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Books on the topic 'Competence motivation'

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Author: Grafiati

Published: 10 December 2022

Last updated: 28 January 2023

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1

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

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2

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

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3

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

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4

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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5

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

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6

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

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7

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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8

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

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9

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

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10

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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11

Silverstein, Brett. The Cost of competence: Why inequality causesdepression, eating disorders and illness in women. New York: Oxford, 1995.

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12

Deborah, Perlick, ed. The cost of competence: Why inequality causes depression, eating disorders, and illness in women. New York: Oxford University Press, 1995.

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13

An intelligent organization: Integrating performance, competence and knowledge management. Oxford: Capstone, 2002.

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14

Enghag, Margareta. Miniprojects and context rich problems: Case studies with qualitative analysis and motivation, learner ownership and competence in small group work in physics. Norrköping: Swedish National Graduate School in Science and Technology, Department of Thematic Studies, Linköping univ., 2004.

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15

Mooij, Ton. Interactional multi-level investigation into pupil behaviour, achievement, competence, and orientation in educational situations. 's-Gravenhage: Instituut voor Onderzoek van het Onderwijs, 1987.

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16

Mooij, Ton. Interactional multi-level investigation into pupil behaviour, achievement, competence, and orientation in educational situations. 's-Gravenhage: SVO, 1987.

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17

Mooij, Ton. Interactional multi-level investigation into pupil behaviour, achievement, competence, and orientation in educational situations. 's-Gravenhage: SVO, 1987.

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18

Lombard, Gerald. Motivating the disaffected: Social competence : reading other people. Trowbridge: Lifetime Careers, 2004.

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19

Spaliviero, Camilla. Educazione letteraria e didattica della letteratura. Venice: Fondazione Università Ca’ Foscari, 2020. http://dx.doi.org/10.30687/978-88-6969-464-6.

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Literary education and language education are connected by a relationship of mutual exchange. On the one hand, without the mastery of appropriate language skills it is impossible to grasp the complexity of literary works. On the other, improving language competence is one of the multiple aims of literary education. Moreover, considering the current multicultural dimension of the Italian school system, teaching literature from an intercultural perspective provides an opportunity to foster the development of relational skills while discussing the meaning of the works. In this scenario, we explore the state of the art of literary education and the teaching of literature in Italy and we consider their implications with language education, intercultural education, and intercultural communication. Furthermore, we present both a model of literary and intercultural communicative competence and a hermeneutic and relational method, also aimed at improving language acquisition and promoting intercultural awareness. In our view, literary and intercultural communicative competence makes it possible to communicate effectively in events where the language is spoken in order to understand literary texts, to identify the original meanings, to discuss their significance from the students’ current perspective, and to formulate critical judgements. The aim of the volume is to offer content and methodological resources for the teaching of literature that can impact positively on the development of language and relational skills. Thus, we draw up some guidelines aimed at increasing students’ motivation for studying the works, fostering their active participation and allowing literature to preserve its educational function.

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20

Burn, Derek A. Achieving corporate success through people: Making competencies impact on the bottom line. London: FT Pitman Publishing, 1998.

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21

Mantelli, Alessandro. E-learning sostenibile per la didattica del giapponese Progettare per l’apprendimento autonomo. Venice: Fondazione Università Ca’ Foscari, 2021. http://dx.doi.org/10.30687/978-88-6969-554-4.

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With the Lisbon 2000 Strategy, the focus of education systems has shifted from contents to competencies and due to the constant update of new technologies, education has to be considered as a lifelong process. In this context, online technologies play an increasingly crucial role. While research on learning software has mainly focused on the contents and digital medium in teaching, this study examines aspects of the digital artifacts that have been rarely investigated but are fundamental to increase the learner’s motivation, including system, interface, navigation, and graphics. Specifically, this work develops a new framework to analyse user experience and sustainability strategies that have been implemented in the case study JaLea. The analysis of primary data, collected with surveys and interviews, allows determining whether these strategies are effective for the creation of e-learning systems that are useful for the learner’s personal study, as well as investigate possible developments for teaching environments.

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22

Sapogova, Elena, Irina Dubrovina, Lyudmila Obuhova, and Yuriy Karandashev. General psychology. Workshop. ru: INFRA-M Academic Publishing LLC., 2022. http://dx.doi.org/10.12737/975142.

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The textbook contains a set of educational tasks grouped into six substantive sections ("Introduction to psychology", "Formation of the psyche and consciousness", "Socio-cultural formation of a person", "Person, individual, personality, personality, subject", "Individual psychological characteristics of a person", "Higher mental functions") and organized according to the level of conditional complexity. The tasks are aimed at in-depth mastering of knowledge in the discipline "General Psychology", the development of skills and abilities of free operation of psychological material, stimulating the development of professional thinking and heuristic search of students, the formation of professional mentality and individual research motivation. Complies with the federal state educational standards of higher education of the latest generation. It is intended for classroom and independent study of the discipline "General Psychology" during the professional training of psychologists at universities and is focused on the formation of competencies of undergraduate and graduate students in the field of Psychology, psychology teachers, graduate students and practical psychologists who improve their qualifications in the field of psychology.

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23

Lowy, Frederick H. Canadian physicians and euthanasia. Ottawa: Canadian Medical Association, 1993.

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24

Gilbert, Thomas F. Human Competence. Jaico Publishing House, 2005.

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25

Elliot, Andrew J., and Carol S. Dweck. Handbook of Competence and Motivation. Guilford Publications, 2013.

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26

Wagner, Jenny, and Frieder R. Lang. Principles of Interpersonal Competence and Motivation. Oxford University Press, 2011. http://dx.doi.org/10.1093/oxfordhb/9780199736300.013.0057.

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27

Intrinsic motivation, cooperative learning and perceived competence. 1989.

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28

Handbook of Competence and Motivation, First Edition. Elliot, Andrew J. (EDT)/ Dweck, Carol S. (EDT)/ Covington, Martin V. (FRW), 2007.

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29

Kapoor, Virender. Street Smart Intelligence: Leadership-Competence-motivation-success. Habillis LLC, 2022.

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30

Yang, He. Language Learning Motivation and L2 Pragmatic Competence. Springer, 2022.

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31

Competence in modern society. New York: New York : P. Lang, 2001.

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32

Elliot, Andrew J., Carol S. Dweck, and David S. Yeager. Handbook of Competence and Motivation, Second Edition: Theory and Application. Guilford Publications, 2018.

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33

Elliot, Andrew J., Carol S. Dweck, and David S. Yeager. Handbook of Competence and Motivation, Second Edition: Theory and Application. Guilford Publications, 2017.

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34

Handbook of Competence and Motivation, Second Edition: Theory and Application. The Guilford Press, 2017.

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35

Human Competence: Engineering Worthy Performance (Essential Knowledge Resource). Pfeiffer, 2007.

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36

Perceived competence and intrinsic motivation among junior tennis players. 1992.

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37

Pelsmaekers, K., C. Rollo, T. Van Hout, P. Heynderickx, and Tom Van Hout. Displaying Competence in Organizations: Discourse Perspectives. Palgrave Macmillan Limited, 2011.

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38

Pelsmaekers, K., C. Rollo, T. Van Hout, P. Heynderickx, and Tom Van Hout. Displaying Competence in Organizations: Discourse Perspectives. Palgrave Macmillan, 2011.

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39

Gilbert, T. Human Competence: Engineering Worthy Performance (ISPI Tribute Edition). Pfeiffer, 1996.

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40

Bruin, Wändi Bruine de. Aging and Competence in Decision Making. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780198808039.003.0002.

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This chapter reviews recent developments in research on decision making competence across the lifespan. It highlights age differences in four main skills that may contribute to making good decisions, namely cognitive deliberation, experience, emotions, and motivation. Although fluid cognitive abilities that underlie cognitive deliberation are known to decline with age, the others follow different paths with age. The chapter also discusses further research steps and potential interventions for targeting cognitive deliberation, experience, emotions, and motivation, so as to promote better decisions and associated life outcomes across the lifespan.

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41

Children's perceived physical competence at various types of physical activity. 1994.

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42

Hout, Tom Van, Katja Pelsmaekers, Priscilla Heynderickx, and Craig Rollo. Displaying Competence in Organizations: Discourse Perspectives. Palgrave Macmillan, 2011.

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43

Atton, Tessa. Poorly Performing Staff and How to Manage Them: Capability, Competence and Motivation (Educational Management). Routledge, 1999.

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44

Atton, Tessa. Poorly Performing Staff in Schools and How to Manage Them: Capability, Competence and Motivation. Taylor & Francis Group, 2017.

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45

Fidler, Brian, and Tessa Atton. Poorly Performing Staff in Schools and How to Manage Them: Capability, Competence and Motivation. Taylor & Francis Group, 2005.

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46

Fidler, Brian, and Tessa Atton. Poorly Performing Staff in Schools and How to Manage Them: Capability, Competence and Motivation. Taylor & Francis Group, 2005.

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47

Fidler, Brian, and Tessa Atton. Poorly Performing Staff in Schools and How to Manage Them: Capability, Competence and Motivation. Taylor & Francis Group, 2005.

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48

Fidler, Brian, and Tessa Atton. Poorly Performing Staff in Schools and How to Manage Them: Capability, Competence and Motivation. Taylor & Francis Group, 2005.

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49

Fidler, Brian, and Tessa Atton. Poorly Performing Staff in Schools and How to Manage Them: Capability, Competence and Motivation. Taylor & Francis Group, 2005.

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50

Perlick, Deborah, and Brett Silverstein. Cost of Competence: Why Inequality Causes Depression, Eating Disorders, and Illness in Women. Oxford University Press, 1995.

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