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Books on the topic 'Concepts of motivation'

Author: Grafiati

Published: 28 June 2021

Last updated: 25 April 2022

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1

Relational concepts in psychoanalysis: An integration. Cambridge, Mass: Harvard University Press, 1988.

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2

Coaching for teamwork: Winning concepts for business in the twenty-first century. Bellevue, WA: Reinforcement Press, 1996.

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3

Human factors in project management: Concepts, tools, and techniques for inspiring teamwork and motivation. San Francisco: Jossey-Bass, A Wiley Imprint, 2007.

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4

Frederic, Jacobs, and Drizin Marc, eds. Workforce engagement: Strategies to attract, motivate & retain talent : data, concepts, case studies. 2nd ed. Scottsdale, Ariz: WorldatWork.Press, 2009.

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5

International, Conference on Case Method Research and Case Method Application (12th 1995 Maribor Slovenia). Environmental problem solving: From cases and experiments to concepts, knowledge, tools and motivation : proceedings of the 12th International Conference on Case Method Research and Case Method Application. Munchen: Hampp, 1997.

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6

International Conference on Case Method Research and Application (12th 1995 Maribor, Slovenia). Environmental problem solving: From cases and experiments to concepts, knowledge, tools and motivation : proceedings of the 12th International Conference on Case Method Research and Case Method [sic] Application. München: Hampp, 1997.

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7

Popken, Douglas A. Productivity Improvements in Simulation Modeling (PRISM) project: Concepts and motivations. Brooks Air Force Base, Tex: Air Force Human Resources Laboratory, Air Force Systems Command, 1988.

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8

Coffee, Joseph N. The career academy concept. [Washington, DC]: U.S. Dept. of Justice, Office of Justice Programs, Office of Juvenile Justice and Delinquency Prevention, 2001.

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9

Baggett, Byrd. The Soul of winning: What fuels the heart of a winner. Fairhope, AL: Baggett Consulting, 2001.

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10

Beilke, Ines Torres. Career motivation and self-concept: Get your life on track. 3rd ed. Dubuque, IA: Kendall/Hunt Pub. Co., 1995.

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11

de, Pina-Cabral J. M., ed. Motivação: Conceito, aspectos fundamentalmente inatos. Porto: Contraponto, 1985.

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12

campus)), Nebraska Symposium on Motivation (48th 2002 University of Nebraska (Lincoln. Agency, motivation, and the life course. Lincoln, [Neb.]: University of Nebraska Press, 2002.

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13

Purkey, William Watson. Inviting school success: A self-concept approach to teaching, learning, and democratic practice. 3rd ed. Belmont, Calif: Wadsworth Pub. Co., 1996.

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14

Virginia, Murphy-Berman, and Berman John J, eds. Cross-cultural differences in perspectives on the self. Lincoln: University of Nebraska Press, 2003.

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15

Xiong, Junmei. Affective aspects of learning: Adolescents' self-concept, achievement values, emotions, and motivation in learning mathematics. Frankfurt am Main: Lang, 2009.

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16

Scott, Dru. Stress that motivates: Self-talk secrets for success. Los Altos, Calif: Crisp Publications, 1992.

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17

1923-, Wells Harold Clive, ed. 100 ways to enhance self-concept in the classroom: A handbook for teachers, counselors, and group leaders. 2nd ed. Boston: Allyn and Bacon, 1994.

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18

"U" & "IIIIIIIIIIIIIIIIIIIIIIIIII": "I" self identity. Denver, CO: Outskirts Press, 2010.

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19

Miles, Cox W., and Klinger Eric 1933-, eds. Handbook of motivational counseling: Concepts, approaches, and assessment. Chichester, West Sussex, England: John Wiley & Sons, 2004.

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20

(Editor), W. Miles Cox, and Eric Klinger (Editor), eds. Handbook of Motivational Counseling: Concepts, Approaches, and Assessment. Wiley, 2003.

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21

Cox, W. Miles, and Eric Klinger. Handbook of Motivational Counseling: Concepts, Approaches, and Assessment. Wiley & Sons, Incorporated, John, 2004.

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22

Psychology of Employee Empowerment: Concepts Critical Themes and a Framework for Implementation. Taylor & Francis Group, 2015.

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23

Huq, Rozana Ahmad. Psychology of Employee Empowerment: Concepts, Critical Themes and a Framework for Implementation. Taylor & Francis Group, 2017.

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24

Pervin, Lawrence A. Goal Concepts in Personality and Social Psychology. Taylor & Francis Group, 2017.

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25

A, Pervin Lawrence, ed. Goal concepts in personality and social psychology. Hillsdale, N.J: L. Erlbaum Associates, 1989.

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26

Pervin, Lawrence A. Goal Concepts in Personality and Social Psychology. Taylor & Francis Group, 2015.

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27

Radcliffe, Elizabeth S. Morality and Motivation. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780199573295.003.0006.

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Hume’s argument against moral rationalism says that because morals produce or prevent actions, and reason alone does not, morals cannot be derived from reason alone. The premise concerning morality is perplexing. This premise is best understood as claiming that the moral sentiments by which we judge virtue and vice produce motives when we find ourselves deficient of a morally-approved trait, or when we anticipate the pleasure of self-approval for exhibiting virtues. These motives are produced by self-approbation and self-disapprobation in the same way that motives are typically generated in Hume’s theory: a person retains an idea of a source of pleasure or displeasure and reacts to it with an impression of reflection. Hume’s sentimentalism is a way of explaining how normative concepts originate in impressions rather than in ideas; although internalist, it is consistent with cognitivism, since motives come from the discernment of morality, not from the ideas themselves.

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28

Marques, Teresa, and Åsa Wikforss, eds. Shifting Concepts. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780198803331.001.0001.

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Concepts stand at the centre of human cognition. We use concepts in categorizing objects and events in the world, in reasoning and action, and in social interaction. It is therefore not surprising that the study of concepts constitutes a central area of research in philosophy and psychology. Since the 1970s, psychologists have carried out intriguing experiments testing the role of concepts in categorizing and reasoning, and have found a great deal of variation in categorization behaviour across individuals and cultures. During the same period, philosophers of language and mind did important work on the semantic properties of concepts, and on how concepts are related to linguistic meaning and linguistic communication. An important motivation behind this was the idea that concepts must be shared, across individuals and cultures. However, there was little interaction between these two research programs until recently. With the dawn of experimental philosophy, the proposal that the experimental data from psychology lacks relevance to semantics is increasingly difficult to defend. Moreover, in the last decade, philosophers have approached questions about the tension between conceptual variation and shared concepts in communication from a new perspective: that of ameliorating concepts for theoretical or for social and political purposes. The volume brings together leading psychologists and philosophers working on concepts who come from these different research traditions.

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29

Lombardi, Vince. Coaching for Teamwork: Winning Concepts for Business in the Twenty-First Century. Reinforcement Pr, 1995.

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30

Human Factors in Project Management: Concepts, Tools, and Techniques for Inspiring Teamwork and Motivation. Wiley & Sons, Incorporated, John, 2010.

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31

Wong, Zachary. Human Factors in Project Management: Concepts, Tools, and Techniques for Inspiring Teamwork and Motivation. Jossey-Bass, 2007.

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32

Effects of high school concepts-based physical education on student behavior, knowledge, and motivation. 1992.

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33

Wong, Zachary. Human Factors in Project Management: Concepts, Tools, and Techniques for Inspiring Teamwork and Motivation. Wiley & Sons, Incorporated, John, 2010.

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34

Effects of high school concepts-based physical education on student behavior, knowledge, and motivation. 1992.

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35

Wong, Zachary. Human Factors in Project Management: Concepts, Tools, and Techniques for Inspiring Teamwork and Motivation. Wiley & Sons, Incorporated, John, 2007.

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36

Effects of high school concepts-based physical education on student behavior, knowledge, and motivation. 1992.

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37

Handbook of Learning and Cognitive Processes: Introduction to Concepts and Issues. Taylor & Francis Group, 2014.

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38

Estes, W. K. Handbook of Learning and Cognitive Processes: Introduction to Concepts and Issues. Taylor & Francis Group, 2016.

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39

van Hooft, Edwin. Motivation and Self-Regulation in Job Search: A Theory of Planned Job Search Behavior. Edited by Ute-Christine Klehe and Edwin van Hooft. Oxford University Press, 2016. http://dx.doi.org/10.1093/oxfordhb/9780199764921.013.010.

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Job search is a difficult and complex process that demands prolonged motivation and self-regulation. Integrating insights from generic motivation theories and the job search literature, a Theory of Planned Job Search Behavior (TPJSB) is introduced as a framework for organizing the motivational and self-regulatory predictors and mechanisms that are important in the job search process. The chapter specifically focuses on the motivation-related concepts in the TPJSB, distinguishing between global-level, contextual, and situational predictors of job search intentions and job search behavior. After describing the theoretical underpinnings, empirical support for the associations in the model is presented and reviewed, and recommendations for future research are provided. Last, the moderating role of broader context factors on the TPJSB relations is discussed.

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40

Managing Employee Performance and Reward: Concepts, Practices, Strategies. Cambridge University Press, 2007.

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41

Marquis, Jean-Pierre. Unfolding FOLDS: A Foundational Framework for Abstract Mathematical Concepts. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198748991.003.0008.

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FOLDS, first-order logic with dependent sorts, has been introduced by the logician Michael Makkai as a foundational framework to capture the abstract nature of contemporary mathematical concepts. In this chapter, we present the underlying philosophical motivation of FOLDS as well as some of the salient technical features of the framework. We end by discussing what we take to be philosophically meaningful aspects of FOLDS and the accompanying framework.

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42

The effects of a decision-making model on the self-concepts and motivation of grade nine vocational high school students. 1988.

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43

Concept of Motivation. Taylor & Francis Group, 2015.

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44

Peters, R. S. The Concept of Motivation. Routledge, 2015. http://dx.doi.org/10.4324/9781315712833.

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45

Beilke, Ines. Career Motivation and Self Concept. Kendall/Hunt Publishing Company, 1986.

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46

Career Motivation and Self Concept. 2nd ed. Kendall/Hunt Publishing Company, 1991.

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47

Chasiotis, Athanasios. The developmental role of experience-based metacognition for cultural diversity in executive function, motivation, and mindreading. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198789710.003.0007.

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How children obtain an understanding of mental states in others—“mindreading” or “theory of mind” (ToM)—during their cognitive development is a major concern in developmental psychology. There is also much debate about and empirical research on the developmental relationship between ToM and the set of processes that monitor and control thoughts and actions, i.e., executive functioning (EF). Until recently, little was known about the cross-cultural variation of both concepts. This chapter presents empirical findings on these concepts and takes a metacognitive perspective to clarify their relationship. A series of cross-cultural studies have been undertaken to specify the relationship between EF and ToM by verifying assumptions about the quality of conflict inhibition necessary for the development of ToM’s key aspect, false-belief understanding. The main argument is that an experience-based view of the metacognitive mechanisms involved might give a more parsimonious explanation of their relationship and their cultural variations.

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48

Environmental problem solving: From cases and experiments to concepts, knowledge, tools and motivation : Proceedings of the 12th International Conference ... Application (Research on cases and theories). Hampp, 1997.

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49

Russell, Paul. Practical Reason and Motivational Skepticism. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780190627607.003.0007.

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This chapter takes up a crucial debate between Christine Korsgaard and Bernard Williams on the subject of practical reason. Korsgaard argues that if reason can itself identify substantive ends for our actions, independent of our existing desires, then there is no genuine or distinct motivational problem about how reasons can move (rational) agents to action. In criticism of this, it is argued that when we sever the link between reasons and desires we encounter a problem about whether the internalism requirement holds for pure practical reasons. If Kantian ethical theory is to find some way to explain motivation, as it concerns pure practical reason, it needs to say more about this problem. Certainly it cannot evade it on the basis of the internalist assumption that pure practical reasons must be capable of motivating rational persons. Any assumption of this kind simply begs the question against the motivational skeptic.

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50

Thornton, Fanny. Distributive Justice. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198824817.003.0008.

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The chapter stays with distributive justice, turning to the concept of burden-sharing, which arises in international law and relations, not least in relation to hosting or sheltering people on the move. The chapter explores the concept’s normative foundations, also in relation to justice, and shows how these are complex, therefore making this a difficult concept to apply. The chapter nevertheless explores interstate motivations for sharing, the extent to which burden-sharing (and the related concepts of solidarity and cooperation) is entrenched in international law, how burden-sharing has played out, particularly in the human displacement context, as well as how burden-sharing has been proposed in the climate change and people movement context.

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