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Dissertations / Theses on the topic 'Concepts of motivation'
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McNaney, Danielle. "Student response to mathematical concepts in context." Thesis, Manhattan, Kan. : Kansas State University, 2009. http://hdl.handle.net/2097/1645.
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Mohan-Ram, Vivekanand. "Modelling Geometric Concepts Via Pop-Up Engineering." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-80693.
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The main purpose of this workshop is to focus upon a complementary approach to the study of, and the investigation into, concepts related to Geometry- Space Strand. It ought to benefit educators especially those who prepare teachers for the primary/elementary schools. Participants in this workshop will initially learn the skills needed in Pop-Up Engineering to produce ‘hole’ 3- D paper models which illustrate some particular geometric concepts. The process of the
construction of these models allows for building imagery, testing predictions, arousing and satisfying curiosity, connecting to Geometric concepts and most of all motivating and holding interest. It is envisaged that this approach to the teaching and learning of geometric concepts will provide grounds for discussion, enrichment, exploration, clarification of and ownership of ideas, and cross curriculum integration. It has the potential to reduce the apparent difficulty students experience with the study of geometric concepts.
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Davidson, Yonaton Sahar. "SELF-RELEVANCE CONSTRUCTIONS OF BIOLOGY CONCEPTS: MEANING-MAKING AND IDENTITY-FORMATION." Diss., Temple University Libraries, 2019. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/457522.
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School Psychology<br>Ph.D.<br>Recent research supports the benefit of students’ construction of relevance through writing about the connection of content to their life. However, most such research defines relevance narrowly as utility value – perceived instrumentality of the content to the student’s career goals. Furthermore, the scope of phenomenological and conceptual dimensions that characterizes students’ perceptions of relevance remains largely unexplored in the literature. Rather, scholars have equated relevance with specific constructs such as utility, value or interest, which in turn has yielded a narrow conceptualization of relevance, usually constrained to a single construct, most commonly, utility. Whereas prior research certainly provides important insights into some of the features of relevance, it falls short of portraying the full scope of meanings that perceived relevance might take. To address this gap in the literature, this mixed-methods dissertation study explored the conceptual and phenomenological landscape of perceived relevance by employing a broad multidimensional conception of relevance to examine (a) the dimensional variability of students’ relevance constructions; and (b) the individual characteristics and the motivational and identity processes underlying differences in their constructions of relevance. The context of this study was an Institute of Educational Science (IES)-funded semester-long multi-modal intervention project that aimed to promote learning, motivation and achievement in an undergraduate introductory biology course. One module within the intervention involved students’ engagement in four relevance writing assignments, each focusing on a central biology concept in the course. The following dissertation employed data collected as part of this intervention project. This study involved coding and analyzing students’ relevance writing about two biology concepts—evolution (n = 50) and organismic diversity (n = 38)—with the purpose of characterizing dimensions underlying undergraduate students’ relevance constructions of central biology concepts and comparing these constructions across the two different biology concepts. Exploratory qualitative analysis procedures were used in the first phase of this investigation to develop an initial coding framework via intensive content analyses of students’ relevance writing products on evolution. A second phase of qualitative content analyses of students’ relevance writing about organismic diversity led to further development of the coding framework and comparative analyses of written products across the two concepts. Findings supported the dimensional variability of relevance constructions including the self-aspect connected to the content, the kind of connection made, and the type of perceived value, with some notable differences between the two biology concepts. Finally, the findings suggested that the meaningful connection engendered by the relevance construction experience originates primarily in the experience of understanding one’s self within the relation—understanding the self in relation to the relevant content; and that understanding some content in relation to a component of one’s identity may be secondary to the disclosure of the self. This dissertation explored the ways in which the relevance construction experience is a vital, dynamic process of identity formation. It is the findings from these intensive analyses that are reported in detail in this dissertation along with an in-depth discussion of the theoretical, methodological, and practical implications of this content-specific, multidimensional, identity-based conception of relevance.<br>Temple University--Theses
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Ingelstedt, Jens, Mikaela Jönsson, and Helena Sundman. "Intrapreneurship and corporate entrepreneurship - Attractive concepts for Generation Y?" Thesis, Jönköping University, Jönköping International Business School, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-11279.
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<p><strong>Purpose: </strong>This thesis uses a case study approach. The purpose is to <em>conduct a critical review of the potentiality of intrapreneurship/corporate entrepreneurship to create an attractive workplace that 1) draws Generation Y as potential employees, and 2) retains them by satisfying their demands, unlocking their full potential through motivation</em>.</p><p><strong>Background: </strong>It is now time for Generation Y to enter the workforce and their values and expectations on the workplace is different from the generations before them. This causes difficulties for organisations to attract and retain Generation Y but it is necessary in order to become a competitive performer in the future. In order to attract and retain Generation Y companies need to motivate their employees, foster and encourage creativity, and create an exciting work environment. This can be done through corporate entrepreneurship/ intrapreneurship and it is therefore interesting to see how Generation Y responds to this concept as well as if it contributes in creating an attractive workplace.</p><p><strong>Method: </strong>The authors made use of a mixed method concurrent triangulation strategy within an explorative sequential design. Where qualitative data was gathered through an explorative pre-study and then through case studies with two companies, simultaneously quantitative data was collected through surveys and the study ended with a qualitative confirmatory study where the results of the analysis was tested against a third company.</p><p><strong>Conclusion: </strong>The result of the study indicated that the companies investigated all had a high level of corporate entrepreneurship, it was also confirmed that Generation Y are suited to become intrapreneurs and that they would feel attracted and more likely to retain in an organisation that promotes intrapreneurship. It was furthermore concluded that corporate entrepreneurship contributes in creating an attractive workplace also for non-intrapreneurs.</p>
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Leen, Eline [Verfasser], and Frieder R. [Akademischer Betreuer] Lang. "Motivation in ICT Learning in Older Adults: Dimensions of Learning Motivation, Influencing Factors and Implications for ICT Course Concepts / Eline Leen. Gutachter: Frieder R. Lang." Erlangen : Friedrich-Alexander-Universität Erlangen-Nürnberg (FAU), 2013. http://d-nb.info/1075740630/34.
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Ratcliff, Jennifer J. "GENDER-ROLE SELF-CONCEPTS AS MOTIVATORS FOR NONPREJUDICED PERSONAL STANDARDS: A ROUTE TO PREJUDICE REDUCTION?" Ohio : Ohio University, 2007. http://www.ohiolink.edu/etd/view.cgi?ohiou1185937691.
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Osmar, Jerri Lynn Amos. "Using alternative energy concepts and hands-on activities to teach physics benchmarks and increase student motivation thermodynamics, optics and electricity /." Diss., Connect to online resource - MSU authorized users, 2008.
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Thesis (M.S.)--Michigan State University. Interdepartmental Physical Sciences, 2008.<br>Title from PDF t.p. (viewed on July 29, 2009) Includes bibliographical references (p. 378-380). Also issued in print.
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Morris, Eddie L. "An exploration of the relationship between personal motivation, academic achievement, and social concepts among select groups of African-american high school males." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 2008. http://digitalcommons.auctr.edu/dissertations/26.
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This study explores the relationship between personal motivation, academic concept and social concepts and academic achievement among select groups of African- American high school males. Ninety-one respondents were selected for the study. They were comprised of 45 students from the Advanced Placement track with grade point averages of 3.00 or higher and 46 from the General Education track with grade point averages of 2.00 or lower. The Achievement Motivation Profile (AMP) was administered to assess student motivation and the Multidimensional Self-concept Scale was administered to assess their academic and social concepts. Findings from the study revealed that there were significant differences in motivation and academic concepts between the two groups and both correlated with academic achievement. There was no statistically significant relationship between social concept and academic achievement.
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Bachmann, Bernhard. "Concepts of ethical leadership and their potential implementation in organisations : an operational perspective." Thesis, Edinburgh Napier University, 2015. http://researchrepository.napier.ac.uk/Output/452917.
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This study links ethical leadership theory to the implementation of improved leadership practices and examines whether ethical leadership characteristics actually exist, particularly in highly operational environments. The study analyses how ethical leadership can be embedded by process, by applied leadership (role modelling), and by changing culture and climate. The conclusion reveals that all three approaches are needed for an implementation and depend on middle managers, otherwise no organisational transformation is possible. The research design of this qualitative study analyses data from 100 in-depth interviews using inductive categorisation, aiming to retrieve deep, rich and unprompted data from a highly developed and advanced production facility. The ethical leadership characteristics, and evidence specific influences on leadership behaviour, revealing 14 perceived leadership issues resulting in a leadership climate which negatively influences motivation, performance, and corporate culture. These issues were found to be responsible for deteriorating work climate, motivation, morale, and team spirit. Particularly favouritism, inequalities, shouting, blaming, internal competition and unclear strategies ruin motivation, employee health, and co-operation. Concerning the implementation of a better suited leadership culture, a research framework model is developed, integrating transformational change and leadership. Findings document that the influence of middle managers acting as role models seems to be greater than research suggests. Key findings also show that individual leadership development without changing the corporate realities is not sufficient to implement ethical strategies. Neglecting to actively control the leadership climate can have devastating effects even for very successful operations. Considering the pressure of goal attainment in highly operational areas, an absence of unethical behaviour can already be seen as a success for leaders. Finally, a change process sequence for shaping leadership climate was identified. These research results are highly relevant for organisations and leaders wishing to be engaged in improving their leadership quality.
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Ceylan, Eren. "Effects Of 5e Learning Cycle Model On Understanding Of State Of Matter And Solubility Concepts." Phd thesis, METU, 2008. http://etd.lib.metu.edu.tr/upload/3/12610146/index.pdf.
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The main purpose of the study was to compare the effectiveness of 5E learning cycle model based instruction and traditionally designed chemistry instruction on 10th grade students&rsquo<br>understanding of state of matter and solubility concepts and attitudes towards chemistry as a school subject<br>and students&rsquo<br>perceived motivation and perceived use of learning strategies.
In this study, 119 tenth grade students from chemistry courses instructed by same teacher from Atatü<br>rk Anatolian High School took part. The study was conducted during 2007-2008 spring semester.
This study included two groups which were randomly assigned as experimental and control groups. Control group students were taught by traditionally designed chemistry instruction, while the experimental group students were instructed by 5E learning cycle model based instruction. In the experimental group, students were taught with respect to the sequence of 5E learning cycle model which are engagement, exploration, explanation, elaboration, and evaluation through the use of activities such as demonstrations, video animations, laboratory ectivities, and discussions. In the control group, traditionally designed chemistry instruction was implemented through teacher explanations and use of textbook.
State of Matter and Solubility Concepts Test (SMSCT), Attitude Scale toward Chemistry (ASTC), and Motivated Strategies for Learning Questionnaire (MSLQ) were administered to both groups as a pre-test and post-test to assess the students understanding of state of matter and solubility concepts, students&rsquo<br>attitudes toward chemistry, students&rsquo<br>perceived motivations and students perceived use of learning strategies, respectively. Science Process Skills Test was given at the beginning of the study to determine students&rsquo<br>science process skills.
The hypotheses were tested by using multivariate analysis of variance (MANOVAs). The results showed that instruction based on 5E learning cycle model caused significantly better acquisition of the scientific conceptions related to state of matter and solubility concepts than traditionally designed chemistry instruction. In addition, instruction based on 5E learning cycle model improved students&rsquo<br>attitudes as a school subject, intrinsic goal orientation, extrinsic goal orientation, task value, elaboration strategy use, organization strategy use. A Science process skill was determined as a strong predictor in understanding the concepts related state of matter and solubility.
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Coste, Ferraiuolo Mirela. "Traduction et analogie dans le champ franco-roumain." Thesis, Bourgogne Franche-Comté, 2018. http://www.theses.fr/2018UBFCH017/document.
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Notre recherche intitulée Traduction et analogie dans le champ franco-roumain s’inscrit globalement dans le domaine de la traductologie, envisagée comme un espace d’application des théories linguistiques et psychologiques contemporaines exploitant les concepts d’analogie, de conceptualisation et de motivation (P. Monneret, (2004), D. Hofstadter, E. Sander, (2013).La thèse comporte quatre parties, les deux premières, Traduction et Analogie, représentent une incursion théorique ayant pour but d’offrir un nouveau regard sur la réflexion traductive dans une perspective interdisciplinaire, notamment la linguistique analogique, la philosophie et la psychologie cognitive, alors que les deux dernières, Aspects analogiques et phraséologiques dans la traduction et Expérience de traducteur tentent de prouver l’implication des concepts étudiés dans le processus traductif et donnent de l’originalité à cette recherche.Ainsi, la pertinence du concept d’analogie en tant que « conceptualisation d’un état de faits » (J. - R. Ladmiral, (2016)), est examinée en relation avec la traduction comme praxis, afin de rendre compte des phénomènes bien connus de transposition ou d’équivalence auxquels le traducteur se trouve fréquemment confronté, tout particulièrement dans le cas des textes littéraires. On se posera donc la question de la restitution, lors de la traduction, des structures analogiques présentes dans le texte à traduire, à travers un processus de transfert conceptuel ou d’innovation sémantique.Le corpus de la recherche est constitué du roman Cum mi-am petrecut vacanța de vară (Comment j’ai passé mes grandes vacances), écrit par l’écrivain roumain T.O. Bobe, dont la première traduction en français comporte de nombreuses difficultés concernant la transposition en français des expressions figées, des jeux de mots, des parémies, des amalgames, des allusions, des culturèmes définies comme des « unités porteuses d’information culturelle » (G. Lungu-Badea, (2007)).Notre traduction n’est pas une variante exhaustive, elle constitue un défi et un exercice audacieux de maîtrise des techniques traductives et offre matière à réflexions sur les difficultés rencontrées et les stratégies adoptées<br>Our research entitled Translation and Analogy in the Franco-Romanian Field is globally carried out within the framework of translation studies, considered as an application area of contemporary linguistic and psychological theories operating with the concepts of analogy, conceptualization and motivation (P Monneret, (2004), D. Hofstadter, E. Sander, (2013).The thesis consists of four parts : the first two, Translation and Analogy, represent a theoretical approach aiming to offer a new perspective on translational thinking from an interdisciplinary point of view, including analogical linguistics, philosophy and cognitive psychology, while the last two, Analogical and Phraseological Aspects in Translation and Translator Experience, attempt to prove the active involvement of the studied concepts in the translational process as well as to provide originality to this research.Thus, the relevance of the concept of analogy as "conceptualization of a state of facts" (J. - R. Ladmiral, (2016)) is examined in relation to translation as praxis, in order to account for the well-known phenomena of transposition or of equivalence to which the translator is frequently confronted, especially in the case of literary texts. We will therefore ask the question of the restitution, during the translation, of the analogical structures present in the text to be translated, through a process of conceptual transfer or semantic innovation.The corpus of research consists of the novel Cum mi-am petrecut vacanţa de vară (How I spent my summer holidays), written by the Romanian writer TO Bobe, whose first translation in French has many difficulties concerning the transposition of fixed expressions, puns, paroimia, amalgams, culturemes defined as "units carrying cultural information" (G. Lungu - Badea, (2007)). Our translation is not an exhaustive version, but more of a challenge and a daring exercise of mastering the translative techniques and it offers food for thought on the difficulties encountered and the strategies adopted.This thesis will also be an opportunity to highlight some aspects of the Romanian ethnocultural space, as well as Romanian contemporary literature and to enable its accessibility to the French-speaking reader
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Norris, Stuart K. "Self-justification as the basic motivation of humanity a model of brain-mind-soul identity illustrating a compatibility of modern concepts of materialism with the Christian gospel /." Theological Research Exchange Network (TREN), 1993. http://www.tren.com.
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Al, Hosani Mohamed Mahmood Ahmad Gaith. "Concept of motivation in Islam." Thesis, University of Wales Trinity Saint David, 2015. http://repository.uwtsd.ac.uk/648/.
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This research study aims to explore the concept of motivation from the Islamic perspective, which is explored to a poor extent. It seeks to shed light on Islām and how it motivates its followers to behave appropriately while fulfilling their needs and desires, guided by the Holy Qur’ān and Ḥadīth. A comprehensive literature review is conducted to study and understand the various perspectives presented by other scholars on human psychology and motivation specifically from the perspectives of Islām, Christianity and Jewish cultures. This study adopts a qualitative approach and focuses on gathering secondary data from a broad range of sources. The data collected is then analysed in an interpretative yet subjective manner. To achieve the aims of this research, the emphasis is laid on gathering both comprehensive secondary data from the religious journals and academic books. The evidence was gathered from the holy books of these religions which include Holy Qur’ān, Bible and Torah. From the findings of the research, it was concluded by the researcher that Islām significantly highlighted and differentiated from Christianity and Judaism in endorsing motivation among its followers. It is identified that Allāh created mankind to spread His word and to perform His actions. He motivated humans by offering them certain rewards and making them fearful of the consequences in case they fail to follow His commands. This thesis provides greater insight into the role played by Islām in motivating human beings to live a life in a way that is beneficial here on earth and in the afterlife. This study is expected to contribute further to the collective knowledge and understanding of motivation and human behavior.
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Li, Jia yi. "Madame Bovary et Rides sur les eaux dormantes : deux destins de femmes : étude interculturelle." Thesis, Brest, 2012. http://www.theses.fr/2012BRES0018/document.
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Aussitôt après que les œuvres de Gustave Flaubert ont été traduites en chinois, elles ont tout de suite suscité une grande attention de la part des lecteurs chinois. Ses pensées philosophiques, son objectivité et son exactitude dans l’écriture ont provoqué une résonance dans les milieux lettrés chinois d’alors et ont influencé profondément leurs écrits. Le traducteur-romancier chinois, Li Jieren, qui fut le premier traducteur du roman Madame Bovary, avoue qu’il s’est beaucoup inspiré du style de Flaubert présent dans ce roman. En 1935, dix ans après sa première traduction de Madame Bovary, il a commencé la rédaction de son chef-d’œuvre Rides sur les eaux dormantes, qui est depuis considéré par les milieux critiques chinois comme Madame Bovary en Chine. Nous pouvons constater une similarité surprenante entre les deux héroïnes selon différents aspects. Mais on ne peut tout de même pas apparenter le roman de Li Jieren à une réécriture du roman français, car hormis certains points communs, on observe aussi de nombreuses divergences sur la conception des deux femmes, et en particulier dans leurs destinées. La présente thèse est consacrée à l’étude des raisons expliquant les dissemblances de dénouement, dans l’histoire de chacune des héroïnes. Premièrement au niveau du contenu du roman, les raisons se basant sur les éléments de différenciation des deux femmes et sur leur condition sociale ; puis, sur le plan de l’auteur, les raisons sont abordées sous l’angle interculturel, telles que les objectifs d’écriture, les choix littéraires ainsi que la conception de vie de Gustave Flaubert et de Li Jieren<br>As soon as the works of Gustave Flaubert were translated into Chinese, Chinese readers immediately paid great attention to them. His philosophical thoughts, objectivity and accuracy in writing caused a resonance in Chinese literary circles of the time and profoundly influenced their writings. Chinese translator and novelist, Li Jieren, who was the first translator of Madame Bovary, admitted he was much inspired by the style of Flaubert in this novel. In 1935, ten years after the first translation of Madame Bovary, he began writing his masterpiece Ripples across stagnant water which has been considered by Chinese critics as the Chinese Madame Bovary. Astonishing similarities can be noticed between the two main characters from various aspects. Despite these similarities, Li Jieren’s novel is not just a simple rewriting of the French novel, for there are also many differences in the perspectives of the two women and especially in their fate. This thesis is focusing on the reasons that can explain the major differences in the outcome of each heroine’s story. First within the content of both novels, reasons based on elements differentiating the two women and on their social class. Then, studying at the author’s level, we will look at reasons from a cross-cultural perspective, such as the writing objectives, literary choices and living concepts of Gustave Flaubert and Li Jieren
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Braddock, L. E. "The psychoanalytic contribution to the concept of motivation." Thesis, University of Reading, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.325204.
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Leo, Elizabeth Law. "Motivation and self-concept in primary school children." Thesis, Durham University, 1996. http://etheses.dur.ac.uk/1519/.
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Ainscoe, Michael William. "Flow : the concept and implication for mental well-being and health." Thesis, Bangor University, 1989. https://research.bangor.ac.uk/portal/en/theses/flow--the-concept-and-implication-for-mental-wellbeing-and-health(07d3b136-6680-4a5b-a39a-6af0dc0ce541).html.
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The humanistic concept of flow (Csikszentmihalyi, 1975), which describes intrinsically enjoyable experiences, is based on the ratio of challenges to skills. Csikszentmihalyi's (1975) flow theory emphasises the positive affective state ('flow') experienced where challenges and skills are matched, so that the theory has clear implications for the study of personality. However, of more immediate consequence are the possible implications of the experience of flow and intrinsic motivation for the study of of health and well-being. In this study, three experiments were conducted. The first determined the intrinsically motivating qualities of performing on a computer video game in comparison with other stimulating and unstimulating activities. Subsequently, this task was used in Experiment Two to formally examine the flow theory by assessing skill, and varying the challenge dimension of the activity. Affective states were assessed via the Experience Sampling Method (Larson and Csikszentmihalyi, 1983) and Experience Questionnaire (Privette, 1984) thereby identifying the factors underlying the flow experience. Three factors, labelled intensity of flow, coping and motivation, were shown to vary in line with predictions from the flow model; that is to say, the flow and experience factors were at their most positive where skill and challenge were matched, and at their most negative where the skill/challenge ratio imbalance was greatest. Experiment Three originated the construction of 'flow profiles' to examine the hypothesis that the flow experience is a desirable quantity, and that differences in individual experiences of flow are accompanied by crucial differences in personality factors. The findings suggested that differences in flow experiences should not be considered in personality terms alone, but also that the flow experience is associated with more desirable personality characteristics from a health point of view, as described by Eysenck (1987). More specifically, healthy personality characteristics were associated with positive aspects of the flow factors (intense flow experience, ability to cope, motivation), whilst vulnerability to stress related disease was associated with the negative aspects of the flow factors (less intense flow experience, coping at a cost to health, less motivation). Evidence as to the causality of the relationship between flow, personality and health is discussed, and it is concluded that this indicates a cyclical relationship. It was concluded that the flow experience may therefore play an important role in the prevention of stress related health disorders via it's interaction with personality factors. Further implications and directions for future research are discussed.
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Tsai, Yi-Miau. "Motivation in context." Doctoral thesis, Humboldt-Universität zu Berlin, Mathematisch-Naturwissenschaftliche Fakultät II, 2008. http://dx.doi.org/10.18452/15773.
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Ausgehend von der Selbstbestimmungstheorie wird in der Dissertation angenommen, dass bestimmte Merkmale des Unterrichts das Autonomieerleben von Schülern und Schülerinnen positiv oder negativ beeinflussen. Hypothese: Autonomiefördernder Unterricht erhöht das Interesse und die erlebte Kompetenz. Ausgehend von einem dynamischen Verständnis von Unterrichtskontexten, wird der Einfluss von Lernsituation und individuellen motivationalen Ressourcen auf das Motivationserleben der Lernenden in einem intraindividuellen Ansatz untersucht. Unterrichtserleben und Motivation von Schülern und Schülerinnen wurden in einem Prä-Post-Design über den Zeitraum eines Jahres untersucht. Kernstück ist eine 3-wöchige Erhebungsphase, in der Unterrichtserleben und Motivation täglich für drei Fächer erfasst wurden. Manuskript I der Dissertation basiert auf der Interessenstheorie und zeigt den differenziellen Einfluss von stabilem individuellen Interesse und variablen Unterrichtsmerkmalen auf das Erleben von Interesse im Unterricht. Manuskript II zeigt, dass das fachspezifische Selbstkonzept und die wahrgenommenen Unterrichtsmerkmale das Kompetenzerleben der Schüler beeinflussen. Die Autonomieunterstützung im Unterricht hat über das die Autonomie fördernde Klima und Kontrollverhalten der Lehrkraft hinaus einen Effekt auf das Kompetenzerleben der Schüler und Schülerinnen. Manuskript III untersucht individuelle Unterschiede und zeigt, dass manche Schüler stärkere Schwankungen ihres fachspezifischen Selbstkonzepts erleben als andere. Selbstkonzeptinstabilität geht mit Prüfungsangst einher und ist ein Prädiktor für schlechtere Noten. Die vorliegende Dissertation konnte somit in einem intraindividuellen Ansatz zeigen, dass Lernsituation und individuelle Schülerressourcen zur Motivation in konkreten Lernumwelten beitragen.<br>This dissertation focuses on how student motivation emerges and changes in the day-to-day classroom context. Drawing on self-determination theory, it proposes that specific features of the classroom instruction—and of what teachers say and do—may either support or frustrate students’ need for autonomy. Autonomy-supportive instruction is hypothesized to enhance interest and competence perception in the classroom. At the same time, students’ classroom experience is affected by their individual resources such as interest, integrated values, or positive self-concepts. Given the dynamic nature of the classroom context, the overarching aim of this dissertation is to take a short-term, intraindividual approach to understand how both the learning situation and individual motivational resources shape students’ motivational experience. The dissertation comprises three manuscripts investigating student motivation in a pre–post design over a 1 year period, including a 3-week lesson-specific measurement phase in which students’ classroom experience were assessed daily. Drawing on interest theory, manuscript I shows that stable individual interest and perceived characteristics of classroom instruction make distinct contributions to students’ day-to-day interest experience. Similarly, manuscript II shows that both domain-specific self-concept and perceived characteristics of classroom instruction shape students’ felt competence in lessons. In particular, empirical support was found for the hypothesis that cognitive autonomy support has effects on student motivation over and above the effects of autonomy-supportive climate and controlling behaviors. From an individual differences perspective, manuscript III shows that some students experience higher day-to-day fluctuation in their domain-specific self-concepts than others. Self-concept instability was found to be associated with test anxiety and to predict lower school grades 1 year later. Taking a short-term intraindividual approach, this dissertation thus shows that both the learning situation and individual student resources contribute to motivation in context. An understanding of how motivation evolves over different contexts and time frames of instructional events, in everyday classroom life, and across the school career can usefully inform theories of motivation in context.
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Anton, Segarra Rebeca. "Concept for motivating toddlers to accept inhalation therapy." Thesis, Norges teknisk-naturvitenskapelige universitet, Institutt for produktdesign, 2013. http://urn.kb.se/resolve?urn=urn:nbn:no:ntnu:diva-20988.
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This master thesis is conducted at the Institute of Product Design at NTNU. The subject of the assignment is “Concept for motivating toddlers to accept inhalation therapy”. The project aims at developing a concept for motivating hospitalized toddlers (2-3 years old) to accept inhalation therapy. The first part of the project was an investigation process to understand the situation: the disease, the children’s behaviour at 2-3 years age, the hospital environment, the treatment, etc. Secondly I started to develop some ideas that led me to the final concept. After that, having the general concept, the next step was to develop it: the concept, materials, shapes, name for the toy... In addition I had to keep in mind all the details of the interaction process between the treatment, the target and the project. Once I had the concept developed was time to go further in all the key aspects such as production, dimensions, pieces’ design, electronic components, maintenance and final results. In conclusion, BRUCE is a toy developed after investigation, detailing and interaction design work. It consists on a toy to improve children’s experience of the treatment. Concretely the goal is to engage children between 2 and 3 years with respiratory diseases, while they are taking the medication and entertain them in an active level. Making the kids part of the treatment and making the treatment meaningful for them.
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Abu-Arish, Hiba Ibrahim. "Perfect Numbers and Perfect Polynomials: Motivating Concepts From Kindergarten to College." The Ohio State University, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=osu1461154144.
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Petersson, Martin. "Spelifiering av återkopplingssystemet KUPPs : Implementation av spelifiering med användning av ett proof-of-concept spelifieringsramverk." Thesis, Mittuniversitetet, Avdelningen för informationssystem och -teknologi, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:miun:diva-34046.
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The project has been developed at the IT consultancy Sogeti, they have devel- oped a feedback system called KUPPs for SCA which will give feedback to their forestry operators. SCA is interested in implementing gamification to KUPPs. The goal of this project has been to develop a gamification design that can increase motivation and engagement for the forestry operators for increased delivery quality. Increased delivery quality means that SCA will not lose money on logs that can't be delivered to the customer. To facilitate the work the gamifi- cation design has been developed with the help of a proof-of-concept gamifica- tion framework. A comparison between two frameworks was performed and from discussion points the framework Ocatalysis was chosen. With the frame- work a gamification design was developed which focus on the user to cooperate on for a common goal. In research it has proven that working together for a common goal can increase productivity, because of that this gamification design strife for cooperation. The gamification design was developed with mockups to demonstrate a solution and from that a prototype in the form of a website with a database was created. User test was performed on the mockup-design, where the user was asked question about the design and how they experienced it could increase delivery quality. They experienced that the gamification design could increase delivery quality, but only if the user was motivated to use the system. The gamification design can increase the delivery quality, but more user tests needs to be done and in the right user environment to see if it is possible. The gamification framework that was used was a great help med developing the gamification design. For future work the design should be iterated more for in- creased user experience and over all design. Also more user test needs to be done on the right user group and environment.<br>Projektet har utförts hos IT-konsultföretaget Sogeti, de har utvecklat ett feed- backsystem KUPPs till SCA som ska ge återkoppling till sina skogsskördarope- ratörer. SCA är intresserad av att implementera spelifiering till KUPPs, därav har målet med projektet varit att ta fram en spelifieringsdesign som kan öka motivation och engagemang för en skogsskördaroperatör för ökad leveranskva- lité. Leveranskvalité innebär att de stockar som skördas från skogen uppfyller vissa krav som rätt längd och diameter. Ökad leveranskvalité innebär att SCA inte förlorar pengar på stockar som inte kan levereras till kund. För att underlät- ta arbetet har spelifieringsdesignen utvecklats med hjälp av ett proof-of-concept spelifieringsramverk. En jämförelse mellan två ramverk utfördes och utifrån diskussionspunkter valdes ramverket Octalysis. Utifrån ramverket togs det fram en spelifieringsdesign som fokuserar på att få användaren att samarbeta för ett gemensamt mål. Inom forskning har det visat sig att arbeta tillsammans för ett gemensamt mål ökar produktiviteten om det är implementerat rätt därav strävar denna spelifieringsdesign på samarbete. Ett antal skisser togs fram på en spelifi- eringsdesign och därefter valdes en skiss för att bli en mockup. Denna mockup är till för att demonstrera designen och ha möjlighet till interaktion för använd- barhetstester. Användbarhetstester utfördes på mockup-designen, där använda- ren fick svara på frågor om designen och hur de upplever att det kan öka leve- ranskvalitén. De upplevde att denna spelifieringsdesign kan öka leveranskvali- tén men bara om användaren är motiverad att använda systemet. Spelifierings- designen kan öka leveranskvalitén, men fler tester måste göras i rätt miljö för att få fram om det är möjligt. Spelifieringsramverket som användes har varit till stor hjälp med att ta fram en spelifieringsdesign. För framtida arbete bör desig- nen itereras fler gånger för att förbättra användarupplevelsen och design över- lag. Även utföra fler användbarhetstester med rätt användare och miljö.
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Ďurčová, Ivana. "Concept for Motivational System Change in a Selected Company." Master's thesis, Vysoké učení technické v Brně. Fakulta podnikatelská, 2017. http://www.nusl.cz/ntk/nusl-356995.
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Hlavním cílem této diplomové práce je navrhnout změnu motivačního systému ve Společnosti XY v konkrétním sídle v Amsterdamu v Nizozemí. Na základě teoretického základu motivačních teorií, údajů získaných kvalitativním a kvantitativním výzkumem byl navržen návrh motivačního systému s cílem zlepšit motivaci a pracovní spokojenost zaměstnanců.
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Jonsson, Fredrik, and Lisa Bylund. "Design of a Household Concept Motivating Sustainable Consumption Behavior." Thesis, Umeå universitet, Institutionen för datavetenskap, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-43822.
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In common households today the awareness of the electricity, water and waste consumption are rather low. This generates a behavior that conicts with the existing goals of sustainable living. Together with Stockholm City and other companies The Interactive Institute is working with a project called Stockholm Royal Seaport, where the goal is to implement a solution for how smart grids and visualizations in the household could motivate a change of this behavior. This master thesis examines how to do this using an in-home display and ambient interfaces in an apartment. In order to motivate the users the goal was to create a dynamic and exploring solution, that would not cause them to loose interest. The result was an in-home display interface based on dynamic home screens, social comparison and achievements, and a couple of ambient interfaces located in the household. A presentation video was made in order to visualize the coherent solution.
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Tabvuma, Vurain. "Investigation into intrinsic motivation and reputational concerns in the public sector." Thesis, Brunel University, 2010. http://bura.brunel.ac.uk/handle/2438/6562.
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The objective of this thesis is to provide both empirical evidence and theoretical explanations that will show the positive and negative effects of intrinsic motivation and reputational concerns in the public sector. The thesis argues that by having intrinsically motivated individuals in the public sector (i.e. individuals that are public service motivated), the government can provide higher quality public goods and services at a lower cost. The thesis finds empirical evidence for the existence of public service motivation and also finds that high extrinsic rewards in the public sector deter individuals with high levels of public service motivation from joining the public sector. There is also empirical evidence showing that individuals remain public service motivated in the long term. This thesis also investigates whether the reputational concerns of a principal (government) can lead to under provision of quality improving effort by contracted firms in procurement contracts. The thesis finds that reputational concerns cause the decision maker to intervene in procurement projects more frequently than is optimal. This then results in the contracted private firm exerting less effort to produce quality improving firm specific investments. Since public service motivation can improve the delivery of public goods and services, these findings lead us to conclude that governments must find ways to recruit a larger proportion of public service motivated individuals into the public sector. These findings also highlight the importance of reputational concerns in the decision making process of governments. They show us that reputational concerns can have very negative effects on procurement contracts.
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Panesar, Kulvinder. "Functional linguistic based motivations for a conversational software agent." Cambridge Scholars Publishing, 2019. http://hdl.handle.net/10454/18134.
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No<br>This chapter discusses a linguistically orientated model of a conversational software agent (CSA) (Panesar 2017) framework sensitive to natural language processing (NLP) concepts and the levels of adequacy of a functional linguistic theory (LT). We discuss the relationship between NLP and knowledge representation (KR), and connect this with the goals of a linguistic theory (Van Valin and LaPolla 1997), in particular Role and Reference Grammar (RRG) (Van Valin Jr 2005). We debate the advantages of RRG and consider its fitness and computational adequacy. We present a design of a computational model of the linking algorithm that utilises a speech act construction as a grammatical object (Nolan 2014a, Nolan 2014b) and the sub-model of belief, desire and intentions (BDI) (Rao and Georgeff 1995). This model has been successfully implemented in software, using the resource description framework (RDF), and we highlight some implementation issues that arose at the interface between language and knowledge representation (Panesar 2017).<br>The full-text of this article will be released for public view at the end of the publisher embargo on 27 Sep 2024.
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Ravara, Patícia Castanheira. "A relação familiar e o desempenho académico: Estudo das relações entre percepção da relação familiar, motivação, autoconceito e resultados académicos em alunos do 7º e 9º anos de escolaridade." Master's thesis, Instituto Superior de Psicologia Aplicada, 2005. http://hdl.handle.net/10400.12/836.
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Dissertação de Mestrado em Psicologia Educacional<br>Ao debruçarmo-nos sobre os resultados académicos é fundamental ter presente a influência de múltiplas variáveis que os podem condicionar. Dessas destacam-se a relação familiar, a motivação e o autoconceito.
Neste estudo pretendemos estudar a relação entre essas variáveis.
Primeiramente é feita uma análise, tendo sempre a relação familiar como ponto central. Para tal foram aplicadas três escalas que visam avaliar essas variáveis: Escala de Percepção da Relação com a Família, Escala de Motivação de Skaalvik e Escala de Autoconceito. A avaliação foi feita em dois momentos por forma a verificar se existia continuidade dos resultados obtidos. Verificou-se quais as correlações mais significativas entre relação familiar e motivação, relação familiar e autoconceito e relação familiar e resultados académicos.
Com vista a analisar a relação entre todas as variáveis, foi construído um modelo hipotético posteriormente testado, onde é possível verificar de que forma as diferentes variáveis se relacionam ou exercem efeito entre si.
Os resultados evidenciam a influência da relação familiar sobre a orientação motivacional para a tarefa, sobre a auto-estima e sobre o autoconceito global, particularmente ao nível das dimensões aceitação social, aparência física, comportamento e competência escolar. Verificámos também que a percepção da relação familiar influi no autoconceito académico e nos resultados académicos. Foi ainda
permitido constatar algumas diferenças significativas entre os resultados dos 7º e 9º anos. A relação familiar parece ter um papel mais significativo para adolescentes mais jovens, uma vez que a sua influência na motivação, autoconceito e resultados escolares do 9o ano é substancialmente inferior.
De um modo geral, foi comprovada a ligação existente entre a relação familiar e as diferentes variáveis em estudo, concluindo-se a importância do papel familiar na realização escolar dos estudantes.
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Bordine, Jesslyn Jordan. "Improving reading, self-concept, and motivation in at-risk kindergarten students : an intervention /." Digital version accessible at:, 1998. http://wwwlib.umi.com/cr/utexas/main.
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Heisel, Alan D. "Strategic verbal aggression attacking the self-concept to enhance motivation in the classroom /." Morgantown, W. Va. : [West Virginia University Libraries], 2000. http://etd.wvu.edu/templates/showETD.cfm?recnum=1521.
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Thesis (Ed. D.)--West Virginia University, 2000.<br>Title from document title page. Document formatted into pages; contains vii, 71 p. Includes abstract. Includes bibliographical references (p. 58-65).
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Jonsson, Carl, and Olle Bogren. "Ett nytt agilt värdegrundskoncept för system- och mjukvaruutveckling? : - En kvalitativ nulägesanalys hos ett IT-konsultbolag." Thesis, Linnéuniversitetet, Institutionen för informatik (IK), 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-78168.
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Den här kandidatuppsatsen har utförts genom en nulägesanalys på ett IT-inriktat konsultbolag. Studien identifierar det upplevda nuläget inom organisationen för att se om medarbetarnas upplevelser matchar de förhoppningar organisationen har med ett nytt infört värdegrundskoncept. Ett värdegrundskoncept med syfte att identifiera medarbetarnas inre motivation och främja den personliga utvecklingen samt hur det nya värdegrundskonceptet ämnar lösa de problem som finns inom system- och mjukvaruutveckling. Organisationen vill i sin tur att det ska leda till ett internt och externt värdeskapande och engagemang för alla parter, vilket kopplas till samhällsnytta, hållbarhet samt arbetsmiljö. Studien har genomförts med en induktiv ansats, där den kvalitativa undersökningen har samlat in data utifrån sex intervjuer, för att få en djupare förståelse av medarbetarnas egna tankar och åsikter. Den insamlade empirin har sedan jämförts, analyserat och diskuteras i förhållande till teori och tidigare forskning. Utifrån likheter och skillnader kunde vi sedan dra en slutsats till hur nuläget i organisationen är i förhållande till vad teorin säger. Resultatet av studien påvisar att respondenterna har en gemensam syn på att organisationen är innovativa och placerar medarbetarna i fokus. Inom organisationen finns det en samhörighet, lyhördhet och delaktighet, vilket skapar engagemang, motivation och personlig utveckling bland medarbetarna. Respondenterna ser det nya värdegrundskonceptet som ett bra komplement den agila metodiken som råder inom organisationen samt ett bra agilt verktyg. Organisationskulturen speglas av bra stämning, fräsch och inbjudande kontorsmiljö samt ärlighet mot kunden. Det framkom även en del meningsskiljaktigheter under undersökningen, exempelvis rörande osäkerhet över hur informationen tillhandahålls och hanteras.<br>This candidate assignment has been conducted through a zero-position analysis at an IT- based consulting company. The study identifies the current situation within the organization to see if the employees' experiences match the hopes the organization has with a new introduced values concepts. A values concepts aimed at identifying employees' internal motivation and promoting personal development as well as how the new values concepts aims to solve the problems in system and software development. The organization, in turn, wants it to lead to internal and external value creation and commitment for all parties, linked to community benefits, sustainability and work environment. The study has been conducted with an inductive approach, where the qualitative survey has collected data based on six interviews, to gain a deeper understanding of the employees' own thoughts and opinions. The collected empire has since been compared, analyzed and discussed in relation to theory and previous research. Based on similarities and differences, we could then draw a conclusion about how the present situation in the organization is in relation to what the theory says. The result of the study shows that respondents have a common view that the organization is innovative and places employees in focus. Within the organization there is a sense of togetherness, responsiveness and participation, which creates commitment, motivation and personal development among the employees. Respondents see the new values concepts as a good complement to the agile methodology within the organization as well as a good agile tool. The organizational culture is reflected by good atmosphere, fresh and inviting office environment and honesty towards the customer. There were also some differences of opinion during the investigation, such as uncertainty about how the information is provided and managed.
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Chessor, Danuta, University of Western Sydney, of Arts Education and Social Sciences College, and School of Education. "The impact of grouping gifted primary school students on self concept, motivation and achievement." THESIS_CAESS_EDU_Chessor_D.xml, 2004. http://handle.uws.edu.au:8081/1959.7/460.
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The purpose of this research was to determine the interrelationship of self-concept, motivation and achievement in gifted and talented primary school children in a variety of groupings. An initial study of two groups was used. The experimental group consisted of 24 gifted and talented students in a homogenous class of gifted and talented students in a primary school in Metropolitan area of Sydney. The group consisted of 13 boys and 11 girls aged between 9-12 years. The comparison group was matched for age, gender and IQ and attended mixed ability classes in four local primary schools. Each group completed a Self Description Questionnaire at the start of the school year and six months later. The SDQ was administered 12 months later to both groups. The academic self-concept of the experimental group was diminished after six months and remained diminished for the 12 month follow-up study. There was no difference in non-academic self-concept between the experimental and comparison groups. Study 2 was a qualitative study of each parent’s response to their child’s experience in the gifted and talented class by asking them for their perception of the special class placement on their child using an open ended structured interview. Study 3 analysed data from a wider group of gifted and talented students in a Metropolitan area of Sydney, on an academic self-concept and motivation, reading and mathematics achievement. From this analysis the interrelationship of motivation, academic self-concept and achievement was observed and conclusions drawn for best practice for gifted and talented students. Academic achievement was enhanced by selective class placement. All motivational goal orientations and academic self-concept were diminished for both the experimental and control groups<br>Doctor of Philosophy (PhD)
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Chessor, Danuta. "The impact of grouping gifted primary school students on self concept, motivation and achievement /." View thesis, 2004. http://library.uws.edu.au/adt-NUWS/public/adt-NUWS20051013.091203/index.html.
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Thesis (Ph.D.) -- University of Western Sydney, 2004.<br>"A dissertation submitted in fulfilment of the requirements for the degree of Doctor of Philosophy at University of Western Sydney" Bibliography : leaves 148-173.
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Riordan, Kevin M. ""Self matters"| Self-concept and higher education| An exploration of student self-concept and motivations within a community college." Thesis, University of Pennsylvania, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3721063.
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<p> This study investigates the different levels of confidence, motivation, and self-concept of several student populations at one community college. The existing literature on the subject of self-concept describes a multi-dimensional and complex phenomenon that is sometimes overlooked when assessing students’ higher education needs. Student self-perceptions and motivations, however, are based on the sum total of experiences a student’s experiences. They represent a measurement of aptitude not currently addressed by most standardized instruments. What self-concept offers is a better understanding of what students believe their capabilities are and possible pathways to success.</p><p> Through the use of mean comparisons and blocked-entry regression models, several differences in motivations, ability, and self-concept levels among various group comparisons were identified. Differences in mean cumulative G.P.A. performance were examined by gender, race/ethnicity, college readiness, and other student success categories. An interesting case of possible variable suppression was found in one of the models examining student leadership self-concept, and this should be examined in future studies of the concept. </p><p> Understanding individual academic and social self-concept levels could improve the success of tailored or customized curricula and student services in higher education. A combination of individual and custom approaches is recommended in order to address the unique needs of individuals and targeted populations. Self-concept variables provide educators data that could be extremely powerful in assessing the academic needs of minorities, first-generation, traditional, non-traditional, and at-risk students.</p>
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Alsolamy, Fahd. "Social networking in higher education : academics' attitudes, uses, motivations and concerns." Thesis, Sheffield Hallam University, 2017. http://shura.shu.ac.uk/15852/.
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The main objective of this thesis is to investigate and understand faculty members’attitudes towards, motivations for and concerns about using social networking sites (SNSs), as well as uses thereof, for educational purposes, particularly in the gender segregated educational setting of Saudi Arabian universities. This study identifies faculty members’ perspectives on SNSs and the ways in which academics in Saudi Arabia employ these social networks as educational tools to improve teaching methods and learning styles. Interviews were conducted with 32 faculty members at King Abdul-Aziz University and King Saud University in Saudi Arabia. These particular universities were selected because of their location, size, diversity and academic standing. Those participants were chosen to form the research sample and to represent equally the two universities, the two genders and different degree subjects. Growing use of SNSs has motivated academics and researchers to study social networks and their connection to other fields of study. Several studies have examined integration of SNSs in education. However, a review of previous research in this domain has revealed that further research is required. This thesis, therefore, aims to develop the existing literature through its close focus on qualitative accounts of academics’ usage in Saudi Arabia, particularly since the Saudi government has led several initiatives which have been considered essential interventions and developments in politics, society, education, and various other aspects. Most of the academics involved in this study (91%) use SNSs — particularly WhatsApp (88%), Twitter (84%), Facebook (78%), and YouTube (63%) — for educational purposes. These academics see SNSs as supportive and useful tools and, importantly, methods for facilitating learning, teaching and communication. Motivations for using SNSs include: overcoming social restrictions (e.g. gender segregation), enhancing collaboration and exchanging experiences, generating and improving content, and developing a more critical and reflective thinking. On the other hand, many faculty members (62%) have different concerns about employing these platforms in the academic setting. Cultural and social concerns, protecting academics’ image online, and privacy worries have been identified as the three greatest challenges facing the implementation of SNSs in the higher educational institutions. Many existing studies of privacy and other concerns are written from a Western perspective and its view of privacy — this research expands that discussion by analysing these issues from a non-Western, conservative nation. This thesis explores how cultural and social traditions are both challenged and enhanced by SNSs; for example, it shows that online interactions in gender-segregated societies can provide more information and expand understanding about the opposite gender more than do offline settings. Although these online interactions break the norm of gender segregation, the majority of Saudi users do not completely challenge their cultural and social traditions, and the impact of their social values and principles is clearly apparent in their perspectives and behaviours when using these platforms. Therefore, these findings can advance the understanding of integrating SNSs educationally in the context of a conservative society, and contribute to expanding the current literature on this topic.
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Xiong, Junmei. "Affective aspects of learning adolescents' self-concept, achievement values, emotions, and motivation in learning mathematics." Frankfurt, M. Berlin Bern Bruxelles New York, NY Oxford Wien Lang, 2008. http://d-nb.info/994958730/04.
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Areepattamannil, Shaljan. "Academic achievement, academic self-concept, and academic motivation of immigrant adolescents in Greater Toronto Area (GTA) secondary schools." Thesis, Kingston, Ont. : [s.n.], 2007. http://hdl.handle.net/1974/1088.
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Malaty, George. "Isomorphic Visualization and Understanding of the Commutativity of Multiplication: from multiplication of whole numbers to multiplication of fractions." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-82868.
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Budé, Lucas Michel. "On the improvement of students' conceptual understanding in statistics education." Maastricht : Maastricht : Universiteit Maastricht ; University Library, Universiteit Maastricht [host], 2007. http://arno.unimaas.nl/show.cgi?fid=9200.
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Benavides, Aramburú L., Vivanco Ordoñez J. Vilchez, and Bossio Mario Reyes. "Motivational Climate and Physical Self – Concept in Equestrian Jumping Competition Adult athletes." Universidad Peruana de Ciencias Aplicadas (UPC), 2017. http://hdl.handle.net/10757/621787.
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14 Congreso Mundial de Psicología del Deporte, llevado a cabo del 10 al 14 de Julio de 2017 en Sevilla, España.<br>Motivational climate generated by the coach: players' perception of the way in which they constitute the activities, organizes the group giving them opportunities and authority, and the way in which it communicates, providing feedback regarding performance and effort in practice (Marques, Nonohay, Koller, Gauer & Cruz, 2015).
Ames (1995) and Nicholls (1989), there are two types of athletes' orientations as to the way in which they seek to achieve their goals.
Task Orientation
Ego Orientation
Physical self-concept: It is the overall perception and perception that a person possesses of his / her own physical, which reflects the judgment of competence, physical condition and appearance (Hagger, Hein & Chatzisarantis, 2011)
Objective: relationship between motivational climate and physical self-concept in adult athletes competing in equestrian jumping of various equestrian clubs of Lima city
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Guerreiro, Adriana Maria Alves. "O que a Escola escreve dentro de Mim: a disortografia e o seu impacte no autoconceito e na motivação escolar." Master's thesis, [s.n.], 2015. http://hdl.handle.net/10284/4708.
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Dissertação apresentada à Universidade Fernando Pessoa como parte dos requisitos para obtenção do grau de Mestre em Ciências da Educação: Educação Especial, área de especialização em Domínio Cognitivo e Motor<br>A aprendizagem é um exercício de singularidade, uma vez que mobiliza um complexo sistema de variáveis de ordem sociocultural, psicoafetiva e neurobiológica, em cada uma das crianças. Por essa razão, é fácil compreender que deva ser adaptado às diferentes capacidades e motivações, ritmos e interesses dos alunos, quer eles possuam, ou não, necessidades educativas especiais (NEE).
Ser professor é então uma missão de extrema exigência, muito para além da mera transmissão de conhecimentos. Na verdade, tão exigente quanto “poderosa”, já que a matéria-prima são crianças em desenvolvimento. O professor deve compreender as necessidades de cada um e incentivar o percurso individual, espicaçar a descoberta do mundo. Segundo Alves (2004),
“Escolas que são asas não amam pássaros engaiolados. O que elas amam são pássaros em vôo. Existem para dar aos pássaros coragem para voar. Ensinar o vôo, isso elas não podem fazer, porque o vôo já nasce dentro dos pássaros. O vôo não pode ser ensinado. Só pode ser encorajado.”
O presente trabalho pretendeu perceber se as dificuldades de aprendizagem específicas (DAE), em especial a disortografia, poderão afetar o autoconceito e a motivação escolar dos aluno. Será a disortografia uma “gaiola” por si só? Ou poderá um professor “dar asas” a um aluno com esta problemática?
Relacionaram-se diferentes variáveis (disortografia / autoconceito / motivação / desempenho escolar) usando uma metodologia mista, triangulando abordagens quantitativa e qualitativa e verificaram-se resultados claros. Nos casos em estudo foi evidente que, à medida que avança a idade diminui o autoconceito e autoestima, sendo que há igualmente um claro decréscimo no investimento perante a escola.
Estar-se-á a construir gaiolas ou a dar asas?!<br>Learning is a unique exercise, since it mobilizes a complex system of sociocultural, psych affective and neurobiological variables in each children. Therefore, it is easy to understand that learning should be adapted to the different capacities and motivations, rhythms and interests of each student, regardless they have or not special educational needs.
Being a teacher is then an extremely demanding mission, far beyond the simple transmission of knowledge. Actually, it is a task as demanding as powerful, as the raw material are developing children. The teacher should understand each children’s needs, and incentivize their individual path, by spurring the discovery of the world. According to Alves (2004),
"Schools that are wings don't love caged birds. What they love are flying birds. They exist to give the birds courage to fly. They cannot teach the bird how to fly, because the flight borns within the birds. The flight cannot be taught. It can only be encouraged."1
The present work intended to deepen the specific learning disabilities (SLD), especially dysorthographia, and realize if this might affect performance, self-concept and scholar motivation of students. May dysorthographia be a “cage” on its own? Or may a teacher be able to “give wings” to a student with this problem?
Different variables were related (dysorthographia / self-concept / motivation / performance) using a mixed methodology, triangulating quantitative and qualitative approaches, and there have been clear results. In the studied cases was clear that as age advances the self-concept and self-esteem diminish, and there is also a clear decrease in the investment towards school.
Are we building cages, or giving wings?!
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Edgington, Thomas J. "An evaluation of the motivational constructs of the human heart and a defense of the concept of the "personal circle" /." Theological Research Exchange Network (TREN), 1985. http://www.tren.com.
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McClelland, Kathryn A. "A Qualitative Approach Using the Self Determination Theory To Understand Motivation Within the Concept of Physical Literacy." Thèse, Université d'Ottawa / University of Ottawa, 2013. http://hdl.handle.net/10393/26225.
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The relevance of motivation has saturated many physical literacy definitions (Mandigo et al., 2006); however, the study of motivation in this context has generated minimal attention. Thus, the purpose of this study was to explore motivation with respect to physical literacy related to self-reported variety of physical activity engagement and predilection towards physical activity. Participants included 218 male and female students in grades 4-6. Deci and Ryan’s (1985) basic needs theory guided a thematic analysis of open-ended questions from the Canadian Assessment of Physical Literacy. Results indicated participants’ engagement in a variety of physical activities, and predilection towards physical activity was influenced by self-reported need satisfaction. Competence related more to engagement in a wide variety of physical activities while relatedness was found to relate more to predilection towards physical activity. Children who engaged in their physical activities for fun, and health benefits on average participated in a greater variety of physical activities.
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Kizilgunes, Berna. "Predictive Influence Of Students Achievement Motivation, Meaningful Learning Approach And Epistemological Beliefs On Classification Concept Achievement." Master's thesis, METU, 2007. http://etd.lib.metu.edu.tr/upload/2/12608931/index.pdf.
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The purpose of the present study was to investigate the predictive influences of
epistemological beliefs, achievement motivation, learning approaches on sixth grade
students&rsquo<br>achievement in classification concepts. The study was carried out in the fall
2006-2007 semester. One thousand forty one 6th grade students from twenty five
randomly selected elementary schools in Ç<br>ankaya district of Ankara participated in
this study. In this study Turkish version of the Learning Approach Questionnaire,
Epistemological Beliefs Questionnaire, Achievement Motivation Questionnaire and
Classification Concept Test were used as measuring instruments to collect relevant
data.
Multiple Regression Correlation Analyses was computed in order to find out the
contribution of students&rsquo<br>learning approaches, epistemological beliefs and
achievement motivation to their achievement in classification concepts. The results revealed that these variables explaining 14% of the variation in students&rsquo<br>achievement in classification concepts. Stepwise multiple regression analyses was
conducted in order to find out which variable best predicted students&rsquo<br>achievement in
classification concepts. Students&rsquo<br>learning approaches were found to be the best
predictor of achievement explaining 12% of the variance. The remaining 2% of
variance was explained by epistemological beliefs of the students. Achievement
motivation, however did not contribute to students&rsquo<br>achievement in classification
concepts.
Results also revealed significant positive correlations between students&rsquo<br>achievement
in classification concepts, their learning goal orientations, epistemological beliefs
and learning approaches. Students&rsquo<br>performance goal orientations, and self efficacy
beliefs, however, were not found to be related to their achievement in classification
concepts.
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Mackay, Jessica. "An ideal L2 self intervention: implications for self-concept, motivation and engagement with the target language." Doctoral thesis, Universitat de Barcelona, 2016. http://hdl.handle.net/10803/393732.
Full textAbstract:
El Sistema Motivacional del Yo L2 (L2MSS) propuesto por Dörnyei (2005, 2009a) reconceptualiza la motivación en el aprendizaje de la segunda lengua (L2) en un contexto globalizado. Basándose en las teorías de psicología general sobre los yoes posibles (Markus y Nurius, 1986; Markus y Ruvolo, 1989), el L2MSS se centra en la visión del alumno sobre lo que quiere llegar a ser usando la L2 (El ideal del yo L2) y lo que debería llegar a ser (El yo deóntico L2) además de en la experiencia de aprendizaje de la L2. La presente tesis describe un estudio realizado para analizar las aplicaciones prácticas del L2MSS en las clases de inglés como lengua extranjera en la Escuela de Idiomas Modernos de la Universidad de Barcelona (EIM). Una intervención diseñada específicamente para desarrollar el ideal del yo L2 con dos grupos (N = 47) de nivel intermedio alto fue llevada a cabo por dos profesoras diferentes. Se contrastaron los resultados con otros dos grupos control (N = 51) del mismo nivel a cargo de las mismas profesoras durante el mismo curso académico. Se obtuvieron datos cualitativos de entrevistas semiestructuradas (N=27), registros semanales de actividad en la lengua meta y de trabajos escritos de los estudiantes. Los datos cuantitativos se obtuvieron a partir de un cuestionario sobre el contacto con la lengua meta. El 'Language Contact Profile' (LCP) fue administrado a todos los grupos antes y después de la intervención. Los resultados sugieren que la intervención puede influir en el ideal del yo L2 y del yo temido L2, pero no se observó ninguna influencia en el yo deóntico L2 (Ought-to L2 self). Se notó una ligera mejora en las percepciones de la experiencia de aprendizaje de la L2, sobre todo en la dinámica de grupo. La mayoría de los participantes de los grupos de intervención demostraron mayor disposición a comunicarse (WTC) y experimentar con nuevas formas de contacto. El análisis del LCP encontró aumentos significativos en los dominios de hablar y leer. Las actividades fueron generalmente bien recibidas por los alumnos. Sin embargo, las profesoras advirtieron que estas actividades necesitan de una ejecución y preparación cuidadosas y, por lo tanto, serían más adecuadas para profesores con experiencia.<br>Dörnyei’s (2005, 2009a) proposal of the L2 Motivational Self System (L2MSS) reconceptualised L2 learning motivation within the framework of possible self theories (Markus & Nurius, 1986) in order to address growing concerns in the field with the construct of integrativeness (Gardner & Lambert, 1959), whose underlying principle (the wish to identify with the community of the language being learnt) was losing relevance in a globalized world, and to explain L2 motivation in contexts where there was little or no contact with the Target Language (TL) community. The three principal tenets of the L2MSS are: 1) The Ideal L2 self, the learner’s self-relevant image of what they want to become using the L2 2) The Ought-to L2 self, the learner’s vision of what they should become to satisfy the demands of significant others and society 3) The L2 learning experience. While there is plentiful quantitative empirical evidence to support the validity of the theory (e.g. Al Shehri, 2009; Csizér & Kormos, 2009), relatively little ‘research has been directed at specifically developing an ideal language self’ (Dôrnyei, 2009: 34). This thesis describes the results of a study of the practical applications of the L2MSS in EFL classes in a university language school in Barcelona. An intervention designed to develop learners’ Ideal L2 selves was conducted with two groups at CEFR (The Common European Framework of Reference) B2:2 level taught by two different teachers (N=47). Results were contrasted with two control groups (N=51) at the same level taught by the same teachers. The study aimed to ascertain the influence of the intervention on four areas: 1) Learners’ development of possible-self guides (Ideal, Ought-to and Feared L2 selves); 2) Development of learners’ perceptions of the L2 learning experience; 3) Development of learners’ motivated behaviour and 4) Learners’ and teachers’ reactions to the intervention. Cross-sectional data were obtained by comparing the results of semi-structured interviews conducted at T2, post-intervention, from a subgroup of participants from the intervention groups (N=10) and the control groups (N=10). Longitudinal data were obtained from five focal learners, interviewed at T1 and T2. Transcribed interview data were analyzed using NVivo 2.0 qualitative data analysis software. Further qualitative data were obtained from Language Logs (LLs), and student written work derived from the intervention activities. Complementary quantitative data were obtained from a Language Contact Profile (LCP) questionnaire administered to all groups at T1 and T2. Mean scores of learners’ TL contact in the four main skills domains were compared at T1 and T2 using statistical analysis software SPSS v.18. The results suggest a subtle influence on learners’ Ideal and Feared L2 selves, possibly dependent on other factors including maturity, previous experiences, and willingness to engage with techniques such as visualization. No influence was observed on learners’ Ought-to L2 selves. Influences detected in the learners’ perceptions of the L2 learning experience included developing metacognition, a more internally regulated attributional system, and improved perceptions of group dynamics and Willingness to Communicate (WTC). There were increases in the intervention group learners’ TL engagement and a greater willingness to experiment with new forms of TL contact. The quantitative analysis of the LCP demonstrated significant increases in Speaking and Reading within the intervention groups. In terms of their practical applications, the activities were generally well received by the participants, most of whom highlighted the novelty and student-centred nature of the approach. The teachers also reacted positively to the intervention, while cautioning that these activities need careful preparation and execution and would be more suitable to experienced teachers. In conclusion, there is potential for the positive application of Dörnyei’s L2MSS in EFL contexts. However, more research is needed, particularly among school-age EFL learners in the process of establishing their L2 identities. Further longitudinal studies would provide valuable insights into the long-term influence of an intervention of this type
44
Roy, Amélie. "Le concept de soi et la motivation d'élèves du primaire : rôle modérateur de la différenciation pédagogique." Thesis, Université Laval, 2014. http://www.theses.ulaval.ca/2014/30496/30496.pdf.
Full textAbstract:
Au Québec, la politique d’adaptation scolaire en vigueur privilégie que les enfants ayant des difficultés d’apprentissage soient accueillis en classe régulière (MELS, 1999). Ce type d’environnement est donc caractérisé par une hétérogénéité grandissante sur le plan des compétences, notamment en lecture et en écriture. Les élèves des classes régulières, qu’ils aient des difficultés d’apprentissage ou qu’ils soient doués, n’ont pas toujours accès à des défis optimaux qui correspondent à leur niveau d’habileté, ce qui peut nuire à leur concept de soi et à leur motivation à l’école (Marsh & Hau, 2003; Marsh, Trautwein, Lüdtke, & Köller, 2008; Nakamura & Csikszentmihalyi, 2002; Shernoff, Csikszentmihalyi, Schneider, & Shernoff, 2003; Tracey & Marsh, 2000). La différenciation pédagogique est considérée comme une approche prometteuse pour favoriser la réussite de tous les élèves en classe régulière (Tomlinson et al., 2003). Toutefois, peu d’études scientifiques ont cherché à comprendre ses effets sur le développement social et l’ajustement scolaire des élèves (Connor, Jakobsons, Crowe, & Meadows, 2009; Reis, McCoach, Little, Muller, & Burcu, 2011; Ysseldyke, Spicuzza, Koscioleck, Teelucksingh, et al., 2003). La présente thèse vise donc à développer et valider une échelle de différenciation pédagogique, à évaluer dans quelle mesure cette pratique contribue à atténuer certains effets négatifs de la comparaison sociale sur le concept de soi des élèves en français, et à vérifier si la différenciation améliore l’effet positif de la structure offerte par l’enseignant sur la perception de compétence et la motivation des élèves. Un échantillon composé de 422 élèves de la 3e à la 6e année du primaire provenant de 27 classes de différentes écoles de la région de Québec est utilisé. Les résultats des trois articles scientifiques à la base de cette thèse sont présentés, de même que leurs implications méthodologiques, théoriques et pratiques.<br>In many countries, there is an increasing educational trend towards full inclusion, meaning that every child, disabled or not, should be taught in a regular classroom (Ferguson, 2008; Fuchs & Fuchs, 1994; Kavale, 2002). In Quebec, the Education Act and the Special Education Policy state that students at risk for school failure or with learning disabilities should receive instruction in the most natural environment (MELS, 1999). Regular classrooms have thus become more diverse in terms of children’s basic skills (e.g., reading and writing; Ferguson, 2008; McLeskey & Waldron, 2011). Accordingly, there is a need to implement instruction strategies that allow both advanced and weaker learners to succeed and develop their competencies by providing them with optimal challenges suited to their abilities (Corno, 2008). Differentiated instruction has been recognized as a promising practice. However, few studies have investigated the effects of this pedagogical practice on students’ social development and educational adjustment (Connor, Jakobsons, et al., 2009; Reis, McCoach, Little, Muller, & Burcu, 2011; Ysseldyke, Spicuzza, Koscioleck, Teelucksingh, et al., 2003). The purpose of this thesis was to develop and validate a self-report scale evaluating teachers’ use of differentiated instruction strategies, to verify whether this practice attenuates some negative consequences of social comparison on students’ French self-concept, and to investigate whether differentiated instruction increases the positive effect of teacher structure on children’s perceived competence and autonomous motivation. A sample of 422 students from 27 elementary school classrooms (third to sixth grades) was used. Results from the three articles included in the thesis, as well as their methodological, theoretical, and practical implications are discussed.
45
Cook, Bruce Alexander. "Aspects of motivation, self-concept and coping strategies in boys in Australian independent schools : a contextual comparison." Thesis, Durham University, 2001. http://etheses.dur.ac.uk/4212/.
Full textAbstract:
This thesis records an empirical study into psychological aspects reported by early adolescent and mid-adolescent boys. The research described in this thesis considered three different psychological characteristics, namely motivation, self-concept, and coping strategies, in 13-15 years old boys in Australian independent schools. These characteristics were considered within the context of two different school types, co-educational or single-sex boys. A total of 330 boys were tested, with samples from two year groups (Year 8 and Year 10) in each of two co-educational schools and two single-sex boys' schools. The four schools surveyed were located in large urban areas in two Australian states, and they were non-Catholic Christian day and boarding schools taking enrolments from pre-Grade 1 (four and a half years old) to the final year of secondary education. Year 12 (seventeen years old).The psychological tests used were the School Motivation Analysis Test (motivation), the Self- Description Questionnaire-ll (self-concept), and the Adolescent Coping Scale (coping strategies). Additionally, a demographic questionnaire obtained details of family background, socioeconomic status of children in the school, ethnic origin, occupation of parents, number of years spent in co-educational schools and single-sex schools, number of brothers, number of sisters, whether a day boy or a boarder, and date of birth. Statistically significant differences were found between the two groups in each of the three psychological characteristics studied; multiple regression analysis showed that these differences were indicated by school type more frequently than any other independent variable. Finally, suggestions for future work in this area are made.
46
Riley, Melissa K. "The influence of achievement motivation, academic self-concept and the student teacher relationship in predicting school engagement." Scholarly Commons, 2013. https://scholarlycommons.pacific.edu/uop_etds/121.
Full textAbstract:
School engagement has garnered interest in the academic research as a protective factor from many undesirable academic outcomes in high school. Maladaptive engagement patterns may begin to form as early as elementary school, therefore examining early predictors may be helpful in trying to identify and remedy early patterns of disengagement. The current study investigated the significance of early school motivation, academic self-concept and the student-teacher relationship in predicting student-reported school engagement at the age of 15 after controlling for race, gender, socioeconomic status, previous attendance, and previous achievement. This study included participants from the National Institute of Child Health and Development (NICHD) Study of Early Child Care (SECC) a comprehensive research database. It was hypothesized that student reported motivation in grade 5 would predict student reported school engagement at age 15, and that English self-concept and math self-concept in grade 6 and at age 15 would mediate this relationship. Findings from the data supported these hypotheses, establishing a relationship between early motivation and later engagement. Additionally, self-concept in both English and math was found to mediate that relationship. Self-concept in English and math at both grade 6 and age 15 had mediating effects on the relationship between motivation and engagement. It was hypothesized that the student-teacher relationship in grade 6 and at age 15 would moderate the relationship between motivation and engagement. The data did not support this hypothesis. Limitations and suggestions for future research on motivation, engagement, and the student-teacher are discussed.
47
Dogru, Atay Pinar. "Relative Influence Of Cognitive And Motivational Variables On Genetic Concepts In Traditional And Learning Cycle Classrooms." Phd thesis, METU, 2006. http://etd.lib.metu.edu.tr/upload/2/12607348/index.pdf.
Full textAbstract:
The purpose of the study is to explore relationships among elementary school students&<br>#8217<br>gender, relevant prior knowledge, meaningful learning orientation, reasoning ability, self-efficacy, locus of control, attitudes toward science and achievement in genetics in learning cycle and traditional classrooms.
The study was conducted on 213 8th grade students from eight classes of two public elementary schools in Ankara in 2005-2006 Spring-semester. Students in the experimental group (N=104) received learning cycle instruction that helps students acquire conceptual understanding of scientific concepts, and the students in the control group (N=109) received traditional instruction. The students were given Genetics Achievement Test as a pre-test before and as a post-test after the instruction. Students were also given Learning Approach Questionnaire that measures students&<br>#8217<br>learning orientations and Test of Logical Thinking that determines students&<br>#8217<br>reasoning abilities. Students&<br>#8217<br>levels of self-efficacy, locus of control and their attitudes toward science also were measured.
One-way ANOVA analysis revealed that learning cycle instruction improved students&<br>#8217<br>achievement in genetics compared to traditional instruction. Stepwise multiple regression analysis revealed that in learning cycle classrooms, the main predictors of achievement in genetics were students&<br>#8217<br>meaningful learning orientation (49.6%) and their attitudes toward science (11.8%). In traditional classrooms, students&<br>#8217<br>attitudes toward science (44%) and reasoning ability (9.8%) were the main predictors of achievement while remaining 5.7% of the variance explained by relevant prior knowledge, locus of control and meaningful learning orientation. This study revealed that different variables may be important for 8th grade students&<br>#8217<br>genetics achievement in learning cycle and traditional classes.
48
Benoît, Josée. "Comprendre les pratiques d'une enseignante de musique instrumentale au secondaire en tenant compte des concepts de représentations et de motivations." Thesis, Université d'Ottawa / University of Ottawa, 2010. http://hdl.handle.net/10393/19767.
Full textAbstract:
Cette étude vise à comprendre les pratiques d’une enseignante de musique instrumentale oeuvrant dans un programme spécialisé en arts d’une école secondaire de langue française de l’Ontario. Trois questions de recherche y sont traitées : celle relative aux représentations de cette enseignante en ce qui concerne l’éducation musicale, celle des pratiques d’enseignement elles-mêmes et celle de la manière dont ces pratiques contribuent à la motivation. Le cadre conceptuel s’appuie sur les concepts de représentations et de pratiques ainsi que sur le modèle de la Situation pédagogique de Legendre (1983; 2005), de la théorie de l’autodétermination (Deci et Ryan, 1985) et de celle de l’expérience optimale (Cszikzentmihalyi, 1990, 1993). Il s’agit d’une étude de cas où des observations et des entrevues ont été effectuées auprès d’une enseignante et auprès d’élèves dans trois classes de musique (9e, 11e et 12e années). L’étude des représentations de cette enseignante, dénommée Jocelyne dans cette étude, permet de suivre le parcours d’apprentissage musical de celle-ci et de saisir les difficultés ressenties dans l’évolution de sa carrière. Les pratiques de Jocelyne sont ainsi en lien avec ses représentations et visent à donner le goût de la musique aux jeunes et à développer leur sens d’autonomie et de compétence en tant que musiciens et êtres humains. Jocelyne offre aussi aux élèves des occasions de vivre des expériences optimales en musique, que ce soit lors de concerts, de festivals, d’ateliers de formation ou de camps musicaux avec des musiciens professionnels. Ces expériences enrichissent le sentiment d’accomplissement et le sens d’appartenance des élèves et les motivent à persévérer dans leur apprentissage. Certaines pratiques de Jocelyne servent également d’éléments de motivation extrinsèque et intrinsèque, favorisant l’engagement des élèves dans leur apprentissage de la musique. Même si le contexte d’un programme spécialisé en musique dans une école secondaire de langue française en Ontario offre des conditions favorables à l’enseignement musical, Jocelyne fait part de certains défis motivationnels inhérents à ce milieu ou à l’enseignement de la musique au secondaire, comme la rétention des élèves en musique, les tensions entre les attentes diversifiées et les choix que doivent prendre les enseignants de musique ainsi que la polarisation d’idées au sujet de la compétition, de la participation à des festivals de musique et de récompenses.
49
To, Suk-kwan, and 杜淑筠. "The effectiveness of a reading module in enhancing juniorstudents' reading motivation and conceptual knowledge." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2007. http://hub.hku.hk/bib/B40039985.
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50
Bakadorova, Olga [Verfasser]. "Associations between school self-concept, social relationships and achievement motivation in adolescence in the school context / Olga Bakadorova." Berlin : Freie Universität Berlin, 2015. http://d-nb.info/1077768249/34.
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