Thematische Bibliographien / Motivation in education

Auswahl der wissenschaftlichen Literatur zum Thema „Motivation in education“

Autor: Grafiati
Veröffentlicht am 4. Juni 2021
Zuletzt aktualisiert am 3. März 2023

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Inhaltsverzeichnis

  1. Zeitschriftenartikel
  2. Dissertationen
  3. Bücher
  4. Buchteile
  5. Konferenzberichte
  6. Berichte der Organisationen

Zeitschriftenartikel zum Thema "Motivation in education":

1

A. S., Dr Laxmisha. „Education and Entrepreneurial Motivation“. International Journal for Research in Applied Science and Engineering Technology 10, Nr. 8 (31.08.2022): 1987–91. http://dx.doi.org/10.22214/ijraset.2022.46561.

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Abstract: Motivation is the process that motivates a person into action and induces him to continue the courses of action for the achievement of goals. Ambitions or aspiration motivates men, activise them, broaden their vision and make the life meaningful. Various ambitions which motivate a person to become an entrepreneur are need for independence, to make money, previous experience, unemployment, securing social status, availability of industrial shed or plot, fulfillment of father’s ambition etc. The paper focuses on factors motivating the entrepreneurs, the relationship between motivational factors and education qualification. The paper is based on primary sources collected from 60 entrepreneurs running their units in KSSIDC industrial estates of Shivamogga district. The response is collected using structured interview schedule using stratified random sampling technique.
2

Liu, Chang. „Chinese EFL Learners’ Motivation Mediated by the Perceived Teacher Factors—Different Voices from Different Levels of Education“. Journal of Language Teaching and Research 11, Nr. 6 (01.11.2020): 920. http://dx.doi.org/10.17507/jltr.1106.07.

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This study examines Chinese EFL learners’ motivation at different educational levels and their perceptions of teacher-related motivators. The questionnaire survey and follow-up interview were administrated among students from junior high schools, senior high schools and universities, and the results reveal the impact of teachers’ perceived commitment on students’ motivational level together with the most motivating teacher factors identified by three student groups. With the English learning experience accumulating, students tend to place less value on teachers’ emotional support whereas rate teaching competence as the key factor for their motivation. Also, striking findings related to learners’ motivation at the tertiary level have been elucidated: first, compared with young learners, university students not only do not think that teachers’ commitment would exert much influence on their motivation but also show a tendency to follow this belief in action. Second, teachers’ capacity for knowledge transfer is rated highest by them as the most crucial motivator rather than the communicative teaching style, which is instead overwhelmingly prioritized by secondary school learners. Based on these findings, recommendations on motivational instruction for English teachers at different levels of education are suggested.
3

Romero, R., Mª A. De las Heras, P. Sáenz-López und E. J. Fernández Ozcorta. „One Step Closer to Understanding Motivation in Scientific Education: The Incorporation of Science Textbooks as a Predictor, Together with Motivational Climate and Basic Psychological Needs“. Jurnal Pendidikan IPA Indonesia 9, Nr. 4 (31.12.2020): 590–99. http://dx.doi.org/10.15294/jpii.v9i4.24864.

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Students’ increasing lack of interest in science has led to a disturbing situation that compels us to continue researching educational motivation, in this line, and within the framework provided by self-determination and achievement goal theories. The great importance of this variable can be attributed to its relevance in classes and its competence-related nature, which in principle makes it a motivating resource, as is the case with science textbooks. In particular, this study provides an in-depth understanding of motivation using various motivational predictors, while incorporating the motivational competence relevance of science books. One thousand students between the ages of 10 and 14 years participated. The research instrument used was a questionnaire consisting of 4 scales that measured the motivational competence relevance of science books, the task-oriented motivational climate, the basic psychological need for competence and the intrinsic motivation. Data were analyzed using correlation analysis and a structural equations model. The results showed that, among other aspects, motivation is influenced by competence, while competence is influenced by the task climate and the motivational competence relevance of science books. These findings suggest that in order to increase students’ intrinsic motivation, teachers must create a task-oriented climate, emphasize the value that student should attribute to science books from a motivational competence perspective, and satisfy the need for competence.
4

Baena-Extremera, Antonio, Manuel Gómez-López, Antonio Granero-Gallegos und J. Arturo Abraldes. „Motivation, Motivational Climate and Importance of Physical Education“. Procedia - Social and Behavioral Sciences 132 (Mai 2014): 37–42. http://dx.doi.org/10.1016/j.sbspro.2014.04.275.

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5

Granero-Gallegos, Antonio, Antonio Baena-Extremera, Manuel Gómez-López und J. Arturo Abraldes. „Importance of Physical Education: Motivation and Motivational Climate“. Procedia - Social and Behavioral Sciences 132 (Mai 2014): 364–70. http://dx.doi.org/10.1016/j.sbspro.2014.04.323.

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6

Beymer, Patrick N., und Kristy A. Robinson. „Motivating by measuring motivation? Examining reactivity in a diary study on student motivation“. Contemporary Educational Psychology 70 (Juli 2022): 102072. http://dx.doi.org/10.1016/j.cedpsych.2022.102072.

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7

Bertiz, Yasemin, und Aslıhan Kocaman Karoğlu. „Distance Education Students’ Cognitive Flexibility Levels and Distance Education Motivations“. International Journal of Research in Education and Science 6, Nr. 4 (19.09.2020): 638. http://dx.doi.org/10.46328/ijres.v6i4.1022.

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This study was conducted to examine the relationship between distance education students’ cognitive flexibility levels and their distance education motivations. In the study, cognitive flexibility levels and distance education motivations were also investigated in terms of several variables (gender, age, computer and internet usage time, time spent weekly in distance learning environment and frequency of participation to synchronized classes). The participants of the study consisted of 615 students enrolled in the Turkish Language course which is carried out at a private university in Istanbul. Cognitive Flexibility Scale (Altunkol, 2011) and e-Learning Motivation Survey (Yıldırım, 2012) were employed for data collection. Study results revealed that there is a low level of positive relationship between cognitive flexibility levels of distance education students and their distance education motivations. Time spent in distance learning environment and the frequency of participation to synchronized classes are found as the factors that affect students’ distance education motivation. Computer usage time is found as the only factor that affects students’ cognitive flexibility level. There is not a significant relationship found between gender, age and internet usage time for cognitive flexibility and distance education motivation.
8

Kinsella, Maurice, John Wyatt, Niamh Nestor, Sue Rackard und Jason Last. „Supporting students’ transition into higher education: Motivation enhancement strategies“. ACCESS: Contemporary Issues in Education 42, Nr. 1 (02.03.2022): 3–20. http://dx.doi.org/10.46786/ac22.8193.

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In this article, we explore first-year students’ transition into higher education (HE), focusing on the motivational factors that enhance their engagement. We argue that Student Support Professionals (SSPs) can play a pivotal role in heightening student motivation, given the broad range of academic, administrative, and pastoral responsibilities that this role entails. Against this background, we ask two questions: Firstly, how should we understand student motivation with specific regard to its antecedents, manifestations, and consequences? Secondly, what motivation-enhancement strategies can SSPs integrate into their practice to build a productive relationship with students? Drawing on self-determination theory (SDT) insights, we provide a taxonomy of student motivation, arguing that: Motivation exists in a continuum of self-regulation, motivation is contextual, motivation is multidimensional, and motivation is causally significant. Building on this taxonomy we offer practical guidance to SSPs who are looking to catalyse students’ intrinsic motivation, identifying three specific motivational enhancement strategies, namely: Fostering competence by establishing realistic expectations between oneself and students; fostering relatedness by providing resources for holistic student engagement; and fostering autonomy by empowering students in their decision-making. We argue that central to SSPs’ ability to foster engagement is possessing a conceptual and experiential understanding of student motivation, which can heighten their ability to respond to students’ needs. SSPs should approach this process of motivation enhancement as collaborative—working with students to discover both motivational impediments and motivation-enhancing resources to better engage with their HE experience.
9

Bachynska, Olena. „THE ROLE OF MOTIVATION IN THE QUALITY ASSURANCE SYSTEM OF HIGHER EDUCATION“. sj-economics scientific journal 47, Nr. 4 (30.12.2022): 4–15. http://dx.doi.org/10.58246/sjeconomics.v47i4.584.

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The purpose of the study is to determine the factors influencing the effectiveness of the staff of the IHE and justify their own approach to the system of motivation of research and teaching staff. The subject of the research is a set of theoretical and methodological provisions and practical aspects of managing the professional development of scientific and pedagogical workers of the IHE in the structure ensuring the quality of educational services. The article defines the category "quality of higher education" and outlines the stages at which the quality of training specialists with higher education is ensured. It is proven that motivation is an effective tool for managing the staff of the IHE, taking into account external and internal factors of the functioning educational institution. The key tool of the motivational mechanism is the formation of motivation for work and decision-making on work (inaction) to meet the need. The motivational core includes two groups' motives: external and internal. Internal motivation is related to the content of work and its significance for the employee, and external motivation is aimed at stimulating work by the administration of the enterprise. The motivational potential of a researcher is formed under the influence of external and internal incentives to work. The main task of the management of higher education should be the formation of a holistic mechanism for the application of tangible and intangible methods of motivating research and teaching staff.
10

Preuß, Anna Katharina. „The Impact of Personality and Motivation on Immersion in Simulation Games“. International Journal of Game-Based Learning 10, Nr. 2 (April 2020): 1–20. http://dx.doi.org/10.4018/ijgbl.2020040101.

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The cognitive-motivational process model of learning describes how personality traits in a specific situation influence current learner motivation and through certain mediators, the learning outcome. This study investigates the influence of personality traits and current motivation on these mediators. For 86 high school students playing a simulation game, the Big Five, the need for cognition, current motivations, immersion, and joy of learning were measured. A hierarchical regression analysis showed that need for cognition, interest, and challenge significantly and positively impacts the experienced immersion. Also, the joy of learning correlates positively with immersion. The adapted model was partly supported: Results of this study can explain to some extent the interaction of personality traits and current motivation as well as their combined impact on immersion in live-action social science simulation games.
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Die Auswahlen zum Thema "Motivation in education" für konkrete Quellenarten können Sie auch interessieren:
Zeitschriftenartikel Dissertationen Bücher

Dissertationen zum Thema "Motivation in education":

1

O'Grady, Kevin. „Motivation in secondary religious education“. Thesis, University of Warwick, 2006. http://wrap.warwick.ac.uk/2848/.

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I show how my previous MA research indicated useful data regarding motivation in secondary school Religious Education (RE) but needed augmented theoretical and empirical substance to inform a general pedagogy (chapter 1): to this end I address issues of adolescent agency and identity (chapter 2) and creativity (chapter 3). Draft recommendations for an active, creative, existential and hermeneutical RE pedagogy result from these augmentations (chapter 2, revised in chapter 3). The heart of this thesis is a classroom-based empirical study designed to apply and assess my recommendations for RE practice. I argue action research and ethnographic strategies fit for my field study purposes (chapter 4). I then present and analyse my field study data, identifying categories of student motivation in RE, namely dialogue with difference, existential or ethical interest and personal significance. These categories are seen to be highly compatible with my earlier draft recommendations for RE practice (chapters 5, 6, 7 and 8). Next, I integrate my data into a critique of Andrew Wright’s religious literacy pedagogy, arguing that Wright’s oppositions of language to experience and intrinsic to pragmatic value are misleading, but conceding that his fundmental principles are sound and that his recent theory overcomes some earlier difficulties. This includes consideration of Ninian Smart’s phenomenological Religious Studies and John Dewey’s educational philosophy. I go on to re-affirm that dialogue with difference, existential or ethical interest and personal significance are basic to what motivates RE pupils. Therefore, effective RE requires hermeneutical learning, including attention to the development of pupils’ own ideas and values over time; action research indicates ways for teachers to handle this requirement (chapter 9).
2

Cowan, Geraldine M. „Diabetic patient education and motivation“. Thesis, Aston University, 1987. http://publications.aston.ac.uk/14498/.

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Diabetes mellitus is a condition which requires a high degree of patient cooperation in self-management to achieve optimal glycaemic control. The concept of patient education, to enhance the treatment and management of diabetes, is well recognised. Several diabetes education programmes have already been described, but increased knowledge of diabetes did not necessarily result in improved self-mangement or glycaemic control. Other factors, such as attitudes and motivations, may therefore be particuarly important. The aims of the present study were to investigate the influence of patients' attitudes to diabetes, and to develop motivational aspects which enable the application of knowledge to enhance self-management and compliance with treatment. Thirty-one insulin-dependent diabetic (IDD) patients entered into a 12 month educational programme, particularly designed to increase motivation. Patients' attitudes to diabetes, their knowledge and self-management skills were assessed using questionnaires and practical tests, and parameters of glycaemic control were measured. The progress of these patients was compared at intervals with a close matched group of 25 control IFF patients who continued to receive routine clinic care. Patients completing the educational programme achieved better glycaemic control (p< 0.05), greater knowledge (p< 0.001), more favourable attitudes (p< 0.03) and increased competence in management skills (p< 0.02) compared with the control group. Evaluation procedures indicated that the programme was acceptable to the patients, and was successful in terms of increasing patient motivation. Six months after completion of the programme, glycaemic control deteriorated, although knowledge, attitudes and management skills were unchanged. This might reflect the withdrawal of extrinsic motivation, attention and supervision provided during the programme. It is recommended that consideration be given to the development of patients' intrinsic motivation to achieve maximum benefit from diabetes education programmes.
3

O'Keefe, Barbara A. „A study in educational motivation, students' motivation related beliefs concerning co-operative education and school“. Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0005/MQ42417.pdf.

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4

Davis, Kelly. „Relationships Between Student Motivation Training & Motivation, Achievement, Attendance & Classroom Behavior“. TopSCHOLAR®, 1993. https://digitalcommons.wku.edu/theses/2239.

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The purpose of the present study was to replicate a student motivation training program (Hughes, 1990) and extend the investigation by including the relationships between student motivation training and achievement, attendance, and classroom behavior. Participants were all 4th- and 5th -grade students from two elementary schools. A separate -sample, pretest-posttest control group design was used. The study addressed eight questions regarding the effects of student motivation training. Results indicated that student motivation, teacher perceptions of student motivation, and the number of motivational idea units on two of three writing samples were enhanced as a result of the training program. No significant differences were found for math and reading grades, attendance data, number of discipline slips received, and the third writing sample. Implications for further research and interventions are discussed.
5

Warburton, Victoria Emily. „Approach-avoidance motivation in physical education“. Thesis, Loughborough University, 2008. https://dspace.lboro.ac.uk/2134/13962.

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Physical education (PE) represents one of the most important physical settings in which to study motivational processes due to its uniqueness in including all young people with a wide range of physical abilities. Moreover, positive experiences in school PE are thought likely to enhance lifelong physical activity, giving PE an important role in influencing young people's involvement in physical activity both within and beyond the school curriculum. However, there is increasing concern over the physical activity levels of young people today, and understanding the changes in pupil's motivational processes during the time when they appear most at risk of declining levels of physical activity, may help researchers and physical educators intervene to offset the decline. Using Elliot's Hierarchical Model of Approach and A voidance Achievement Motivation (EIliot, , 1999; ElIiot & Church, 1997) as a theoretical basis, the purpose of this thesis was to examine pupil's approach-avoidance goal adoption in PE. Moreover, it was to determine the temporal pattern of approach-avoidance goals and the predictive utility of key antecedents, namely perceptions of competence and implicit theories of ability to these temporal patterns. Study 1 followed pupils across the primary to secondary school transition and examined their approach-avoidan,ce goals, implicit theories of ability and perceptions of competence prior to the transition and throughout Year 7 of secondary school. On the whole, the changes appeared to be suggestive of less adaptive motivationaf profiles, i.e., lower incremental beliefs, competence perceptions and mastery-approach (MAp) goal stnving. Competence perceptions and implicit theories of ability differed in their predictive utility of initial status and rate of change in approach-avoidance goal adoption. The effects of perceived competence appeared to be stronger in Year 6 of primary school while the effects of implicit theories of ability were more apparent in Year 7 of secondary school. Furthermore, in Year 6 of primary school, boys exhibited a more adaptive motivational profile than girls which remained throughout Year 7 of secondary school. Study 2a examined approach-avoidance goals, implicit theories of ability and perceptions of competence in pupils in Years 7, 8 and 9 of secondary school. Pupils completed measures on four occasions over a 9 month period. Goals and perceptions were tapped in relation to PE 'in general'. MAp, mastery-avoidance (MAv) and performance-avoidance (PAv) goals exhibited a linear decline over time, whereas performance-approach (PAp) goals showed no significant change. Theoretical propositions regarding the antecedents of approach-avoidance goal adoption were supported. Year group was found to moderate a number of these antecedent goal relationships. Results suggest that Year 7 is a critical time for adolescents' motivation in school PE. Study 2b determined the influence of implicit theories of ability and competence perceptions on changes in approach-avoidance goal adoption in two specific activities in the PE curriculum. In both tennis and cricket, differences between pupils were more likely than differences between classes to account for changes in implicit theories, perceptions of competence and approach-avoidance goals over the course of a unit of work. Controlling for prior approach-avoidance goal adoption, 'incremental beliefs predicted change in MAp goal adoption and perceptions of competence predicted change in PAp goal adoption over the unit of work in both tennis and cricket. Differences in the predictive pattern of antecedents to changes in goal adoption emerged between activities. The final study (study 3) provided a more-fine grained analysis of normative achievement goal adoption in specific activities in PE by differentiating between approach-avoidance and appearance-competition performance goals. Confirmatory factor analysis supported the delineation off our performance goals. In line with the Hierarchical Model of Approach and Avoidance Achievement Motivation, partial support for the mediating role of performance goals was observed, but entity beliefs and perceptions of a performance climate' each exerted a direct positive effect on self-handicapping in PE. The addition of the appearance-competition distinction to performance approach-avoidance goals revealed differences in the direction and magnitude of the antecedent goal and goal outcome relationships. The results of these four studies contained within the present thesis provide interesting insights into pupils' approach avoidance motivation in PE at both the contextual and activity specific level. The changes in pupils' motivation, on the whole, are indicative of less adaptive motivational profiles as they progress through their school career. Implicit theories of ability and competence perceptions appear to play a role in offsetting this decline but future research endeavours should continue to pursue longitudinal research to identify other key predictors of within-and between-pupil change. This will ensure that achievement motivation research in the PE context is well placed to help educators promote more adaptive motivational processes and outcomes that sustain participation in physical activity.
6

Barton, Alison L. „Igniting Student Motivation“. Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etsu-works/3437.

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Wondering how to stoke the flames of enthusiasm among your students? In this seminar, we'll explore what factors impact learner motivation, and then put those ideas to work. You'll be provided with practical suggestions for how to create a motivating class, ways to implement these suggestions in an online setting, and opportunities to brainstorm other great ideas with fellow attendees.
7

Cheng, Wing-yu, und 鄭穎瑜. „Motivating language learners: effects of motivational strategies on student motivation in Chinese foreignlanguage classroom“. Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2011. http://hub.hku.hk/bib/B48365701.

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The objective of this study is to investigate the effects of teacher motivational strategies on student motivational behavior in Chinese Foreign Language classroom. Specifically, the study attempted to explore the relationship between motivational strategies and student actual classroom behavior and students preference on motivational strategies in enhancing student motivational behavior. The participants were three Chinese foreign language teachers and their Year 8 classes (78 pupils) of the two lowest levels class of Chinese in the school. The study was conducted during the second and third term of the 2010-2011 academic year in an international school in Hong Kong. Using a MOLT observation scheme, a check list of motivated practices, five classes of each teacher were observed to gather data on their motivated behaviors in their classroom. Post lesson interview was also conducted with the students after the observed lessons. It is revealed that teacher motivated practice is associated with student motivational behavior and that Activity-Design-related practices are more prominent factors. On the other hand, it is also discovered that effective motivated practice are varied according to teachers i.e. how teachers employ the strategies in class and the learning environment they provided for students. In short, the findings of the study might provide teacher insights on effective practices that enhance student motivated behavior and implications on classroom practice other that motivational strategies.
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8

Epps, Susan Bramlett. „Motivation Workshop“. Digital Commons @ East Tennessee State University, 1998. https://dc.etsu.edu/etsu-works/2580.

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9

Lorek, Amy E. „Learning as leisure motivation, outcome, value /“. [Bloomington, Ind.] : Indiana University, 2009. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3358933.

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Thesis (Ph.D.)--Indiana University, School of Health, Physical Education and Recreation, 2009.
Title from PDF t.p. (viewed on Feb. 8, 2010). Source: Dissertation Abstracts International, Volume: 70-05, Section: A, page: 1781. Adviser: Alan W. Ewert.
10

Seder, Laurie S. „Understanding the multidimensionality of reading motivation: Comparing reading motivation of students with and without learning/reading disabilities“. Diss., The University of Arizona, 2001. http://hdl.handle.net/10150/280786.

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This study was designed to validate multiple dimensions of reading motivation and to examine how students with learning/reading disabilities (LRD) differed along these dimensions from non-LRD, same-aged peers. A sample of fourth and fifth grade students completed the Motivation for Reading Questionnaire (MRQ; Wigfield & Guthrie, 1997), a questionnaire designed to assess 11 possible dimensions of reading motivation, including self-efficacy, intrinsic and extrinsic motives for reading, goals for reading, and social aspects of reading. Confirmatory factor analysis, analysis of covariance, and discriminant analysis were employed to demonstrate that the proposed dimensions of reading motivation could be identified, measured reliably, and could discriminate between cohorts of students. Several of the scales were positively related to one another. Scale score means on some of the dimensions differed by grade and LRD status, fourth graders reported stronger motivation than fifth graders, non-LRD reported stronger motivation in Self-Efficacy and Challenge, while LRD students reported stronger motivation in Compliance. Scale score means on most of the dimensions were similar by gender and ethnicity regardless of LRD status. Eight of the 11 scales related to children's report of reading activity. Discriminant analysis revealed three dimensions discriminating between students with and without LRD. This study confirms that reading motivation is multidimensional and should be considered when conducting research and practice.
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Bücher zum Thema "Motivation in education":

1

Elsworth, Desmond H. Motivation in education. Hauppauge, NY: Nova Science Publishers, 2009.

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Hartnett, Maggie. Motivation in Online Education. Singapore: Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-10-0700-2.

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Kanwal, Ramlal. Motivation towards adult education. New Delhi: Criterion Publications, 1990.

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Carole, Ames, und Ames Russell, Hrsg. Research on motivation in education. Orlando: Academic Press, 1985.

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Gilbert, Ian. Essential Motivation in the Classroom. London: Taylor & Francis Inc, 2004.

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Frymier, Jack Rimmel. Motivation to learn. West Lafayette, Ind: Kappa Delta Pi Press, 1985.

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Dr, Schmidt Uwe, Hrsg. Übergänge im Bildungssystem: Motivation, Entscheidung, Zufriedenheit. Wiesbaden: VS Verlag für Sozialwissenschaften, 2006.

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Robins, Gill. Praise, motivation, and the child. New York, NY: Routledge, 2012.

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9

Schunk, Dale H. Motivation in education: Theory, research, and applications. 3. Aufl. Upper Saddle River, N.J: Pearson/Merrill Prentice Hall, 2008.

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10

Pintrich, Paul R. Motivation in education: Theory, research, and applications. Englewood Cliffs, N.J: Merrill, 1996.

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Buchteile zum Thema "Motivation in education":

1

Barke, Hans-Dieter, Günther Harsch und Siegbert Schmid. „Motivation“. In Essentials of Chemical Education, 41–60. Berlin, Heidelberg: Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-21756-2_2.

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Volz, Austin, Julia Higdon und William Lidwell. „Motivation“. In The Elements of Education for Teachers, 59–60. New York, NY : Routledge, 2019.: Routledge, 2019. http://dx.doi.org/10.4324/9781315101002-30.

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El Miedany, Yasser. „Motivation in Education“. In Rheumatology Teaching, 379–402. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-98213-7_19.

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Crawley, Edward F., Johan Malmqvist, Sören Östlund, Doris R. Brodeur und Kristina Edström. „Introduction and Motivation“. In Rethinking Engineering Education, 1–9. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-05561-9_1.

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5

Liu, Honggang. „Language Teacher Motivation“. In Encyclopedia of Teacher Education, 1–5. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-1179-6_124-1.

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Liu, Honggang. „Language Teacher Motivation“. In Encyclopedia of Teacher Education, 931–35. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-16-8679-5_124.

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7

Cameron, E. Leslie, und Douglas A. Bernstein. „Motivation and Emotion“. In Springer Texts in Education, 269–94. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-85650-2_8.

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Hartnett, Maggie. „Motivation in Distance Education“. In Handbook of Distance Education, 145–57. Fourth edition. | New York : Routledge, 2019. | Previous edition: 2013.: Routledge, 2018. http://dx.doi.org/10.4324/9781315296135-13.

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Hibler, Brian P., und Steven Q. Wang. „Education, Motivation, and Compliance“. In Principles and Practice of Photoprotection, 463–75. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-29382-0_27.

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Graham, Suzanne. „Aptitude or motivation“. In Debates in Second Language Education, 106–21. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003008361-8.

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Konferenzberichte zum Thema "Motivation in education":

1

Hiemstra, Djoerd, und Anne Carine Zagt. „Developing Communication Competencies Through E-Learning: The Motivating Potential of Adaptive Video Role Play“. In Third International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.5264.

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Abstract To develop competence through e-learning tools, students must be motivated to use these tools. Hence, we conducted two empirical studies to explore the motivating potential of an adaptive video role playing game (AVR) for training communication competencies. In Study 1 (N = 54), we used a within-person design to examine students’ motivation in three learning conditions: in the classroom, when playing the AVR, and when doing homework. The results showed that, relative to the homework condition, in the AVR condition students were higher in perceived competence, relatedness, intrinsic motivation, and flow. No difference between the classroom condition and the AVR condition were found. In Study 2 (N = 150), we used a randomized experimental design to examine the motivational consequences of using videos (AVR) rather than photos (APR) in the adaptive role playing game. We found that, relative to students in the APR condition, students in the AVR condition were higher in relatedness and flow. No differences in perceived competence, autonomy, and intrinsic motivation were observed. We conclude that an AVR may have considerable motivational benefits relative to common homework assignments, and some motivational benefits relative to an APR. Keywords: e-learning, video role play, games, motivation, flow
2

Curea, Roxana Nicoleta. „Motivational Structure and the Risk of Professional Dropout in Pre-school Teachers“. In ATEE 2020 - Winter Conference. Teacher Education for Promoting Well-Being in School. LUMEN Publishing, 2021. http://dx.doi.org/10.18662/lumproc/atee2020/10.

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This empirical study identifies a hierarchy of motivations for choosing a teaching career (in order of intrinsic motivation, motivation by identification, motivation by introjection and extrinsic motivation), investigates the reasons responsible for professional dropout among teachers and their expectations of the education system. In addition, a set of management measures is proposed to increase teachers' motivation.
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Rasskazova, Tatiana, Nadezhda Dubina, Nadezhda Yedik und Victoria Aksenova. „BLENDED LEARNING IN L2: MOTIVATION OR DE-MOTIVATION?“ In 13th International Technology, Education and Development Conference. IATED, 2019. http://dx.doi.org/10.21125/inted.2019.1548.

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Soetanto, Kawan. „Motivation technique for computer education“. In 2009 2nd IEEE International Conference on Computer Science and Information Technology. IEEE, 2009. http://dx.doi.org/10.1109/iccsit.2009.5234468.

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Fuhrmann, Thomas. „Motivation Centered Learning“. In 2018 IEEE Frontiers in Education Conference (FIE). IEEE, 2018. http://dx.doi.org/10.1109/fie.2018.8658436.

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Kalantzi, Rozalia, Dimitrios Sideris, Natalia Spyropoulou und George Androulakis. „STUDENTS’ MOTIVATION IN DISTANCE HIGHER EDUCATION: THE ROLE OF INTRINSIC MOTIVATION“. In 10th annual International Conference of Education, Research and Innovation. IATED, 2017. http://dx.doi.org/10.21125/iceri.2017.1494.

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Eroğlu, Erhan. „Motivation in Classroom“. In International Conference on Social science, Humanities and Education. Acavent, 2018. http://dx.doi.org/10.33422/icshe.2018.12.67.

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Marques, Bertil P., Rosa Reis und Marílio Cardoso. „Games: The Motivation in Engineering Education“. In TEEM'21: Ninth International Conference on Technological Ecosystems for Enhancing Multiculturality. New York, NY, USA: ACM, 2021. http://dx.doi.org/10.1145/3486011.3486483.

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Berkling, Kay. „Connecting Peer Reviews with Students’ Motivation - Onboarding, Motivation and Blended Learning“. In 7th International Conference on Computer Supported Education. SCITEPRESS - Science and and Technology Publications, 2015. http://dx.doi.org/10.5220/0005410200240033.

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Galinha, Sónia Alexandre. „Study Of Motivation In Portuguese Students“. In 9th ICEEPSY - International Conference on Education and Educational Psychology. Cognitive-Crcs, 2019. http://dx.doi.org/10.15405/epsbs.2019.01.28.

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Berichte der Organisationen zum Thema "Motivation in education":

1

Guryan, Jonathan, James Kim und Kyung Park. Motivation and Incentives in Education: Evidence from a Summer Reading Experiment. Cambridge, MA: National Bureau of Economic Research, Januar 2015. http://dx.doi.org/10.3386/w20918.

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Honig, Dan. Managing for Motivation as Public Performance Improvement Strategy in Education & Far Beyond. Research on Improving Systems of Education (RISE), August 2022. http://dx.doi.org/10.35489/bsg-rise-misc_2022/04.

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People management has an important role to play in improving public agency performance. This paper argues that a ‘Route Y’ managerial approach focused on supporting the empowered exercise of employee judgment will in many circumstances prove superior to conventionalreform approaches steeped in ‘Route X’ monitoring and incentives. Returns to Route Y are greater when employees are or can become more “mission motivated” – that is, aligned with the goals of the agency in the absence of monitoring and extrinsic incentives. Returns to Route Y are also greater when monitoring is incomplete or otherwise likely to unproductively distort effort, thus lowering the returns to using performance-linked rewards and penalties. I argue that education systems are one (but far from the only) setting where Route Y is a lever worth focusing on in efforts to improve public performance in the developed and developing world alike.
3

Cilliers, Jacobus, und Shardul Oza. The Motivations, Constraints, and Behaviour of Tanzania's Frontline Education Providers. Research on Improving Systems of Education (RISE), November 2020. http://dx.doi.org/10.35489/bsg-rise-ri_2020/023.

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In this note, we leverage data from a nationwide survey conducted in 2019 in Ethiopia to shed light on what Ward Education Officers do, their understanding of their own role, and the constraints they face in executing their responsibilities. We interviewed 397 WEOs responsible for primary schools across 23 districts and six regions of Tanzania as part of a baseline survey conducted between February and May 2019. This note contributes to a growing literature on the activities, self-perceptions, and motivation of public sector officials in charge of “last mile” service delivery. For example, Aiyar and Bhattacharya (2016) use time-use diaries, in-depth interviews, and quantitative data to understand the views, attitudes, and activities of sub-district education sector officials, called block education officers, in India.
4

Petrenko, Larisa M., Iryna P. Varava und Andrey V. Pikilnyak. Motivation readiness of future software engineer's professional self-improvement and prospects of its formation in college cloud environment. [б. в.], Juli 2020. http://dx.doi.org/10.31812/123456789/3893.

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Innovative technologies have an impact on the countries socio- economic development, the structure of labor market and educational services transformation. Rapid IT industry development constantly requires qualified programmers capable of professional self-improvement throughout life, the driving force of which is the individual motivation which activates the individual self-development process, optimizes thinking and develops special professional qualities, moral and ethical values. The main article purpose is to analyze the state of the form of motivational readiness for future programmer’s professional self-improvement, to identify problems of its formation in colleges and to determine the ways of its increase as one of the main factors of quality improvement. To achieve it, a complex of theoretical and empirical methods was used, with help of which a number of problems were revealed which slow down the process of improving the quality of future programmers professional training. To eliminate them, a system of phased motivation for future specialists professional self-improvement has been developed on the basis of general secondary education, which can be integrated into the teaching of both general education and professionally-oriented disciplines; ways of improving the quality of the educational process through the creation of a cloud of oriented environment, the introduction of innovative teaching technologies, special training of teachers in the system of professional development.
5

Iatsyshyn, Anna V., Valeriia O. Kovach, Volodymyr O. Lyubchak, Yurii O. Zuban, Andriy G. Piven, Oleksandra M. Sokolyuk, Andrii V. Iatsyshyn, Oleksandr O. Popov, Volodymyr O. Artemchuk und Mariya P. Shyshkina. Application of augmented reality technologies for education projects preparation. [б. в.], Juli 2020. http://dx.doi.org/10.31812/123456789/3856.

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After analysis of scientific literature, we defined that concept of “augmented reality” has following synonyms: “advanced reality”, “improved reality”, “enriched reality”, “mixed reality” and “hybrid reality”. Analysis of scientific literature and own practical experience of the use of augmented reality technologies application in educational practices allowed to state next: augmented reality technologies have a great potential for application in education; there are some cases of augmented reality use for school education; positive aspects of augmented reality technologies application in higher education institutions are confirmed by experiments (isolated cases); only few universities in Ukraine apply augmented reality technologies to educate students; only few universities in Ukraine have special subjects or modules in schedule to teach students to develop augmented reality technologies; various scientific events, mass events, competitions are held in Ukraine, and specialized training on the augmentation of augmented reality technologies is carried out, but this is non-systematic and does not have special state orientation and support. Features of introduction of virtual and augmented reality technologies at Sumy State University (Ukraine) are identified: “e-learning ecosystems” was created; in 2019, augmented and virtual reality research laboratory was established. Advantages and disadvantages of project activity in education are described: project activity is one of the most important components of educational process; it promotes creative self-development and self-realization of project implementers and forms various life competencies. It is determined that augmented reality application for implementation of educational projects will help: to increase students’ interest for educational material; formation of new competences; increase of students’ motivation for independent educational and cognitive activity; activation of educational activities; formation of positive motivation for personal and professional growth; conditions creation for development of personal qualities (creativity, teamwork, etc.). Current trends in implementation of educational projects were identified: most of the winner projects were implemented using augmented reality technology; augmented reality technologies were used in projects to teach different disciplines in higher education institutions. Augmented reality technology application for project activity has positive impact on learning outcomes and competitiveness of the national workforce; it will enhance the country’s position in the global economic space.
6

Spivack, Marla. Applying Systems Thinking to Education: The RISE Systems Framework. Research on Improving Systems of Education (RISE), Mai 2021. http://dx.doi.org/10.35489/bsg-rise-ri_2021/028.

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Many education systems in low- and middle-income countries are experiencing a learning crisis. Many efforts to address this crisis do not account for the system features of education, meaning that they fail to consider the ways that interactions and feedback loops produce outcomes. Thinking through the feedback relationships that produce the education system can be challenging. The RISE Education Systems Framework, which is sufficiently structured to give boundaries to the analysis but sufficiently flexible to be adapted to multiple scenarios, can be helpful. The RISE Framework identifies four key relationships in an education system: politics, compact, management, and voice and choice; and five features that can be used to describe these relationships: delegation, finance, information, support, and motivation. This Framework can be a useful approach for characterising the key actors and interactions in the education system, thinking through how these interactions produce systems outcomes, and identifying ways to intervene that can shift the system towards better outcomes.
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Shapovalov, Yevhenii B., Zhanna I. Bilyk, Artem I. Atamas, Viktor B. Shapovalov und Aleksandr D. Uchitel. The Potential of Using Google Expeditions and Google Lens Tools under STEM-education in Ukraine. [б. в.], November 2018. http://dx.doi.org/10.31812/123456789/2665.

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The expediency of using the augmented reality in the case of using of STEM-education in Ukraine is shown. The features of the augmented reality and its classification are described. The possibilities of using the Google Expeditions and Google Lens as platforms of the augmented reality is analyzed. A comparison, analysis, synthesis, induction and deduction was carried out to study the potential of using augmented reality platforms in the educational process. Main characteristics of Google Expeditions and Google Lens are described. There determined that augmented reality tools can improve students motivation to learn and correspond to trends of STEM-education. However, there problems of using of augmented reality platforms, such as the lack of awareness of this system by teachers, the lack of guidance, the absence of the Ukrainian-language interface and responding of educational programs of the Ministry of Education and Science of Ukraine. There proposed to involve methodical and pedagogical specialists to development of methodical provision of the tools of augmented reality.
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SOLOVEVA, N., und V. TARAKANOVA. TECHNOLOGICAL APPROACHES TO TRAINING IN HIGHER EDUCATION INSTITUTION. Science and Innovation Center Publishing House, 2021. http://dx.doi.org/10.12731/2658-4034-2021-12-4-2-27-39.

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The article discusses technological approaches to training in Higher Education Institution. The essence of technological approach to training consists in the transformation of educational processes into process with the guaranteed result. It supplements scientific approaches of pedagogy, psychology, sociology and other directions of science and practice. Purpose. To reveal how technological approaches to training in higher education institution influence on knowledge got by students. Scientific novelty. The article reveals development of the personality, creative abilities and it is necessary to use technological approaches of training, various creative tasks, research projects at the lectures. On the first and second years of education the pedagogical technology which is based on motivation of educational cognitive activity through communication and cooperation influences on the intellectual and behavioral status of students. Training is more effective, than the better methodology and technology of educational process will be coordinated with technology of assimilation the knowledge. It is important that all students in a higher educational institution could acquire material and began to use it in practice in the work. The signs of technology, a model of pedagogical technology, the scheme of technological creation of educational process and the results of expense of time in digestion of material by students are described in the article. Technological approach modernizes training on a basis of activity of students. Thanks to it, students achieve goals in the form of assimilation the knowledge in easier and productive way. When using technological approach there is an involvement of each student in educational process, knowledge is put into practice, there is always an access to necessary information (including the Internet), there is a communication and cooperation not only with the lecturer, but also with fellow students and what is more important is a constant test of the forces for overcoming the arising problems. Features of pedagogical technologies consist in activity of the lecturers and students. The activity of the lecturers is in that he knows well psychological and personal features of students and can introduce amendments on the training process course. The lecturer, as directly, and by means of technical means carries out the organizing, operating, motivating and controlling functions in the course of training. Practical significance. The practical importance consists in the use in practice of technological approaches to training in Higher Education Institution that promotes the guaranteed achievement of the set educational objects, the organization of all course of training in compliance to the purposes and tasks, assessment of the current results and their correction in case of need and also final assessment of results.
9

Bano, Masooda. Narratives of Success against the Odds: Why Some Children in State Schools Go Far in Life—Evidence from Pakistan. Research on Improving Systems of Education (RISE), August 2022. http://dx.doi.org/10.35489/bsg-rise-wp_2022/104.

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What makes some children succeed despite studying in failing education systems? Are these children exceptionally gifted, or do other psychological or sociological factors and family circumstances contribute to success? To address the learning crisis in state schools in developing countries, development agencies have primarily focused on identifying inputs that can improve state education provision. Yet, even from low-performing state schools, some children do manage to successfully complete primary and secondary education cycles, pursue higher education, and record upward social mobility, but we know very little about the factors that facilitate this success. This paper addresses this gap in the literature. Tracing life histories of successful alumni of state schools supported by CARE, an education foundation in Pakistan, this paper identifies children’s motivation to succeed as having a major impact on educational performance. However, for most this motivation is not a product of an innate desire to excel, it is a product of contextual factors: parental encouragement; an acute desire to make parents happy and to alleviate their sufferings; the company of friends, cousins, and peers who are keen on education and thus help to create an aspiring, competitive spirit; encouragement given by good teachers; and exposure to new possibilities and role models that raise aspirations by showing that what might appear to the child unachievable is in fact attainable. High motivation in turn builds commitment to work hard. Equally important, however, is the provision of financial support at critical points, especially when transitioning from secondary school to college and university. Without financial support, which could be in the form of scholarships, loans, or income from part-time work, at critical junctures, even highly motivated children in state schools cannot succeed. The paper thus argues that rather than being focused solely on education inputs, development agencies should also seek to explore and understand the factors that can motivate children in state schools to aim high and work hard to succeed.
10

Bano, Masooda. Narratives of Success against the Odds: Why Some Children in State Schools Go Far in Life—Evidence from Pakistan. Research on Improving Systems of Education (RISE), August 2022. http://dx.doi.org/10.35489/bsg-rise-wp_2022/104.

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What makes some children succeed despite studying in failing education systems? Are these children exceptionally gifted, or do other psychological or sociological factors and family circumstances contribute to success? To address the learning crisis in state schools in developing countries, development agencies have primarily focused on identifying inputs that can improve state education provision. Yet, even from low-performing state schools, some children do manage to successfully complete primary and secondary education cycles, pursue higher education, and record upward social mobility, but we know very little about the factors that facilitate this success. This paper addresses this gap in the literature. Tracing life histories of successful alumni of state schools supported by CARE, an education foundation in Pakistan, this paper identifies children’s motivation to succeed as having a major impact on educational performance. However, for most this motivation is not a product of an innate desire to excel, it is a product of contextual factors: parental encouragement; an acute desire to make parents happy and to alleviate their sufferings; the company of friends, cousins, and peers who are keen on education and thus help to create an aspiring, competitive spirit; encouragement given by good teachers; and exposure to new possibilities and role models that raise aspirations by showing that what might appear to the child unachievable is in fact attainable. High motivation in turn builds commitment to work hard. Equally important, however, is the provision of financial support at critical points, especially when transitioning from secondary school to college and university. Without financial support, which could be in the form of scholarships, loans, or income from part-time work, at critical junctures, even highly motivated children in state schools cannot succeed. The paper thus argues that rather than being focused solely on education inputs, development agencies should also seek to explore and understand the factors that can motivate children in state schools to aim high and work hard to succeed.

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