept, they received either outcome feedback or ITF. Results reveal that motivation and achievement depend on both SE and type of feedback. Future research should examine in more detail how ITF affects the self-enhancing processes between on-task motivation, achievement, and self-evaluation.

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Doble, Susan. „Intrinsic Motivation and Clinical Practice: The Key to Understanding the Unmotivated Client“. Canadian Journal of Occupational Therapy 55, Nr. 2 (April 1988): 75–81. http://dx.doi.org/10.1177/000841748805500206.

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Although the goal of engaging clients in intrinsically motivating activities has been identified as an essential aspect of clinical practice, occupational therapists continue to find the treatment of unmotivated individuals perplexing. The clinical problem of motivating clients must begin with the therapist having a good understanding of the theory of intrinsic motivation and an ability to utilize research findings from other fields such as psychology, education and management, so that relevant treatment strategies can be developed. However, without access to a conceptual model which can be used to organize experimental findings, the task of making sense of this diverse body of knowledge becomes burdensome. This article presents a conceptual model in which four determinants of intrinsic motivation are delineated. The concepts are identified as the orientation of the task environment, the meaningfulness of the activity, the provision of opportunities for personal control, and for the generation of feelings of competence. Each concept is defined and discussed in relation to the clinical problem of motivating clients.

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Zhukova, M. A. „Motivation management of tourist services consumer“. Vestnik Universiteta, Nr. 2 (07.04.2019): 13–19. http://dx.doi.org/10.26425/1816-4277-2019-2-13-19.

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The motives, that guide travelers when choosing a tourist product, have been considered. The motives have been divided into three types, depending on the degree of interdependence of primary and secondary motives of tourists. The trends, that have a significant impact on the formation of consumer and hotel consumer motivations, have been identified. Based on the analysis of various theoretical concepts of tourist motivation (analytical, hierarchical and complex), it has been proposed to group tourist motivations into the following groups: physical motivations for recreation, cultural and natural-climatic motivations, social motivations, motivations for changes in the type of activity, motivations of status and prestige, and motivations for entertainment . A list of types of recreation has been formulated, and their interrelation with the types of tourism, that travelers enjoy the most demand has been shown.

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Gomes de Freitas, Renata Texeira, Camila Aparecida Tolentino Cicuto und Maurícius Selvero Pazinato. „MOTIVATION TO LEARN NATURAL SCIENCES IN THE CONTEXT OF A TRAINING OF TEACHERS COURSE“. Problems of Education in the 21st Century 78, Nr. 3 (15.06.2020): 359–70. http://dx.doi.org/10.33225/pec/20.78.359.

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The present research verified the role motivational factors play in the learning process, using an undergraduate Natural Sciences course. The overall aim was to evaluate the motivation of these students, determine if motivation varied with the number of years of university attended and identify which motivational factors influence the learning of Natural Sciences. In total, 73 students, during different course offerings from 2012 to 2017, participated in the research, which corresponded to 56.5% of the total enrollment from that time frame. A questionnaire, which was organized into two parts, was employed for data collection, and scored using the Likert scale. In the first part, the following motivational factors were assessed: intrinsic motivation, self-determination, career motivation, self-efficacy and grade motivation. In the second part, the teaching strategies and activities utilized during the course were evaluated with regards to their motivational character. It was found that a majority of students were motivated and that the level of motivation increased throughout the course, being driven by intrinsic factors, that indicated that the students were trying harder to learn scientific concepts, rather than seeking approval and rewards. Furthermore, it was found that participation in projects was the most motivational activity, followed by the academic week and internships. Keywords: career motivation, motivational factors, motivation for grades, students self-determination, self-efficacy.

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Shmelev, Bogdan A. „Psychological and pedagogical conditions for the development of lexical speech skills of school students on the basis of educational computer games“. Tambov University Review. Series: Humanities, Nr. 189 (2020): 69–78. http://dx.doi.org/10.20310/1810-0201-2020-25-189-69-78.

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On the basis of a multifaceted analysis of the concept of “conditions”, the concept of “pedagogical conditions” is defined and its analysis is carried out. The main characteristic features of the concept of “pedagogical conditions” are identified. Various groups of conditions are consi-dered, with the help of which the effective functioning of the pedagogical system occurs. The fea-tures of psychological and pedagogical conditions are revealed. The analysis of the concept of “sensitivity” and the main period of its duration are presented. The analysis of this age period was carried out and its potential in teaching is revealed. The main types of activities at school age (playing, cognitive, educational) are considered. Further, psychological and pedagogical condi-tions are proposed, aimed at the development of lexical speech skills on the basis of educational computer games. The first proposed psychological and pedagogical condition for the development of lexical speech skills on the basis of educational computer games is the motivation of students to develop lexical speech skills on the basis of educational computer games. The analysis of the concepts of “motivation” and “motive” is presented. Various types of systematization of motivation (external, internal), by the type of motivator (positive, negative), depending on its stability (stable, unstable) are considered. A number of strategies are also given to increase the motivation of students. The second psychological and pedagogical condition for the development of lexical speech skills on the basis of educational computer games is the development of ICT competence among students. We consider such concepts as digital competence, ICT literacy. The last psychological and pedagogical condition for the development of lexical speech skills based on educational computer games is the development of the teacher’s ICT competence.

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Singhal, Surabhi. „Teaching Motivation: The Kung Fu Panda way“. VEETHIKA-An International Interdisciplinary Research Journal 8, Nr. 1 (28.01.2022): 7–10. http://dx.doi.org/10.48001/veethika.2022.08.01.002.

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The widely acclaimed animated movie, Kung Fu Panda, provides an interesting resource for teaching concepts of motivation including Intrinsic and Extrinsic Motivation, Self-efficacy, Self-fulfilling Prophecy and Vroom’s Expectancy Theory. This article provides clip-by-clip examples that exhibit these concepts along with discussion prompts and probable answers that facilitate engagement and understanding among students. Time stamps of clips have been provided which students are expected to watch and prepare reflection notes prior to the lecture. In-class discussions among students based on their reflection notes prove effective in analysing and learning the interwoven concepts and their application in true sense.

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Campbell, Beverly. „Power and Motivation: Important Concepts for Infection Control Practitioners“. Infection Control and Hospital Epidemiology 12, Nr. 2 (Februar 1991): 122–24. http://dx.doi.org/10.2307/30147056.

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Aslan, Ayşe Esra, und Berke Kirikkanat. „Achievement and Motivation: A Different Perspective on Familiar Concepts“. Procedia - Social and Behavioral Sciences 106 (Dezember 2013): 308–16. http://dx.doi.org/10.1016/j.sbspro.2013.12.036.

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Campbell, Beverly. „Power and Motivation: Important Concepts for Infection Control Practitioners“. Infection Control and Hospital Epidemiology 12, Nr. 2 (Februar 1991): 122–24. http://dx.doi.org/10.1086/646298.

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Pudo, Dorota. „Le soi de l’apprenant d’une langue étrangère : adaptation de certaines théories psychologiques en didactique de langues“. Neofilolog, Nr. 56/1 (31.03.2021): 23–38. http://dx.doi.org/10.14746/n.2021.56.1.3.

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As an interdisciplinary science, SLA studies are receptive to ideas formulated in other disciplines. Although the relevance of psychology for SLA is often underestimated, its influence has recently grown with the advent of neurosciences and the increased interest in learner variables. One f concept from psychology that is potentially interesting is theories of the self, some of which have recently been adapted into research on foreign language learner motivation. In this article, we examine two particular psychological concepts (possible selves and self-discrepancy) as sources of an influential L2 motivation model – Dörnyei’s L2 Motivational Self System – which is very little debated in French SLA literature. We outline the main points of the three theories, analyse them and try to assess the adaptation process. As in any case of transfer between disciplines, the source theories are altered, but the result has proven a meaningful and enriching addition to studies of L2 motivation.

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Khasanah, Nur, Netriwati Netriwati und Dian Anggraini. „Model Picture and Picture dengan Index Card Match terhadap Penguasaan Konsep Matematis“. Desimal: Jurnal Matematika 1, Nr. 1 (29.01.2018): 107. http://dx.doi.org/10.24042/djm.v1i1.1993.

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The Mathematics curriculum that is implemented in teaching and learning activities in mathematics requires teachers to master what should be learned and to educate learners, motivate, inspire and give learners space to perform process skills. Therefore, the authors conducted research by using the collaboration model of Picture And Picture with Index Card Match on the mastery of mathematical concepts with the aim of knowing the Picture and Picture model with Index Card Match provides mastery of effective mathematical concepts than conventional models, whether or not there is a difference in mastery of mathematical concepts in learners who have high motivation, moderate and low, there is no interaction between learning models and motivation to learn mastery of mathematical concepts. This research is Quasi Eksperimen Design. The sampling technique in this research is by random class. Hypothesis testing using variance analysis of two different cell roads, with 5% significance level. Prior to hypothesis testing, prerequisite tests were performed, including normality test using liliefors test and homogeneity test with Barlett test. From the result of analysis obtained, so rejected. , so is rejected. , so is accepted. Obtained conclusion Collaboration Model Learning And Picture with Index Card Match provides the results of the mastery of an effective concept than the conventional model of 67.5%. In addition, there are differences in the mastery of mathematical concepts that are seen between high, medium and low motivation. Finally, there is no interaction between the learning model and the motivation to learn to master the mathematical concepts of learners.

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Gribanova, Svetlana. „What motivates IT professionals? Case of Latvia“. SHS Web of Conferences 110 (2021): 02013. http://dx.doi.org/10.1051/shsconf/202111002013.

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For successful motivation of professionals, it is important to understand accurately their goals, values and job expectations. Theories of motivation suggest different motives to improve productivity, but their effectiveness is not sufficiently validated in case of IT professionals. This study uses empirical data from online surveys of information technology professionals. The purpose of the study is to identify the factors that motivate professionals to work more efficiently, initiatively and productively. The results of the study show that to effectively solve the problem of motivating IT professionals, it is useful to use different theories of motivation, combine these theories and construct new concepts of motivation.

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