To see the other types of publications on this topic, follow the link: Motivation. engagement.
Dissertations / Theses on the topic 'Motivation. engagement'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 dissertations / theses for your research on the topic 'Motivation. engagement.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse dissertations / theses on a wide variety of disciplines and organise your bibliography correctly.
1
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.
Full textAbstract:
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.
2
Iacovides, Ioanna. "Digital games : motivation, engagement and informal learning." Thesis, Open University, 2012. http://oro.open.ac.uk/35603/.
Full textAbstract:
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.
3
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.
Full textAbstract:
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.
4
Aardema, Thomas P. "Student Engagement in LDS Seminaries." DigitalCommons@USU, 2013. https://digitalcommons.usu.edu/etd/1464.
Full textAbstract:
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.
5
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.
Full text
6
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.
Full text
7
Joest, Anja. "Politisches Engagement jenseits von Parteistrukturen : exemplarische Studien /." Saarbrücken : VDM Verlag Dr. Müller, 2008. http://d-nb.info/988973197/04.
Full text
8
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.
Full textAbstract:
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).
9
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.
Full text
10
Stanton, Kenneth C. "Engineering Faculty Motivation for and Engagement in Formative Assessment." Diss., Virginia Tech, 2011. http://hdl.handle.net/10919/26361.
Full textAbstract:
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.Ph. D.
11
Hershner, Jessa Rae. "Exploring Nontraditional Learner Engagement and Motivation through Music Integration." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5877.
Full textAbstract:
The increase in population of nontraditional adult learners paired with a demand for multisensory learning created a need for further research in best pedagogy in higher education. Thus, the purpose of this qualitative case study was to explore the central question on how the integration of music, lyrics, or music videos into higher education classrooms affected the motivation and engagement levels of nontraditional adult learners. The conceptual framework was based upon self-determination theory, andragogy, multiple intelligences, and visual literacy. A multiple case design was used to collect data from 8 nontraditional higher education students. Data were collected via telephone interviews and responses to the Activity Perceptions Questionnaire. Data analysis used Yin's cross-case analysis procedures, including familiarization, development of word tables, and examination of cross-case patterns. Results revealed that the use of music in the classroom positively impacts learner engagement and promotes intrinsic motivation. This study is expected to contribute to social change by exploring music as an innovative instructional tool and providing a deeper understanding of how music engages and motivates the increasing number of nontraditional students in higher education.
12
Jooste, David Christiaan. "Motivation of managers to engage multi-culturally." Diss., University of Pretoria, 2012. http://hdl.handle.net/2263/30761.
Full textAbstract:
Background and Aim
Cultural Intelligence (CQ) is becoming one of the essential competencies for the modern manager who regularly functions in a multi-cultural environment. CQ in essence refers us to the concept of developing those skills, be it through self-development, knowledge gathering or experience, which allows managers to effectively develop strategies to deal with new environments and multi-cultural settings as well as work groups (Earley & Ng, 2006). The concept of CQ can also be divided into 4 specific dimensions identified by Earley and Ang (2003) as a Meta-Cognitive dimension, a Cognitive dimension, a Motivational dimension and a Behavioural dimension. Specifically when one looks at motivational cultural intelligence one can define it as the extent of an individual’s interest and drive to adapt to new cultural situations (Templer, Tay & Chandrasekar, 2006). This study aims to investigate the concept of motivational cultural intelligence in relation to managerial motivation to engage in multi-cultural situations, and specifically focuses on the South African manager.
Method
A cross-sectional survey research design was used in this study. The Managerial Cultural Intelligence measure developed (Du Plessis, O’Neil & Vermeulen, 2007) was administered amongst a purposive convenience sample of managers in various industries (N = 550).
Results
There was no statistically significant result between motivation and managerial engagement, however it was found that the middle management and supervisory level had: The highest overall level of motivation in terms of engaging in multi-cultural activities. The highest level of motivation to change their view points when gaining new information about other cultures. There was, however, not a very high level of motivation to plan in advance for multi-cultural engagements.
Those on a senior managerial level on the other hand showed: The highest level of motivation in terms of learning more about people from other cultures. The highest level of motivation to learn more about how to deal with people from other cultures. The lowest level of motivation to change their views of other cultures when gaining new information about other cultures. They also showed the lowest level of motivation in terms of preparing in advance for multi-cultural engagements.
Based on an ANOVA analysis of the data it was found that: There was no statistically significant result between the overall motivational levels of the managers and their willingness to engage in multi-cultural environment. There was, however, a statistically significant result in terms of managerial motivation to learn more about other cultures in their work groups.
Practical Relevance
It was clear from the literature review that there is little information available about managerial CQ and motivation to engage in multi-cultural settings, such as those within the South African environment. It was therefore deemed important to investigate this construct and especially the dimension of motivation in order to better understand the role it plays in the South African managerial environment. With a better understanding of how it impacts South African managers, future researchers can look at identifying the other drivers of multi-cultural engagement, as well as developing training and development programs that will be better suited to the South African manager in terms of developing CQ. Lastly this was also seen as an important study in order to advance and fill the gap in South African literature within this specific field.Dissertation (MCom)--University of Pretoria, 2012.
Human Resource Management
MCom
Unrestricted
13
Joest, Anja. "Politisches Engagement jenseits von Parteistrukturen exemplarische Studien." Saarbrücken VDM Verlag Dr. Müller, 2007. http://d-nb.info/988973197/04.
Full text
14
Doucet, Richard John. "Student engagement : understanding the science and the stories of motivation." Thesis, McGill University, 2006. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=99368.
Full textAbstract:
This thesis is a third-grade teacher's examination of student engagement. The promotion of student engagement is an important issue for teachers and educational researchers since engagement is considered essential for learning to occur. The purpose of this study was to identify and discuss several classroom contexts in which students motivate themselves for engagement, that is, to behave, feel, and think in ways that relate positively to school and learning. The method chosen was self-study, which is a form of narrative inquiry, whereby the author used memory work to recall and reflect on his childhood and professional experiences of student engagement. The insights gained and the issues raised from this inquiry are organised around three key themes: relationships, meaningful instruction, and goal orientation. Connections are made between the author's childhood and teacher experiences, and these experiences are linked to empirical and theoretical research on student motivation in classroom settings.
15
Li, Xueyan, and 李雪燕. "Chinese University students' motivation and engagement: their antecedents and outcomes." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2013. http://hub.hku.hk/bib/B50162743.
Full textAbstract:
As one of the most influential constructs in educational psychology, academic motivation represents individuals’ drives and energies to learn; as an emerging construct attracting increasing interest, engagement manifests individuals’ drives and energies, such as the use of self-regulation strategies. However, little existing research simultaneously considers these two groups of constructs within one framework, or takes their antecedents and outcomes into account, especially in regards to Chinese university students. The present study attempts to systematically study motivation and engagement on the basis of social-cognitive motivation theory and achievement orientation theory as a means of unifying substantive and empirical claims.
To accomplish these purposes, two studies, each with two parts, have been conducted with Chinese university students as participants. In Study One, Part One explores the factor structure of several instruments – including the Motivation and Engagement Scales-University/College (MES-UC), the Goal Orientation and Learning Strategies Survey (GOALS-S), the Scale of Institution Integration (SII) and the Academic Satisfaction Questionnaire (ASQ) – in half the sample (426 cases). Cross-validation with the other half of the sample is then undertaken (423 cases). Part Two investigates a process model, which includes student multiple motivational beliefs, engagement and educational outcomes through path analysis. The results suggest that students’ work avoidance goal predicts their academic dissatisfaction directly and indirectly via maladaptive engagement; their social concern goal indirectly predicts intellectual development via adaptive engagement; their social approval goal directly influences achievement; and student engagement mediates the impacts of other motivational beliefs on their academic dissatisfaction, intellectual development and achievement. Furthermore, social concern, social approval, social status goals and work avoidance goals are significantly related to motivation and engagement.
In Study Two, Part One cross-validates the MES-UC instrument in a new independent sample (836 cases) of Chinese university students. Other instruments including the Motivated Strategies for Learning Questionnaire (MSLQ) and the Patterns of Adaptive Learning Survey (PALS) are also validated. Part Two investigates a process model, which includes classroom goal structure, motivational beliefs, engagement and achievement through path analysis. The results find that the classroom mastery goal structure predicts adaptive and maladaptive engagement via adaptive motivation, and the classroom performance-avoidance goal structure affects maladaptive engagement via personal performance-approach goal orientation and maladaptive motivation
In summary, by considering the classroom goal structure as a contextual antecedent and a variety of motivational beliefs as individual antecedents, as well as achievement-related constructs as outcomes, the thesis finds the mediation effect of motivational beliefs between classroom goal structure and student engagement, as well as the mediation effect of engagement between motivational beliefs and achievement-related outcomes. The thesis also summarizes the main contributions, and implications, noting the limitations and pointing out some directions for future research in the field of student motivation and engagement.published_or_final_version
Education
Doctoral
Doctor of Philosophy
16
Calore, Elisa <1995>. "Linking teacher’s care and motivation to students’ engagement and achievement." Master's Degree Thesis, Università Ca' Foscari Venezia, 2019. http://hdl.handle.net/10579/16121.
Full textAbstract:
L’obiettivo della tesi è quello di investigare come il supporto e la motivazione degli insegnanti contribuiscono ad aumentare la motivazione e il rendimento scolastico degli studenti. Per fare ciò, è stato chiesto agli studenti delle scuole superiori (14-19 anni) e ai loro insegnanti, di partecipare allo studio. Attraverso un questionario, abbiamo osservato se gli studenti percepiscono il supporto dei loro insegnanti e quanto è importante per loro. Al contempo, è stato osservato il punto di vista degli insegnanti per vedere se il supporto è percepito in modo diverso da punti di vista diversi. Abbiamo esaminato differenti metodi didattici, mostrando come questi pongano importanza diversa agli studenti e alla loro motivazione, indagando quali portano ad un più efficace e durevole esito scolastico. Inoltre, la sfera psicologica dell’educazione è stata analizzata: la psicologia dello sviluppo ha rivestito un ruolo fondamentale nel comprendere l’adolescenza e gli insegnanti, acquisendo maggiori conoscenze sulle questioni psicologiche, possono aiutare i loro studenti nel processo di crescita e formazione della personalità. Infine, ci siamo concentrati su come gli stili educativi dell’insegnante influenzino sia il processo di apprendimento che il coinvolgimento scolastico. Abbiamo considerato come la creazione di relazioni positive possono contribuire a creare un’atmosfera classe positiva e come questa porti ad un aumento della motivazione e ad un potenziale successo scolastico.
17
Khan, Waseem, and Yawar Iqbal. "An Investigation of the Relationship between Work Motivation (Intrinsic & Extrinsic) and Employee Engagement : A Study on Allied Bank of Pakistan." Thesis, Umeå universitet, Företagsekonomi, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-87386.
Full textAbstract:
Introduction: Work motivation (intrinsic & extrinsic) and employee engagement is the hot issues for today’s management. Employee’s motivation has been in discussion for years, different compensation plans and strategies were adopted over years to make employees more productive. Recently, the introduction of employee engagement as a new construct to business, management, and human resource management fields make it an imperative to adopt in organizational settings. Many studies made indirect link between work motivation (intrinsic & extrinsic) and employee engagement. Moreover, motivational factors (intrinsic & extrinsic) are often considered a useful tool for employee engagement. But very few studies investigated the direct relationship between work motivation (intrinsic & extrinsic) and employee engagement. Purpose: This study explored the relationship between work motivation (Intrinsic & Extrinsic) and employee engagement. Moreover, the study also examined the impact of intrinsic and extrinsic motivation on employee engagement. Methodology: In order to fulfill the research purpose, quantitative study was adopted. Questionnaires were designed using Google survey tool. 187 questionnaires were collected from employees of Allied Bank of Pakistan. Later on, SPSS was used to perform the required test of descriptive statistics, reliability analysis, bivariate correlation, ANOVA test and multiple regression analysis. Findings: The results of SPSS revealed strong agreement of respondents to positive relationship between intrinsic motivation and employee engagement, and extrinsic motivation and employee engagement. Four intrinsic factors namely interesting work, job appreciation, satisfaction and stress, and four extrinsic factors namely job security, good wages, promotion & growth and recognition were considered important by respondents for engagement. Conclusion: From the findings it is concluded that there is positive relationship between intrinsic motivation and employee engagement, and extrinsic motivation and employee engagement. Furthermore, it is also accomplished that both intrinsic and extrinsic motivation has strong positive impact on employee engagement. From the results it is also concluded that the relationship and impact of extrinsic motivation was stronger on employee engagement as compared to intrinsic motivation. The study will enrich the current literature of work motivation and employee engagement. On practical level this study will not only help practitioners and consultants but also bank management will also be equipped with useful information regarding work motivation and employee engagement in organizational settings.
18
Segerslätt, Jakob, and Christoffer Jensen. "How motivation can be explained by consumer engagement : A quantitative study on how consumer engagement affects motivation to rank and review in an online context." Thesis, Linnéuniversitetet, Institutionen för marknadsföring (MF), 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-45843.
Full textAbstract:
Purpose: Explain how consumer engagement affects consumers motivation to rank and review on price-comparison sites. Hypotheses raised:H1 - There is a positive relationship between affective consumer engagement and theconsumer's motivation to rank products online.H2 - There is a positive relationship between affective consumer engagement and theconsumer's motivation to review products online.H3 - There is a positive relationship between cognitive consumer engagement and theconsumer's motivation to rank products online.H4 - There is a positive relationship between cognitive consumer engagement and theconsumer's motivation to review products online.H5 - There is a positive relationship between behavioral consumer engagement and theconsumer's motivation to rank products online.H6 - There is a positive relationship between behavioral consumer engagement and theconsumer's motivation to review products online. Methodology: Cross-sectional social survey design with a self-completion questionnaire. Conclusion: Based on this research all hypothesis tied to each individual dimension has been accepted, thus it can be concluded that consumer engagement does have a positive relationship with consumer’s motivation to engage online.
19
Grant, Kevin O'Brien. "Leadership And Employee Engagement." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7801.
Full textAbstract:
Business leaders often encounter difficulties in achieving sustainable employee engagement in the work environment, yet employee engagement is critical to an organization's financial success. The purpose of this qualitative single case study was to explore strategies business leaders use to overcome or mitigate the challenges of employee disengagement. A purposeful sample of 6 leaders employed at an insurance company participated in the study based on their knowledge and experience in implementing successful employee engagement strategies. The conceptual framework for the study was Kahn's personal engagement theory. Data were collected using semistructured interviews, company documents, and archival information. Data were analyzed using thematic analysis. Four themes emerged: leader–employee relationship; effective internal communication and feedback; compensation, awards, benefits, and incentives; and professional training and development to improve employee engagement. The implications for positive social change include the potential to provide leaders with strategies to increase employee engagement, which may create employment opportunities for community members, which could lead to the stability and general well-being of the community.
20
Munz, Stephan Georg. "Assessing Student-Athletes' Motivation: The Development and Validation of the MUSIC® Model of Athletic Motivation Inventory." Diss., Virginia Tech, 2018. http://hdl.handle.net/10919/96546.
Full textAbstract:
Motivation is a key ingredient of successful athletic performance over time. Although the concept of maximizing motivation has long been of interest to coaches and practitioners, the vast number of motivational theories, principles, and strategies can seem overwhelming and confusing. Consequently, there is a need for providing more holistic frameworks to coaches and practitioners that not only summarize the essential findings of motivation research but also make the information more understandable and applicable in practical settings. The purpose of this study is to present and test the MUSIC Model of Motivation as a framework that can be applied in performance environments by coaches and practitioners to improve athletes' motivation, engagement, and ultimately, performance. The dissertation includes three related studies. First, I conducted a systematic content analysis to support the application of the MUSIC Model in sports. I analyzed 13 books in the realm of sport psychology and coaching. Results showed strong evidence that the underlying principles and theories of the MUSIC Model are represented in the sports literature, which supports the application of the model as a holistic framework for coaches. For the second study, Brett Jones and I developed a motivation inventory for athletes by modifying an existing motivation inventory for use with athletes. I collected data from student athletes at a large public university and conducted Exploratory Factor Analysis (EFA) with Principal Axis Factoring and Promax Rotation to examine the factor structure of the inventory scales. I used the results of the EFA to make changes to the inventory. Subsequently, I conducted a Confirmatory Factor Analysis (CFA) on a second data set to test for model fit. The fit indices for the CFA demonstrated reasonably good fit to the results, which confirmed the five-factor structure of motivation inventory. Reliability analysis based on Cronbach's alpha showed very good results with alpha ratings ranging between .84 and .94. Overall, the findings provided validity evidence for the produced scores of the MUSIC® Athletic Inventory with student-athletes.Ph. D.
21
Mc, Donald Jeanne M. Hesse Douglas Dean. "Interest and engagement in writing." Normal, Ill. Illinois State University, 1997. http://wwwlib.umi.com/cr/ilstu/fullcit?p9819895.
Full textAbstract:
Thesis (Ph. D.)--Illinois State University, 1997.Title from title page screen, viewed June 29, 2006. Dissertation Committee: Douglas D. Hesse (chair), Janice G. Neuleib, Ronald J. Fortune. Includes bibliographical references (leaves 235-246) and abstract. Also available in print.
22
Hobson, Nicole DeJarnett. "Succession Planning and Situational Engagement." Thesis, University of North Texas, 2007. https://digital.library.unt.edu/ark:/67531/metadc5168/.
Full textAbstract:
Succession planning is the creation of a pool of high potential employees that receive specific training and developmental opportunities with the intention of promotion. There is a definite need to deepen our understanding of what implications there are from a psychological point of view for employees when a major process like succession planning is implemented. Employee engagement is the experienced commitment, which leads to discretionary effort. The purpose of this research is to explore an underlying factor structure for engagement drivers and understand how a major organizational initiative, succession planning, impacts employee engagement. This research was conducted at a petroleum organization in the Southwest United States (N = 2023) and compares engagement based on group membership in a succession planning process (Informed-High Status, Uninformed-High Status, and Uninformed-Low Status). The underlying factor structure of drivers was found to have one factor of engagement. There was a significant difference in the engagement levels based on membership within the succession plan (high status versus low status). However, communicating to an employee their involvement in the succession plan did not differentiate between engagement levels.
23
Dube, Yonela Oko Likona. "The relationship between authentic leadership and employee engagement." Thesis, Nelson Mandela Metropolitan University, 2017. http://hdl.handle.net/10948/15160.
Full textAbstract:
Authenticity is a leadership characteristic of exceptional leaders. It is an essential requirement for future leaders, especially in an era when the motives and behaviours of many leaders are questionable. Authentic leaders are genuine and utter words that can be trusted (Smith, 2014.). Followers have voiced a need for leaders who can be trusted and show consistency in their actions. The study focused on the investigation of authentic leadership and the influence that authentic leadership has on the engagement levels of employees. A theoretical study of leadership, with the focus on authentic leadership and employee engagement was conducted to achieve the objectives of the study. The research included a literature study, which highlighted the characteristics and behaviours of authentic leadership. Both a theoretical and practitioner view of authentic leadership is included in the theoretical study. Semi-structured interviews were held with two prominent leadership practitioners, one from the University of the Free State and the other from the University of Stellenbosch, to obtain their views on the nature of authentic leadership and examples of South African leaders who they considered authentic leaders. The insights gained from the literature review and the interviews, were incorporated into a survey questionnaire developed for use in the empirical study which was conducted at Continental Tyre SA. An electronic questionnaire was administered to managers and their direct subordinates in the manufacturing and marketing/sales divisions. The questionnaire probed the respondents’ perceptions regarding the level of authenticity displayed by leaders in the organisation, and specifically the extent to which leaders demonstrated the characteristics and behaviours associated with authentic leadership. The Authentic Leadership Questionnaire (ALQ), as validated by Walumbwa, Avolio, Gardner, Wernsing and Peterson (2008, p. 64), was used as a basis for the development of the survey questionnaire, with adjustments made to include the practitioner’s perspective as postulated by George (2003, p. 12). The section in the questionnaire on engagement focused on engagement as a psychological state, behavioural engagement and the manager’s role in nurturing engagement. Both managers and employees were requested to provide their view of the manager’s characteristics and behaviours, the managers rated themselves, and both groups rated the engagement levels of employees. A correlation was made between the responses received from the manager and employees. The results of the empirical study revealed that both managers and employees agreed mostly that managers in the organisation displayed the characteristics and behaviours of authentic leadership and employees were engaged. It did however, emerge that the managers were reluctant to share personal information about themselves and that employees believed that managers did not seek feedback on their own behaviour. In terms of employee engagement, the results suggested that the managers believed that employees felt supported, accepted and were committed to the Continental Tyre SA brand; but indicated a lack of knowledge of their roles in the organisation and a lack of passion and energy. Further findings revealed that the managers in the marketing/sales division considered their employees more engaged than the managers in the manufacturing division considered their employees to be. Other findings also revealed that self-awareness in leaders is an important predictor of employee engagement. Self-awareness in a leader is an important feature in facilitating social processes in the leader’s relationship with their followers. Transparent leaders create a psychologically secure environment, enabling employees to be confident and to feel encouraged to express themselves freely. The study concluded with several recommendations. Leaders should be more transparent in their interaction with others by sharing personal stories about themselves. Opportunities should be provided through 360° feedback for employees to give feedback to managers regarding their behaviour. The GIVE (Goals, Interests, Values and Emotions) Model should be used in management development initiatives to facilitate the development of self-awareness and self-knowledge. An appreciative inquiry, which focuses on positive affirmation, should be an approach used in organisations to foster the development of genuine relationships and is an implication of authentic leadership, thus encouraging employee engagement.
24
Ward, Sarah Elizabeth. "The Impact of Blended Learning on Student Motivation, Engagement and Achievement." Wittenberg University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=witt1561715675863705.
Full text
25
Yelverton, Rita McLeod. "Motivation and Engagement Across the Kindergarten Transition: A Self Determination Perspective." PDXScholar, 2014. https://pdxscholar.library.pdx.edu/open_access_etds/2026.
Full textAbstract:
The American school system currently faces gaps in achievement between its low-income, minority students and their higher-income, white peers. These gaps exist both in academic and socioemotional skills, are present by kindergarten entry, and persist throughout students' school careers. One proposed strategy through which these gaps may be reduced is through the promotion of student motivation and engagement. In the primary and secondary school settings, these constructs are promoted through teachers' motivational support of students' psychological needs for relatedness, autonomy, and competence. However, the development of these factors prior to kindergarten entry has not been as well studied.
Data from 333 students and their 98 preschool classrooms were used to examine whether highly motivationally supportive preschool experiences can buffer the negative effects of risk in order to support the development of a high sense of motivation and engagement that is sustained across the transition to kindergarten. In terms of normative changes, results indicated that both engagement and disaffection declined across the kindergarten transition. High maternal education was a consistent predictor of increases in engagement and motivation and declines in disaffection across the kindergarten transition. While need support did not consistently buffer the loss of engagement or enhance declines in disaffection, it did seem particularly beneficial for boys, whose motivation and disaffection outcomes tended to improve after preschool experiences characterized by high warmth. Additionally, children's declines in frustration across the kindergarten transition were enhanced by well-structured preschool experiences.
Details of analyses, results, strengths, limitations, and implications for future research are discussed.
26
Lindahl, Gabriella. "Ideella uppdrag : Vad får någon att engagera sig ideellt?" Thesis, Karlstad University, Division for Social Sciences, 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-92.
Full textAbstract:
This is a study about engagements and motivation. Its purpose is, by looking at other motivational theories than Abraham Maslow’s hierarchy of needs, to find out why certain people choose to become engaged as student representatives. The question this study is working from is: why do certain people choose to engage themselves as student representatives?
This study has a qualitative approach, which means that a number of interviews have been done and subsequently profoundly analyzed. The underlying factors that play a part in the student representatives’ engagements have been sought out in this data material. This study is built on seven interviews which have been analysed with an inductive thematic analysis.
The result of the study is presented in five themes: motivation, social heritage, proof of engagement, result of engagement and opposition with engagement.
Much of what explains why someone becomes engaged as a student representative lies largely in what motivates you. Much of it can also be traced back to the socialisation process that we go through when we are young, and which returns every time we come across a new situation. If you have seen a parent, or such, take on a non-profit engagement, this will leave its mark on you and the way that you subsequently will act.
Not only socialisation and different motivational factors influence enough to make you engage yourselves in non-profit organisations in the manor a student representative does. It also requires that they should get something out of the sacrifice they make. It isn’t about money as much as it is about self fulfilment and personal developments. To feel good about oneself because of the effort you provide, and the knowledge you can get which might help you in the future, are all reasons to become engaged as a student representative.
27
Echeverria, Roy Arnon. "School Engagement: Testing the Factorial Validity, Measurement, Structural and Latent Means Invariance between African American and White Students." Diss., Virginia Tech, 2006. http://hdl.handle.net/10919/30078.
Full textAbstract:
This study was designed to accomplish three main objectives. The first objective was to test the hypothesis that school engagement is a multidimensional construct with three factors: behavioral, emotional, and cognitive or academic engagement. The second objective was to test for invariance of the measurement and factorial structures of school engagement across white and African-American students. And the third objective of the study was to test for invariance of the latent mean structures of school engagement across white and African-American students.
In order to accomplish the objectives of the study a step by step approached, using structural equation modeling, was followed. First, the best fitting model of school engagement for both white and African American students were identified. Second, invariance of the number of underlying factors of school engagement across white and African-American students was tested. Third, invariance of factor loadings across the two racial/ethnic groups was tested. Fourth, invariance of the factor variances and covariances was tested. Fifth, latent mean structures of school engagement between white and African-American were compared. Finally, the results of the calibrating sample were cross-validated with the second half of the sample.
Results from this study produced consistent support for a three-factor model of school engagement and without cross-loadings to other dimensions of school engagement. However, some parameters including factor loadings, factor variances and latent means were found non-invariant across white and African American students. African American students rated themselves statistically significantly higher on emotional engagement than white students. In addition, weaknesses in the measurement model especially the reliability coefficients of observed indicators and variance accounted for by the latent factors were identified. Cognitive engagement proved to be the most difficult to measure among all three dimensions of school engagement. Finally, analysis of the cross-validating sample produced some important differences which included one additional non-invariant factor loading, one factor covariance, and one additional latent mean difference between white and African American students.Ph. D.
28
Vogel, Corina. "Corporate Social Entrepreneurship An Institutional Perspective on Motivation and Process /." St. Gallen, 2008. http://www.biblio.unisg.ch/org/biblio/edoc.nsf/wwwDisplayIdentifier/01654953002/$FILE/01654953002.pdf.
Full text
29
Poisat, Paul. "A critical analysis of organisational strategies for employee engagement." Thesis, Nelson Mandela Metropolitan University, 2006. http://hdl.handle.net/10948/466.
Full textAbstract:
Organisations are continuously searching for ways to increase their competitiveness as a means to survive in the global economy. More recently approaches have focused on the role that people perform in bringing about competitive advantage. Research indicates that engaged employees contribute vastly to the financial bottom-line of the organisation (see section 3.2.2). The research problem in this study was to identify strategies that organisations can use to engage their employees. To achieve this objective a theoretical employee engagement model was presented. The presentation of the theoretical model consisted of the following sub-processes: § Firstly, a literature survey was conducted to determine the underlying drivers/constructs of employee engagement. Abstract iii § The second comprised surveying the literature dealing specifically with approaches for measuring employee engagement. § Thirdly, the literature was surveyed to identify strategies and models used by organisations for engaging employees. The theoretical employee engagement model served as a basis for the compilation of the survey questionnaire that determined the extent to which human resource practitioners and line managers agree with the theoretical model developed in this study. The questionnaire was administered to a random sample of individuals employed in the automotive cluster in the Nelson Mandela Metropolitan Municipality and the Buffalo City Metropole. The empirical results obtained from the survey indicated that respondents strongly concurred with the theoretical employee engagement model presented in the study. These results were included in the theoretical model, which lead to the development of the integrated organisational employee engagement model. The model comprises of four interrelated categories that all contribute to enhancing employees’ engagement. These categories are organisational leadership, organisational culture, organisational strategies and the manager’s role. From the literature survey and the study it became clear that the role of the manager, had the most significant impact on employee engagement of all the categories. In addition, the integrated organisational employee engagement model can be used by organisations as an applied strategy for the measurement of employee engagement. The main findings from this research are that 60 per cent of organisations that participated in the empirical study had implemented strategies to engage their employees. However, the majority of organisations reporting not having an engagement strategy were among organisations that employed less than 700 employees (smaller organisations). The study also highlighted certain variables that required special attention, especially when implementing employee engagement within the South African context. South African companies as compared to their overseas counterparts, rated organisational engagement variables such as remuneration, benefits and gain sharing lower. A further variable that was identified by the study requiring special attention was, ‘senior management shows a sincere interest in employees’ well-being’. A final point emanating from the study is that the implementation of employee engagement, as a strategy to enhance organisational competitiveness, must be viewed as a continuous process. Organisations should prior, to the implementation of an employee engagement strategy, consider whether they are prepared to share engagement results, take corrective action commensurate with the results and deal with employee expectations that may be incurred. The strategies espoused by the integrated organisational employee engagement model developed in this study, can be used by organisations to increase organisational competitiveness by improving their employees’ level of engagement.
30
Chase, Denise. "Girls' Engagement with Computers While Creating Web Pages During Middle Childhood." Diss., Virginia Tech, 2001. http://hdl.handle.net/10919/27153.
Full textAbstract:
The purpose of the research study was to describe girls' engagement with computers during middle childhood and to delineate the factors that initiated and sustained the engagement. The research questions were: 1) What patterns distinguish how girls engage in web page development during middle childhood? 2) What roles do environmental and personal factors play in the girls' engagement in the activity of web page development? 3) What are the perceived reasons for the girls' achievement in creating web pages?
The research design followed a qualitative case study approach with descriptive methods of data collection. Four participants were selected through nomination by their elementary school principal based on their computer attitude and aptitude. The data collected included interviews, observations, artifacts, and interviewerâ s reflective notes. The data were analyzed through coding assisted by NUD*IST computer software. Overall, the access to computers, the relationships with powerful others, and the girls' perceptions of their ability to control influential factors, all worked together as antecedents for engagement with computers. The roles performed and the necessary social interaction sustained the engagement. The product, an educational web page, demonstrated successful achievement. The researcher provided recommendations for educators to create conditions for girls to achieve using computers, which impacts middle childhood girls' perceptions of future career options.Ph. D.
31
Sundin, Anette. "Läsa - ett måste eller ett måste? : Barns tankar om läslust, läsolust och vilka faktorer som skapar läsmotivation." Thesis, Linköpings universitet, Institutionen för beteendevetenskap och lärande, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-130896.
Full textAbstract:
Detta är en kvalitativ studie inspirerad av hermeneutisk metodansats. Studien syftar till att försöka förstå hur elever i åk 3 och 9 upplever fenomenet läslust och vad som motiverar dem att läsa. Genom att utgå från elevers texter och deras beskrivningar av läslust och av vilka faktorer som motiverar eller hämmar läsning, har jag försökt att tolka elevernas uppfattningar om läslust. Studien är genomförd i två klasser på låg- respektive högstadiet och eleverna har med hjälp av frågor på en tankekarta fått skriva helt fritt om fenomenet läslust. Med stöd i en del av läs- och motivationsforskningen har jag försökt koppla elevernas texter till teorin och i analysen lyft fram och tolkat deras uppfattningar, känslor och upplevelser av vad läsning kan vara. Resultatet visar att elever uppfattar läsning som ett positivt måste om engagemanget, läslusten, finns. Eleverna beskriver hur de gör "mentala förflyttningar" eller känner "ett sug" efter att läsa. Elever som istället upplever olust och inte ser läsningen som något viktigt för dem, beskriver läsning som ett negativt måste, något "trist" eller "meningslöst" som skolan tvingar dem till. En slutsats i min studie är att undervisningen i skolan inte spelar den aktiva roll som den borde göra. Eleverna skriver inte i sina texter att lärare eller undervisning fungerat som en motiverande faktor för deras läslust. Denna slutsats har jag dragit utifrån ett begränsat antal elever och utifrån den uppgift jag gav dem och säger inget generellt om undervisningens betydelse för läslusten.
32
Fernandes, Vincent John. "Volunteer Motivation, Organizational Commitment, and Engagement| Knights of Columbus Explanatory Case Study." Thesis, University of Phoenix, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10748228.
Full textAbstract:
The purpose of this qualitative explanatory single case study was to understand why Knights of Columbus (KofC) volunteers in Ontario, Canada demonstrate motivation, organizational commitment, and engagement. The scope of the study was guided by two main research questions: “Why do KofC members volunteer?” and “How do KofC members combine elements of motivation, organizational commitment, and engagement in their volunteer activity?” The triangulation of participant interviews, observations from KofC general meetings, and online archived documents supported the study’s qualitative methodology that required rich, descriptive data. For feasibility, the population of this study was comprised of KofC volunteers within three councils in Ontario, Canada and 17 KofC members were selected purposively based on age and experience criteria for face-to-face interviews. Transcribed interview data, observational field notes and archival documents were analyzed and coded using NVivo 11 to uncover three emerging themes: living one’s faith, loyalty, and flexibility. The findings indicated that KofC members have alignment between personal and organizational values, intend to follow Biblical scripture to live their faith in the public square, and feel obligated to help others in need. Fraternity and unity were welcomed benefits that KofC members enjoyed while volunteering. KofC provides volunteers with role and task variety, which allows volunteers to choose the activities that suit their interest, skill set, and time commitment. By gaining insights from these themes, organizational leaders can improve their communication to potential and existing volunteers, foster stronger relationships among volunteers, and develop programs that engage volunteers through catered recruitment and retention strategies.
33
Lesko, Ashley. "New Manager Influences| Probing the Effects of Career Motivation on Work Engagement." Thesis, Sullivan University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3729207.
Full textAbstract:
This study sought to determine the impact of perceived career motivation on workplace engagement for new managers. By using the Career Orientation Inventory (Schein, 1990b) in determining an individual’s career anchor and the Utrecht Work Engagement Survey (Schaufeli & Bakker, 2003), the study investigates the impact and influence of career motivation on engagement. An explanatory sequential approach was taken using mixed methods and two survey instruments. Quantitative analysis using multiple regression was used to assess the impact of the career anchor differential between desired and perceived use of the career anchor on the work engagement level. Grounded theory then further explored through semi-structured interviews to understand the research question of whether the new manager has a higher workplace engagement level if he/she is placed in a job that matches his or her career anchor. The quantitative analysis estimated approximately 25% of a new manager’s engagement could be determined by perceived inclusion of the career anchor in the current work. The qualitative interviews supported the element of the new manager’s need for control of the career anchor at work and also developed into a two-part New Manager Engagement framework of Influencing Factors. Finally, this study designated a definition and direction for Career Engagement, building on both previous frameworks and the proposed New Manager Engagement framework.
34
Siirilä, A. (Aleksi). "Gamifying a higher education course:design guidelines for increasing students’ motivation and engagement." Master's thesis, University of Oulu, 2017. http://urn.fi/URN:NBN:fi:oulu-201706022479.
Full textAbstract:
Games have become popular in today’s media. Along with games, gamification has become popular in many contexts, such as education and businesses, to motivate and engage people. The goal for this study was to study how gamification can improve the motivation and engagement of the students in higher education studies and to provide a set of guidelines for designing a gamified higher education course. There was a practical need for a gamified higher education course, and a research and development project was conducted for the need in September 2016. At the start, preliminary literature review was done to look for guidelines regarding the design of gamifying a higher education course. Unfortunately, design guidelines as such were hard to find from the literature but the development of the gamified solution for the course had to be started. A gamification platform for a higher education course was constructed during the project, but it was not evaluated. After the project, it became even more clear that there was a gap in the literature which is trying to be filled with this study. More thorough literature review was conducted on gamification literature to find constructs and purposes of gamification. Since the gamified course concept was created by teacher and designers, students’ point of view was lacking. Therefore, qualitative interview was considered as valuable next step in the iterative process for the design guidelines. Interviews were used to find matching game elements and purposes of gamification as students saw them. Additionally, concept of the created gamification platform was evaluated with qualitative interviews. As a result of this study, design guidelines were primarily done to help teachers to choose right elements for their higher education course and secondarily to help designer to design the gamification platform. A four-part guideline was built to guide teachers in their choices on gamifying a higher education course.
35
Zepeda, Santiago. "Cognitive Behavioral Substance Treatment on Latino Engagement, Motivation, and Drug Use Thinking." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/4765.
Full textAbstract:
The U.S. Latino population seeking substance abuse treatment has nearly doubled over the past 10 years, yet ethnic-based research and intervention strategies are lacking. The purpose of this quantitative study was to evaluate the efficacy of the Treatment Readiness Induction Program (TRIP) among the Latino adolescent population. Cognitive behavioral therapy and the integrated judgment and decision making model provided the theoretical framework. Secondary data from 137 Latino/Latina participants were collected on engagement, motivation, and drug use thinking scales and their respective subscales to evaluate differences by gender and by a group of clients who received standard operating practice treatment (SOP) and those who, in addition to SOP, received TRIP treatment (SOP+TRIP). An independent t test found no gender differences on any of the subscales. Contrary to expectations, an independent t test indicated the SOP group had statistically significantly higher scores on the motivation subscale of desire for help and on the engagement subscale of peer support. The longer time in treatment by the SOP+TRIP group may account for the unexpected findings, and a repeated-measures design is recommended in future research to map and better understand changes in engagement, motivation, and drug use thinking across time in treatment. Findings and recommendations inform positive social change intervention and assessment strategies that target Latino clients seeking support of drug abuse.
36
Wait, Sasha Ann. "Investigation into the relationship between intrinsic motivation, intrinsic rewards, extrinsic rewards and work engagement among teachers in South Africa." Thesis, Nelson Mandela University, 2017. http://hdl.handle.net/10948/13557.
Full textAbstract:
The primary objective of this mini-dissertation was to investigate whether a relationship exists between rewards, intrinsic motivation, work engagement among school teachers in South Africa. A further aim was to determine if work engagement has a moderating effect on the relationship between rewards and intrinsic motivation. The researcher further investigated whether demographic differences occurred across the three constructs studied. The study made use of quantitative research to achieve the above-mentioned objectives. The researcher made use of Ulrechs Work Engagement Scales (UWES), Intrinsic Work Motivation Scale (IWMS) and the Organisational Rewards Scale (ORS) to measure the mentioned relationships. The ORS was qualitatively piloted on a sample of primary school teachers in a Non-governmental institution. After refinement, a composite questionnaire was electronically completed by 207 teachers within South Africa. Data analysis was conducted in the form of descriptive and inferential statistics, including Cronbach’s alpha testing, Pearson’s Product Moment Correlations, t-tests, analysis of variance and structural equation modelling. The quantitative findings suggested that rewards lead to higher levels of Work Engagement, which in turn causes higher levels of Intrinsic Motivation. Thus, there was full mediation of rewards onto intrinsic rewards through work engagement From a demographics perspective, practically significant differences were discovered between NGO’s and Government High Schools for Rewards. In addition to these results, age differences were discovered across Work Engagement and job level differences were discovered for Intrinsic Motivation, together with significant correlations between the three constructs. These results theoretically contribute to the validation of the newly developed Intrinsic Work Motivation Scale. Furthermore, the results make a valuable contribution to the field of rewards management for teachers in South Africa.
37
Sararueangpong, Pasit. "How embarrassment and superstitiousness affect consumers' superstitious purchase decision?" Thesis, Queensland University of Technology, 2022. https://eprints.qut.edu.au/227460/1/Pasit_Sararueangpong_Thesis.pdf.
Full textAbstract:
As an irrational belief, yet common, superstitious beliefs have played a role in consumer behaviours across different cultures. Some consumers embrace them, while some consider them embarrassing. This thesis investigated how embarrassment can demotivate consumers from purchasing a product with superstitious meaning. Although a decision appears to be a quick decision, it is influenced by multiple factors.
38
Ljungman, Fanny. "Utilizing the full engagement of experienced citizen scientists: how to motivate for increased contribution." Thesis, Uppsala universitet, Institutionen för informatik och media, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-415219.
Full textAbstract:
Citizen science is when ordinary people help with scientific research, e.g. within biodiversity, molecular biology and astronomy. At Artdatabanken, which is an organization that observes biodiversity, citizen science is used to enable data gathering of species in Sweden. Previous research has investigated how to maintain long-term engagement by observing motivation for citizen scientists regardless of skill-levels. In this study, the motivations of experienced citizen scientists are investigated. Semi-structured interviews were conducted with citizen scientists at Artdatabanken, and thematic analysis was used to find themes in the answers. The participants were open both to increase contributions and to report other species. The results showed mainly extrinsic motivations, which could be due to a lack of reflection of intrinsic motivation. Three main themes were found in the interviews. The first theme, Efficiency, was connected to usability-issues, mainly focusing on time-efficiency and simplifying the reporting tool. The acknowledgement-theme involved motivation to receive recognition for the contributions. The third theme, Knowledge and Understanding, was connected to motivation for increased knowledge regarding species and data. Some suggestions for implementation are presented to make the motivations feasible for design implementations of citizen science systems.
39
BESNAULT, Camille, and Han Cordova Maria-Claudia Sun. "Employee Engagement : Sporting goods retail stores in Gävle." Thesis, Högskolan i Gävle, Avdelningen för ekonomi, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-14852.
Full textAbstract:
Title: Employee Engagement - Sporting goods retail stores in Gävle. Level: Second cycle, Final assignment for Master Degree in Business Administration Author: Maria Claudia Sun Han Cordova and Camille Besnault Supervisor: Maria Fregidou-Malama and Pär Vilhelmson Date: 2013 - May Purpose: This study examines employee engagement. For that matter, we investigate the factors that influence employee engagement in sporting goods retail stores, and the impact of relationships interactions between the team and the manager. Method: This study was conducted through a deductive approach. The data was collected from two sporting goods retail stores: Stadium and Intersport, located in Gävle, Sweden; through questionnaires for both store’s employees, and face-to-face interviews to the store managers and employees. Finally, data was analyzed with the programs Microsoft Excel and SPSS. Result & Conclusions: We found out that sporting goods retail store’s employees were mainly motivated by personal factors, job satisfaction factors and intrinsic factors, such as belongingness to the team. It appears that employees give significance importance to the relationship they have with their manager and coworkers. We also found out that the relationship with the customers has a huge impact on employee engagement. Suggestions for future research: This research was conducted in a geographic area in a specific country (Sweden). Additionally, it is based on the sporting goods retail market. Thus, it could be interesting to extend this research to others sectors and markets, or to do the same research in another country. Contribution of the thesis: While theories about employee engagement consider the relationship between employees and co-workers, and employees and manager as important for employee engagement, we empirically discovered that the relationship between employees and customers influences employee engagement significantly. Key words: Job satisfaction, employee engagement, sporting goods retails, motivation, relationships.
40
Calderhead, William J. "Effects of interspersed math problems on the task engagement of middle school students /." view abstract or download file of text, 2003. http://wwwlib.umi.com/cr/uoregon/fullcit?p3113002.
Full textAbstract:
Thesis (Ph. D.)--University of Oregon, 2003.Typescript. Includes vita and abstract. Includes bibliographical references (leaves 81-86). Also available for download via the World Wide Web; free to University of Oregon users.
41
Ljungberg, Christofer, and Torsten Hansson. "Motivational Aspects of Gameplay: The Roles of Indirect Engagement and Social Presence in Play." Thesis, Malmö högskola, Fakulteten för kultur och samhälle (KS), 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-22189.
Full textAbstract:
Our thesis revolves around how intrinsically motivational incentives can be created by using gameplay elements and features instead of creating motivation with extrinsically mediated rewards. We find problems with achievement systems being too focused on rewarding players extrinsically instead of adding to the increase in motivation along with the gameplay experience. Using theories from the psychology field on motivation we created a foundation from which we started to design a game that creates motivation through its features and mechanics. From the feedback we received on our user testing and interviews, all within an iterative design process, we found that users responded more positively to our suggested improvements concerning the high score list feature in particular, followed by general gameplay features like visual feedback.From the summarized data we have collected we have noticed that one of the main features people wanted in games was feedback on what and how they were doing, whether it was an action or where their competition was.
42
Jennings, Jay. "Religious Motivation and the Democratic Citizen." Diss., Temple University Libraries, 2015. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/317436.
Full textAbstract:
Political SciencePh.D.
There has been both praise and vilification of religion's role in shaping democratic citizens. By focusing on individual differences, religious motivations can help explain the complex relationship between religion and good citizenship, especially concerning the important topics of political engagement and prejudice. This dissertation will demonstrate that in order to understand the connection between religion and democratic citizenship, we must consider people's religious motivations. We must go beyond traditional approaches that only consider people's beliefs and behaviors. Religious motivation is a powerful measurement tool providing a richer framework than traditional measures of religiosity when answering a variety of questions regarding democratic citizenship. It is also a unique measure of individual difference with independent effects going beyond measures of personality, open-mindedness, ideology, and religiosity. The goal of this dissertation is twofold. First, it will establish religious motivation as an important measure that can greatly aid our understanding of the relationship between religion and democratic citizenship. Second, this dissertation will demonstrate how religious motivation can clarify religion's relationship with two specific measures of democratic citizenship: prejudice and political engagement. To meet these goals, this dissertation employs nationally representative surveys including a unique survey-experiment to provide evidence of religious motivations' important explanatory power. The findings suggest it is not what religious service you attend, or even how often you attend, but the motivation for being religious that best explains the level of political engagement and prejudice.
Temple University--Theses
43
Delport, H. J. "Improving employee performance, motivation and engagement : a brain-based coaching model for managers." Thesis, Stellenbosch : Stellenbosch University, 2011. http://hdl.handle.net/10019.1/20752.
Full textAbstract:
Thesis (MPhil) -- Stellenbosch University, 2011.The aim of this research study was to explore the experience of managers, and specifically engineers at a steel manufacturing company, of a brain-based coaching model. Coaching’s origins can be traced back to a variety of fields including psychology, change management, training and adult learning. Many people argue that coaching is ‘heart based’ as opposed to being more analytical and scientific. This caused some confusion with the researcher. However, during his studies towards a Master’s degree in Philosophy (MPhil) in Management Coaching, he was introduced to neuroscience and the role it has played in the emergence of a new field called brainbased coaching. The fact that one could scientifically explain why the brain needs coaching and that coaching can help the brain improve its functioning, appealed so much to the researcher that he wanted to expand his knowledge of the subject. Selecting a sample group that was made up only of engineers who had participated in a training programme with the focus on brain-based coaching, provided the perfect platform from where to study the phenomenon and to discover how the engineers, who are academically trained, are analytical and who, by their very nature, prefer scientific evidence-based research, perceive a brain-based coaching model. It was also important to try and establish what they believed the benefits and possible applications are of the model and whether they think it can be used to improve performance and lift motivation and engagement. The results were positive, but it revealed more; it explained how the experience created awareness and led to a change in behaviour and thinking – not just at work, but also in their personal lives. These findings provide more knowledge about the potential that a brain-based approach has for managers and leaders as a development tool. It also gives some comfort that we do not have to continue doing and thinking about things the way we have always done; we have a choice and this approach gives us an insight into how to exercise that choice.
44
Peterson, Polly. "Three Non-Cognitive Factors Influencing Persistence of Student-Athletes: Motivation, Engagement, and Grit." Diss., North Dakota State University, 2017. http://hdl.handle.net/10365/25956.
Full textAbstract:
Pressure to enroll and support students who will persist to graduation has become increasingly intense. Traditional measures such as ACT and GPA do not tell a complete story; consequently, significant interest in non-cognitive factors that contribute to success has evolved. More needs to be done however, to study unique populations of students whose circumstances differ from the general student. One such population are student-athletes who face competing demands for their time and talent, thus requiring certain non-cognitive characteristics that differ from general students. Therefore, the purpose of this study was to examine non-cognitive factors that impact persistence of student-athletes at a private, Midwestern university. Using a path model, the relationship between three motivational subscales, engagement, grit and persistence were examined, and whether these factors varied by race, gender or sport. Three instruments included in this study were the SAMSAQ, the IIR-S, and the Grit-S scale. Results revealed that the grit scale did not achieve internal consistency; therefore, analysis of this data was not discussed. The remaining factors revealed that Academic Motivation, Student-Athletic Motivation, and Engagement did not predict Persistence, but that Academic Motivation (? = .33, p < .001) and Student-Athletic Motivation (? = .31, p < .001) predicted Engagement. Career-Athletic Motivation revealed a significant negative relationship to Persistence (? = -.19 p < .001). Eliminating all non-significant paths, step-wise analysis revealed that Engagement predicted Persistence (? = .15, p < .05) and mediated a significant indirect relationship between Academic (? = .05, p < .05) and Student-Athletic Motivation (? = .05, p < .05) and Persistence. These results suggest that student-athletes with academic interests are more likely to engage in educationally purposeful activities that contribute to persistence, but as student-athletes become more interested in career athletics, their likelihood of persisting in a timely manner decreases. Results also revealed significant differences in Motivation and Persistence by gender, race and sport. Male and non-white student-athletes had higher Student-Athletic and Career Athletic Motivation scores and demonstrated a significant difference in their Persistence scores suggesting that student-athletes who are more interested in achieving success athletically may not persist on time, if at all.
45
Scalise, David. "THE EFFECTS OF LEARNING PRACTICES ON MOTIVATION AND ENGAGEMENT AMONG HIGH SCHOOL INSTRUMENTALISTS." Case Western Reserve University School of Graduate Studies / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=case1433543547.
Full text
46
Schumacher, Tracy A. "A study to determine the relationship between motivation and reading engagement in adolescence." Online version, 2001. http://www.uwstout.edu/lib/thesis/2001/2001schumachert.pdf.
Full text
47
AL-Sheyab, Ola Nader. "THE RELATIONSHIP BETWEEN RETENTION, EMPLOYEE ENGAGEMENT, JOB SATISFACTION, AND INTRINSIC MOTIVATION AMONG NURSES." OpenSIUC, 2018. https://opensiuc.lib.siu.edu/dissertations/1560.
Full textAbstract:
This study investigated how engagement, job satisfaction, and intrinsic motivation will affect retention among nurses. A sample of 150 nurses (CNAs, LPNs, and RNs) employed at medical centers in Sioux City (IA-SD-NE) and Carbondale, Illinois was selected using cluster random sampling. Employee engagement (Independent-Variable1) was measured against the Utrecht Work Engagement Survey (UWES), job satisfaction (Independent-Variable2) was measured against the Minnesota Satisfaction Questionnaire (MSQ), and intrinsic motivation (Independent-Variable3) was measured against the Intrinsic Motivation Inventory (IMI). The study followed a sequential transformative design, with all research questions or hypotheses examined through multinomial regression, which indicated the odds ratio of nurses’ decision or intent to leave or stay against leaving their current position. The regression analysis showed that intrinsic motivation and job satisfaction were significantly more likely to predict nurses’ intent to leave than employee engagement. The interviews showed employee engagement, job satisfaction, and intrinsic motivation to be an important part of the nurses’ decision to leave or stay
48
Moye-Weaver, Elizabeth. "Motivational Strategies and Student Engagement in a Blended German Course." BYU ScholarsArchive, 2021. https://scholarsarchive.byu.edu/etd/9233.
Full textAbstract:
Blended and online courses can require more student self-regulation than traditional in-person courses. Instructors and course designers can support student motivation and self-regulation in a variety of ways, such as by including motivational strategies in the course materials. The purpose of this study was to explore the relationship between the following three factors: the motivational strategies employed in the online course materials of a blended German language course, student engagement in the course, and student usage of the course materials. Selected course activities were analyzed using a checklist based on Keller's ARCS (Attention, Relevance, Confidence, Satisfaction) model for motivational design to identify the motivational strategies that were present. At the end of each unit, students completed surveys about their level of engagement with the online portions of the blended course and their perceptions of the online activities. At the end of the semester, data about student usage of the online activities was collected from the Canvas Learning Management System. The results of this study show that a wide range of motivational strategies are used in the online materials of this course and that students were highly engaged in this course. Students found the grammar and vocabulary activities to be the most motivating and the most useful for their language learning. The number of Attention strategies in an activity was strongly correlated with how often students used the activity, and the number of Attention strategies also predicted how often students would use the activities, likely because Attention strategies increase ease of use of the materials and encourage student curiosity. The number of Satisfaction strategies in an activity predicted how motivating students would find the activity, likely because Satisfaction strategies allowed students to use their new skills in realistic contexts and experience intrinsic and extrinsic rewards. There was a strong correlation between how motivating students found an activity and how useful they found the activity for their language learning. Including more motivational strategies, particularly Attention and Satisfaction strategies, can enhance the student experience and increase student motivation; however, students are most likely to be motivated by activities that they find useful for their language learning.
49
Drape, Tiffany A. "Teaching with Technology in an Agriculture Associate's Degree Program." Diss., Virginia Tech, 2011. http://hdl.handle.net/10919/29112.
Full textAbstract:
Students in any educational setting need to learn how to integrate and successfully use technology to be successful in a future career. While no one educational system can teach every skill, faculty can help integrate technology and model skills that students will need later in life. Using Rogersâ Diffusion of Innovations as a model, the researcher examined technology integration and how it affected engagement, motivation, and learning in the classroom setting. The purpose of this study was to investigate the phenomenon of technology integration in an agriculture associateâ s degree program and evaluate the program from the faculty and student perspective. Ninety-six students enrolled in an agriculture associateâ s degree program served as the case study group. A qualitative approach guided the inquiry of the study and was represented through observations, participant interviews, and video collection using Noldus Observer.
Findings indicated that technology integration was being implemented in a purposeful way and the faculty work together to make decisions regarding what to integrate for the studentsâ use in their courses. Technology integration decisions were supported by the faculty and program leader. Students viewed the technology as beneficial to their learning while enrolled in the program and as an asset when they graduated. Students reported that they felt as though technology was helping them remain engaged and motivated in the program. Students who participated in the recommend that the faculty use the course management system more efficiently to streamline content to students and the faculty use more features that the system offers such as chat and discussion boards. Students expressed a belief that these practices would help keep students more engaged during class time and help them locate resources more efficiently. It is recommended that faculty work to offer a blended learning experience in the classroom, with group work or guided practice. Finally, as an alternative to traditional assessment, it is recommended that faculty members in the program encourage students to work with technology outside of class to create videos or podcasts to illustrate what they are learning.Ph. D.
50
Narasareddy, Gari Mourya Reddy. "Using Cyberlearning Environment to Improve Student’s Learning and Engagement in Introductory Computer Programming Courses." Diss., North Dakota State University, 2019. https://hdl.handle.net/10365/29804.
Full textAbstract:
All Computer Science majors are required to take introductory programming (CS1) as a fundamental course which has a high dropout rate. Researchers report that CS1 students lack motivation and need constant resource support. Motivated by these factors, we developed a cyberlearning environment embedded with learning engagement strategies such as Collaborative Learning, Social Interaction and Gamification. The purpose of research is to investigate the impact the cyberlearning environment had on student acquisition of programming concepts. I conducted a series of studies to empirically validate these learning engagement strategies in the context of student learning outcomes. The results of my dissertation have shown that Gamification and Social Interaction when combined or used individually had more positive impact on student learning when compared to that of other learning engagement strategies.This work is supported in part by the National Science Foundation under grants DUE-1225742 and DUE-1525112. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation.