Relevant bibliographies by topics / Competence motivation

Academic literature on the topic 'Competence motivation'

Author: Grafiati
Published: 10 December 2022
Last updated: 28 January 2023

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Journal articles on the topic "Competence motivation"

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Stranovská, Eva, Mária Lalinská, and Ivana Boboňová. "TEACHERS MOTIVATION TOWARDS ASSESSMENT OF THEIR PROFESSIONAL COMPETENCES." Problems of Education in the 21st Century 76, no. 4 (August 15, 2018): 561–74. http://dx.doi.org/10.33225/pec/18.76.561.

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A relevant field of research in teacher’s professional competence assessment is taking the factor of motivation into account, as this enables teachers to differentiate between, i. e. to be aware of the significance of the individual professional competences and their development through their assessment. This research supports the understanding of how important motivation is in the process of the (continual) development of a teacher’s professional competence, taking his/her perception of the importance of competences in the educational process into account. The emphasis of the current research lays on the perception of the assessment by the selected number of primary and secondary school teachers. The following is the range of teacher's motivation perception: 1) motivating, 2) discouraging, 3) unnecessary, and 4) unfair in the process of life-long development of their professional competences. The research aim is to find out the differences in the individual motivational degrees in mutual assessment (motivating, discouraging, unnecessary, unfair, and other) relating to professional competences and find out the differences between the perception of the importance of the respective professional competences in the motivational category. Seven hundred thirty respondents - primary and secondary school teachers from Slovakia – participated in the research. The results showed the difference between the perception of the importance of professional competences among teachers who consider assessment to be motivating, discouraging, unnecessary, or unfair concept. Motivation towards assessment supports student-oriented competences, educational process and self-development of the teacher. Keywords: educational process, teacher competences assessment, teachers' motivation, teachers' professional competences.
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Mas, Sitti Roskina, Abdul Kadim Masaong, Hairanti Djafar, and Besse Marhawati. "The Correlation between Principals’ Managerial Competence, Academic Supervision Competence, Entrepreneurial Competence, and Teachers’ Motivation for Achievement throughout State Vocational High Schools." International Journal of Arts and Humanities Studies 3, no. 1 (January 9, 2023): 09–15. http://dx.doi.org/10.32996/ijahs.2023.3.1.2.

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This present study aimed to identify the correlation between principals’ managerial competences, academic supervision competence, entrepreneurial competencies, and teachers’ motivation for achievement throughout state vocational high schools in the city of Gorontalo. It relied on a quantitative method with a correlational technique and collected the data from a questionnaire using the Likert scale. The results revealed that principals’ managerial competence and teachers’ motivation for achievement had a positive and significant correlation with a correlation coefficient of 0.376 (37.6%); the correlation between principals’ academic supervision competence and teachers’ motivation for achievement was positive and significant with the correlation coefficient of 0.459 (45.9%); the correlation between principals’ entrepreneurial competence and teachers’ motivation for achievement was positive and significant with the correlation coefficient of 0.312 (31.2%); principals’ managerial, academic supervision, and entrepreneurial competencies and teachers’ motivation for achievement reached a positive and significant correlation with the correlation coefficient of 0.546 (54.6%).
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Mu'ammal, Immanuel, Abdurrohman Muzakki, Erie Awalil Fakhri, and Edi Setiawan. "The competence of a coach in sports: How does it correlate with athlete motivation?" Journal Sport Area 7, no. 3 (December 11, 2022): 396–404. http://dx.doi.org/10.25299/sportarea.2022.vol7(3).10540.

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Sports coaches hold integral roles in sports organizations. As important figures for athletes, coaches are responsible for maintaining athletes’ motivation which will drive their performances in matches. To motivate athletes, coaches must possess good competence which reflect their quality as coaches. This study analyzes the effect of coach competency on athlete motivation. Coach competency in this study is represented by four indicators: Motivation Competency, Game-strategy Competency, Technique Competency, and Character-building Competency. Each and every indicator’s effect on athlete motivation was investigated. The instrument in this study used a questionnaire with 42 question items. This study is an explanatory research conducted on 114 student basketball athletes in Indonesia as respondents. Data analysis was conducted using SEM-PLS on the WARP-PLS 7 software. The results of this research show that overall, motivation competency, technique competency, character building competency, and game-strategy competency which represents the coach competency variable have a positive effect on athlete motivation (p<0.05), while motivation competency has no effect on athlete motivation (p>0.05). Game strategy competency, technique competency, and character building competency has positive effects on athlete motivation (p<0.05). This research contributes to increasing scientific knowledge among coaches and athletes about the importance of competence for the motivational aspect. The limitation in this study is that the sample used only comes from basketball athletes so it is not yet known whether there is a similar relationship between the competence and motivation of other sports coaches. Therefore, future research can examine the relationship between the competence and motivation of coaches in sports such as football, volleyball, and handball.
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Romero, R., Mª A. De las Heras, P. Sáenz-López, and 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, no. 4 (December 31, 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.
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Lin, Yiching. "A study on the relationship between project management competency, job performance and job motivation in e-commerce industry." Measuring Business Excellence 25, no. 1 (April 2, 2021): 24–57. http://dx.doi.org/10.1108/mbe-10-2020-0144.

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Purpose This study aims to investigate the relationship between project management competency, job motivation and performance in people engaged in electronic commerce (e-commerce). A questionnaire was developed for e-commerce workers in various professional aspects including business strategy planning, content management and design, sales services, marketing business sales, host settings, analysis and management. A total of 299 valid questionnaires were retrieved. Multiple regression analysis was applied to the testing and analysis on important competences for project management and the factors influencing job performance. Design/methodology/approach In this study, the related indexes are measured mainly through appropriate questionnaire design and the questionnaires were mainly distributed among employees and managers of the e-commerce enterprises. Tables 5–1 provide the personal profiles of the e-commerce personnel. A total of 350 questionnaires were distributed and 320 questionnaires were returned. After the 320 questionnaires were sorted and categorized, 21 incompletely-filled and invalid questionnaires were excluded, for a total of 299 valid questionnaires that were returned. Based on the quantitative data obtained from the returned valid questionnaires, files were created and statistical analyzes were conducted by the computerized statistical software statistical product and service solutions 21. According to the research question and nature of this study, the present study mainly adopted statistical methods, including descriptive statistical analysis, reliability analysis, Pearson’s correlation analysis and regression analysis. Findings The results suggested that the project management competency of those engaged in e-commerce had a positive influence on their work performance. The capabilities in the management of integration, scope and procurement were significantly important factors identified in this study. In addition, the internal and external motivations of those engaged in e-commerce had a positive influence on work performance, and thus, facilitated their influence on the project management competency. The results and statistical analysis could be a reference in e-commerce-related business management and serve as the basis for evaluation of the training of project management competencies for those engaged in e-commerce and further improvements of human capitals and corporate competitive advantages. Originality/value This study used literature on project management competence and job performance as a foundation; previous studies argue that project management competence has a positive correlation with job performance. Empirical results reveal that among the e-commerce personnel, most dimensions of project management competence are significantly correlated with job performance. This study reveals that stakeholder management competence, the newly introduced 10th dimension of project management competence, is also significantly correlated with job performance. Therefore, study results reveal that project management competence has a significant positive correlation with job performance. In this study, the two constructs of internal motivation and external motivation in job motivation are introduced for use as disturbing factors. Empirical results reveal that internal motivation and external motivation have a significant positive disturbing effect with respect to the influence of cost management competence and human resource management competence on job performance. Hackman and Oldham (1975) contend that the jobs calling for a variety of skills can boost the job motivation of employees. Study results reveal that job motivation is of great importance to the influence of project management competence on job performance and can be used as the basis for improving job performance.
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., Aminuyati, Achmadi ., and Okiana . "The Influence of Professional Competence, Work Motivation & Learning Motivation on the Competency Test Results of Social Studies Teachers." International Journal of Research and Review 8, no. 12 (December 9, 2021): 83–93. http://dx.doi.org/10.52403/ijrr.20211212.

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The teacher plays a role in students' cognitive, affective and psychomotor maturation through the teaching and learning process by transferring knowledge, personality and skills to students. The achievement of student learning outcomes is inseparable from professional competence, work motivation, and learning motivation possessed by the teacher in the learning process. Looking at this, it is necessary to design an instrument to measure professional competence, work motivation, learning motivation on the results of social studies teacher competency tests at junior high school level in public schools in Pontianak City. This study uses a quantitative approach, with a population of 119 social studies teachers, a total sample of 82 social studies teachers with propotionate stratified random sampling technique, which is found in 28 junior high schools in 7 sub-districts of Pontianak. Problem solving uses Multiple Linear Regression with a pathway hypothesis model (beta) pathway in Multiple Linear Regression. The results of the study show that: (1) professional competence has a direct positive effect on the results of the social studies teacher competency test; (2) work motivation has a direct positive effect on the results of the social studies teacher competency test; (3) learning motivation has a direct positive effect on social studies teacher competency test results; & (4) professional competence, work motivation, learning motivation simultaneously have a direct positive effect on the results of the competency test of social studies teachers in Pontianak City. Keywords: Professional Competence, Work Motivation, Learning Motivation, Competency Test Results.
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Asha, Lukman. "Langkah Manajerial Kepala Sekolah dalam Meningkatkan Kompetensi Guru Agama Islam di Madrasah Aliyah Muhammadiyah Curup." FOKUS Jurnal Kajian Keislaman dan Kemasyarakatan 4, no. 2 (December 9, 2019): 117. http://dx.doi.org/10.29240/jf.v4i2.1120.

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Law No. 14 of 2005 concerning Teachers and Lecturers, has inspired the Principal of the Madrasah Aliyah Muhammadiyah School (MAM) Curup. The inspiration was manifested in the managerial step of increasing four main competencies, namely: pedagogical competence, professional competence, personality competence, and social competence. In connection with the managerial step, this paper aims to describe; (1) school principal management in improving teacher competency; (2) the success of the principal's management in improving teacher competency; (3) inhibiting factors and principals management solutions in improving teacher competency. This research is in the form of qualitative, using data collection methods in the form of observation, interviews, and documentation. The results showed that the principal's management strategy in improving teacher competency in MAM Curup, namely: First, School Principal Management in improving Islamic education teacher competencies as follows: (1) Involving teachers in training, training and seminars, (2) Promoting discipline, (3) Motivating teachers, through motivation from school principals, becomes the spirit for teachers to improve improvements in educational innovation as a tangible form of developing competencies, (4) Implementation of Supervision. Secondly, the application of the principal's management in improving teacher competence greatly influences the competency of PAI teachers in MAM Curup, namely that teachers have implemented the five basic competency standards that are best governed by the government. Third, the barriers and solutions of the principal's management in developing the competence of Islamic education teachers in MAM Curup, namely: The role of parents has not been seen in the personal / karaker of each student, then together with the teaching time of the teacher with the training time in increasing teacher competency
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Mouratidis, Athanasios, Maarten Vansteenkiste, Willy Lens, and Georgios Sideridis. "The Motivating Role of Positive Feedback in Sport and Physical Education: Evidence for a Motivational Model." Journal of Sport and Exercise Psychology 30, no. 2 (April 2008): 240–68. http://dx.doi.org/10.1123/jsep.30.2.240.

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Based on self-determination theory (Deci & Ryan, 2000), an experimental study with middle school students participating in a physical education task and a correlational study with highly talented sport students investigated the motivating role of positive competence feedback on participants’ well-being, performance, and intention to participate. In Study 1, structural equation modeling favored the hypothesized motivational model, in which, after controlling for pretask perceived competence and competence valuation, feedback positively predicted competence satisfaction, which in turn predicted higher levels of vitality and greater intentions to participate, through the mediation of autonomous motivation. No effects on performance were found. Study 2 further showed that autonomous motivation mediated the relation between competence satisfaction and well-being, whereas amotivation mediated the negative relation between competence satisfaction and ill-being and rated performance. The discussion focuses on the motivational role of competence feedback in sports and physical education settings.
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Hajiali, Ismail, Andi Muhammad Fara Kessi, B. Budiandriani, Etik Prihatin, Muhammad Mukhlis Sufri, and Acai Sudirman. "Determination of Work Motivation, Leadership Style, Employee Competence on Job Satisfaction and Employee Performance." Golden Ratio of Human Resource Management 2, no. 1 (February 28, 2022): 57–69. http://dx.doi.org/10.52970/grhrm.v2i1.160.

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The goal of this study was to look at the impact of work motivation, leadership style, and competence on job satisfaction, as well as the effects of work motivation, leadership style, and competence on performance, job satisfaction's impact on performance, and the impact of work motivation, leadership style, and competence on performance via job satisfaction. The research will take place at LLDIKTI-IX. The study's population and sample size were 125 employees (complete sampling). The data from the questionnaire was analyzed with the use of AMOS 18 and the Structural Equation Model. According to the findings, work motivation has a negative and significant impact on job satisfaction. Employee motivation in existence, connectedness, and growth is still low, but it is necessary to improve employee job satisfaction. Employee performance is influenced by competence in a positive but insignificant way. Employee competency is still a career development issue, with little attention paid to the role of innovation and technology in improving employee performance. Employee performance is influenced by competence through job satisfaction in a positive but insignificant way. Employee job satisfaction is poor in enhancing their performance since applying competencies that have been directed thus far is still like meeting work needs.
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Haryudo, Subuh Isnur, Ekohariadi ., Lilik Anifah, Fendi Achmad, and Munoto . "Project-based Learning in The Relationship of Motivation and Critical Thinking to The Competence of Electrical Engineering Students." Journal of Engineering Education Transformations 36, no. 2 (October 1, 2022): 178–84. http://dx.doi.org/10.16920/jeet/2022/v36i2/22165.

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Abstract: Project-based learning (PjBL) is a meaningful learning model in empowering and developing the skills of college students. PjBL will affect the motivation and critical thinking patterns of college students towards the achievement of 21stcentury competencies. The purpose of this study was to determine the relationship between motivation and critical thinking on the competence of electrical through project-based learning. The research method uses a qualitative approach with an explanatory type. The research respondents were 302 final-year Electrical Engineering students from 5 universities with the competence of Electrical Installation Automation. The research instrument used a student response questionnaire type of measures of typical performance (MTP). The results of the statistical analysis test using SEM-PLS obtained a positive RSquare (indicator reliability) value of 0.961 or 96% having predictive relevance, meaning that motivation and critical thinking have a positive and significant impact on the competence of Electrical Engineering students. Keywords: Project-based learning, motivation, critical thinking, competency, electrical installation automation
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Dissertations / Theses on the topic "Competence motivation"

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Ingnäs, Gustav, and Kasper Heikkilä. "Motivating Millennials : A study on generation Y motivation." Thesis, Uppsala universitet, Företagsekonomiska institutionen, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-243213.

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This thesis explores generation Y motivators. They are a growing group of young people among the general workforce, and they have different behavior and motivators at work. This paper explores effective motivating factors for this group of employees by studying a company, LinkedIn, which successfully motivates generation Y employees. Data is gathered through several interviews done with LinkedIn employees working at their Dublin office. The data is analyzed with the help of a motivational theory called self-determination theory and its main concepts autonomy, relatedness and competence. Other insights from earlier studies done on generation Y motivation are used to support the analysis as well. The results and analysis are consistent with theory and earlier studies, and can even show some interesting factors generation Y employees value, such as high value for manager flexibility and sharing similar values with the company they work for.
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Alnatheer, Amal A. "The role of motivation and motivational strategies in Saudi students' communicative competence in English." Thesis, Queensland University of Technology, 2013. https://eprints.qut.edu.au/63816/1/Amal_Alnatheer_Thesis.pdf.

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This study explored how motivation and motivational strategies influence the communicative competence of students from Saudi Arabia. Participants included Saudi students enrolled in English courses in Australian educational institutions, and Saudi students living in Saudi Arabia studying in English language institutes in Saudi Arabia. Phase One involved interviews with16 participants. In Phase Two, 279 participants completed a questionnaire. Findings included differences between participants’ measured and self-reported communicative competence, with the Australian group having higher levels of measured and self-reported communicative competence. In addition, motivation teaching strategies were found to affect students’ motivation, but not their communicative competence.
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Hood, Janelle Karina. "Children's goals and competence : the relation between children's goals, competence, and adjustment." Online access for everyone, 2007. http://www.dissertations.wsu.edu/Thesis/Spring2007/j_hood_042607.pdf.

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Ageicheva, A. O., and S. I. Bukhkalo. "Cоmplex projects competence development." Thesis, National Technical University "Kharkiv Polytechnic Institute", 2019. http://repository.kpi.kharkov.ua/handle/KhPI-Press/41489.

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Nordlander, Jessica, and Jenny-Ann Engstrand. "Kompetensutveckling och motivation : Vad motiverar anställda till kompetensutveckling?" Thesis, Linnéuniversitetet, Institutionen för pedagogik (PED), 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-49714.

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Syftet med rapporten är ta reda på vad som motiverar de anställda till kompetensutveckling, genom att titta på teoretisk och praktisk kunskap och motivation i samband med kompetensutveckling. De teoretiska och praktiska perspektivet utgår från begreppen techne, fronesis och episteme. Fokusen i rapporten ligger på inre och yttre motivation och är definierat utifrån Herzberg och Ellströms definition på motivation. Rapporten är av kvalitativ karaktär med intervjuer som undersökningsmetod. Intervjuerna är genomförda på sex medarbetare i en statlig organisation. Resultatet av rapporten visade att de inre faktorerna, som till exempel, den egna personliga utvecklingen gjorde medarbetarna motiverade, medan yttre faktorer som till exempel lön, hade mindre påverkan och att den praktiska kunskapen inom utbildningar är vad som motiverar de anställda mest.
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Lopez, Francesca. "Educational Policy and Scholastic Competence Among English Language Learners." Diss., The University of Arizona, 2008. http://hdl.handle.net/10150/193881.

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In this study, I explore the potential impact of differing educational policies and reform efforts that influence state and federal standards-based assessments and their interpretations. Specifically, I examine the educational policies of Arizona (Structured English Immersion [SEI]) and Texas (bilingual education) for their effect on the belief systems of students, parents, and teachers. I also examine the role of identity and language in the motivation to learn and student disposition toward school among English Language Learners (ELLs). In support of a co-regulation model of emerging identity, acculturation, acculturative stress, and student perceptions of scholastic competence, student disposition toward school, and student motivational dynamics contributed to the accurate prediction of 77.5% of the participants' group membership in either SEI or bilingual education. ELLs in bilingual education had higher perceptions of scholastic competence than ELLs in SEI (d = .54). Four types of dispositions toward school, Pride in Achieving, Participation and Belonging, Literacy, and Math, were higher for ELLs in bilingual education than for ELLs in SEI. Contrary to the hypothesized results, however, there were no differences in the Rigid and Right disposition between ELLs in SEI and bilingual education. In reference to motivation, scores on Disengaged and Distracting were higher for ELLs in SEI (Arizona) than for ELLs in bilingual programs (Texas). However, contrary to the hypotheses, Good Worker/Engaged Learner, and Struggling and Persistent were higher for ELLs in SEI than for ELLs in bilingual programs. I conclude by discussing the potential impact of differing educational policies and reform efforts on the belief systems of ELLs, their parents, and teachers.
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Yang, He. "Investigating L2 pragmatic competence and its relationship to motivation in an EFL context." Thesis, University of Aberdeen, 2018. http://digitool.abdn.ac.uk:80/webclient/DeliveryManager?pid=239399.

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Kozak, Matthew. "An exploratory investigation of optimal retail selling strategies, motivation, and intercultural communication competence." Tallahassee, Fla. : Florida State University, 2008. http://purl.fcla.edu/fsu/lib/digcoll/undergraduate/honors-theses/341795.

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Lindberg, Catharina. "Den akademiska resan : En kvalitativ studie om sjuksköterskors syn på och drivkrafter till akademisk kompetensutveckling." Thesis, Stockholm University, Department of Education in Arts and Professions, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-39784.

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Denna studies övergripande syfte var att förstå de drivkrafter som leder till att vissa sjuksköterskor söker sig till akademisk kompetensutveckling medan andra ser det som helt otänkbart. Studiens mer preciserade syfte var att undersöka hur sjuksköterskor med kompletterande studier i vårdvetenskap ser på akademisk kompetensutveckling. Följande frågeställningar fokuserades för att få en mer nyanserad bild av detta fenomen: Vad har kompetensutvecklingen inneburit för sjuksköterskorna? Vad är det för kunskap de vill utveckla och varför? Vilka drivkrafter har motiverat sjuksköterskorna till kompetensutveckling? Vilka faktorer uppfattar sjuksköterskorna har möjliggjort/försvårat deras kompetensutveckling? Den teoretiska anknytningen gjordes till följande begrepp: kompetens, kunskap och motivation. Definitioner och teorier inom respektive begrepp användes för att försöka förstå, förklara eller värdera undersökningens resultat. Studien genomfördes som en halvstrukturerad intervjuundersökning med ett allmänkvalitativt perspektiv. Respondenterna utgjordes av tio sjuksköterskor med pågående eller avslutade studier inom vårdvetenskap på grund- eller avancerad nivå. Alla var kvinnor och arbetade inom vitt skilda delar av sluten- och öppenvård inom såväl landsting som kommun. Intervjuerna spelades in på band och transkriberades ord för ord och detta material analyserades efter inspiration från Granheim och Lundmans modell för innehållsanalys. Resultatet utmynnade i de fyra kategorierna drivkrafter, förutsättningar, kompetenser och konsekvenser. Under respektive kategori kom ett flertal underkategorier att ytterligare förstärka bilden av den akademiska kompetensutvecklingens villkor. Bland de avgjort viktigaste resultaten fanns den kulturkrock mellan klinik och akademi som respondenterna upplevt i mötet med studenter och nyutbildade sjuksköterskor. I detta möte fann de en stark drivkraft till egna akademiska studier vars syfte bestod av främst två delar, att skaffa sig kunskaper inom det egna kunskapsområdet omvårdnad, samt att skaffa sig redskap för såväl forskningskonsumtion som – produktion. Att den kliniska verksamheten ännu inte var redo för akademin var en annan tydlig bild som uppstod ur sjuksköterskornas berättelser. De kunskaper som värderades högst fanns inom den praktiska produktiva delen av vården och beskrevs av sjuksköterskorna oftast som förmågor. Den personliga utvecklingen var såväl en drivkraft till som en konsekvens av studierna och denna uppfattades som central för den vidare studiemotivationen. Sjuksköterskorna beskrev sina studier som en process som närmast kunde liknas vid att göra en resa, i detta fall den akademiska resan.


This study investigated the main motives for why some registered nurses choose to continue on the path of higher educational studies. More specific, this study aimed to explore how registered nurses with additional academic marks in nursing science viewed academic competence development. Following questions were used to capture the complexity of the phenomenon of academic competence development; i) What did competence development involve for the registered nurses? ii) What kind of knowledge did they strive to develop and why? iii) What were the main motives for their competence development? and finally iv) What factors did they perceive as facilitators and/or barriers for competence development? Qualitative semi-structured interviews were conducted with ten female registered nurses, who were either still enrolled or had completed basic or advanced academic studies in Nursing Science. The informants worked in different kind of specialties either in secondary or in primary care. All the interviews were taped and transcribed before being analyzed inspired by the model of content analysis as described by Graneheim and Lundman. Established theories and definitions for the concepts of competence, knowledge and motivation were used to understand, explain and/or to evaluate the findings. The content analysis revealed four categories,‘motivations’, ‘conditions’, ‘competences’ and finally ‘consequences’. Each category was also interpreted to include several sub categories. One of the main findings coming out from this study was the obvious culture clash experienced to occur in meetings between the informants and newly graduated registered nurses or nursing students. Experiencing this culture clash meant that the informants became strongly motivated to pursue further degrees in nursing science. Their studies mainly aimed at increasing their knowledge within their own speciality but also to increase their skills in appraising and performing nursing research. Their own individual and personal developments were interpreted to be both a motive and a consequence of taking on further academic competence development. In the analysis of the nurses stories it became obvious that clinical practice were not yet ready for nurses who departures from a theoretical and academy knowledge base in their everyday practice. Hence, practical and productive nursing knowledge, mainly described by the nurses as abilities, were more highly valued than theoretical academic knowledge. The nurses experienced that the process of continuing to develop their academic competences could be compared by a journey and in this case more specific an academic journey.

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Özdemir, Roman. "Kompetensutvecklingens betydelse för att behålla personal och motivationsfaktorer för utveckling. : En studie inom detaljhandeln." Thesis, Linnéuniversitetet, Institutionen för pedagogik och lärande (PEL), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-100462.

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Syftet med denna undersökning är att få större förståelse för hur mellanchefer inom detaljhandeln motiverar sina medarbetare till kompetensutveckling och kompetensutvecklingens roll i bibehållande av de anställda. Studien har utgått utifrån en kvalitativ metod, där fem utvalda mellanchefer inom detaljhandel har intervjuats genom semistrukturerade intervjuer. Studien börjar med en presentation av relevant litteratur och därefter tidigare forskning som består av tio utvalda vetenskapliga artiklar. Undersökningen kopplas till ett teoretisk perspektiv, Maslows behovstrappa. Intervjuerna har transkriberats och sedan tematiserats enligt en tematisk analys. Resultaten tyder på att kompetensutveckling har stor betydelse för bibehållande av personal. Vidare framkommer det att chefer motiverar personal på olika sätt genom delaktighet, arbetsmiljö, belöningar och ledarskap. Slutsatsen är att kompetensutveckling är inte endast viktigt för organisationen det är även viktigt för personalen, därför måste personalen ta sin egna ansvar och utvecklas inom arbetet.
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Books on the topic "Competence motivation"

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J, Elliot Andrew, and Dweck Carol S. 1946-, eds. Handbook of competence and motivation. New York: Guilford Press, 2005.

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Bertrán, Antonio Pamies. Linguo-cultural competence and phraseological motivation. Baltmannsweiler: Schneider Verlag Hohengehren GmbH, 2011.

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Gilbert, Thomas F. Human competence: Engineering worthy performance. Mumbai, India: Jaico Pub. House, 2003.

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Yang, He. Language Learning Motivation and L2 Pragmatic Competence. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-5280-7.

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Displaying competence in organizations: Discourse perspectives. Houndmills, Basingstoke, Hampshire: Palgrave Macmillan, 2011.

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On our own terms: Redefining competence and femininity. Albany: State University of New York Press, 1992.

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Irwin, Jennifer M. The effects of perceived self-competence and gender on the motivation of rock climbers. Sudbury, Ont: Laurentian University, Department of Psychology, 1998.

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Tessa, Atton, ed. Poorly performing staff in schools and how to manage them: Capability, competence, and motivation. London: Routledge, 1999.

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Erpenbeck, John. Die Kompetenzbiographie: Strategien der Kompetenzentwicklung durch selbstorganisiertes Lernen und multimediale Kommunikation. Münster: Waxmann, 1999.

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Ayres, Joe. Component theory of communication apprehension: Motivation, negative evaluation, and communication competence as predictors of state communication apprehension. Ruston, Wash: Communication Ventures, 1997.

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Book chapters on the topic "Competence motivation"

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Peck, Robert F. "Assessing Competence." In Human Assessment: Cognition and Motivation, 83–86. Dordrecht: Springer Netherlands, 1986. http://dx.doi.org/10.1007/978-94-009-4406-0_18.

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Vorbeck, Jens, and Ina Finke. "Motivation and Competence for Knowledge Management." In Knowledge Management, 37–56. Berlin, Heidelberg: Springer Berlin Heidelberg, 2001. http://dx.doi.org/10.1007/978-3-662-04466-7_3.

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Yang, He. "L2 Motivation and Pragmatic Comprehension." In Language Learning Motivation and L2 Pragmatic Competence, 123–48. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-5280-7_6.

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Yang, He. "L2 Motivation and Pragmatic Production." In Language Learning Motivation and L2 Pragmatic Competence, 149–82. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-5280-7_7.

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Yang, He. "L2 Motivation and Pragmatic Awareness." In Language Learning Motivation and L2 Pragmatic Competence, 101–22. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-5280-7_5.

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Yang, He. "EFL Learners’ Motivation for Studying English." In Language Learning Motivation and L2 Pragmatic Competence, 81–100. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-5280-7_4.

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Yang, He. "Literature Review." In Language Learning Motivation and L2 Pragmatic Competence, 9–54. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-5280-7_2.

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Yang, He. "Methodology." In Language Learning Motivation and L2 Pragmatic Competence, 55–80. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-5280-7_3.

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Yang, He. "Introduction." In Language Learning Motivation and L2 Pragmatic Competence, 1–7. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-5280-7_1.

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Yang, He. "Conclusions." In Language Learning Motivation and L2 Pragmatic Competence, 183–95. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-5280-7_8.

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Conference papers on the topic "Competence motivation"

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Hiemstra, Djoerd, and 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
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Stout, Andrew, and Andrew G. Barto. "Competence progress intrinsic motivation." In 2010 IEEE 9th International Conference on Development and Learning (ICDL 2010). IEEE, 2010. http://dx.doi.org/10.1109/devlrn.2010.5578835.

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Arduini, Giovanni, and Diletta Chiusaroli. "MOTIVATION AS A COMPETENCE." In 12th annual International Conference of Education, Research and Innovation. IATED, 2019. http://dx.doi.org/10.21125/iceri.2019.2006.

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Santucci, Vieri G., Gianluca Baldassarre, and Marco Mirolli. "Intrinsic motivation mechanisms for competence acquisition." In 2012 IEEE International Conference on Development and Learning and Epigenetic Robotics (ICDL). IEEE, 2012. http://dx.doi.org/10.1109/devlrn.2012.6400835.

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Tappura, Sari, and Noora Nenonen. "Safety Leadership Competence and Organizational Safety Performance." In Applied Human Factors and Ergonomics Conference. AHFE International, 2019. http://dx.doi.org/10.54941/ahfe100157.

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Safety leadership is a key factor in promoting safety performance in organizations. Managers need safety leadership competencies when motivating employee safety participation and compliance, as well as in improving the related safety outcomes. Based on the current research, certain safety leadership styles are vital with regard to safety performance. By developing these competencies, organizations may improve their effectiveness via better safety performance. Information on a managers’ safety leadership competence is required in order to develop their competencies and to develop safety training for managers. The objective of this study is to suggest efficient safety leadership competencies for managers, and discuss the importance of developing managers’ safety leadership competence. The results are based on a literature review and 18 interviews carried out in a Finnish expert organization. The results were structured according to the transactional and transformational leadership facets based on leadership theory. The results point out the importance of all traditional facets of transactional and transformational leadership with relation to safety performance, and the idealized influence leadership facet was emphasized. Other important facets were inspirational motivation, intellectual stimulation, and management by exception. Both the transactional and transformational safety leadership competencies of the managers should be trained and developed.
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Van Buuren, Hans. "Making statistics meaningful: the merits of a competence-based approach." In Next Steps in Statistics Education. IASE international Association for Statistical Education, 2009. http://dx.doi.org/10.52041/srap.09203.

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The rather poor students’ performances and the reluctance of students to attend courses were the motives for a project that entails the redesign of conventional statistics courses, into courses designed according to the characteristics of a competence-based approach that integrates research methods, statistics and psychology subjects into holistic authentic tasks throughout the psychology curriculum. This paper presents the findings of the first redesigned course. The competence-based course resulted, compared to the conventional course, into higher students’ performance and higher scores on learning competences, attitudes and motivation.
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Mulyadi, Hari, Eded Tarmedi, P. Purnamasari, and H. Yusuf Murtadlo. "Entrepreneurship Competence and Motivation to Improve Business Performance." In 5th Global Conference on Business, Management and Entrepreneurship (GCBME 2020). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/aebmr.k.210831.144.

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Wiyono, Darul, and Vip Paramarta. "EFFECT OF WORK COMPETENCY AND MOTIVATION ON EMPLOYEE PERFORMANCE USING THE APPROACH PARTIAL LEAST SQUARES-SEM ANALYSIS (CASE STUDY AT THE ARIYANTI EDUCATION FOUNDATION)." In Seminar Sosial Politik, Bisnis, Akuntansi dan Teknik (SoBAT) ke-3. LPPM USB YPKP, 2021. http://dx.doi.org/10.32897/sobat3.2021.32.

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High company performance can be achieved if all elements in the company are well integrated, and are able to carry out their roles according to the needs of employees. The purpose of this study is to analyze and determine (1) competence, (2) work motivation, (3) employee performance, and (4) the effect of competence and work motivation on employee performance. This type of research is descriptive and verification using explanatory survey research methods, and to test the hypotheses of this research will be analyzed using a structural equation model (Structural Equation Model, SEM) with the Partial Least Square (PLS) alternative method using SmartPLS 3.0 software. The results of testing the first hypothesis show that there is a significant correlation between competence and work motivation at the Ariyanti Education Foundation. The results of the second hypothesis show that competence has a positive and significant effect on employee performance at the Ariyanti Education Foundation. The third hypothesis shows that work motivation has a positive and significant effect on employee performance at the Ariyanti Education Foundation. The fourth hypothesis shows that competence and work motivation together have a positive and significant effect on employee performance at the Ariyanti Education Foundation. So it is clear that competence, work motivation and employee performance are interrelated. This must be considered because there is a mutually influencing relationship between the three. So that the development of competence and good work motivation will be able to improve the performance of these employees.
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Praningrum, Praningrum, Sugeng Susetyo, and Fachrudin Pareke. "Competence, Motivation and Strategic Thinking of Bengkulu University Employees." In Proceedings of the 3rd Beehive International Social Innovation Conference, BISIC 2020, 3-4 October 2020, Bengkulu, Indonesia. EAI, 2021. http://dx.doi.org/10.4108/eai.3-10-2020.2306601.

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Vintere, Anna. "MATHEMATICAL COMPETENCE ENHANCEMENT MOTIVATION ENABLING TO IMPROVE PERSONAL RESILIENCE." In 10th International Conference on Education and New Learning Technologies. IATED, 2018. http://dx.doi.org/10.21125/edulearn.2018.2540.

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Reports on the topic "Competence motivation"

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Bykova, Tatyana B., Mykola V. Ivashchenko, Darja A. Kassim, and Vasyl I. Kovalchuk. Blended learning in the context of digitalization. [б. в.], June 2021. http://dx.doi.org/10.31812/123456789/4441.

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The realities of digitalization require changes in strategies for choosing educational technologies. The modern educational process is not possible without the use of digital technologies. Digital technologies have led to the arising and development of blended learning. However, its effectiveness is determined not only by technology. The human factor receives special attention in this direction. Analysis of the World Development Report 2016: Digital Dividends allows us to identify digital competence as a necessary condition for the successful use of digital technologies, and hence blended learning. Learning interactions designing in the process of implementing blended learning requires timely diagnosis of the level of digital competence. A popular tool for this is the Digital Competence Framework for Citizens. To clarify the peculiarities of its use was made an analysis of the experimental implementation results of blended learning in the industrial training in sewing for intended masters. During the research, it was revealed that the most important digital competence areas for the variable learning establishment in the training of future professionals are Information and data literacy, Communication and collaboration and Problem solving. In addition, competence for area Problem solving conduce to increase the level of competence for all other areas. The level of digital competence of the subjects mainly coincide to the characteristics of basic and secondary levels. The obtained data clarified the reasons for the difficulties, decrease motivation and cognitive activity that occur among students using distance courses-resources learning designed for blended learning. Thus, the use of the Digital Competence Framework for Citizens at the initial stage of implementing blended learning can make a rational choice of strategies for combining face-to-face and distance learning technologies.
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Chorna, Olha V., Vita A. Hamaniuk, and Aleksandr D. Uchitel. Use of YouTube on lessons of practical course of German language as the first and second language at the pedagogical university. [б. в.], September 2019. http://dx.doi.org/10.31812/123456789/3253.

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Integration of ICT significantly increases the possibilities of the educational process and extends the boundaries of the educational sphere as a whole. Publicly available resources, such as e-mail, blogs, forums, online applications, video hosting sites, can serve as the basis for building open learning and education. Informational educational technologies of learning foreign languages are in the focus of this study. The article represents the results of theoretical analysis of content on the subject of its personal- and didactic-definite orientation, as well as some aspects of the practical use of commonly used YouTube video materials in the process of teaching German as the first or second foreign language in higher education, namely at the pedagogical university. Taking into account the practical experience of using the materials of several relevant thematic YouTube channels with a fairly wide constant audience, a concise didactic analysis of their product is presented and recommendations on converting video content into methodological material in the framework of practical course of German language by future teachers are offered. Due to the suggested recommendations, the following tasks can be solved: enrichment of the vocabulary; semantization of phraseological units, constant figures of speech, cliché; development of pronunciation skills; expansion of linguistic competence; improving listening and speaking skills; increasing motivation to learn, etc.
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Kharkivska, Alla A., Liudmyla V. Shtefan, Muntasir Alsadoon, and Aleksandr D. Uchitel. Technology of forming future journalists' social information competence in Iraq based on the use of a dynamic pedagogical site. [б. в.], July 2020. http://dx.doi.org/10.31812/123456789/3853.

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The article reveals scientific approaches to substantiating and developing technology to form social information competence of future Iraqi journalists based on using a dynamic pedagogical site. After pre-interviewing students of the Journalism Faculty at Al-Imam Al-Kadhim University College for Islamic Sciences in Baghdad, the authors came to the conclusion there are issues on defining the essence of social information competences. It is established that the majority of respondents do not feel satisfied with the conditions for forming these competences in the education institutions. At the same time, there were also positive trends as most future journalists recognized the importance of these professional competences for their professional development and had a desire to attend additional courses, including distance learning ones. Subsequently, the authors focused on social information competence of future journalists, which is a key issue according to European requirements. The authors describe the essence of this competence as an integrative quality of personality, which characterizes an ability to select, transform information and allows to organize effective professional communication on the basis of the use of modern communicative technologies in the process of individual or team work. Based on the analysis of literary sources, its components are determined: motivational, cognitive, operational and personal. The researchers came to the conclusion that it is necessary to develop a technology for forming social information competence of future journalists based on the use of modern information technologies. The necessity of technology implementation through the preparatory, motivational, operational and diagnostic correction stages was substantiated and its model was developed. The authors found that the main means of technology implementation should be a dynamic pedagogical site, which, unlike static, allows to expand technical possibilities by using such applications as photo galleries, RSS modules, forums, etc. Technically, it can be created using Site builder. Further research will be aimed at improving the structure of the dynamic pedagogical site of the developed technology.
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Савченко, Лариса Олексіївна. Characteristic of the future specialists professional preparation to the quality educational assessment. Педагогічна думка, 2015. http://dx.doi.org/10.31812/0564/365.

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To consider the characteristics of the levels of formation of professional readiness of future specialists to pedagogical diagnostics of quality of education. Diagnostics of levels of formation of professional training of future teachers is realized through a number of research methods: observation, testing, interview, analysis of the results. The basis of the diagnostic systems research on three-level assessment scale, supplemented by «high level», which allows to adapt to local conditions and to enrich the features of a particular region. Analysis of modern works on the organization of control of educational achievements of students; the log books of progress and attendance of students in classes, conversations with teachers and our own observations have proved that in educational practice there are different models of the organization of control of educational achievements of students in pedagogical disciplines and professional subject training, validation should be carried out using various schemes and scales of evaluation present different approaches to the calculation of rating of students (in some cases even within the same University) and others. The analysis proved that the existing complex control tasks and tasks for independent work is only seventy percent of jobs differentiated by professional orientation, the rest of the job for the overall development of pedagogical competence of students. In our opinion, well developed task, that is, those that consist mainly of problems of professional and pedagogical orientation that enhance future teachers ‘ motivation to learn pedagogical disciplines. The quality of education becomes the main reference point that determines the credibility and competitiveness of educational institutions on regional, national level and international arena.
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Moiseienko, Mykhailo V., Natalia V. Moiseienko, Iryna V. Kohut, and Arnold E. Kiv. Digital competence of pedagogical university student: definition, structure and didactical conditions of formation. [б. в.], July 2020. http://dx.doi.org/10.31812/123456789/3851.

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The article defines and substantiates didactic conditions of digital formation competences of students of pedagogical universities: actualization of motivational value training of students of pedagogical universities; organization of interaction between students and teachers of pedagogical universities on the Internet through the creation of digital information educational environment; creation of individual educational trajectories of students.
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Bukataru, Y. S., O. V. Horbatiuk, and T. I. Filatenko. Means of forming the professional competence of students of TEI. Wschodnioeuropejskie Czasopismo Naukowe, 2020. http://dx.doi.org/10.31812/123456789/4546.

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The paper studies the process and means of forming the professional competence of students of TEI, which are an important structural element for the formation of effective activities at relevant institutions. The interpretation of the concept of the categories “personality competence”, “competence” and “web-quest” is analyzed. Problem quests concerning theoretical and practical training of students, and procedures of internship practice on professional specialization are investigated. The pedagogical conditions of creation of professional competence of students in the preconditions of professional and practical training are studied. The model of organization of professional competence of the perspective specialist-graduates of TEI is formed and the ways of reorganization of educational process and organizational-methodical insurance are defined. It has been established that the quality of education at TEI largely depends on the method of formation of the educational process, the chosen forms and methods. The role and basic objectives of the preliminary preparatory work on the part of the teacher are formed. It has been investigated that the web-quest is unanimously recognized as a motivational, resource-oriented technology that forms the course of creative potential of the student, which guarantees the effectiveness of all types of educational process and ensures the creation of appropriate professional competence of students.
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Gentry, William. “It’s not about me. It’s me & you.” How being dumped can help first-time managers. Center for Creative Leadership, March 2016. http://dx.doi.org/10.35613/ccl.2016.1071.

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This paper presents research from the Center for Creative Leadership that found (1) the type of motivation first-time managers have for learning and development; and (2) the skill gaps first-time managers have in four specific leadership competencies: communication, influence, leading team achievement, and coaching and developing others.
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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, and Mariya P. Shyshkina. Application of augmented reality technologies for education projects preparation. [б. в.], July 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.
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Sanz, E., M. Lascurain, A. Serrano, B. Haidar, P. Alonso, and J. García-Espinosa. Needs and requirements analysis. Scipedia, 2021. http://dx.doi.org/10.23967/prodphd.2021.9.001.

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The prodPhD project aims to address the challenging problem of introducing entrepreneurship training in PhD programmes regardless of discipline. The prodPhD project will create the necessary teaching methodologies and the platform for applying them. The project consists of a consortium of four organizations from across Europe. The main objective of the prodPhD project is to implement innovative social network-based methodologies for teaching and learning entrepreneurship in PhD programmes. The multidisciplinary teaching and learning methodologies will enable entrepreneurship education to be introduced into any PhD programme, providing students with the knowledge, skills, and motivation to engage in entrepreneurial activities. The methodology will be conceived to develop experiential knowledge, involving academics, entrepreneurship experts, and mentors in its development and implementation. Besides, the exchange of experience, competences, and approaches facilitated by social networking will pave the way to crowdsourcing new ideas, improving training methodologies, and stimulating academics’ entrepreneurial skills.
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Бакум, З. П., and В. О. Лапіна. Educational Dialogue in the Process of Foreign Language Training of Future Miners. Криворізький державний педагогічний університет, 2014. http://dx.doi.org/10.31812/0564/395.

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On the basis of scientific analysis the article authors develop a scheme that allows planning and organizing the process of learning foreign languages with the use of dialogic didactic means during foreign language training of future miners. The article gives a definition of „educational dialogue‟, observes its structure, and defines its stages: modeling (a future educational dialogue model designing and ways of its implementation at a lesson); motivational (identifying problem, task for solving which encourage further active learnsearch activity of educational dialogue participants); searching (finding out/discovering an effective or new method of problem solving; searching answers to the question); disputing (presenting and discussing results, different positions, viewpoints); concluding (analyzing results, summarizing, substantiating the best chosen way of solving tasks, versions, and opinions). The authors give recommendations for dialogic interaction organizing in the process of forming a foreign professionally oriented speech competence of mining students
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