Relevant bibliographies by topics / Motivation mechanisms

Academic literature on the topic 'Motivation mechanisms'

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Published: 10 December 2022
Last updated: 28 January 2023

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Journal articles on the topic "Motivation mechanisms"

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Krivova, М. A. "MOTIVATION OF THE COMPANY'S PERSONNEL FOR SAFE ACTIVITIES." Izvestiya of Samara Scientific Center of the Russian Academy of Sciences 23, no. 5 (2021): 69–75. http://dx.doi.org/10.37313/1990-5378-2021-23-5-69-75.

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The paper considers theoretical foundations of developing a motivation mechanism. An adapted model of the well-known theories of motivation has been built. Forms of influence of the motivation mechanism on ensuring safe activity have been investigated. The structure of the motivation mechanism has been developed including the structural model, structure and content, as well as evaluation. Modern motivational mechanisms have been investigated and the corresponding system has been developed. The criteria defining the mechanism of motivation to safe activity have been defined.
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Salamin, Alain. "Rewards characteristics and intrinsic motivation: An exploratory study on homeostatic mechanisms." Swiss Journal of Psychology 59, no. 1 (March 2000): 3–15. http://dx.doi.org/10.1024//1421-0185.59.1.3.

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A limited number of studies have addressed the effects of pay characteristics on both intrinsic and extrinsic types of motivations within an organizational setting. While the relationships have been documented in a number of studies, research has been confined to academic and laboratory settings, and a number of key questions remain unanswered. Based on a sample of 400 employees from a large Swiss financial institution, quantitative and qualitative results show that material rewards have no unilateral effect on intrinsic/extrinsic and total motivation. Instead, homeostatic mechanisms keep the intrinsic/extrinsic and total motivational level from varying beyond an equilibrium, while the structure of motivations among employees differs significantly depending on pay characteristics. A new conceptualization of motivational phenomena is presented.
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Stellar, James R. "Biological Mechanisms of Motivation." Contemporary Psychology: A Journal of Reviews 32, no. 8 (August 1987): 705–6. http://dx.doi.org/10.1037/027383.

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Tseng, Fan-Chen, and Ching-I. Teng. "Online Gamers' Preferences for Online Game Charging Mechanisms." International Journal of E-Business Research 11, no. 1 (January 2015): 23–34. http://dx.doi.org/10.4018/ijebr.2015010102.

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Online games construct a virtual world where gamers can explore and experience various exciting environments. However, studies on gamer behavior rarely investigated the relationships between motivations and spending for online games. Understanding these relationships helps online game service providers manage gamers' motivations and develop better revenue models. This study investigated the relationships between one core motivation for playing online games—exploration motivation—and online gamers' willingness to spend for online games. Analytical results indicated that exploration motivation is positively related to gamer willingness to pay monthly access fees for playing online games, and is negatively related to gamer intention to buy or to bid for virtual items. The implications are discussed and suggestions to game service providers are offered.
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McCall, Ryan J., Stan Franklin, Usef Faghihi, Javier Snaider, and Sean Kugele. "Artificial Motivation for Cognitive Software Agents." Journal of Artificial General Intelligence 11, no. 1 (January 1, 2020): 38–69. http://dx.doi.org/10.2478/jagi-2020-0002.

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AbstractNatural selection has imbued biological agents with motivations moving them to act for survival and reproduction, as well as to learn so as to support both. Artificial agents also require motivations to act in a goal-directed manner and to learn appropriately into various memories. Here we present a biologically inspired motivation system, based on feelings (including emotions) integrated within the LIDA cognitive architecture at a fundamental level. This motivational system, operating within LIDA’s cognitive cycle, provides a repertoire of motivational capacities operating over a range of time scales of increasing complexity. These include alarms, appraisal mechanisms, appetence and aversion, and deliberation and planning.
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Vincent, Jean-Dider. "Brain mechanisms underlying basic affective processes." European Review 8, no. 2 (May 2000): 225–30. http://dx.doi.org/10.1017/s1062798700004798.

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According to the classical psycho-physiological theories, human and animal behaviour are dictated by inborn or acquired motivation. The sight of a serpent for example, is an inborn motivation for flight and fear in a dog, but the fear of a policeman, on the other hand, is an acquired motivation in humans. Acquired or derived motivations result from conditioning or associative procedures that come under the general heading of reflex theory. This does not take into account the notion of subjectivity, which subordinates the state to an act whose motive can always be traced back to the satisfaction of an inborn need of the species. But can we always talk about vital needs or acts that have been learnt when we see certain ways of behaving which cannot be explained or justified by any utility?
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Thuan, Le Cong, and Bui Thi Thanh. "Mediating mechanisms linking developmental feedback with employee creativity." Journal of Workplace Learning 32, no. 2 (November 3, 2019): 108–21. http://dx.doi.org/10.1108/jwl-06-2019-0070.

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Purpose The purpose of this paper is to investigate mediating mechanisms linking leaders’ developmental feedback with employee creativity and the moderating role of intrinsic motivation in the effects of employees’ skills on employee creativity. Design/methodology/approach Using data collected from 326 employees at information technology organizations in Vietnam, this study tested the hypotheses by using structural equation modeling. Findings The results show that leaders’ developmental feedback has a positive indirect relationship with employee creativity via creativity-relevant skills, domain-relevant skills and intrinsic motivation. There are no significant differences in the effects of developmental feedback on employee creativity through proposed mediators. Further, intrinsic motivation positively moderates the impact of domain-relevant skills on employee creativity. However, intrinsic motivation does not moderate the effect of creativity-relevant skills on employee creativity. Originality/value This research is one of the first efforts to investigate intrinsic motivation as a motivational mechanism as well as creativity-relevant skills and domain-relevant skills as cognitive mechanisms for understanding the relationship between leaders’ developmental feedback and employee creativity. This research also examines how intrinsic motivation moderates the effects of employees’ skills on employee creativity.
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Lavrova, Ludmila, Nikolay Chernegov, Maria Ivanova, Zhanna Lemesheva, and Elena Akimova. "Development of the mechanism of motivation and tangible incentivisation." MATEC Web of Conferences 170 (2018): 01094. http://dx.doi.org/10.1051/matecconf/201817001094.

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The main objective of the study is the development of an effective motivational mechanism for employees of construction enterprises. The paper considers particularities of remuneration of participants of construction process in order to define the application of various mechanisms of motivation and incentivisation. The existing methods of development of motivation and incentivisation are analyzed as a tool for increasing the performance of the enterprise. Scientific and methodological recommendations on the establishment and implementation of the mechanisms of motivation and incentivisation as a tool for increasing the performance of enterprises in the construction industry were developed. These recommendations allow identifying the relationship of motivation and incentivisation with the performance of the enterprise. The developed mechanism is based on the relationship between the strategic objective of the enterprise and the key performance indicators of the units or specific employees.
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Hester, Raven, and Jonathan S. Gore. "Mechanisms that Foster Relational Motivation." Psychological Studies 60, no. 1 (December 23, 2014): 50–55. http://dx.doi.org/10.1007/s12646-014-0290-6.

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Jensen, Ulrich Thy, and Louise Ladegaard Bro. "How Transformational Leadership Supports Intrinsic Motivation and Public Service Motivation: The Mediating Role of Basic Need Satisfaction." American Review of Public Administration 48, no. 6 (March 27, 2017): 535–49. http://dx.doi.org/10.1177/0275074017699470.

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Motivating public service employees to greater effort is a key issue for managers and scholars. Transformational leadership concerns behaviors to develop, share, and sustain a vision for the organization and has been suggested as an important lever in this respect. However, we know little about the processes by which transformational leadership may stimulate work motivation. Integrating transformational leadership, public service motivation (PSM), and self-determination theory, this article sheds light on the psychological mechanisms underlying the motivational effects of transformational leadership. According to structural equation modeling, the relationships between transformational leadership and two types of autonomous work motivation—intrinsic motivation and PSM—are mediated by the satisfaction of the basic psychological needs for autonomy, competence, and relatedness. Our findings support the claim that the motivational effects of transformational leadership are mediated by need satisfaction, but also that satisfaction of individual needs is not equally important for intrinsic motivation and PSM, respectively.
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Dissertations / Theses on the topic "Motivation mechanisms"

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Curran, Thomas. "Psychosocial mechanisms underpinning motivation in youth sports participants." Thesis, York St John University College, 2013. http://etheses.whiterose.ac.uk/6511/.

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Children’s participation in youth sport is ubiquitous in UK society, yet high levels of attrition are evident in adolescence (Department for Culture, Media and Sport, 2012a). This attrition has been credited, in part, to questionable coaching behaviours that derogate children’s experiences in youth sport. Using self-determination theory (Deci & Ryan, 1985, 2000; Ryan & Deci, 2000, 2002) as a guiding framework, the purpose of this thesis was to better understand the coach-related antecedents of children’s adherence and attrition in youth sport by examining the motivational processes that contribute to their engagement versus disaffection. In study one, children’s perceptions of autonomy, competence and relatedness, or psychological need satisfaction, were examined alongside in their tendency to exhibit high levels of cognitive and affective engagement. In study two, a mediation model was tested whereby coach autonomy support and control were hypothesised to exhibit positive indirect effects on children’s engagement and disaffection in youth sport respectively via both psychological need satisfaction and psychological need thwarting. In study three, the previous study was replicated and extended with three waves of data. The final study of this thesis examined the interaction of coach autonomy support and structure to extend the findings of the previous studies. Overall, the findings suggest that structure and autonomy support from coaches will help to safeguard children’s adherence to youth sport because they jointly facilitate psychological need satisfaction and engagement. In contrast, control from coaches is likely to lead to children’s attrition in youth sport since such provisions undermine the psychological needs and produce disaffection.
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Landreth, Anthony. "Far beyond driven on the neural mechanisms of motivation /." Cincinnati, Ohio : University of Cincinnati, 2007. http://www.ohiolink.edu/etd/view.cgi?ucin1196094476.

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Thesis (Ph.D.)--University of Cincinnati, 2007.
Advisor: John W. Bickle. Title from electronic thesis title page (viewed Feb. 6, 2008). Keywords: motivation, dopamine, learning, neuroscience, neural networks, action theory, desire, intention, planning, emotion, pleasure, representation, psychosemantics. Includes abstract. Includes bibliographical references.
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McConville, J. R. "Brain Mechanisms Associated with Motivation in Amphibians and Fish." Thesis, Queen's University Belfast, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.501325.

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LANDRETH, ANTHONY WILLIAM. "FAR BEYOND DRIVEN: ON THE NEURAL MECHANISMS OF MOTIVATION." University of Cincinnati / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1196094476.

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De, Nadai Alessandro S. "Psychosocial Mechanisms of Outcome in Pediatric Psychiatry." Scholar Commons, 2017. http://scholarcommons.usf.edu/etd/6826.

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Nearly half of all youths experience a mental health disorder at some point during childhood (Merikangas et al., 2010). Pediatric psychopathology is associated with a substantial amount of impairment in the school, social, and home domains, and such symptoms can have adverse impacts on subsequent development (Beauchaine & Hinshaw, 2013; Patel, Flisher, Hetrick, & McGorry, 2007). Fortunately, a number of medications have demonstrated efficacy in treating a number of mental health conditions (Martin, Scahill, & Kratochvil, 2010). Despite these demonstrated effects, treatment response is often incomplete, and the mechanisms by which pharmacotherapy lead to behavior change are not well understood. However, research in pediatric psychopharmacology has often not considered the role of psychosocial variables, despite their promise to explain much variance in psychiatric outcomes and the robust influence they have demonstrated in psychotherapy-based behavior change (e.g., Shirk & Karver, 2011). This study investigated the role of four psychosocial variables in treatment outcome in pediatric psychiatric practice: medication adherence, therapeutic alliance, motivation for behavior change, and expectancies for positive treatment outcome. Surprising patterns of effects were found, with psychosocial variables being associated with both decreases and increases in symptomology depending on the circumstance (e.g., externalizing behavior), and many inconsistencies were observed among these patterns. While psychosocial variables are often portrayed as having uniformly positive impacts on treatment, their role in pediatric psychiatry may not be as straightforward as is commonly depicted in other diseases and therapeutic approaches. In particular, the nature of their effects on outcome may vary across symptom presentations and intervention approaches. Based on these findings, recommendations for clinical practice and future research are discussed which affect all patients, researchers, and medical providers who participate in pediatric psychiatric treatment.
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Scholl, Jacqueline. "Motivation and reward learning : neural mechanisms, changes in depression and following pharmacological treatment." Thesis, University of Oxford, 2015. https://ora.ox.ac.uk/objects/uuid:fac5019f-f12c-4325-a11d-11bdac0da290.

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The primary goal of this thesis was the understanding of the cognitive and computational mechanisms of reward and effort guided processing and their change in depression and commonly used/putative treatments. In chapter 2, I developed a new paradigm that allowed me to examine the neural basis of concurrent learning about rewards and effort in a complex, naturalistic environment. Measuring brain activity using functional magnetic resonance imaging, I proposed a prefrontal cortical mechanism for overcoming behavioural biases generated by irrelevant reward features (Scholl et al., 2015). In chapter 3, I used this paradigm to measure the effects of prolonged administration of a commonly used antidepressant, a serotonin re-uptake inhibitor, which has previously been hypothesized to enhance learning and neural plasticity. I found that it increased neural learning signals for both reward and effort in a widespread network of brain areas, suggesting a general learning enhancing effect (Scholl et al., under review). In chapter 4, I measured whether a putative novel treatment for depression, the partial NMDA agonist d-cycloserine, could also influence learning. While I found this not to be the case, it led to a marked improvement in how participants integrated the available information to make decisions (Scholl et al., 2014). In chapter 5, I tested how these different aspects of reward-guided behaviour, some of which were changed in my pharmacological manipulation, are related to changes in depression. We found that dysphoric participants did not differ from healthy controls in how quickly they learnt appetitive or aversive/effortful information. However, when making decisions they used this learnt information less than healthy controls to determine their decisions. Together, these studies revealed that complex decisions require additional cognitive and neural mechanisms that go beyond those seen in the simplest learning tasks. These diverse mechanisms can be computationally teased apart, rely on different neural systems and can thus be influenced separately. Lastly, we found that common treatments of depression did not necessarily target the same mechanisms affected by depression, suggesting potential new avenues for new treatments.
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Chan, Melissa. "The role of strategic motivation, organisational behaviour and social mechanisms in collaborative contracts." Thesis, Queensland University of Technology, 2021. https://eprints.qut.edu.au/207442/1/Melissa_Chan_Thesis.pdf.

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The research investigated the effects of strategic motivation, behaviours and social mechanisms on collaborative contracting performance. A conceptual framework was utilised to examine collaborative contracting, and a case study analysis was undertaken of four projects using data collected from interviews and a survey. Findings indicate the importance of deploying a mechanism of managing projects comprising shared goals and cooperation (social mechanisms); knowledge transfer and transaction cost (strategic motivation); commercial frameworks and structural specifications (behaviour mechanisms). Organisations entering into collaborative contracts that utilise and integrate the framework elements are more likely to achieve better overall performance.
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Naidoo, Loren J. "EFFECTS OF LEADERS ON FOLLOWER GOAL STRIVING PROCESSES: COGNITIVE AND EMOTIONAL SENSEMAKING MECHANISMS." Akron, OH : University of Akron, 2005. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=akron1125352291.

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Dissertation (Ph. D.)--University of Akron, Dept. of Psychology, 2005.
"December, 2005." Title from electronic dissertation title page (viewed 08/31/2006) Advisor, Robert G. Lord; Committee members, Steven R. Ash, Rosalie J. Hall, Paul E. Levy, Aaron M. Schmidt; Department Chair, Paul E. Levy; Dean of the College, Charles B. Monroe; Dean of the Graduate School, George R. Newkome. Includes bibliographical references.
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Al-Adawi, Samir Hamed Nasser. "The neuropsychopharmacology of motivation : an examination of reward and frontal-subcortical mechanisms and functions." Thesis, King's College London (University of London), 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.286323.

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Muhammed, Kinan. "Mechanisms underlying apathy in health and Parkinson's disease." Thesis, University of Oxford, 2018. http://ora.ox.ac.uk/objects/uuid:930d41d1-c815-4494-8c32-1439947db899.

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Apathy or lack of motivation is increasingly recognized to be a major factor affecting quality of life and prognosis in many neurological conditions. It is particularly prevalent in Parkinson's disease, impacting on every disease stage, including de novo cases, and has been reported to affect up to 70% of cases. Despite the pervasiveness of apathy, challenges remain in its detection, clinical assessment and treatment. Several lines of evidence have implicated fronto-striatal reward related neural pathways in the genesis of apathy but the precise processes remain to be fully explained. This thesis examines the potential mechanisms of apathy using Parkinson's disease as a model to study the condition. Novel oculomotor tasks that used eye movement and pupillary responses were developed to help assess if insensitivity to incentives could be an underlying component of apathy. This was examined in healthy young and elderly participants as well as in patients with Parkinson's disease. Patients were tested both ON and OFF their normal dopaminergic medication so that the effect of dopamine could be assessed and the association with apathy determined. This was also performed in a pharmacological study in young participants with the use of Haloperidol, a dopaminergic D2-selective antagonist. Insensitivity to rewards modulated by dopamine was regarded to be a contributory mechanism of apathy in Parkinson's disease and also applicable to general mechanisms of motivation in healthy populations.
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Books on the topic "Motivation mechanisms"

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Miller, Neal E. Learning, motivation, and their physiological mechanisms. New Brunswick, NJ: AldineTransaction, 2007.

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Schulze, Georg. Mechanisms of motivation: A text workbook and student's manual. Victoria, B.C: Trafford, 2003.

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D, Clarke David, and De Carlo Nicola, eds. Motives and mechanisms: An introduction to the psychology of action. London: Methuen, 1985.

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How motivation affects cardiovascular response: Mechanisms and applications. Washington, DC: American Psychological Association, 2011.

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Drive: Neurobiological and molecular mechanisms of sexual motivation. Cambridge, Mass: MIT Press, 1999.

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Wright, Rex A., and Guido H. E. Gendolla, eds. How motivation affects cardiovascular response: Mechanisms and applications. Washington: American Psychological Association, 2012. http://dx.doi.org/10.1037/13090-000.

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Paul, Willner, Scheel-Krüger Jørgen, and European Behavioral Pharmacology Society, eds. The mesolimbic dopamine system: From motivation to action. Chichester: Wiley, 1991.

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Ślaski, Sławomir. Motywacyjno-osobowościowe wyznaczniki zachowań transgresyjnych i ochronnych: Personality and motivational determinants of transgressive and defense behaviors. Warszawa: Wydawnictwo Uniwersytetu Kardynała Stefana Wyszyńskiego, 2012.

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Suter, Beat, René Bauer, and Mela Kocher, eds. Narrative Mechanics. Bielefeld, Germany: transcript Verlag, 2021. http://dx.doi.org/10.14361/9783839453452.

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What do stories in games have in common with political narratives? This book identifies narrative strategies as mechanisms for meaning and manipulation in games and real life. It shows that the narrative mechanics so clearly identifiable in games are increasingly used (and abused) in politics and social life. They have »many faces«, displays and interfaces. They occur as texts, recipes, stories, dramas in three acts, movies, videos, tweets, journeys of heroes, but also as rewarding stories in games and as narratives in society - such as a career from rags to riches, the concept of modernity or market economy. Below their surface, however, narrative mechanics are a particular type of motivational design - of game mechanics.
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Streben und Bewegen: Aristoteles' Theorie der animalischen Ortsbewegung. Berlin: Walter de Gruyter, 2008.

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Book chapters on the topic "Motivation mechanisms"

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Bartolf, Holger. "Motivation for Part II." In Fluctuation Mechanisms in Superconductors, 129–31. Wiesbaden: Springer Fachmedien Wiesbaden, 2015. http://dx.doi.org/10.1007/978-3-658-12246-1_8.

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Freed, William J. "Brain Mechanisms Related to Social and Reproductive Behavior." In Motivation and Desire, 153–67. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-10477-0_16.

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Robbins, Trevor W., and Jeffrey W. Dalley. "Dissecting Impulsivity: Brain Mechanisms and Neuropsychiatric Implications." In Nebraska Symposium on Motivation, 201–26. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-51721-6_7.

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Alloy, Lauren B., Caroline M. Clements, and Linda J. Koenig. "Perceptions of Control: Determinants and Mechanisms." In Control Motivation and Social Cognition, 33–73. New York, NY: Springer New York, 1993. http://dx.doi.org/10.1007/978-1-4613-8309-3_2.

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Brunzell, Darlene H., and Marina R. Picciotto. "Molecular Mechanisms Underlying the Motivational Effects of Nicotine." In Nebraska Symposium on Motivation, 17–30. New York, NY: Springer US, 2008. http://dx.doi.org/10.1007/978-0-387-78748-0_3.

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Kovač, Velibor Bobo. "The Mechanisms of Control, Affiliation and Self-expression." In Basic Motivation and Human Behaviour, 169–200. London: Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1057/978-1-137-47056-0_6.

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de Melo Bezerra, Juliana, and Celso Massaki Hirata. "Motivation and Its Mechanisms in Virtual Communities." In Lecture Notes in Computer Science, 57–72. Berlin, Heidelberg: Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-23801-7_5.

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Kreibig, Sylvia D. "Emotion, motivation, and cardiovascular response." In How motivation affects cardiovascular response: Mechanisms and applications., 93–117. Washington: American Psychological Association, 2012. http://dx.doi.org/10.1037/13090-005.

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Barch, Deanna M., David Pagliaccio, and Katherine Luking. "Mechanisms Underlying Motivational Deficits in Psychopathology: Similarities and Differences in Depression and Schizophrenia." In Behavioral Neuroscience of Motivation, 411–49. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/7854_2015_376.

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Gray, Marcus A., and Hugo D. Critchley. "Integration of cardiac function with cognitive, motivational, and emotional processing: Evidence from neuroimaging." In How motivation affects cardiovascular response: Mechanisms and applications., 21–42. Washington: American Psychological Association, 2012. http://dx.doi.org/10.1037/13090-001.

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Conference papers on the topic "Motivation mechanisms"

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Santucci, Vieri G., Gianluca Baldassarre, and Marco Mirolli. "Intrinsic motivation mechanisms for competence acquisition." In 2012 IEEE International Conference on Development and Learning and Epigenetic Robotics (ICDL). IEEE, 2012. http://dx.doi.org/10.1109/devlrn.2012.6400835.

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Kim, Yong Se, Hyun Jin Cha, Tae Bok Yoon, and Jee-Hyoung Lee. "A Perspective Projection Tutoring System With Motivation Diagnosis and Planning." In ASME 2007 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. ASMEDC, 2007. http://dx.doi.org/10.1115/detc2007-35432.

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Motivation is a paramount factor to student success. Although it is well known that the learner’s motivation and emotional state in educational contexts are very important, they have not been fully addressed in intelligent tutoring systems (ITS). In this paper, a method for integrated motivation diagnosis and motivational planning is described in a manner applied to an operable system. For the motivational diagnosis rules, three different channels of data (performance from interaction with the system, verbal communication, and feedbacks) are combined. For the motivational planning rules, four different strategies (different learning process, helps, different teaching strategies, and arousal questions or feedbacks) are combined. By applying the mechanisms, a tutoring system for the topic of perspective projection with motivation diagnosis and motivational planning on a multiagent system with fuzzy logic has been implemented.
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Ougolnitsky, Guennady, and Anatoly Usov. "Sustainable Management in Regional Fisheries: Mechanisms of Motivation of Myopic Agents." In International Scientific Conference "Competitive, Sustainable and Secure Development of the Regional Economy: Response to Global Challenges" (CSSDRE 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/cssdre-18.2018.16.

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Nelson, Carl A., and Raymond J. Cipra. "Similarity and Equivalence of Nutating Mechanisms to Bevel Epicyclic Gear Trains." In ASME 2003 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. ASMEDC, 2003. http://dx.doi.org/10.1115/detc2003/dac-48843.

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This paper addresses similarities between various nutating or wobbling mechanisms, especially kinematic similarities. A case is made for the generalization of several mechanisms into a mechanism “class” having common kinematic characteristics. This mechanism class is shown to be typified by bevel epicyclic gear trains. It is proposed that not only kinematic analysis, but static-force, power-flow, and efficiency analyses of mechanisms belonging to this “class” can be simplified by modeling them as bevel-gear trains. Simplified kinematic, force, and efficiency analyses are demonstrated for a novel wobbling speed reducer using this concept of “equivalent” geared mechanisms. The reduction in complexity of these analyses is the main motivation for this work.
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Shu, Tong, Shou Chen, Bart L. MacCarthy, Shouyan Wang, Kin Keung Lai, and Chi Xie. "An Analysis of Motivation for Front Collaboration of AVE-based CPFR Mechanisms." In 2007 International Conference on Service Systems and Service Management. IEEE, 2007. http://dx.doi.org/10.1109/icsssm.2007.4280232.

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de Melo Bezerra, Juliana, Lara Santos Diniz, Victor da Silva Montalvão, and Celso Massaki Hirata. "Effects of Task Significance, Coordination and Incentive Mechanisms on Motivation of Online Teams." In 11th International Conference on Web Information Systems and Technologies. SCITEPRESS - Science and and Technology Publications, 2015. http://dx.doi.org/10.5220/0005404803030310.

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Albrechtsen, Nathan B., Spencer P. Magleby, and Larry L. Howell. "Using Lamina Emergent Mechanisms to Develop Credit-Card-Sized Products." In ASME 2011 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. ASMEDC, 2011. http://dx.doi.org/10.1115/detc2011-48420.

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The compactness and portability of credit-card-sized products create a strong motivation for their development. This paper proposes that lamina emergent mechanisms (LEMs) provide a means for expanding the capabilities of credit-card-sized mechanisms. LEMs are a type of compliant mechanism that is fabricated from sheet goods with motion that emerges from the sheet. A review of the current state-of-the-art in credit-card-sized mechanisms reveals that there are two primary types of mechanisms most commonly used in this form factor: rigid-body mechanisms and in-plane compliant mechanisms. The challenges of each of these mechanism areas and the LEM advantage corresponding to each challenge are described. Criteria are developed for determining if a product is a suitable candidate for using LEM technology to create a credit-card-sized mechanism. The credit-card-sized LEM advantages and suitability criteria are illustrated through an example product—a compact lancing device that could be used as a main component for a more portable epinephrine syringe.
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Manko, D. J., and W. L. Whittaker. "Inverse Dynamic Models Used for Force Control of Compliant, Closed-Chain Mechanisms." In ASME 1989 Design Technical Conferences. American Society of Mechanical Engineers, 1989. http://dx.doi.org/10.1115/detc1989-0106.

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Abstract A general inverse dynamic model is presented that is applicable to mechanisms incorporating member, joint and base compliance. Previous approaches for defining inverse dynamic models of compliant mechanisms have been approximations or limited to simple mechanism geometries and open-chain mechanisms. Hence, the motivation for a more general approach. Inverse dynamic equations for compliant mechanisms modeled with and without constraint equations are shown to be solvable sets of differential/algebraic equations (DAE’s); relevant characteristics and solutions of DAE systems are discussed. An important application for inverse dynamic models of compliant mechanisms is model-based force control of closed-chain mechanisms. The formulation and solution procedures discussed in this paper have been successfully applied to model legged locomotion on natural terrain.
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Newbold, Joseph W., Nadia Bianchi-Berthouze, and Nicolas E. Gold. "Musical Expectancy in Squat Sonification for People Who Struggle with Physical Activity." In The 23rd International Conference on Auditory Display. Arlington, Virginia: The International Community for Auditory Display, 2017. http://dx.doi.org/10.21785/icad2017.008.

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Physical activity is important for a healthy lifestyle. However, it can be hard to stay engaged with exercise and this can often lead to avoidance. Sonification has been used to support physical activity through the optimisation/correction of movement. Though previous work has shown how sonification can improve movement execution and motivation, the specific mechanisms of motivation have yet to be investigated in the context of challenging exercises. We investigate the role of music expectancy as a way to leverage people’s implicit and embodied understanding of music within move- ment sonification to provide information on technique while also motivating continuation of movement and rewarding its completion. The paper presents two studies showing how this musically-informed sonification can be used to support the squat movement. The results show how musical expectancy impacted people’s perception of their own movement, in terms of reward, motivation and movement behaviour and the way in which they moved.
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MATRAN, Tatiana. "Psychological references regarding the evaluation of motivation in pupils." In Probleme ale ştiinţelor socioumanistice şi ale modernizării învăţământului. "Ion Creanga" State Pedagogical University, 2022. http://dx.doi.org/10.46728/c.v1.25-03-2022.p230-235.

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Motivation is an important level of the individual in the process of his self-regulation and it appears as a driving force of the whole human development, because it selects, assimilates and settles in the individual the external influences. Motivation is a dynamic and multidimensional phenomenon, which cannot be conceptualized strictly quantitatively, according to which pupils are differentiated by the level of motivation for learning and success; students can be motivated to learn in different ways, it is important to understand the mechanisms and factors that condition the motivation for achievement in school.
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Reports on the topic "Motivation mechanisms"

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Bandula-Irwin, Tanya, Max Gallien, Ashley Jackson, Vanessa van den Boogaard, and Florian Weigand. Beyond Greed: Why Armed Groups Tax. Institute of Development Studies (IDS), November 2021. http://dx.doi.org/10.19088/ictd.2021.021.

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Armed groups tax. Journalistic accounts often include a tone of surprise about this fact, while policy reports tend to strike a tone of alarm, highlighting the link between armed group taxation and ongoing conflict. Policymakers often focus on targeting the mechanisms of armed group taxation as part of their conflict strategy, often described as ‘following the money’. We argue that what is instead needed is a deeper understanding of the nuanced realities of armed group taxation, the motivations behind it, and the implications it has for an armed group’s relationship with civilian and diaspora populations, as well as the broader international community. This paper builds on two distinct literatures, on armed groups and on taxation, to provide the first systematic exploration into the motivation of armed group taxation. Based on a review of the diverse practices of how armed groups tax, we highlight that a full account of their motivation needs to go beyond revenue collection, and engage with key themes around legitimacy, population control, institution building, and the performance of public authority. We problematise common approaches towards armed group taxation and state-building, and outline key questions of a new research agenda.
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Khanna, Madhu. Growing Green Business Investments in Asia and the Pacific: Trends and Opportunities. Asian Development Bank, December 2020. http://dx.doi.org/10.22617/wps200357-2.

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This paper discusses the opportunities and challenges for green businesses in Asia and the Pacific. It also identifies the market motivations, regulatory and nonregulatory mechanisms, and implications for companies.
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Jore Ali, Aisha, Javier Fuenzalida, Margarita Gómez, and Martin Williams. FOUR LENSES ON PEOPLE MANAGEMENT IN THE PUBLIC SECTOR. People in Government Lab, May 2021. http://dx.doi.org/10.35489/bsg-peoplegov-wp_2021/001.

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We review the literature on people management and performance in organisations across a range of disciplines, identifying aspects of management where there is clear evidence about what works as well as aspects where the evidence is mixed or does not yet exist. We organise our discussion by four lenses, or levels of analysis, through which people management can be viewed: (i) individual extrinsic, intrinsic, and psychological factors; (ii) organisational people management, operational management, and culture; (iii) team mechanisms, composition and structural features; and (iv) relationships, including networks, leadership, and individuals’ relationships to their job and tasks. Each of these four lenses corresponds not only to a body of literature but also to a set of management tools and approaches to improving public employees’ performance; articulating the connections across these perspectives is an essential frontier for research. We find that existing people management evidence and practice have overemphasised formal management tools and financial motivations at the expense of understanding how to leverage a broader range of motivations, build organisational culture, and use informal and relational management practices. We suggest that foregrounding the role of relationships in linking people and performance – relational public management – may prove a fertile and interdisciplinary frontier for research and practices.
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Wachen, John, and Steven McGee. Qubit by Qubit’s Middle School Quantum Camp Evaluation Report for Summer 2021. The Learning Partnership, August 2021. http://dx.doi.org/10.51420/report.2021.5.

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Qubit by Qubit’s Middle School Quantum Camp is one of the first opportunities for students as young as eleven to begin learning about the field of quantum computing. In this week-long summer camp, students learn about key concepts of quantum mechanics and quantum computing, including qubits, superposition, and entanglement, basic coding in Python, and quantum gates. By the end of the camp, students can code quantum circuits and run them on a real quantum computer. The Middle School Quantum Camp substantially increased participants’ knowledge about quantum computing, as exhibited by large gains on a technical assessment that was administered at the beginning and end of the program. On a survey of student motivation, students in the program showed a statistically significant increase in their expectancy of being successful in quantum computing and valuing quantum computing. Students experienced a significant increase in their sense of belonging in STEM and quantum computing following the camp. The camp substantially increased students’ interest in taking additional coursework in STEM and quantum, as well as pursuing careers in STEM and quantum computing.
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Pavlyuk, Ihor. MEDIACULTURE AS A NECESSARY FACTOR OF THE CONSERVATION, DEVELOPMENT AND TRANSFORMATION OF ETHNIC AND NATIONAL IDENTITY. Ivan Franko National University of Lviv, February 2021. http://dx.doi.org/10.30970/vjo.2021.49.11071.

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The article deals with the mental-existential relationship between ethnoculture, national identity and media culture as a necessary factor for their preservation, transformation, on the example of national original algorithms, matrix models, taking into account global tendencies and Ukrainian archetypal-specific features in Ukraine. the media actively serve the domestic oligarchs in their information-virtual and real wars among themselves and the same expansive alien humanitarian acts by curtailing ethno-cultural programs-projects on national radio, on television, in the press, or offering the recipient instead of a pop pointer, without even communicating to the audience the information stipulated in the media laws − information support-protection-development of ethno-culture national product in the domestic and foreign/diaspora mass media, the support of ethnoculture by NGOs and the state institutions themselves. In the context of the study of the cultural national socio-humanitarian space, the article diagnoses and predicts the model of creating and preserving in it the dynamic equilibrium of the ethno-cultural space, in which the nation must remember the struggle for access to information and its primary sources both as an individual and the state as a whole, culture the transfer of information, which in the process of globalization is becoming a paramount commodity, an egregore, and in the post-traumatic, interrupted-compensatory cultural-information space close rehabilitation mechanisms for national identity to become a real factor in strengthening the state − and vice versa in the context of adequate laws («Law about press and other mass media», Law «About printed media (press) in Ukraine», Law «About Information», «Law about Languages», etc.) and their actual effect in creating motivational mechanisms for preserving/protecting the Ukrainian language, as one of the main identifiers of national identity, information support for its expansion as labels cultural and geostrategic areas.
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TETINA, S. V., Yu V. GUTROVA, I. E. ZHIDKOVA, Yu G. MAKOVETSKAYA, E. S. KRASNITSKAYA, E. G. KOLIKOVA, and N. O. NIKOLOV. BUSINESS DIDACTIC GAME "INDIVIDUAL METHODOLOGICAL STYLE OF TEACHER'S ACTIVITY". SIB-Expertise, March 2022. http://dx.doi.org/10.12731/er0543.17032022.

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Abstract: the proposed business didactic game is aimed at developing the creative attitude of the teacher to his own professional activity. The motivational material of a business didactic game allows the teacher to understand that his activity has sometimes elusive pedagogical algorithms and strategies, the totality of which can be called such a concept as an individual methodological style of activity. In addition to pedagogical strategies, this concept reflects the unique psychological qualities of the individual, which allow the teacher to influence the quality of the acquired knowledge. It is also emphasized that the concept of an individual style of activity is the result of the teacher's internal hard work, the result of a long search, value. On this basis, the individual style of activity rejects the concept of "charisma", since it is self-sufficient and does not need to be theatrically announced to any audience. All the value bases of an individual methodological style of activity are aimed not at narcissism, but at helping students in mastering the internal content of a particular academic subject. The leading sign of the formation of an individual methodological style of activity is the ability to correctly combine one's original author's position on the content principles of the taught subject with the guiding and prescriptive lines of the work program. The author's position of the teacher, which combines the emotional and rational components, is also reflected in external behavioral mechanisms. At the same time, expressive forms of behavior are not a mandatory feature of the individual style of methodological activity. A special style of preparing educational material, a list of methods and forms of teaching is structured on the basis of a situational understanding of the subtle mechanisms of teaching, educating and developing schoolchildren
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Wachen, John, and Steven McGee. Qubit by Qubit’s Four-Week Quantum Computing Summer School Evaluation Report for 2021. The Learning Partnership, September 2021. http://dx.doi.org/10.51420/report.2021.4.

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Qubit by Qubit’s Quantum Computing Summer School is a four-week summer course for high school and university students in their first or second year of studies. The aim of the summer school is to introduce the field of Quantum Information Sciences and Engineering (QISE), specifically quantum computing. Through the course, students learn about quantum mechanics, quantum computation and information (quantum gates, circuits, and algorithms and protocols, including Grover’s Algorithm and Quantum Key Distribution), applications of quantum computing, and quantum hardware. Students also learn how to program in Qiskit and basic mathematics for quantum, including matrices and vectors. The Quantum Computing Summer School program enrolled a diverse population of high school and undergraduate students with 48% of participants identifying at female or non-binary, 20% of students identifying as Hispanic, 17% identifying as Black, and 38% identifying as Asian. The program substantially increased participants’ knowledge about quantum computing, as exhibited by large gains on a technical assessment that was administered at the beginning and end of the program. On a survey of student motivation, students in the program showed a statistically significant increase in their expectancy of being successful in quantum computing and valuing quantum computing. From the beginning of the program to the end of the program, there was a statistically significant increase in students’ reported sense of belonging in quantum. Participation in the program increased students’ interest in pursuing additional coursework and careers in STEM generally and in quantum specifically.
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Rarasati, Niken, and Rezanti Putri Pramana. Giving Schools and Teachers Autonomy in Teacher Professional Development Under a Medium-Capability Education System. Research on Improving Systems of Education (RISE), January 2023. http://dx.doi.org/10.35489/bsg-rise-ri_2023/050.

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A mature teacher who continuously seeks improvement should be recognised as a professional who has autonomy in conducting their job and has the autonomy to engage in a professional community of practice (Hyslop-Margison and Sears, 2010). In other words, teachers’ engagement in professional development activities should be driven by their own determination rather than extrinsic sources of motivation. In this context, teachers’ self-determination can be defined as a feeling of connectedness with their own aspirations or personal values, confidence in their ability to master new skills, and a sense of autonomy in planning their own professional development path (Stupnisky et al., 2018; Eyal and Roth, 2011; Ryan and Deci, 2000). Previous studies have shown the advantages of providing teachers with autonomy to determine personal and professional improvement. Bergmark (2020) found that giving teachers the opportunity to identify areas of improvement based on teaching experience expanded the ways they think and understand themselves as teachers and how they can improve their teaching. Teachers who plan their own improvement showed a higher level of curiosity in learning and trying out new things. Bergmark (2020) also shows that a continuous cycle of reflection and teaching improvement allows teachers to recognise that the perfect lesson does not exist. Hence, continuous reflection and improvement are needed to shape the lesson to meet various classroom contexts. Moreover, Cheon et al. (2018) found that increased teacher autonomy led to greater teaching efficacy and a greater tendency to adopt intrinsic (relative to extrinsic) instructional goals. In developed countries, teacher autonomy is present and has become part of teachers’ professional life and schools’ development plans. In Finland, for example, the government is responsible for providing resources and services that schools request, while school development and teachers’ professional learning are integrated into a day-to-day “experiment” performed collaboratively by teachers and principals (Niemi, 2015). This kind of experience gives teachers a sense of mastery and boosts their determination to continuously learn (Ryan and Deci, 2000). In low-performing countries, distributing autonomy of education quality improvement to schools and teachers negatively correlates with the countries’ education outcomes (Hanushek et al., 2011). This study also suggests that education outcome accountability and teacher capacity are necessary to ensure the provision of autonomy to improve education quality. However, to have teachers who can meet dynamic educational challenges through continuous learning, de Klerk & Barnett (2020) suggest that developing countries include programmes that could nurture teachers’ agency to learn in addition to the regular content and pedagogical-focused teacher training materials. Giving autonomy to teachers can be challenging in an environment where accountability or performance is measured by narrow considerations (teacher exam score, administrative completion, etc.). As is the case in Jakarta, the capital city of Indonesia, teachers tend to attend training to meet performance evaluation administrative criteria rather than to address specific professional development needs (Dymoke and Harrison, 2006). Generally, the focus of the training relies on what the government believes will benefit their teaching workforce. Teacher professional development (TPD) is merely an assignment for Jakarta teachers. Most teachers attend the training only to obtain attendance certificates that can be credited towards their additional performance allowance. Consequently, those teachers will only reproduce teaching practices that they have experienced or observed from their seniors. As in other similar professional development systems, improvement in teaching quality at schools is less likely to happen (Hargreaves, 2000). Most of the trainings were led by external experts or academics who did not interact with teachers on a day-to-day basis. This approach to professional development represents a top-down mechanism where teacher training was designed independently from teaching context and therefore appears to be overly abstract, unpractical, and not useful for teachers (Timperley, 2011). Moreover, the lack of relevancy between teacher training and teaching practice leads to teachers’ low ownership of the professional development process (Bergmark, 2020). More broadly, in the Jakarta education system, especially the public school system, autonomy was never given to schools and teachers prior to establishing the new TPD system in 2021. The system employed a top-down relationship between the local education agency, teacher training centres, principals, and teachers. Professional development plans were usually motivated by a low teacher competency score or budgeted teacher professional development programme. Guided by the scores, the training centres organised training that could address knowledge areas that most of Jakarta's teachers lack. In many cases, to fulfil the quota as planned in the budget, the local education agency and the training centres would instruct principals to assign two teachers to certain training without knowing their needs. Realizing that the system was not functioning, Jakarta’s local education agency decided to create a reform that gives more autonomy toward schools and teachers in determining teacher professional development plan. The new system has been piloted since November 2021. To maintain the balance between administrative evaluation and addressing professional development needs, the new initiative highlights the key role played by head teachers or principals. This is based on assumption that principals who have the opportunity to observe teaching practice closely could help teachers reflect and develop their professionalism. (Dymoke and Harrison, 2006). As explained by the professional development case in Finland, leadership and collegial collaboration are also critical to shaping a school culture that could support the development of professional autonomy. The collective energies among teachers and the principal will also direct the teacher toward improving teaching, learning, and caring for students and parents (Hyslop-Margison and Sears, 2010; Hargreaves, 2000). Thus, the new TPD system in Jakarta adopts the feature of collegial collaboration. This is considered as imperative in Jakarta where teachers used to be controlled and join a professional development activity due to external forces. Learning autonomy did not exist within themselves. Hence, teachers need a leader who can turn the "professional development regulation" into a culture at schools. The process will shape teachers to do professional development quite autonomously (Deci et al., 2001). In this case, a controlling leadership style will hinder teachers’ autonomous motivation. Instead, principals should articulate a clear vision, consider teachers' individual needs and aspirations, inspire, and support professional development activities (Eyal and Roth, 2011). This can also be called creating a professional culture at schools (Fullan, 1996). In this Note, we aim to understand how the schools and teachers respond to the new teacher professional development system. We compare experience and motivation of different characteristics of teachers.
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T he mechanism of motivational sphere revelation in sprint. E.A. Anisimova, L.D. Nazarenko, June 2015. http://dx.doi.org/10.14526/01_1111_01.

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What mechanisms underlie reduced social attention in people with ASD? ACAMH, September 2020. http://dx.doi.org/10.13056/acamh.13206.

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A key predictor of an autism spectrum disorder (ASD) diagnosis is attenuated attention to social stimuli.1 Thus far, the reasons underlying this abnormality are unknown: some have hypothesized reduced social motivation2 while others have suggested aberrant oculomotor function in affected individuals.3
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