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Relevant bibliographies by topics / Motivation (psychology)

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Academic literature on the topic 'Motivation (psychology)'

Author: Grafiati

Published: 4 June 2021

Last updated: 30 July 2024

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Journal articles on the topic "Motivation (psychology)"

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Grabiec, Olimpia, and Joanna Jędraszczyk-Kałwak. "Motivating factors applied in small and medium enterprises." Zeszyty Naukowe Wyższej Szkoły Humanitas Zarządzanie 18, no. 3 (September 29, 2017): 37–49. http://dx.doi.org/10.5604/01.3001.0010.6384.

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This article presents a discussion of issues connected with motivating employees to work. It contains theoretical principles of psychology of motivation, as well as a self-study connected with the presented topic. The theoretical part of this article presents a detailed definition of motivation, the scope of interest of motivational psychology as well as different types of motivation drivers applied by managers. On the other hand, the empirical part presents results of the research related to motivational systems applied in Silesian enterprises. This article aimed at showing different ways of motivating employees of small and medium enterprises to work, as well as defining, which factors are, in their opinions, the most encouraging to intensive work, which can contribute to the development of motivational systems in enterprises.

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Chintalapti, Neelima Rani. "Impact of employee motivation on work performance." ANUSANDHAN – NDIM's Journal of Business and Management Research 3, no. 2 (August 31, 2021): 24–33. http://dx.doi.org/10.56411/anusandhan.2021.v3i2.24-33.

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This paper endeavors to understand how an employee work performance could be influenced by the motivation ,as the employee work performance excel or fail depends upon the motivation .The research aims to define and understand the role of motivation on employees performance. To determine the motivation's root cause in employee's efficiency various theories of motivations are studied and their correlation with employee performance are detailed. The findings justified the influence on employees psychology and its high influence on employee work efficiency and effectiveness. The research will prove beneficial for researchers to understand the concept of motivation in organization behavior.

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Poltorak, Anastasiia. "Позитивна психологія як інструмент мотивації персоналу підприємств." Modern Economics 38, no. 1 (April 20, 2023): 132–38. http://dx.doi.org/10.31521/modecon.v38(2023)-20.

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Abstract. Introduction. In the conditions of martial law in Ukraine, the problem of effective application of positive psychology as a tool for motivating the personnel of enterprises is relevant and important. The general state of stress from the existence of a constant threat to the national security and territorial integrity of Ukraine affects the psychological state of enterprise personnel, in particular, the motivation to work. The use of positive psychology as a tool for motivating staff can contribute to raising the morale of employees, strengthen their faith in their own strength and the positive result of their work, and reduce the risk of burnout at work in this difficult period for the country. In these conditions, the problem of effective application of positive psychology as a tool for motivating the personnel of enterprises is important and meets the current needs of society. Purpose. The purpose of the article is to substantiate the theoretical and methodological principles and practical approaches to the application of positive psychology as a tool for motivating the personnel of enterprises. Results. The main principles of applying positive psychology as a tool for motivating the personnel of enterprises are systematized. The global experience of the effective application of positive psychology as a tool for motivating the personnel of enterprises has been studied, namely: the «Googliness» program and the principle of «20% time on one's own project» of the Google company; positive psychology programs to increase staff motivation and Zappos' «responsible leisure» practices; Marriott International's «Positive Workplace» program aimed at improving the working environment and increasing staff satisfaction; Adobe Systems' Check-In program. The main techniques of positive thinking and optimism, which can be useful for increasing staff motivation, are summarized. Conclusions. It is concluded that the application of elements of positive psychology in the personnel policy of the enterprise can help to increase the motivation of employees, improve productivity and ensure job satisfaction.

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Grubi, T., and A. Strelchenko. "Psychology of university students' motivation." Fundamental and applied researches in practice of leading scientific schools 33, no. 3 (June 30, 2019): 25–29. http://dx.doi.org/10.33531/farplss.2019.3.06.

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The article considers the main aspects of student’s motivation, the authors compare the main motives of university students with the main motives of 11th grade students for attending university. The levels of need for approval between university students and 11th grade students were compared. In the article, an author’s questionnaire is presented. The practical recommendations were presented based on questionnaire results.

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KOTOV, Svyatoslav Vasilyevich. "POSITIVE MOTIVATION DETERMINANTS IN PSYCHOLOGY." Historical and social-educational ideas 6, no. 6_1 (February 1, 2015): 196. http://dx.doi.org/10.17748/2075-9908-2014-6-6_1-196-199.

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Frost, Robin M. "Terrorist psychology, motivation and strategy." Adelphi Papers 45, no. 378 (December 2005): 41–62. http://dx.doi.org/10.1080/05679320500519039.

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Basińska, Beata A. "Work Motivation Profiles and Work Performance in a Group of Corporate Employees: A Two-Step Cluster Analysis." Roczniki Psychologiczne 23, no. 3 (February 16, 2021): 227–45. http://dx.doi.org/10.18290/rpsych20233-3.

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Few studies have applied a person-centered approach to work motivation using cluster or profile analyses. Thus, little is known about which configurations of work motivations characterize professionals. The aim of this study is to establish the structure of work motivation profiles under the framework of self-determination theory and to examine the relationship between work motivation and subjective work performance. The study involved 147 corporate employees who completed the Multidimensional Work Motivation Scale and self-rated their work performance. The two-step cluster analysis was applied, followed by a one-way ANOVA and a post-hoc Bonferroni test. The findings revealed differences between the five profiles for all forms of motivational regulation on the self-determination continuum (large effect sizes). Further examination revealed that the employees’ current work performances differed across motivational profiles (medium effect size). Strongly and poorly motivated as well as autonomously motivated employees reported better subjective work performance compared to unmotivated individuals. In line with self-determination theory, the quantity and shape of motivation can be simultaneously considered in terms of both theoretical and practical implementation.

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Kispál-Vitai, Zsuzsanna. "Comparative analysis of motivation theories." International Journal of Engineering and Management Sciences 1, no. 1 (June 20, 2016): 1–13. http://dx.doi.org/10.21791/ijems.2016.1.25.

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The aim of the article is to compare motivation theories from the view of general psychology and work psychology. The research was done by using secondary sources and by analyzing motivation from both views. The difference between the two lines lies in outcome orientation. Psychology is more descriptive work psychology tends to focus on the results of the motivation process. In comparison, both have their values. The relevance of the research is to provide a theoretical basis for improving the development of more relevant motivation theories.

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Liu, Xin, and Ni Jia. "How Is Motivation Generated? Exploring The Truth About Motivation Generation from A Psychological Perspective." International Journal of Education and Humanities 12, no. 1 (January 15, 2024): 216–19. http://dx.doi.org/10.54097/s3ds1b15.

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"As long as there is motivation, nothing is difficult." "There is no motivation today." - In life, we often hear the word "motivation." With motivation, we can start every day's activity. However, although motivation is important, it often makes people feel frustrated because it is not something that can happen casually. How can people make themselves full of motivation? Under what circumstances will one lose motivation? Let's take a look at what experts in motivational psychology say.

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Islamy, Athoillah. "DIALECTIC MOTIVATION, BEHAVIOR AND SPIRITUAL PEAK EXPERIENCE IN THE PERSPECTIVE OF ISLAMIC PSYCHOLOGY." Alfuad: Jurnal Sosial Keagamaan 3, no. 2 (December 6, 2019): 35. http://dx.doi.org/10.31958/jsk.v3i2.1759.

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This study aims to find the correlation of motivation, behavior and spiritual peak experience in the view of Islamic psychology. This type of research, namely qualitative research in the form of literature study. The primary data source of this research, namely the theory of hierarchy of human basic needs from Abraham Maslow. Meanwhile, secondary research data sources, namely various other relevant western motivational theories. The theory is used as a knife of analysis, namely the theory of motivation of the human soul from al-Ghazali which includes dimensions of heart, reason and lust. This study concludes that in the perspective of Islamic psychology there is a strong relationship between motivation and the behavior of every human being in the process of achieving spiritual peak experiences. The relationship of motivation and human behavior in the perspective of Islamic psychology that is more likely to emphasize religious motives (spiritual), both in psychological and physiological conditions of humans. motivation and behavior in Islam are very closely related to various stages in the process towards the ultimate spiritual human experience.

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Dissertations / Theses on the topic "Motivation (psychology)"

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Chow, Thomas Ru-wen. "Pauline motivations a comprehensive study of the motivational characteristics in the Pauline epistles /." Theological Research Exchange Network (TREN), 1998. http://www.tren.com.

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Bull, James. "Biblical motivation a study of the Petrine epistles regarding motivation toward godliness /." Theological Research Exchange Network (TREN), 2009. http://www.tren.com/search.cfm?p002-0847.

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Ringoen, Jennifer. "The Psychology of Giving: Factors of Philanthropic Behavior." Scholarship @ Claremont, 2012. http://scholarship.claremont.edu/cmc_theses/317.

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The market for philanthropic donations in America has been thriving since the 1950s. 89 percent of U.S. households make annual monetary donations to charitable organizations, contributing to 20 percent of all revenues in the nonprofit sector. Majority of the factors contributing to this growth in donations can be divided into three general categories: intrinsic motivation, extrinsic motivation, and marketing influence tactics. My thesis examines a plethora of past research to develop a comprehensive guide on the current theories of human behaviors as they pertain to charitable giving.

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Davis, Kelly. "Relationships Between Student Motivation Training & Motivation, Achievement, Attendance & Classroom Behavior." TopSCHOLAR®, 1993. https://digitalcommons.wku.edu/theses/2239.

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The purpose of the present study was to replicate a student motivation training program (Hughes, 1990) and extend the investigation by including the relationships between student motivation training and achievement, attendance, and classroom behavior. Participants were all 4th- and 5th -grade students from two elementary schools. A separate -sample, pretest-posttest control group design was used. The study addressed eight questions regarding the effects of student motivation training. Results indicated that student motivation, teacher perceptions of student motivation, and the number of motivational idea units on two of three writing samples were enhanced as a result of the training program. No significant differences were found for math and reading grades, attendance data, number of discipline slips received, and the third writing sample. Implications for further research and interventions are discussed.

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Lapham, Sharon Louise. "Volunteer motivation and attitudes : field and laboratory studies of intrinsic motivation." Thesis, University of Exeter, 1990. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.255982.

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Tholin, Maria. "Motivation hos den som motiverar : Ledarens upplevda inre motivation genom självbestämmandeteorin." Thesis, Mittuniversitetet, Institutionen för psykologi och socialt arbete, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:miun:diva-41496.

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Schiefele, Ulrich. "Interest, learning, and motivation." Universität Potsdam, 1991. http://opus.kobv.de/ubp/volltexte/2009/3353/.

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Recent research related to the concept of interest is reviewed. It is argued that current constructs of motivation fail to include crucial aspects of the meaning of interest emphasized by classical American and German educational theorists. In contrast with many contemporary concepts (e.g., intrinsic learning orientation), interest is defined as a content-specific motivational characteristic composed of intrinsic feeling-related and value-related valences. Results from a number of studies are presented that indicate the importance of interest for the depth of text comprehension, the use of learning strategies, and the quality of the emotional experience while learning. The implications of these results and possible directions for future research are discussed.

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Bruner, Yolanda Kaye. "Racial Differences in Female Achievement Motivation and Motivation to Work." Thesis, University of North Texas, 1994. https://digital.library.unt.edu/ark:/67531/metadc279022/.

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In the present project racial differences in female achievement motivation and motivation to work were examined, and related this information to the theory that African American females, when compared to White females, are less likely to marry someone equal to themselves in the areas of education, employment, and earning potential because of an assumed shortage of suitable African-American males. It was hypothesized that African-American females would score higher on assessments of achievement motivation and motivation to work, and rate lower the likelihood of meeting and marrying a partner equal in education level, employment level, and earning potential than would White females. Data analysis supported all hypotheses. The results were discussed in the context of the female achievement motivation literature as well as the literature concerning female motivation to work.

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Rheinberg, Falko. "Intrinsische Motivation und Flow-Erleben." Universität Potsdam, 2006. http://opus.kobv.de/ubp/volltexte/2008/1955/.

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Auszug: "Man kann Motivation definieren als die „aktivierende Ausrichtung des momentanen Lebensvollzugs auf einen positiv bewerteten Zielzustand“ (Rheinberg, 2002b, S. 17). Definitionen dieser Art sollen den Kern des interessierenden Gegenstandes möglichst knapp und hoch verdichtet fassen. Besonderheiten bleiben deshalb zunächst unerwähnt und müssen dann zusätzlich erläutert werden. Im jetzigen Fall sind mindestens zwei Zusatzerläuterungen erforderlich. (1) Der „positiv bewertete Zielzustand“ kann gelegentlich in der Vermeidung oder der Abwehr unerwünschter Ereignisse bestehen. Eine solche Meiden-Motivation kann andere Qualitäten haben als eine reine Aufsuchungsmotivation. Dieser Punkt wird uns in diesem Kapitel nicht beschäftigen. Er wird in den Kapiteln xx behandelt. (2) Der zweite Punkt ist diffiziler und ist Gegenstand dieses Kapitels. Wenn man, wie hier, den Zielzustand zum Ausgangspunkt der Motivationsdefinition macht, so könnte man daraus vorschnell eine Aussage über die Lokalisierung von Anreizen ablesen: Der Zielzustand ist das, was Anreiz besitzt und die zielführende Aktivität ist lediglich das Instrument, das diesen Zielzustand herbeiführt. Danach würde eine Aktivität ihre Attraktivität aus dem Anreiz der Ergebnisse beziehen, auf die sie abzielt. Eine solche Auffassung findet sich z. B. bei Heckhausen (1977) oder Vroom (1964).

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Surawy, C. J. "Individual differences in smoking motivation." Thesis, University of Cambridge, 1985. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.372288.

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Books on the topic "Motivation (psychology)"

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Weiner, Bernard. Human motivation. New York: Springer-Verlag, 1985.

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Heider, Fritz. Motivation. München-Weinheim: Psychologie Verlags Union, 1988.

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Weiner, Bernard. Human motivation: Metaphors, theories,and research. London: Sage, 1992.

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Diel, Paul. Psychology, psychoanalysis, and motivation. Alameda, CA: Hunter House, 1992.

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Diel, Paul. The psychology of motivation. Claremont, CA: Hunter House, 1991.

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A, French Jeffrey, Kamil Alan C, Leger Daniel W, and Daly Martin 1944-, eds. Evolutionary psychology and motivation. Lincoln, Neb: University of Nebraska Press, 2001.

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Mannering, Dennis E. Attitudes are contagious: Are yours worth catching? Green Bay, WI: Options Unlimited, 1999.

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Kirchler, Erich. Motivation. Wien, Österreich: Facultas.wuv, 2010.

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Stroebe, Rainer W. Motivation. 8th ed. Heidelberg: I.H. Sauer-Verlag, 1999.

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1943-, O'Neil Harold F., and Drillings Michael, eds. Motivation: Theory and research. Hillsdale, N.J: L. Erlbaum Associates, 1994.

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Book chapters on the topic "Motivation (psychology)"

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Tod, David, Joanne Thatcher, and Rachel Rahman. "Motivation." In Sport Psychology, 30–43. London: Macmillan Education UK, 2010. http://dx.doi.org/10.1007/978-1-137-01429-0_3.

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Tod, David. "Motivation." In Sport Psychology, 39–58. 2nd ed. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003141815-3.

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Lavallee, David, John Kremer, Aidan Moran, and Mark Williams. "Motivation." In Sport Psychology, 58–95. London: Macmillan Education UK, 2012. http://dx.doi.org/10.1007/978-0-230-35872-0_4.

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Schofield, Cathy, and Lucy Start. "Motivation." In Psychology for Dancers, 59–89. New York : Routledge, 2018.: Routledge, 2018. http://dx.doi.org/10.4324/9781315111469-3.

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Schacter, Daniel, Daniel Gilbert, Daniel Wegner, and Bruce Hood. "Emotion and motivation." In Psychology, 390–426. London: Macmillan Education UK, 2016. http://dx.doi.org/10.1007/978-1-137-40673-6_10.

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Miele, David B., Emily Q. Rosenzweig, and Alexander S. Browman. "Motivation." In Handbook of Educational Psychology, 191–218. 4th ed. New York: Routledge, 2023. http://dx.doi.org/10.4324/9780429433726-12.

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Lewis, Chris. "Psychology of Motivation." In Irresistible Apps, 9–19. Berkeley, CA: Apress, 2014. http://dx.doi.org/10.1007/978-1-4302-6422-4_2.

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Tulis, Maria, and J. Lukas Thürmer. "General Psychology Motivation." In International Handbook of Psychology Learning and Teaching, 151–75. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-28745-0_9.

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Tulis, Maria, and J. Lukas Thürmer. "General Psychology Motivation." In International Handbook of Psychology Learning and Teaching, 1–25. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-26248-8_9-1.

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Cook, Katy. "Motivation." In The Psychology of Silicon Valley, 95–122. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-27364-4_5.

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Conference papers on the topic "Motivation (psychology)"

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Chotidjah, Sitti. "Students’ Motivation in Studying Psychology." In 1st International Conference on Educational Sciences. SCITEPRESS - Science and Technology Publications, 2017. http://dx.doi.org/10.5220/0007049808630866.

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Stupar-Rutenfrans, Snežana, Fons van de Vijver, and Johnny Fontaine. "Self- and Other-Oriented Motivations Associated with Emotional Suppression of Internalized and Externalized Negative Emotions: A Multiethnic Self-Report Study in the Netherlands." In International Association of Cross Cultural Psychology Congress. International Association for Cross-Cultural Psychology, 2016. http://dx.doi.org/10.4087/huuk6666.

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We were interested in the motivations associated with emotional suppression, their relationship with negative emotions in self-reported emotional events, and their cross-cultural similarities and differences. Based on a framework of human values (Schwartz, 1994) and internalization-externalization (Krueger & Markon, 2006), we expected in the current study that self-reported motivations to suppress negative emotions are either self- or other-oriented. The sample consisted of 354 Dutch majority members, 319 immigrants from non-Western, and 368 from Western countries. The two-dimensional solution of self- and other-oriented motivations was confirmed. Non-Western immigrants scored higher on other-oriented motivation than Western immigrants, but no interethnic differences were found in self-oriented motivation. Non-Western immigrants scored higher on anxiety, compassion, guilt, and hate compared to Dutch group. Associations of negative emotions with self- and other- oriented motivation were the same in all groups. Sadness was positively related to self-oriented motivation, whereas anger was positively related to other-oriented motivation. We concluded that emotional suppression depends not only on self- or other-orientation but also on the type of emotions (internalized versus externalized) and the relationships are not influenced by ethnicity.

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Mathew, Trishita, Richard Hicks, and Mark Bahr. "Work Motivation, Personality, and Culture: Comparing Australia and India." In International Association of Cross Cultural Psychology Congress. International Association for Cross-Cultural Psychology, 2013. http://dx.doi.org/10.4087/qfif6591.

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The influences of motivation and personality in relation to performance have been examined extensively in the research literature, but there has been only limited attention given to the influence of these facets on performance across cultures. There is an increasing use of international resources and alliances aimed at better economic management in many global companies, but more needs to be known about how cultural issues are related to individual motivation, personality and perceptions of performance. Moreover, there are several theories of motivation, but the transferability of these theories to different cultures has been questioned. Thus, a model of motivation, personality characteristics and cultural differences influencing performance is proposed and will be tested in a cross-cultural comparison. Specifically, motivational influences, personality characteristics and cultural differences in Australia and India will be examined in relation to performance in two contexts, the first, in the educational setting dealing with students and their attitudes and approaches, and the second, in the workplace setting dealing with workers in their attitudes and approaches. It is hoped the findings will have both theoretical implications for the model of motivation-personality-culture- performance and practical implications for selection, training, development and compensation in dealing with a global workforce. The current paper reports the main basis for the research to come, outlining the importance of understanding the India-Australia similarities and differences in personality and motivation, and indicates what the implications for cross-cultural relationships are.

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Doncheva, Liliya. "PSYCHOLOGY OF LANGUAGE LEARNING – MOTIVATION AND LANGUAGE IDENTITY." In INTERNATIONAL SCIENTIFIC CONGRESS “APPLIED SPORTS SCIENCES”. National Sports Academy "Vassil Levski", 2017. http://dx.doi.org/10.37393/icass2017/46.

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Gursesli, Mustafa Can, Alessia Martucci, Mirko Duradoni, Alan D. A. Mattiassi, and Andrea Guazzini. "Gaming Motivation: Developing a New Tool to Measure Psychological Motivations to Play Video Games." In The Asian Conference on Psychology & the Behavioral Sciences 2023. The International Academic Forum(IAFOR), 2023. http://dx.doi.org/10.22492/issn.2187-4743.2023.5.

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Trefilova, Olga. "The problem of educational and cognitive motivation in psychology." In Цивилизация знаний: российские реалии. Киров: Межрегиональный центр инновационных технологий в образовании, 2022. http://dx.doi.org/10.52376/978-5-907623-36-1_609.

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Martins, Conceição. "Motivation For Female Futsal Practice." In 2nd icSEP 2018 International Conference on Sport, Education and Psychology. Cognitive-Crcs, 2018. http://dx.doi.org/10.15405/epsbs.2018.06.02.9.

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Arukgoda, Anupama, Erandi Lakshika, Michael Barlow, and Kasun Gunawardana. "Artificial Agents Inspired by Human Motivation Psychology for Teamwork in Hazardous Environments." In Thirty-Second International Joint Conference on Artificial Intelligence {IJCAI-23}. California: International Joint Conferences on Artificial Intelligence Organization, 2023. http://dx.doi.org/10.24963/ijcai.2023/2.

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Multi-agent literature explores personifying artificial agents with personality, emotions or cognitive biases to produce “typical”, believable agents. In this study, we demonstrate the potential of endowing artificial agents with a motivation, using human implicit motivation psychology theory that introduces 3 motive profiles - power, achievement and affiliation, to create diverse, risk-aware agents. We first devise a framework to model these motivated agents (or agents with any inherent behavior), that can activate different strategies depending on the circumstances. We conduct experiments on a fire-fighting task domain, evaluate how motivated teams perform, and draw conclusions on appropriate team compositions to be deployed in environments with different risk levels. Our framework generates predictable agents as their resulting behaviors align with the inherent characteristics of their motives. We find that motivational diversity within teams is beneficial in dynamic collaborative environments, especially as the task risk level increases. Furthermore, we observed that the best composition in terms of the performance metrics used to evaluate team compositions, does not remain the same as the collaboration level required to achieve goals changes. These results have implications for future designs of risk-aware autonomous teams and Human-AI teams, as they highlight the prospects of creating better artificial teammates and performance gains that could be achieved through anthropomorphized motivated agents.

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Galinha, Sónia Alexandre. "Study Of Motivation In Portuguese Students." In 9th ICEEPSY - International Conference on Education and Educational Psychology. Cognitive-Crcs, 2019. http://dx.doi.org/10.15405/epsbs.2019.01.28.

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Shutova, V. D. "Сulture-oriented linguistics as a tool for motivation to learn Еnglish." In Scientific Trends: pedagogy and psychology. ЦНК МОАН, 2019. http://dx.doi.org/10.18411/sciencepublic-04-08-2019-09.

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Reports on the topic "Motivation (psychology)"

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Yatsymirska, Mariya, and Bohdan Markevych. MEDIA TEXTS AND PERSUASION. Ivan Franko National University of Lviv, March 2024. http://dx.doi.org/10.30970/vjo.2024.54-55.12170.

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Abstract. The article clarifies specific concepts of persuasion in media texts; describes new techniques of media influence based on materials of online publications; shows the role of expressive means of language and emotions in visual communication. In social communication, persuasive logos refer to meaningful words and thoughts conveyed through mass media and logically perceived as a reasonable persuasion to proper actions based on the principles of morality, ethics, and culture; informational and influential accents. In modern science (Philosophy, Psychology, Rhetoric, Linguistics), logos has acquired not only new meanings, but also has become an important concept of rational expression of free ideas, meanings, reflections. From this perspective, new media serve as the most concentrated source of logosphere and eidosphere creation, which should be thoroughly studied and analyzed every day. The research on multimedia texts, genre diversity, new platforms, and online publications has significantly contributed to the Media Studies. Techniques of persuasive communication, methods of argumentation, and verbal tools form a separate area of the research within the field. Unlike manipulation, persuasion is the conscious use of written or spoken language, interactive visualization, and infographics to influence someone’s beliefs, views, or actions; gain someone’s support, approve the suggested ways of behavior, intentions, etc. Means of persuasion in media texts serve as logical information accents aimed at the proper perception of the corresponding meanings. In general, factors of persuasion are to influence the masses and the motivation of their actions, modify views, and form public opinion. In journalism, these are meaningful words, thoughts, principles of high-quality narrative with the use of convincing arguments, facts and, most importantly, positive intentions for the readers. Persuasive media texts exclude manipulation of public opinion, trust and people’s inclination to perceive doctrines imposed on them. Keywords: persuasion, concept, visual information, social communication.

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SOLOVEVA, N., and V. TARAKANOVA. TECHNOLOGICAL APPROACHES TO TRAINING IN HIGHER EDUCATION INSTITUTION. Science and Innovation Center Publishing House, 2021. http://dx.doi.org/10.12731/2658-4034-2021-12-4-2-27-39.

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The article discusses technological approaches to training in Higher Education Institution. The essence of technological approach to training consists in the transformation of educational processes into process with the guaranteed result. It supplements scientific approaches of pedagogy, psychology, sociology and other directions of science and practice. Purpose. To reveal how technological approaches to training in higher education institution influence on knowledge got by students. Scientific novelty. The article reveals development of the personality, creative abilities and it is necessary to use technological approaches of training, various creative tasks, research projects at the lectures. On the first and second years of education the pedagogical technology which is based on motivation of educational cognitive activity through communication and cooperation influences on the intellectual and behavioral status of students. Training is more effective, than the better methodology and technology of educational process will be coordinated with technology of assimilation the knowledge. It is important that all students in a higher educational institution could acquire material and began to use it in practice in the work. The signs of technology, a model of pedagogical technology, the scheme of technological creation of educational process and the results of expense of time in digestion of material by students are described in the article. Technological approach modernizes training on a basis of activity of students. Thanks to it, students achieve goals in the form of assimilation the knowledge in easier and productive way. When using technological approach there is an involvement of each student in educational process, knowledge is put into practice, there is always an access to necessary information (including the Internet), there is a communication and cooperation not only with the lecturer, but also with fellow students and what is more important is a constant test of the forces for overcoming the arising problems. Features of pedagogical technologies consist in activity of the lecturers and students. The activity of the lecturers is in that he knows well psychological and personal features of students and can introduce amendments on the training process course. The lecturer, as directly, and by means of technical means carries out the organizing, operating, motivating and controlling functions in the course of training. Practical significance. The practical importance consists in the use in practice of technological approaches to training in Higher Education Institution that promotes the guaranteed achievement of the set educational objects, the organization of all course of training in compliance to the purposes and tasks, assessment of the current results and their correction in case of need and also final assessment of results.

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Birr, Caroline, Antonio Hernández-Mendo, Diogo Monteiro, and António Rosado. Empowering and Disempowering Motivational coaching: a scoping review. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, January 2023. http://dx.doi.org/10.37766/inplasy2023.1.0067.

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Review question / Objective: The multidimensional model of empowering and disempowering coach climates created by Duda (2013) has a great relevance within the scope of intervention in the context of Sport Psychology. This scoping review of studies summarizes the scientific production about the empowering and disempowering motivational climates created by Duda (2013). The search included the, Web of Science, Scopus, Psycinfo, and Pubmed databases for English, Portuguese and Spanish articles published between 2013 and 2022. A total of 44 studies were found, which 22 were included in the present study. From the 22 studies, 16 were cross- sectional studies, 4 were psychometrics validation studies, 1 concerned a transversal cohort study and 1 concerned a qualitative study. The coach-created Empowering and Disempowering motivational questionnaire (EDMCQ-C) is, the most used and with the necessary psychometric qualities when it comes to assessing the empow-ering and disempowering motivational climates and their various impacts. We describe results concerning the measurement, antecedents and effects of empowering and disempowering coach climates and future research should invest in the study of empirical evidence that could be added to the existing nomological framework, considering antecedents, development, direct and indirect effects, moderating effects, aggregated effects and qualitative studies.

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