Relevant bibliographies by topics / Motivation. engagement

Academic literature on the topic 'Motivation. engagement'

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Published: 4 May 2024

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Journal articles on the topic "Motivation. engagement"

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Sanjaya, I. Nyoman Suka, Anak Agung Raka Sitawati, Ni Ketut Suciani, I. Made Ardana Putra, and Cokorda Gede Putra Yudistira. "THE EFFECTS OF L2 PRAGMATIC AUTONOMOUS AND CONTROLLED MOTIVATIONS ON ENGAGEMENT WITH PRAGMATIC ASPECT." TEFLIN Journal: A publication on the teaching and learning of English 33, no. 1 (May 12, 2022): 148. http://dx.doi.org/10.15639/teflinjournal.v33i1/148-172.

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No study has investigated the relationship between student engagement per se and student motivation within second language (L2) pragmatics, notwithstanding the significance of engagement for L2 learning. The present study aimed to explore the effects of two global motivational orientations (autonomous and controlled motivations) on behavioral engagement within the perspective of L2 pragmatics by drawing on self-determination theory. A total of 76 college students agreed to participate and were requested to fill out a tailor-made, 34-item, 6-point Likert-scale questionnaire. The results of data analysis using standard multiple linear regression revealed that both Autonomous and Controlled Motivations significantly predicted and explained a large amount of variance in Engagement, F(2, 71) = 161.28, p < .01, R2 = .82, adjusted R2 = .81, and that the effect of Controlled Motivation, B = .33, t(71) = 8.05, p < .01, was twice as large as that of Autonomous Motivation, B = .16, t(71) = 4.91, p < .01. These findings indicate that students’ controlled motivation is more powerful in enhancing their engagement in learning L2 pragmatics. Pedagogically, it implies that teachers should bolster students’ motivation to learn L2 pragmatics, which can eventually lead to their increased engagement.
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Putra, Eka Diraksa, Seonghee Cho, and Juan Liu. "Extrinsic and intrinsic motivation on work engagement in the hospitality industry: Test of motivation crowding theory." Tourism and Hospitality Research 17, no. 2 (August 1, 2016): 228–41. http://dx.doi.org/10.1177/1467358415613393.

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The aim of this study was to examine extrinsic and intrinsic motivations as the antecedents of work engagement and to empirically test the motivation crowding theory using hospitality employees. The findings showed that intrinsic motivation played an important role in improving employees’ work engagement. The study also found that there was no indication that employees’ intrinsic motivation diminished when extrinsic motivation entered. It is also suggested that employers need to understand that creating a comfortable workplace environment and making jobs more interesting and meaningful will increase employees’ intrinsic motivation, which will help employees to engage more at work. Motivational antecedents of work engagement have been rarely studied and no studies have been conducted to research impacts of extrinsic and intrinsic motivators on employees’ work engagement in the hospitality industry, particularly in small restaurant businesses. In addition, empirical studies on motivation crowding theory are needed due to the inconclusive results.
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Miller, Margaret A. "Engagement and Motivation." Change: The Magazine of Higher Learning 46, no. 4 (July 4, 2014): 4–5. http://dx.doi.org/10.1080/00091383.2014.925751.

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Alsmari, Nuha. "The Interplay Between L2 Motivation and Proficiency in Predicting EFL Learners’ Pragmatic Engagement." Journal of Language Teaching and Research 14, no. 6 (November 1, 2023): 1637–45. http://dx.doi.org/10.17507/jltr.1406.22.

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Drawing on self-determination theory and L2 pragmatics, this study scrutinizes how two motivational dimensions (autonomous and controlled) can affect EFL learners’ behavioral engagement in learning pragmatics across various English proficiency levels. One hundred ninety-eight Saudi EFL learners were surveyed for their English proficiency level, L2 motivation, and pragmatic engagement. The findings revealed an overall significant positive correlation between EFL learners’ L2 motivation and pragmatic engagement. Autonomous and controlled motivations were significantly and positively correlated with pragmatic engagement among all the English proficiency groups. Learners with advanced proficiency exhibited significantly higher correlations than their counterparts, indicating that L2 motivation mediated by proficiency predicted pragmatic engagement. Learners with higher levels of English proficiency were more sensitive to the pragmatic aspects of the language and, therefore, more motivated toward active engagement in pragmatically oriented contexts than intermediate and upper-intermediate learners.
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Delaney, Molly L., and Mark A. Royal. "Breaking Engagement Apart: The Role of Intrinsic and Extrinsic Motivation in Engagement Strategies." Industrial and Organizational Psychology 10, no. 1 (March 2017): 127–40. http://dx.doi.org/10.1017/iop.2017.2.

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Employee engagement has long been an instrumental component of human capital strategies and continues to dominate the conversation about how high-performing organizations attract and retain their best talent. Engagement is a construct of component parts, however, and we believe there is still much to be learned about engagement by taking an in-depth look at those components. This article examines employee motivation as a core element of engagement, including its antecedents and outcomes, the types of motivation and the dynamics between them, and the ways organizations can foster and harness motivation for improved engagement. Our research identifies a large and consistent motivation gap, such that employee intrinsic motivation is consistently higher than extrinsic motivation. This gap signals that investments in engagement can yield a higher return if strategically focused on motivation, and so we offer recommendations regarding how to close this gap via intrinsically and extrinsically motivating work structures and environments. The goal is to create a new dialogue around engagement and encourage organizations to break it down in order to understand it more fully.
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Putra, Setya Yurissa, and Edy Raharja. "The Effect Of Perceived Organization Support and Work Motivation On Employee Engagement In Improving Employee Performance At Regional Revenue Agency In Tegal Regency." Journal of Business Social and Technology 4, no. 2 (June 7, 2023): 121–34. http://dx.doi.org/10.59261/jbt.v4i2.146.

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The purpose of this research is to test the influence of perceived organizational support, and work motivation on employee engagement to impact employee performance. Using these variables, the use of these variables is able to solve the problems arising withinemployees of the Regional Revenue Agency of Tegal Regency. The statement of this problem is how to increase employee performance?. The sample size of this research is 44employees of the Regional Revenue Agency of Tegal Regency. Using the Smart PLS (Path Least Square). The results show that perceived organizational support and work motivation on employee engagement impact employee performance. The effect ofperceived organizational supporton employee engagement are significant;the effect ofwork motivationon employee engagement are significant;the effect ofperceived organizational supporton employee performance are significant;the effect ofwork motivation on employee performance is significant;the effect ofemployee engagementon employee performance is significant.
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Goel, Nidhi, and Kumari Rashmi. "Impact of motivation on employee engagement: A literature review." Journal of Statistics & Management Systems 26, no. 3 (2023): 537–47. http://dx.doi.org/10.47974/jsms-1045.

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Motivation is the influencing factor for an effective employee engagement in any sector of work. However, the role, function, influencing impact and outcome of motivation on employee engagement can vary from one industry to another. This review attempts to scrutinize the work done for employee engagement by motivating them in educational sector in comparison to other sectors. The framework used to explain the relation between employee engagement and motivation were, need-satisfaction, demand-resource. The audit finding showed that exceptionally restricted concentrate on zeroed in on the effect of motivation (intrinsic and extrinsic) on employee engagement in the educational sector, although intrinsic and extrinsic motivation separately showed the relation between motivation and employee performance. The study covered different theories of employee engagement and motivation. It was determined that previous work is lacking on various fronts, i.e., personality and crosscultural differences in employee engagement and also the motivation crowding theory effect on employee engagement.
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Sahu, Dipan Kumar, Sucheta Pawar, Prerna Gaur, and Sudhir K. Jain. "Academic’s Motivation for Entrepreneurial Engagement: A Systematic Literature Review." Journal of Operations and Strategic Planning 6, no. 2 (November 19, 2023): 191–210. http://dx.doi.org/10.1177/2516600x231209238.

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The role of faculty in making a university Entrepreneurial is crucial, so is the research on what motivates the faculty to be entrepreneurial. This article is a Systematic Literature Review (SLR), done to find out factors motivating faculty to be ‘entrepreneurial’. Initially bibliometric analysis was done to understand the extent at which research is done on the topic. In all, 59 relevant articles (1995–2023) were selected for SLR. ‘Entrepreneurial motivation’ of faculty is considered to be a niche and less explored area of study due to which building strong propositions becomes a challenge. Majority of studies are of advanced and resource rich economies and applying those to resource constraint situation cannot be considered as an ideal situation. These research gaps are located by this article. Factors motivating faculties to get engaged in entrepreneurial activities were analysed. Existing research has classified motivational factors as intrinsic and extrinsic, in ‘resource constraint’ (push forces) and ‘resource-rich’ (pull forces) environment. The literature states that academicians tend to do explorative activities rather than commercialization related activities. This study has informed about various factors of entrepreneurial motivation which can be used for building instruments for measuring motivation of academic entrepreneurs. The study findings have a strong proposition for the need of empirical research on entrepreneurial motivation of faculty members which is the future scope of research.
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A. Soliman, Abegail. "Relationship of Motivational Factors and School Culture to Teacher Engagement." International Multidisciplinary Research Journal 2, no. 3 (September 16, 2020): 164–73. http://dx.doi.org/10.54476/iimrj347.

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The level of teachers’ engagement can be a significant measure of efficiency in the workplace. Thus, determining the factors that affect teachers’ engagement is as essential as achieving institutional goals. Along with these concerns, the researcher aimed to determine what motivational factors and which scope of school culture are predictors of teacher engagement. The study utilized quantitative survey design to determine the relationship of the variables. Specifically, descriptive analysis, bivariate correlation and multiple regression were conducted to determine the relationship between demographic profile and each of the dimensions of motivational factors, and school culture to teacher engagement, respectively. Data were collected by administering a survey questionnaire to teachers in Elementary, Junior, and Senior High School in selected schools in Metro Manila. Findings revealed that Filipino teachers went into teaching primarily for external motivation, specifically job security. The least motivating factor is also an external motivation dimension which is on the policies of the organization. School culture is positively correlated to teacher engagement. The predictors of teacher engagement are internal motivation, unity of purpose and collegial support. Even if some teachers feel the dwindling motivation in teaching, a school culture where teachers support each other can still become engaged. Therefore, education leaders should foster a culture that is focused on teachers who genuinely support each other. A school culture where there is unity of purpose in any endeavor leads to develop teachers to be highly engaged in the profession.
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Othman, Noriah, Rabiatul Adawiyah Latip, Mohd Hisham Ariffin, and Noralizawati Mohamed. "Expectancy in Urban Farming Engagement." Environment-Behaviour Proceedings Journal 2, no. 6 (November 8, 2017): 335. http://dx.doi.org/10.21834/e-bpj.v2i6.948.

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Urban farming is seen as a sustainable practice with the social, economic and urban environment benefits. Despite the efforts by the government, there is lack of public participation in urban farming activities and challenges in sustaining urban farming participants’ interest. The study is aimed at measuring urban farming participation motivations using the Expectancy Theory of Motivation which is made up of three aspects; namely expectancy, instrumentality and valence. This paper describes the findings regarding the expectancy aspect of motivation (measured by using Expectancy theory) in urban farming activity in Malaysia.
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Dissertations / Theses on the topic "Motivation. engagement"

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Sjöberg, Joakim, and Oliver Reinhard. "Att engagera sig eller att inte engagera sig : En studie om vilka informationskanaler och motivationsfaktorer som påverkar studenters val gällande föreningsengagemang." Thesis, Umeå universitet, Handelshögskolan vid Umeå universitet, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-45130.

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Both authors of this study have been involved in the School of Business at Umeå University Student Association (HHUS) and is due this discovery deficiencies and problems within the association. The pressure to engage in HHUS is compared with other financial organizations around the country very low. This led us to consider why this is the case. From experience we know that communication between the association and its members are not functioning optimally. Communication itself is essential for motivating students and for that motivation should be high for the students to experience good quality on the engagement.   The purpose of this study is to identify lines of communication and motivational factors that affect students who are members of HHUS to get involved or not. By demonstrating and explaining any shortcomings of this study, we show how these deficiencies affect engagement in HHUS. In carrying out this study we have used the theories in communication, motivation and service quality.   The study has been conducted in an objective manner with a positivistic approach. Through a deductive research approach with elements of induction, we start from theories in the above areas that concern our problem. Based on these theories, we have created a questionnaire that we distributed to all members of the HHUS group at Facebook, 113 of them completed the questionnaire. Based on the collected data received the survey have been analyzed by using SPSS.   Our study shows that the communication channels that work least well for HHUS is the plasma screen, closely followed by the website. Best working channels was communication through Facebook and friends. We also discovered weakness in communication between HHUS and their members, which affects the ability to motivate students. What motivates students to become involved proves to be both to develop personally, but also to sharpen their resume. The biggest reason that students choose not to get involved is because they perceive the work environment within HHUS to be bad.   Finally, we also examined how the quality of service commitment HHUS delivers. Through the use of a gap analysis, we investigated whether there were any deficiencies in the service. There has revealed that HHUS not really know what students want to engage in and as a result of this, they are also poor at adapting their entries by students' preferences.
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Iacovides, Ioanna. "Digital games : motivation, engagement and informal learning." Thesis, Open University, 2012. http://oro.open.ac.uk/35603/.

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This thesis investigates the relationships between motivation, engagement and informal learning, with respect to digital games and adult players. Following the reconceptualisation of motivation and engagement (as forms of micro and macro level involvement respectively) three linked studies were conducted. In the first study, 30 players were interviewed via email about their gaming experiences. The resulting set of learning categories and themes drew attention to learning on a game, skill and personal level, which arose from micro-level gameplay and macro-level interaction with wider communities and resources. The second investigation consisted of eight case studies that examined how involvement and learning come together in practice. Participants were observed in the lab during two gameplay sessions and kept gaming diaries over a three week period. A method for categorising game-play breakdowns and breakthroughs (relating to action, understanding and involvement) was developed in order to analyse several hours of gameplay footage. The previous categories and themes were also applied to the data. The findings suggested a relationship between macro-involvement and player identity, which was further investigated by a third survey study (with 232 respondents). The survey helped to establish a link between identity, involvement, and learning; the more strongly someone identifies as a gamer, the more likely they are to learn from their involvement in gaming practice. Four main contributions are presented: (1) an empirical account of how informal learning occurs as a result of micro and macro-involvement within a gaming context, (2) an in-depth understanding of how breakdowns and breakthroughs relate to each other during play, (3) a set of categories that represent the range of learning experienced by players, and (4) a consideration of the role player identity serves with respect to learning and involvement.
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Breed, Anna, and Sundell Mira. "Betydelsen av lärarens karisma för studenters motivation och engagemang." Thesis, Örebro universitet, Institutionen för juridik, psykologi och socialt arbete, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-43550.

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Vårt syfte med studien var att undersöka om det fanns något samband mellan karismatiska lärare och motiverade studenter. Enligt våra hypoteser skulle vi finna ett positivt samband mellan karisma och motivation. Vi gjorde en enkätundersökning på ett universitet i en mellanstor stad i Sverige. Deltagarna bestod av 172 universitetsstudenter. Enkäten mätte lärarens karisma och studenternas motivation och engagemang. Resultatet visade att det fanns ett starkt positivt samband mellan karismatiska lärare och motiverade studenter. Sammanfattningsvis tenderar studenter som uppfattar sin lärare som karismatisk att vara motiverade och engagerade. Det speglar de teorier och den forskning som visar att karismatiska människor har en positiv inverkan på andra människor.
The purpose with this study was to investigate if there was a relation between charismatic teachers and motivated students. According to our hypothesis, there should be a positive relation between charisma and motivation. We conducted a survey at a university in a medium-sized town in Sweden. The participants consisted of 172 university students. The questionnaire was designed to measure teacher´s charisma and students´ motivation and engagement. The results showed a strong positive relation between charismatic teachers and motivated students. In summary, students who perceive their teachers as charismatic tend to be motivated and engaged. It reflects the theories and research saying that charismatic people have a positive impact on other people.
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Aardema, Thomas P. "Student Engagement in LDS Seminaries." DigitalCommons@USU, 2013. https://digitalcommons.usu.edu/etd/1464.

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This qualitative study examined student engagement in seminaries of The Churchcof Jesus Christ of Latter-day Saints (LDS). This study sought to answer the following question: "What are seminary teachers, who have been identified by content experts as having high levels of student engagement, doing to generate high levels of student engagement in their classrooms?" Ten LDS Seminary teachers were selected as participants for this study. The findings from this study were organized around the concepts of: competence, school membership, clarity of purpose, fairness, personal support, caring, authentic work, extrinsic reward, intrinsic interests, sense of ownership, connection to real-world application, and fun. The findings from this study suggest that there are 48 strategies that the 10 participants used to generate student engagement in their classrooms.
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Gibbons, Theresa. "Engagement, motivation, and performance in a multigenerational organization /." Burnaby B.C. : Simon Fraser University, 2005. http://ir.lib.sfu.ca/handle/1892/3627.

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Hobson, Nicole DeJarnett Beyerlein Michael Martin. "Succession planning and situational engagement." [Denton, Tex.] : University of North Texas, 2007. http://digital.library.unt.edu/permalink/meta-dc-5168.

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Joest, Anja. "Politisches Engagement jenseits von Parteistrukturen : exemplarische Studien /." Saarbrücken : VDM Verlag Dr. Müller, 2008. http://d-nb.info/988973197/04.

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Southard, Robyn Nicole. "Employee engagement and service quality." Pullman, Wash. : Washington State University, 2010. http://www.dissertations.wsu.edu/Thesis/Spring2010/R_Southard_042010.pdf.

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Thesis (Master of Public Affairs)--Washington State University, May 2010.
Title from PDF title page (viewed on July 13, 2010). "Department of Political Science." Includes bibliographical references (p. 28-31).
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Tkaczyk-Ikeda, Jennifer M. "Effective strategies for fostering motivation an analysis of research on cultivating motivation and engagement /." Online pdf file accessible through the World Wide Web, 2010. http://archives.evergreen.edu/masterstheses/Accession89-10MIT/Tkaczyk-Ikeda_JMMIT2010.pdf.

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Stanton, Kenneth C. "Engineering Faculty Motivation for and Engagement in Formative Assessment." Diss., Virginia Tech, 2011. http://hdl.handle.net/10919/26361.

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The purposes of this study were to conduct an exploratory study of the status quo of engineering faculty motivation for and engagement in formative assessment, and to conduct a preliminary validation of a motivational model, based in self-determination theory, that explains relationships between these variables. To do so, a survey instrument was first developed and validated, in accordance with a process prescribed in the literature, that measured individual engineering faculty members’ motivational traits and engagement regarding formative assessment, as no such instrument existed. The survey asked engineering faculty about their satisfaction of autonomy, competence, and relatedness needs, degree of self-determined motivation experienced, and engagement, all relative to formative assessment of student learning. Data from the final instrument were obtained from a stratified national sample of approximately 2,500 U.S. engineering faculty, attaining 223 responses, and was first evaluated for validity and reliability. The major validity check utilized was to review two examples of formative assessment that respondents provided and then discard data from invalid responses; over 70% of responses qualified as valid. Only responses with valid examples of formative assessment were used, indicating that the inferences drawn from this study only directly pertain to faculty who understand formative assessment, a subset of the U.S. engineering faculty population. The reliability of instrument constructs was evaluated through use of Cronbach's Alpha, including removal of low-scoring survey items. Following, the remaining data were analyzed with descriptive statistics to evaluate trends and with linear regression to validate the motivational model. Results show that, for the subset of engineering faculty studied, engagement in formative assessment is positive, motivation for it is self-determined and largely derives from faculty identifying its contribution to teaching and learning, and needs of autonomy, competence, and relatedness are moderately to highly satisfied. Further, from testing of the motivational model, it can be reasonably concluded that faculty engagement is significantly predicted by self-determined motivation, but the prediction of self-determined motivation by motivational needs has a caveat: the self-determined motivation of male engineering faculty was predicted by autonomy and relatedness, but by autonomy and competence for females.
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Books on the topic "Motivation. engagement"

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Homberg, Fabian, and Joyce Costello. Public Service Motivation and Civic Engagement. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-02453-6.

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Schürmann, Lisa Katrin. Motivation und Anerkennung im freiwilligen Engagement. Wiesbaden: Springer Fachmedien Wiesbaden, 2013. http://dx.doi.org/10.1007/978-3-658-01753-8.

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Axelrod, Richard H. Terms of Engagement. San Francisco, California: Berrett Koehler Publishers, 2010.

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Chauncey, Caroline. Spotlight on student engagement, motivation, and achievement. Cambridge, Mass: Harvard Education Press, 2009.

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Renninger, K. Ann, and Suzanne E. Hidi. The Power of Interest for Motivation and Engagement. and Suzanne Hidi. Description: New York, NY : Routledge, 2016. |: Routledge, 2015. http://dx.doi.org/10.4324/9781315771045.

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Ventriglia, Linda. Best Practices Motivation & Student Engagement: Creating power learners. Sacramento, California]: Younglight Educate, 2010.

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Thomas, Kenneth Wayne. Intrinsic motivation at work: What really drives employee engagement. 2nd ed. San Francisco, CA: Berrett-Koehler Publishers, 2009.

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Engagement in practice: Theory and practice for successful engagement. Lyme Regis, UK: Russell House Pub., 2012.

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Cooper, Bridget. Empathy in education: Engagement, values and achievement. New York, NY: Continuum, 2011.

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Vance, Robert J. Employee engagement and commitment: A guide to understanding, measuring and increasing engagement in your organization. Alexandria, VA: SHRM Foundation, 2006.

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Book chapters on the topic "Motivation. engagement"

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Lonnie, Wilson. "On Motivation." In Sustaining Workforce Engagement, 221–48. Boca Raton : Taylor & Francis, 2019.: Productivity Press, 2019. http://dx.doi.org/10.4324/9780429442346-15.

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Lonnie, Wilson. "Intrinsic Motivation." In Sustaining Workforce Engagement, 249–68. Boca Raton : Taylor & Francis, 2019.: Productivity Press, 2019. http://dx.doi.org/10.4324/9780429442346-16.

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Schürmann, Lisa Katrin. "Freiwilliges Engagement." In Motivation und Anerkennung im freiwilligen Engagement, 19–28. Wiesbaden: Springer Fachmedien Wiesbaden, 2013. http://dx.doi.org/10.1007/978-3-658-01753-8_2.

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Redmann, Britta. "Motivation für ehrenamtliches Engagement." In Erfolgreich führen im Ehrenamt, 45–65. Wiesbaden: Springer Fachmedien Wiesbaden, 2017. http://dx.doi.org/10.1007/978-3-658-18919-8_3.

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Redmann, Britta. "Motivation für ehrenamtliches Engagement." In Erfolgreich führen im Ehrenamt, 45–65. Wiesbaden: Gabler Verlag, 2014. http://dx.doi.org/10.1007/978-3-8349-4679-9_3.

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Redmann, Britta. "Motivation für ehrenamtliches Engagement." In Erfolgreich führen im Ehrenamt, 45–65. Wiesbaden: Gabler Verlag, 2012. http://dx.doi.org/10.1007/978-3-8349-3781-0_3.

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Hermida, Julian. "Motivation and Student Engagement." In Teaching Law and Criminal Justice through Popular Culture, 55–75. First edition.: Apple Academic Press, 2021. http://dx.doi.org/10.1201/9781003084204-6.

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Renninger, K. Ann, Yanyan Ren, and Heidi M. Kern. "Motivation, Engagement, and Interest." In International Handbook of the Learning Sciences, 116–26. New York, NY : Routledge, 2018.: Routledge, 2018. http://dx.doi.org/10.4324/9781315617572-12.

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Majluf, Nicolas, and Nureya Abarca. "Meaning, Engagement and Motivation." In Sensible Leadership, 34–49. New York, NY : Routledge, 2021. | Series: Human centered management: Routledge, 2021. http://dx.doi.org/10.4324/9781003091844-7.

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Tobias Mortlock, Jutta. "Leadership, engagement and motivation." In Organisational Psychology, 48–67. London: Routledge, 2023. http://dx.doi.org/10.4324/9781003302087-5.

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Conference papers on the topic "Motivation. engagement"

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Siddique, Zahed, and Patricia L. Hardré. "Structuring Engineering Design Courses to Motivate Students." In ASME 2013 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2013. http://dx.doi.org/10.1115/detc2013-12392.

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The purpose of this study was to determine the effects of motivation in engineering design courses. In this study we present a structured approach to identify motivational gaps and instructional design to explicitly address motivational needs in a current course in mechanical engineering design. The SUCCESS framework (Hardré, 2009) has been proposed to assess the existing motivational components of the course, examine gaps in the course relative to its goals, and then propose motivating strategies to address those gaps. This paper presents the model and course description, along with the process and products of the analysis of the course to improve motivation for engagement and innovation.
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Dicheva, Darina, Rebecca Caldwell, and Breonte Guy. "Do Badges Increase Student Engagement and Motivation?" In SIGITE '20: The 21st Annual Conference on Information Technology Education. New York, NY, USA: ACM, 2020. http://dx.doi.org/10.1145/3368308.3415393.

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Brandmo, Christian. "Measuring Internet-Specific Reading Motivation and Engagement." In 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1570308.

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Cassel, Lillian, Darina Dicheva, Christo Dichev, Breonte Guy, and Keith Irwin. "Student Motivation and Engagement in STEM Courses." In ITiCSE '19: Innovation and Technology in Computer Science Education. New York, NY, USA: ACM, 2019. http://dx.doi.org/10.1145/3304221.3325578.

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Winkle, Katie. "Social robots for motivation and engagement in therapy." In ICMI '17: INTERNATIONAL CONFERENCE ON MULTIMODAL INTERACTION. New York, NY, USA: ACM, 2017. http://dx.doi.org/10.1145/3136755.3137028.

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Prudnikova, Ilga, and Varis Prudnikovs. "THE RELATIONSHIP BETWEEN LEADERSHIP, MOTIVATION AND JOB ENGAGEMENT." In 12th International Conference on Education and New Learning Technologies. IATED, 2020. http://dx.doi.org/10.21125/edulearn.2020.0348.

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Winkle, Katie. "Persuasive Robots for Motivation and Engagement (in Rehabilitative Therapies)." In UK-RAS Conference: Robots Working For and Among Us. EPSRC UK-RAS Network, 2018. http://dx.doi.org/10.31256/ukras17.53.

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Bustasar, Bustasar, Sumarsih Sumarsih, and Khathibul Umam Zaid Nugroho. "The Relationship between Motivation, Engagement and Performance of Employee." In Proceedings of the International Conference on Educational Sciences and Teacher Profession (ICETeP 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icetep-18.2019.19.

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Dicheva, Darina, Keith Irwin, Christo Dichev, and Swapna Talasila. "A course gamification platform supporting student motivation and engagement." In 2014 International Conference on Web & Open Access to Learning (ICWOAL). IEEE, 2014. http://dx.doi.org/10.1109/icwoal.2014.7009214.

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Schmidt, Steven, Patrick Ehrenbrink, Benjamin Weiss, Jan-Niklas Voigt-Antons, Tanja Kojic, Andrew Johnston, and Sebastian Moller. "Impact of Virtual Environments on Motivation and Engagement During Exergames." In 2018 Tenth International Conference on Quality of Multimedia Experience (QoMEX). IEEE, 2018. http://dx.doi.org/10.1109/qomex.2018.8463389.

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Reports on the topic "Motivation. engagement"

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Frausto, Angelica, Monica Martinez, Michelle Oliva, and Eliana Whitehouse. Contextual Analysis Of Motivation, Engagement, and Persistence. EduDream, February 2024. http://dx.doi.org/10.62137/obke6159.

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Yelverton, Rita. Motivation and Engagement Across the Kindergarten Transition: A Self Determination Perspective. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.2025.

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Keefer, Philip, and Razvan Vlaicu. Voting Age, Information Experiments, and Political Engagement: Evidence from a General Election. Inter-American Development Bank, January 2023. http://dx.doi.org/10.18235/0004648.

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We exploit new experimental and quasi-experimental data to investigate voters' intrinsic motivation to engage politically. Does having the right to vote increase engagement or, given significant incentives to free ride, do eligible voters remain rationally unengaged? Does knowledge that ones group is pivotal reduce free riding? And are the politically engaged influenced by election-relevant policy information in the run-up to a major election? To address these questions, we fielded an original survey of 5,400 Mexican high school seniors just prior to the historic 2018 general election. Age-based regression discontinuity results show that the just-eligible score higher on measures of low-cost political engagement compared to the just-ineligible. A first survey experiment reveals that information that the youth vote will be pivotal increases the eligible respondents' interest in the presidential debate and in the election result. In the second experiment, information about current policy outcomes affects future policy priorities in ways consistent with the incentives of eligible respondents to collect relevant information on salient policy issues.
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Denaro, Desirée. How Do Disruptive Innovators Prepare Today's Students to Be Tomorrow's Workforce?: Scholas' Approach to Engage Youth. Inter-American Development Bank, December 2020. http://dx.doi.org/10.18235/0002899.

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The lack of motivation and sense of community within schools have proven to be the two most relevant factors behind the decision to drop out. Despite the notable progress made in school access in countries in Latin America and the Caribbean, dropping out of school has still been a problem. This paper explores Scholas Occurrentes pedagogical approach to address these dropouts. Scholas focuses on the voice of students. It seeks to act positively on their motivation by listening to them, creating spaces for discussion, and strengthening soft skills and civic engagement. Scholas aims to enhance the sense of community within schools by gathering students from different social and economic backgrounds and involving teachers, families, and societal actors. This will break down the walls between schools and the whole community. This paper presents Scholas work with three examples from Paraguay, Haiti, and Argentina. It analyzes the positive impacts that Scholas' intervention had on the participants. Then, it focuses on future challenges regarding the scalability and involvement of the institutions in the formulation of new public policies. The approach highlights the participatory nature of education and the importance of all actors engagement.
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Matthews, Delisia R., Marguerite Moore, and Sivasankari Gopalakrishnan. Motivations and Shopping Orientations for Engagement in Collaborative Consumption. Ames (Iowa): Iowa State University. Library, January 2019. http://dx.doi.org/10.31274/itaa.8276.

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Gopalakrishnan, Sivasankari, Delisia R. Matthews, and Marguerite Moore. A Grounded Analysis of Collaborative Consumption among Apparel Consumers: Identification of Motivations for Engagement. Ames: Iowa State University, Digital Repository, November 2016. http://dx.doi.org/10.31274/itaa_proceedings-180814-1501.

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Дирда, Ірина Анатоліївна, Марина Вікторівна Малоіван, and Анна Олександрівна Томіліна. Innovative online teaching tools for students who major in english philology: challenges and opportinutuies. Видавнича група «Наукові перспективи», 2023. http://dx.doi.org/10.31812/123456789/7078.

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The paper in question outlines the possibilities of using modern teaching methods and tools in the process of teaching English to students who major in English Philology. The rapid changes which this process is undergoing are predetermined by the constant development and new demands which it has to meet. In view of Ukrainian education this process is shaped not only by the factors mentioned but as well by the fact that our country is still facing post-pandemic consequences and now those of war conflict when students are deprived of the possibility of gaining offline education in physical classrooms and many other essential educational items. The paper examines the effectiveness of various approaches and tools in promoting language acquisition and proficiency, as well as their impact on students’ engagement, motivation, and learning outcomes during the challenges posed by war and pandemic. The paper is an overview of the latest tools available for the implementation in the process of teaching English including online resources and activities, as well as the use of different platforms, applications, virtual reality, gamification and artificial intelligence. It is aimed at highlighting the advantages and drawbacks of these approaches which may be faced both by educators and students and providing examples of the successful implementations of these approaches in different educational environments. It may be summed up that while the implementation of the teaching methods and tools in question can boost and enhance the quality and accessibility of language education but it is next to impossible to reach successful learning outcomes without careful planning, training, and evaluation which ensure its effectiveness and sustainability.
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Brule, Heather. Trajectories, Time Windows, and Alternative Pathways of Engagement: Motivational Resources Underlying Academic Development during Middle School. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.7388.

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Brule, Heather. Developmental Perspectives on Motivational Resilience: Predictors of Eighth-grade At-risk Students' Academic Engagement and Achievement. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.2111.

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Donnelly, Phoebe, and Boglarka Bozsogi. Agitators and Pacifiers: Women in Community-based Armed Groups in Kenya. RESOLVE Network, November 2022. http://dx.doi.org/10.37805/cbags2022.4.

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This research report is a case study of women’s participation in community-based armed groups (CBAGs) in Kenya. It examines: the diversity of women’s motivations to participate in community-based armed groups in Kenya; women’s roles and agency within community-based armed groups, communal conflicts, as well as community security and peacebuilding structures; and gender dynamics in conflict ecosystems, including social perceptions about women’s engagement in conflict. This case study contributes to the literature on women and CBAGs by examining the variations in their engagement across a single country, based on diverse local contexts. Data collection sites for the study included 1) the capital city, Nairobi; 2) Isiolo County; 3) Marsabit County; 4) Mombasa County; and 5) Bungoma County. Together, these sites provide insight into local conflict dynamics in rural and urban areas; on country borders and on the coast; and in communities with ethnic polarization, land conflicts, criminal gangs, and histories of violent extremism and secessionist movements. The Kenyan research team employed a qualitative approach to data collection through key informant interviews (KIIs), focus group discussions (FGDs), and the use of secondary source data. The findings show that there is no single template for understanding women’s engagement with CBAGs; instead, women’s motivations and roles within these groups are varied and highly contextual, just as with the motivations and roles of men. This study demonstrates the utility of context-specific analyses at the sub-national level to capture the range of women’s participation in and engagement with CBAGs and their greater contributions to the local security landscape.
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