Relevant bibliographies by topics / Motivational theory

Academic literature on the topic 'Motivational theory'

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Published: 4 June 2021
Last updated: 20 February 2023

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Journal articles on the topic "Motivational theory"

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Bahari, Akbar. "Nonlinear Dynamic Motivation-oriented Taxonomy of L2 Strategies based on Complex Dynamics Systems Theory." Journal of Language and Literature 19, no. 1 (April 1, 2019): 9–29. http://dx.doi.org/10.24071/joll.v19i1.1805.

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The need for a revisited framework of strategies in keeping with the nonlinear dynamic nature of motivational factors in L2 teaching led to the introduction of a taxonomy of nonlinear dynamic motivation-based strategies (NDMSs). This psycho-socio-cultural template suggests discovering dynamic motivational factors at individual level and integrating them into multiple parallel groups within a learner group instead of creating them which is a traditionally established function of motivational strategies to impose superficial cohesion on a learner group without catering for chaotic, emergent and dynamic individual motivational factors. Given the heterogeneity, dynamicity, and nonlinearity of the motivational factors at individual level, the first implication of the study is that NDMSs have the potential to activate identified motivational factors toward an adaptive and autonomous L2 motivation state regardless of their homogeneity or heterogeneity. Secondly, NDMSs have the potential to enable teachers to recruit the learning energy (i.e. motivation) from every member of the group via a dynamic and nonlinear set of motivational strategies instead of imposing a preset set of motivational strategies to all members of the group to elicit/facilitate/encourage equal performance from a motivationally heterogeneous learner group under the pretext of generating a cohesive learner group. Keywords: L2 motivation, nonlinear dynamic motivation-based strategies (NDMSs), complex dynamics systems theory (CDST)
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MacIntyre, Peter D., Ben Schnare, and Jessica Ross. "Self-determination theory and motivation for music." Psychology of Music 46, no. 5 (August 18, 2017): 699–715. http://dx.doi.org/10.1177/0305735617721637.

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Learning the skills to be a musician requires an enormous amount of effort and dedication, a long-term process that requires sustained motivation. Motivation for music is complex, blending relatively intrinsic and extrinsic motives. The purpose of this study is to investigate the motivation of musicians by considering how different aspects of motivational features interact. An international sample of 188 musicians was obtained through the use of an online survey. Four scales drawn from Self-Determination Theory (intrinsic, identified, introjected, and extrinsic regulation) were utilized along with other motivational constructs, including motivational intensity, desire to learn, willingness to play, perceived competence, and musical self-esteem. To integrate the variables into a proposed model, a path analysis was conducted among the motivation variables. Results showed that the intrinsic motives are playing the major role in the maintenance of the motivational system, while extrinsic motives are less influential. Support was found for a feedback loop, whereby desire to learn feeds into increased effort at learning (i.e., motivational intensity), leading to the development of perceived competence, which is then reflected back into increasing desire to learn. Increases in these variables help to create a virtuous cycle of motivation for music learning and performance.
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Park, JiHyeon, and JaeYoon Chang. "Exploration of work motivation structure and profiles based on self-determination theory among Korean employees." Korean Journal of Industrial and Organizational Psychology 29, no. 1 (February 28, 2016): 27–60. http://dx.doi.org/10.24230/kjiop.v29i1.27-60.

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The Self-determination theory (SDT) posits the existence of distinct taxonomy of motivation (i.e., amotivation, external, introjected, identified, integrated, and intrinsic motivation). The purpose of this study was to explore whether SDT’s work motivation structure can be applied to the understanding that of Korean employees, and to identify the motivational profiles for Korean employees together with their relationships with a variety of organizational outcomes. Data was collected from two separate samples of Korean employees(Study 1: 509 employees; Study 2: 153 employees). The results showed that unlike SDT taxonomy, autonomous motivations were not classified into three distinctive categories(identified, integrated, and intrinsic motivation). The results also revealed that there were three distinct motivational profiles(i.e., autonomous motivated, controlled motivated, and amotivated), and the largest proportion of Korean employees was covered by controlled motivated cluster. The autonomous motivated cluster had the most favorable levels of adaptive organizational outcomes(i.e., organizational commitment, job satisfaction), whereas the amotivated cluster was strongly related to non-adoptive organizational outcomes(i.e., turnover, emotional exhaustion). Based on these results, discussion was made regarding the distinct features of work motivation structure and motivational profiles in Korean work setting, and also future research directions were suggested.
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Rummel, Amy, and Richard Feinberg. "RE-EVALUATION OR REINFORCEMENT?: A NEW LOOK AT COGNITIVE EVALUATION THEORY." Social Behavior and Personality: an international journal 18, no. 1 (January 1, 1990): 65–79. http://dx.doi.org/10.2224/sbp.1990.18.1.65.

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Cognitive Evaluation Theory was developed to explain the detrimental effects of extrinsic rewards on intrinsic motivation, a phenomenon contrary to Reinforcement Theory prediction. However, it was suggested that if a person's intrinsic or extrinsic motivational orientation was taken into account, Reinforcement Theory might be able to explain this phenomenon. A 2 (extrinsic x intrinsic motivational orientation) by 2 (competence feedback x controlling feedback) was employed to examine the effect of motivational orientation on intrinsic motivation. Use of the Jonckheere Test of Order suggested that the detrimental effect of extrinsic rewards on intrinsic motivation might be explained within the reinforcement paradigm.
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Vallerand, Robert J., Brian P. O'Connor, and Marc Hamel. "Motivation in Later Life: Theory and Assessment." International Journal of Aging and Human Development 41, no. 3 (October 1995): 221–38. http://dx.doi.org/10.2190/ylfm-dgue-hrl2-vwlg.

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A framework that has been found useful in research on young adults, Deci and Ryan's self-determination theory [1, 2], is suggested as a promising direction for research on motivation in later life. The theory proposes the existence of four types of motivation (intrinsic, self-determined extrinsic, nonself-determined extrinsic, and amotivation) which are assumed to have varying consequences for adaptation and well-being. A previously published French measure of motivational styles which is known to be reliable and valid was translated into English and was tested on seventy-seven nursing home residents (aged 60 to 98 years). It was found that the four motivational styles can be reliably measured; that the intercorrelations between the motivational styles are consistent with theoretical predictions; and that the four types of motivation are related to other important aspects of the lives of elderly people in a theoretically meaningful manner. Suggestions are made for further research using self-determination theory and the present scales.
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Fosshage, James L. "An expansion of motivational theory: Lichtenberg's motivational systems model." Psychoanalytic Inquiry 15, no. 4 (January 1995): 421–36. http://dx.doi.org/10.1080/07351699509534050.

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Abel, Simeon. "The STTELLS Theory: A Motivational Process Theory." International Journal of Advances in Scientific Research and Engineering 07, no. 12 (2021): 23–25. http://dx.doi.org/10.31695/ijasre.2021.34119.

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Leeming, Paul, and Justin Harris. "Self-Determination theory and tasks." TASK / Journal on Task-Based Language Teaching and Learning 2, no. 2 (December 31, 2022): 164–83. http://dx.doi.org/10.1075/task.21024.lee.

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Abstract Researchers investigating TBLT have used psycholinguistic and sociolinguistic theories in support of the approach, but there has been limited discussion of motivational frameworks. A framework for motivation within TBLT would enhance our understanding of learner motivation, and could be utilised in future studies. This paper argues that Self-Determination Theory is an appropriate framework. After briefly describing the key tenets of TBLT and SDT, the paper shows how SDT helps us understand the motivational benefits of tasks. It outlines the six mini-theories of SDT, and aligns them with existing studies to highlight how results may be explained by these theories. Some suggestions are then provided as to how these theories can be used for conducting future classroom-based research.
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Bohlin, Roy M., William D. Milheim, and Karen J. Viechnicki. "The Development of a Model for the Design of Motivational Adult Instruction in Higher Education." Journal of Educational Technology Systems 22, no. 1 (September 1993): 3–17. http://dx.doi.org/10.2190/gk2v-e5u5-jgra-7nr4.

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This article provides educators and instructional designers with a prescriptive model for the instructional motivation of adults. Adult learning theory has been integrated with John Keller's instructional motivation model to develop two motivational needs-assessment instruments. Results of research eliciting adults' perceptions of their motivational needs were analyzed. These results show that specific instructional strategies are perceived to be important for the motivation of adult learners. A prescriptive model for the instructional motivation of adult learners is presented. This model provides an important step in the integration of adult learning theory into the design of motivational instruction for adult learners.
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Marwan, Hesty Ferdalina. "From Theory to Practice: The Pedagogic Application of Major L2 Motivation Theories in an IB School." Journal of English and Education (JEE) 8, no. 2 (November 30, 2022): 87–96. http://dx.doi.org/10.20885/jee.v8i2.25703.

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Motivation is believed to play a vital role in successful second language (L2) learning. Over the past five decades, L2 motivation theory has evolved significantly from static to more dynamic perspectives. This article reviews the four major second language (L2) motivation research phases (i.e., the social psychological period, the cognitive-situated period, the process-oriented period and the current socio-dynamic period); and contemplates the application of some motivational models that are relevant to a specific pedagogical context in an International Baccalaureate (IB), bilingual school in Indonesia, such as such as the instrumental motivation, the process-oriented model, the L2 Motivational Self System, and motivational teaching practices.
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Dissertations / Theses on the topic "Motivational theory"

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Shayganfar, Mohammad. "Affective Motivational Collaboration Theory." Digital WPI, 2017. https://digitalcommons.wpi.edu/etd-dissertations/45.

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Existing computational theories of collaboration explain some of the important concepts underlying collaboration, e.g., the collaborators' commitments and communication. However, the underlying processes required to dynamically maintain the elements of the collaboration structure are largely unexplained. Our main insight is that in many collaborative situations acknowledging or ignoring a collaborator's affective state can facilitate or impede the progress of the collaboration. This implies that collaborative agents need to employ affect-related processes that (1) use the collaboration structure to evaluate the status of the collaboration, and (2) influence the collaboration structure when required. This thesis develops a new affect-driven computational framework to achieve these objectives and thus empower agents to be better collaborators. Contributions of this thesis are: (1) Affective Motivational Collaboration (AMC) theory, which incorporates appraisal processes into SharedPlans theory. (2) New computational appraisal algorithms based on collaboration structure. (3) Algorithms such as goal management, that use the output of appraisal to maintain collaboration structures. (4) Implementation of a computational system based on AMC theory. (5) Evaluation of AMC theory via two user studies to a) validate our appraisal algorithms, and b) investigate the overall functionality of our framework within an end-to-end system with a human and a robot.
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Lindhe, Söderlund Lena. "Motivational Interviewing in Theory and Practice." Doctoral thesis, Linköpings universitet, Socialmedicin och folkhälsovetenskap, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-60330.

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An estimated 50% of mortality from the 10 leading causes of death is due to behaviour. Individuals can make important contributions to their own health by adopting health-related behaviours and avoiding others. Motivational interviewing (MI) has emerged as a counselling approach for behavioural change that builds on a patient empowerment perspective by supporting autonomy and self-efficacy. The overall aim of this thesis is to contribute to improved understanding of the different factors that impact on general health care professionals’ learning and practice of MI. Specific aims are; study I was to identify barriers, facilitators and modifiers to use MI with pharmacy clients in community pharmacies; study II was to identify barriers and facilitators to use MI with overweight and obese children in child welfare and school health services; study III was to evaluate the attitudes towards MI and clinical use of MI with children´s weight issues one year after child health care nurses’ participation in MI training; study IV was to systematically review studies that have evaluated the contents and outcomes of MI training for general health care professionals. Participants in study I were 15 community pharmacy pharmacists in Östergötland, Sweden. Participants in study II were five child welfare centre nurses from the county council and six municipally-employed school health service nurses, all from Östergötland, Sweden. Data for both studies were obtained through focus group interviews. Study III, participants were 76 nurses from child health care centres in Östergötland, Sweden. 1-year after MI training they answered a survey. Study IV, the material was 10 empirical studies that have evaluated different aspects of MI training. MI training for general health care providers is generally of short duration and tends to focus on specific topics such as diabetes, smoking, and alcohol. The training seems to contain more training on phase I elements, such as clients’ inner motivation, than on phase II, which involves strengthening clients’ commitment to change. MI is seen as practical and useful in work with lifestyle and health promotion issues, especially with issues that may be perceived as sensitive, such as alcohol and obesity. General health care providers have positive attitudes to MI and view MI as being compatible with their values and norms about how they want to work. Clients’ resistance reactions are difficult to handle in the first stages of learning MI, and may lead to frustration. Strategies to avoid resistance are including in the final stages of learning MI. Learning and clinical use of MI for general health care providers is influenced by interactions with their environment (colleagues, staff and organization). Unlearning of old knowledge can be a problem for general health care providers in the learning and clinical use of MI.
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Albert, Erin. "Achievement Motivation Theory as a Model for Explaining College Athletes' Grit." Thesis, University of North Texas, 2020. https://digital.library.unt.edu/ark:/67531/metadc1707327/.

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This study examined the direct and indirect associations of the perceived coach-created motivational climate, athletes' implicit theory, and athletes' achievement goal orientation in relation to their levels of grit. Five hundred twenty-three Division I and II collegiate student-athletes (male = 246, female = 277) from five institutions across the south-central and southeast areas of the United States completed self-report measures assessing the previously described constructs. The measurement model fit the data well (SRMR = .055; CFI = .938; RMSEA = .067) and demonstrated invariance across the male and female athletes. The structural model demonstrated adequate fit (SRMR = .088; CFI = .918; RMSEA = .068). All direct and indirect paths in the model were significant in the expected direction, with the exception of the direct path from entity theory to ego goal orientation and the indirect path from ego-involving climate to ego goal orientation through entity theory, which were both non-significant. The mastery-incremental constructs accounted for 65% of the variance in grit. Results indicate that achievement motivation theory is an appropriate framework through which to examine grit, and achievement motivation constructs may be significant antecedents of grit's development. Limitations and future directions are discussed.
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Tan, Peter Kia Liang. "An evaluation of the motivational factors of network marketing independent distributors using Vroom's work motivation theory." Thesis, London Metropolitan University, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.426482.

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Muir, Christine. "The dynamics of intense long-term motivation in language learning : Directed Motivational Currents in theory and practice." Thesis, University of Nottingham, 2016. http://eprints.nottingham.ac.uk/33810/.

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Directed Motivational Currents (DMCs) are a novel motivational construct which describe periods of highly motivated behaviour while working towards a well-defined and personally significant end goal (see e.g. Dörnyei, Henry & Muir, 2016). Such periods of motivation are found in diverse contexts and directed towards varied outcomes, yet are uniquely recognisable by the highly positive emotionality exhibited by individuals, who during this time often surpass even their wildest expectations. To date, DMC research has focused on qualitative accounts of the personal experiences of DMCs, and while this has offered a wealth of comprehensive data, key research strands remain unexplored. In response to this, this thesis comprises two complementary studies, each looking at a novel aspect of DMC theory and application. Study 1 takes a quantitative approach to research by addressing questions related to the recognisability of DMCs across continents and contexts, and considers basic questions such as how many people report having experienced periods of DMC-like motivation, what inspired them, and the durations they lasted. It additionally looks at the demographic factors of respondents to understand whether there are links between DMCs and either gender, age or nationality. The study uses a newly developed online questionnaire tool and involves a total of 1563 participants of 71 different nationalities. The results support the notion that DMCs are a well-recognisable and widely experienced motivational phenomenon in society, and indicate no significant links between DMCs and any demographic factors. In terms of language learning, the findings support the assertion that DMCs are found across a wide range of language levels and contexts. Study 2 addresses the practical applicability of DMC theory to language learning and teaching. This classroom intervention study – conducted in collaboration with Jessica Florent and David Leach – aimed to purposefully facilitate a group DMC experience in a class of 16 business English language learners. The basis of this study stems from the observation that within a classroom context, group DMCs can be thought of as intensive group projects. The study was structured around an ‘All Eyes on the Final Product’ project framework (Dörnyei et al., 2016), the end goal being the organisation of a large charity fundraising event. Data was collected throughout the five weeks from personal diary entries and Skype interviews with both students and teachers. Findings suggest the intervention was highly successful in creating a group DMC experience, and significantly, it was also found that students reported notable positive developments throughout the course, both in terms of their language learning and in other key skills. The cumulative conclusions presented in this thesis are therefore highly encouraging, offering strong empirical support to the claim that DMCs are a well-recognised and widely experienced motivational phenomenon which transcends borders and contexts. Results equally suggest that the purposeful facilitation of DMC experiences with varied groups of language learners in diverse contexts – to achieve dual motivational and educational aims – might be a very real possibility. Although positive results are reported, both studies venture into previously unchartered research territory and, in light of this, the conclusions put forward require validation and confirmation through further empirical work. Suggestions for future research are made.
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Cooper, David John. "Employee commitment : the motivational role of senior management : theory of action." Thesis, University of Salford, 2001. http://usir.salford.ac.uk/2147/.

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The aim of this study is to explore the association between senior management theory-of-action and employee commitment. Field research uses quantitative and qualitative method and concentrates on one medium sized UK based organisation for data collection and experimentation. However, the study examines two further organisations to assist validity and specificity of findings. The written work is in six parts. Following an introductory chapter, chapter two contains a literature survey covering organisational purpose and senior management theory-of-action. Chapter three examines literature as to employee commitment, and personal and organisational values. The fourth chapter describes method. Field work in chapter five provides results arising from quantitative and qualitative research. The concluding chapter considers the extent to which findings should be generalised, and offers conclusions and reflection. The study points to the following conclusions: Field research supports the notion that compared with more conventional motivation factors, senior management employee related action is strongly associated with employee commitment. This finding was found to be especially prominent at lower hierarchical levels within the organisation. The adoption of what is termed conventional 'Model-One' theory-of-action adversely affects employee commitment. It is suggested that senior management theory-of-action can inhibit or facilitate the maintenance and growth of employee commitment. The work provides credence as to the importance and strength of association between senior management theory-of-action and employee commitment, and offers a method by which the association can be tested.
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Schade, Don F. "Fixed-price-award-fee an economic motivational, and contracting theory analysis /." Thesis, Monterey, California : Naval Postgraduate School, 1990. http://handle.dtic.mil/100.2/ADA241829.

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Thesis (M.S. in Management)--Naval Postgraduate School, December 1990.
Thesis Advisor(s): Gates, William R. ; Terasawa, Katsuaki L. "December 1990." Description based on title screen as viewed on April 2, 2010. DTIC Identifier(s): Award fee, economic incentives, cost reimbursement contracts, fixed price contracts, fixed price award fee. Author(s) subject Fixed Price Award Fee, FPAF, award fee, pricing arrangement, incentive contract, contractor motivation, economics, contracting, acquisition. Includes bibliographical references (p. 66-67). Also available in print.
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Sit, Hui-ping Cindy, and 薛慧萍. "Motivational orientations and sport participation in youth: a comparison of achievement goal theory and reversal theory." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B24873056.

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Sit, Hui-ping Cindy. "Motivational orientations and sport participation in youth : a comparison of achievement goal theory and reversal theory /." Hong Kong : University of Hong Kong, 2002. http://sunzi.lib.hku.hk/hkuto/record.jsp?B24873056.

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Ridley, Louis E. Jr. "Motivational factors promoting postmodern volunteerism in Christian religious organizations." Thesis, University of Phoenix, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3727502.

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The purpose of this qualitative descriptive case study was to document the motivational factors of postmodern era volunteers and to examine how potential commonalities in philosophy, theology, and leadership styles can provide common ground for the postmodern and traditional volunteers in Christian religious organizations (CRO). The scope of the research study was limited to a traditional CRO with active Generation X and millennial generations volunteering in the organization. The specific population consisted of members of a CRO. The use of interviews, focus groups, and observations supported the holistic analysis through the triangulation of data. The data analysis followed an inductive and deductive analysis process. The results of the study provided several findings related to postmodern era generation motivation factors. The emergent themes from the research of the phenomenon were: family focus, Spiritual release, modeling religion through leadership action, leadership style, giftings, volunteer opportunities that model religion, and community leadership. The results of the case study revealed that the postmodern era generations of the CRO studied favored family focus as motivation to volunteer. Additionally, the findings demonstrated that the postmodern era volunteers believed that the commitment to join also implied a commitment to volunteer time to the organization. The findings from the study demonstrated that the actions of the outreach ministries with the community should model the educational teaching of the organization. The recommendations from this study for CRO leaders include focusing on the whole family, designing outreach tasks that support service to families and the community, and demonstrating religion through service to community.

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Books on the topic "Motivational theory"

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Björnsson, Gunnar. Motivational internalism. New York: Oxford University Press, 2015.

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Apter, Michael J., ed. Motivational styles in everyday life: A guide to reversal theory. Washington: American Psychological Association, 2001. http://dx.doi.org/10.1037/10427-000.

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Lichtenberg, Joseph D. Self and motivational systems: Toward a theory of psychoanalytic technique. Hillsdale, NJ: Analytic Press, 1992.

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Lay epistemics and human knowledge: Cognitive and motivational bases. New York: Plenum Press, 1989.

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Kruglanski, Arie W. Lay Epistemics and Human Knowledge: Cognitive and Motivational Bases. Boston, MA: Springer US, 1989.

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Motivational strategies in the language classroom. Cambridge: Cambridge University Press, 2001.

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Amy, Lawson, ed. Motivational leadership in early childhood education. Australia: Thomson Delmar Learning, 2007.

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McIver, Gibson Joan, ed. A field guide to good decisions: Values in action. Westport, Conn: Praeger Publishers, 2006.

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Motivation: Theory and research. 2nd ed. Belmont, Calif: Wadsworth Pub. Co., 1986.

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Motivation theory for teachers. Thousand Oaks, Calif: Corwin Press, 1995.

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Book chapters on the topic "Motivational theory"

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Stefanek, Kevin A., and Heather J. Peters. "Motivation in Sport: Theory and Application." In Handbook of Motivational Counseling, 413–35. Chichester, UK: John Wiley & Sons, Ltd, 2011. http://dx.doi.org/10.1002/9780470979952.ch17.

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Kay, Joseph S., and Jutta Heckhausen. "Motivational Theory of Lifespan Development." In Encyclopedia of Geropsychology, 1–10. Singapore: Springer Singapore, 2015. http://dx.doi.org/10.1007/978-981-287-080-3_128-1.

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Klinger, Eric, and W. Miles Cox. "Motivation and the Goal Theory of Current Concerns." In Handbook of Motivational Counseling, 1–47. Chichester, UK: John Wiley & Sons, Ltd, 2011. http://dx.doi.org/10.1002/9780470979952.ch1.

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Michalak, Johannes, Thomas Heidenreich, and Jürgen Hoyer. "Goal Conflicts and Goal Integration: Theory, Assessment, and Clinical Implications." In Handbook of Motivational Counseling, 89–107. Chichester, UK: John Wiley & Sons, Ltd, 2011. http://dx.doi.org/10.1002/9780470979952.ch4.

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Ushioda, Ema. "6. Context and Complex Dynamic Systems Theory." In Motivational Dynamics in Language Learning, edited by Zoltán Dörnyei, Peter D. MacIntyre, and Alastair Henry, 47–54. Bristol, Blue Ridge Summit: Multilingual Matters, 2014. http://dx.doi.org/10.21832/9781783092574-008.

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Stockdale, Janine, Marlene Sinclair, George Kernohan, and John Keller. "Understanding Motivational Theory and the Psychology of Breastfeeding." In Theory for Midwifery Practice, 92–112. London: Macmillan Education UK, 2011. http://dx.doi.org/10.1007/978-0-230-34563-8_4.

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Ingersoll, Karen S., and Christopher C. Wagner. "Motivational Interviewing: Emerging Theory, Research, and Practice." In Addiction Medicine, 705–27. New York, NY: Springer New York, 2010. http://dx.doi.org/10.1007/978-1-4419-0338-9_35.

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Larsen-Freeman, Diane. "2. Ten ‘Lessons’ from Complex Dynamic Systems Theory: What is on Offer." In Motivational Dynamics in Language Learning, edited by Zoltán Dörnyei, Peter D. MacIntyre, and Alastair Henry, 11–19. Bristol, Blue Ridge Summit: Multilingual Matters, 2014. http://dx.doi.org/10.21832/9781783092574-004.

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Andersen, Hanne Møller, and Lars Brian Krogh. "Using Motivational Theory to Enrich IBSE Teaching Practices." In Professional Development for Inquiry-Based Science Teaching and Learning, 87–103. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-91406-0_5.

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Henry, Alastair. "Directed Motivational Currents: Extending the Theory of L2 Vision." In The Palgrave Handbook of Motivation for Language Learning, 139–61. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-28380-3_7.

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Conference papers on the topic "Motivational theory"

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Kutun, Bahar, Alke Martens, and Werner Schmidt. "MOTIVATIONAL POWER OF GAMIFICATION: THE EFFECT OF PLAYFUL LEARNING ON PSYCHOLOGICAL NEEDS OF SELF-DETERMINATION THEORY." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end117.

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Gamification, i.e. the integration of game design elements into a non-gaming environment, aims to increase users’ engagement and motivation to achieve their goals regarding a given task. It is placed at the border between formal and informal learning approaches. Motivational difficulties are well known in educational settings, especially in Computer Science, where strict formal content meets very playful computer gamers. Hence, we followed the approach of gamification to raise the motivation of learners in the field of Business Process Management (BPM) lifecycle. We developed a board rallye game, based on 16 game design elements. The core of the rallye game is to convey knowledge in a playful way. In order to be able to determine the effects of the rallye game on several aspects, e.g. knowledge transfer and (learning) motivation, we carried out field experiments with 57 students at the Technische Hochschule Ingolstadt and at the Hochschule Augsburg. In this paper the perspective of self-determination theory (SDT), that has found general acceptance in motivational research, is used to understand and analyze the motivational power of gamification.
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HU, Xiang. "Culturalizing Motivational Theory: An Investigation on Expectancy-Value Theory Across 52 Countries." In 2019 AERA Annual Meeting. Washington DC: AERA, 2019. http://dx.doi.org/10.3102/1433228.

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Borowski, Andrzej. "Motivating Emloyees in Public Administration." In 5th International Scientific Conference 2021. University of Maribor Press, 2021. http://dx.doi.org/10.18690/978-961-286-464-4.10.

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The purpose of the publication is to present the specifics of motivating in public administration. There is no doubt that employees should be motivated regardless of the workplace. The publication presents the definition of motivation and its theory. It contains tips on what should be particularly considered in creating an incentive system in public administration. Particular attention was devoted to creating the foundations of a motivational system that has roots in motivation theories. The most common motivational theories and their importance in shaping the incentive system were presented.
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Yap, Yu Hang, Jinnie, Wen-Shan Tan, Noor Azlinda Ahmad, Chin-Leong Wooi, and Yuan-Kang Wu. "Motivational Game-Theory P2P Energy Trading: A Case Study in Malaysia." In 2020 2nd International Conference on Smart Power & Internet Energy Systems (SPIES). IEEE, 2020. http://dx.doi.org/10.1109/spies48661.2020.9243056.

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McPartlan, Peter. "Belonging Across Contexts: Implications for Theory and Measurement of a Popular Motivational Construct." In 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1583076.

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Kolosova, Ieva. "Fun and game theory as motivation in waste sorting process at an individual level." In 23rd International Scientific Conference. “Economic Science for Rural Development 2022”. Latvia University of Life Sciences and Technologies. Faculty of Economics and Social Development, 2022. http://dx.doi.org/10.22616/esrd.2022.56.003.

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One of the key aspects in the development of a sustainable waste system is respect towards the principles of a circular economy. Despite its complexity, the essential and crucial role in the waste management process is that of an individual. Residents of Latvia face several challenges in the recycling process – lack of infrastructure, knowledge and individual motivation to sort the waste for the common good. European Union has set ambitious goals in regard to waste reduction. If the situation in Latvia does not rapidly improve, it will not achieve these goals.This paper proposes the game theory and a positive been conducted encouragement approach to help improve the situation. A literature review of established theories has and results in a proposal of an informal approach – fun theory. The final section offers a brief overview of four different research studies about waste recycling and individual motivation toward it. A range of theories and motivational aspects related to the problem have been considered and theoretical grounds laid for further and practical research, namely, a unified collection of information in a format of a household waste themed game that could be tested by employing a sample of a Latvian population.
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Saade, Raafat, Fassil Nebebe, and Tak Mak. "Canada - China Cultural Differences in E-learning: A Motivation Perspective." In InSITE 2009: Informing Science + IT Education Conference. Informing Science Institute, 2009. http://dx.doi.org/10.28945/3346.

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There are relatively few empirical studies that examine cultural differences in students’ beliefs and use of web-based learning systems. Asian and Western countries have different systems of thought which are rooted in their respective national culture. Although there are a number of theories to explain individuals’ behavior within different cultures, there are few that focused on web-based learning differences. In this study, we investigate the motivational differences among Chinese and Canadian online learners. We enhance our body of knowledge in two respects: moderating and mediating effects of intrinsic motivation in the two groups and the use of the ‘cognitive system of thought’ theory to extract meaning from the results.
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Dewi, Puspa, Abdurrachman Faridi, Mursid Saleh, and Sri Wuli Fitriati. "The Implementation of Lecturer’s Motivational Teaching Strategies in Essay Writing Class: From Theory Into Practice." In International Conference on Science and Education and Technology (ISET 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200620.037.

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González-Amarante, MP, and SL Olivares-Olivares. "QUALITATIVE EXPLORATION OF SOCIAL FACTORS THAT UNDERLY MOTIVATIONS OF MEDICAL STUDENTS TO ASPIRE TO THE PROFESSION." In The 7th International Conference on Education 2021. The International Institute of Knowledge Management, 2021. http://dx.doi.org/10.17501/24246700.2021.7148.

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Aspiring physicians’ motivational discourses have mostly delineated intrinsic versus extrinsic factors in the literature, lacking further comprehension of factors underpinning such decision. The purpose of this qualitative study is to deepen the understanding of factors and motivations that lead students to aspire to the medical profession. Semi-structured interviews were applied to 55 medical students from 3 Universities in Mexico, transcriptions were submitted to iterative rounds of coding for analysis using grounded theory. Predominant reasons to enter the profession were: I) Interest in the medical science, II) Aspiring to honorability and status, III) Having a physician family member, IV) Personal experience with illness and V) Desire to help (altruism). Beyond discourse, one striking finding was that most chose their career lacking conscious reasoning and autonomy either because a)ideation/decision was conceived during childhood, b) lacked clear motivation arguments and c)had significant external influence (particularly from parents) on their choice. Such findings helped develop a model that recognizes factors that underly the conscious motivations that students exhibit including: 1) Parental desire/pressure. 2) Proximity of family medical models and lack of exposure to other disciplines. 3) Idealization of the doctor figure during childhood. 4) Influence of television programs. 5) The notion that the career ensures future economic stability/prosperity. 6) Desire of social mobility. The prior socialization of students conditions an aspiration based on a perception of heightened professional status of the medical profession that may differ from the current context. The motivations have an extrinsic preponderance and do not reflect autonomy and adequate understanding of the implications of studying medicine and the future practice of the profession. This can generate problems about their own satisfaction and identity and with respect to the social impact in the exercise of their future role. Keywords: motivations, medical students, medical profession, medical education, socialization
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Broonen, Jean Paul. "Extending the theory of planned behavior as a model of cognitive and motivational influences on academic performance." In The fourth international conference on computing anticipatory systems (CASYS 2000). AIP, 2001. http://dx.doi.org/10.1063/1.1388717.

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Reports on the topic "Motivational theory"

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Lavrentieva, Olena, and Oleh Tsys. The theory and practice of managing students’ independent study activities via the modern information technologies. [б. в.], 2019. http://dx.doi.org/10.31812/123456789/4552.

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Theoretical foundations and existent practical experience in providing scientifically grounded management of students' independent study activities with the use of the latest information technologies have been studied in the research. The issues of organization of various types of management of students' independent study activities have been considered. It has been reported, that there are direct, indirect, and dynamic types of management. The possibilities of ICTs in the implementation of each type of management the students' independent study activities have been shown. It has been taken into account, that the introduction of computer-oriented means of co-management and co-organization into the educational process reflects the realization student-centered concept of learning. There has been emphasized the need to use both direct and indirect types of management, which will make it possible for students to move to the position of an actor of independent study activity and capable of exercising self-government. The authors have been paid special attention to the means of developing the students' personality and forming their motivational readiness for independent study activities and self-education. It has been shown, that such necessary means include the following: to promote the development of students' self-organization, self-actualization, as well as their socialization, to encourage self-assessment and reflection throughout the process of organizing independent study activities; to personalize independent study activities, to offer personally and professionally meaningful learning tasks with clearly defined and understandable goals for a student, and to ensure their gradual complication; to create informative feedback; to strengthen students' motivation.
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Landy, Frank J., and Wendy S. Becker. Adaptive Motivation Theory. Fort Belvoir, VA: Defense Technical Information Center, June 1985. http://dx.doi.org/10.21236/ada157440.

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Ash, Elliott, and W. Bentley MacLeod. Intrinsic Motivation in Public Service: Theory and Evidence from State Supreme Courts. Cambridge, MA: National Bureau of Economic Research, November 2014. http://dx.doi.org/10.3386/w20664.

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Guinn-Collins, Shannon. Motivation in Late Learners of Japanese: Self-Determination Theory, Attitudes and Pronunciation. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.191.

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Morgan, Nathaniel R., Donald E. Burton, and Konstantin Nikolay Lipnikov. Theory and motivation behind the Godunov-like staggered grid hydrodynamic approach in FLAG. Office of Scientific and Technical Information (OSTI), June 2013. http://dx.doi.org/10.2172/1083098.

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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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Girardi, Gherardo. Helping students select a research topic by helping them identify their motivations. Bristol, UK: The Economics Network, November 2012. http://dx.doi.org/10.53593/n2232a.

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Cilliers, Jacobus, and Shardul Oza. The Motivations, Constraints, and Behaviour of Tanzania's Frontline Education Providers. Research on Improving Systems of Education (RISE), November 2020. http://dx.doi.org/10.35489/bsg-rise-ri_2020/023.

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In this note, we leverage data from a nationwide survey conducted in 2019 in Ethiopia to shed light on what Ward Education Officers do, their understanding of their own role, and the constraints they face in executing their responsibilities. We interviewed 397 WEOs responsible for primary schools across 23 districts and six regions of Tanzania as part of a baseline survey conducted between February and May 2019. This note contributes to a growing literature on the activities, self-perceptions, and motivation of public sector officials in charge of “last mile” service delivery. For example, Aiyar and Bhattacharya (2016) use time-use diaries, in-depth interviews, and quantitative data to understand the views, attitudes, and activities of sub-district education sector officials, called block education officers, in India.
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Herols, David M., Charles K. Parsons, and Donald B. Fedor. Individual Feedback Propensities and Their Effects on Motivation, Training Success, and Performance. Fort Belvoir, VA: Defense Technical Information Center, September 1997. http://dx.doi.org/10.21236/ada337479.

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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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