Littérature scientifique sur le sujet « Goal Contents Theory »
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Articles de revues sur le sujet "Goal Contents Theory"
Sicilia, Álvaro, Manuel Alcaraz-Ibáñez, María-Jesús Lirola et Rafael Burgueño. « Influence of Goal Contents on Exercise Addiction : Analysing the Mediating Effect of Passion for Exercise ». Journal of Human Kinetics 59, no 1 (20 octobre 2017) : 143–53. http://dx.doi.org/10.1515/hukin-2017-0154.
Texte intégralSebire, Simon J., Martyn Standage, Fiona B. Gillison et Maarten Vansteenkiste. « “Coveting Thy Neighbour’s Legs” : A Qualitative Study of Exercisers’ Experiences of Intrinsic and Extrinsic Goal Pursuit ». Journal of Sport and Exercise Psychology 35, no 3 (juin 2013) : 308–21. http://dx.doi.org/10.1123/jsep.35.3.308.
Texte intégralZhang, Ying, Jian Zhang et Jingjing Li. « The effect of intrinsic and extrinsic goals on work performance ». Personnel Review 47, no 4 (4 juin 2018) : 900–912. http://dx.doi.org/10.1108/pr-03-2017-0086.
Texte intégralHollmann, Jelena, Julia Gorges et Elke Wild. « You Will Attain My Goal ». European Journal of Psychological Assessment 34, no 1 (janvier 2018) : 22–29. http://dx.doi.org/10.1027/1015-5759/a000317.
Texte intégralVine, Ian. « Motivating consciousness ». Behavioral and Brain Sciences 24, no 1 (février 2001) : 190–91. http://dx.doi.org/10.1017/s0140525x01243933.
Texte intégralAntunes, Raul, Nuno Couto, Diogo Monteiro, João Moutão, Daniel Marinho et Luis Cid. « Validation of the Goal Content for Exercise Questionnaire (GCEQ) for a sample of elderly Portuguese people ». Motricidade 13, no 1 (3 juin 2017) : 59. http://dx.doi.org/10.6063/motricidade.9541.
Texte intégralMilanovic-Nahod, Slobodanka, et Nadezda Saranovic-Bozanovic. « Development of cognitive abilities as educational goal ». Zbornik Instituta za pedagoska istrazivanja, no 36 (2004) : 66–84. http://dx.doi.org/10.2298/zipi0436066m.
Texte intégralVansteenkiste, Maarten, Willy Lens et Edward L. Deci. « Intrinsic Versus Extrinsic Goal Contents in Self-Determination Theory : Another Look at the Quality of Academic Motivation ». Educational Psychologist 41, no 1 (mars 2006) : 19–31. http://dx.doi.org/10.1207/s15326985ep4101_4.
Texte intégralMandal, Ramdeo. « Nepali Educational Grammar : Theory and Practice ». Orchid Academia Siraha 1, no 1 (31 décembre 2022) : 133–40. http://dx.doi.org/10.3126/oas.v1i1.52156.
Texte intégralSheldon, Kennon M., Nicolas Sommet, Mike Corcoran et Andrew J. Elliot. « Feeling Interpersonally Controlled While Pursuing Materialistic Goals : A Problematic Combination for Moral Behavior ». Personality and Social Psychology Bulletin 44, no 9 (16 avril 2018) : 1330–49. http://dx.doi.org/10.1177/0146167218766863.
Texte intégralThèses sur le sujet "Goal Contents Theory"
Sebire, Simon J. « Goal content in exercise : a self-determination theory perspective ». Thesis, University of Bath, 2009. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.512301.
Texte intégralGranger, Benjamin P. « Enhancing Training Outcomes in the Context of e-Learning : The Impact of Objective Learner Control, Training Content Complexity, Cognitive Load, Learning Goal Orientation, and Metacognitive Strategies ». Scholar Commons, 2012. http://scholarcommons.usf.edu/etd/4326.
Texte intégralRodriguez, Aracely. « Psychosocial Motivators for Obstacle Course Racing : A Qualitative Case Study ». DigitalCommons@CalPoly, 2015. https://digitalcommons.calpoly.edu/theses/1469.
Texte intégralGrinnell, Lynn D. « A qualitative exploration of reflective thinking in experiential learning debriefings ». [Tampa, Fla.] : University of South Florida, 2003. http://purl.fcla.edu/fcla/etd/SFE0000627.
Texte intégralJin, Li. « Computer-mediated peer response in a level-IV ESL academic writing class : a cultural historical activity theoretical perspective ». [Tampa, Fla.] : University of South Florida, 2007. http://purl.fcla.edu/usf/dc/et/SFE0002033.
Texte intégralAntonsson, Anna. « Lärarens dubbla uppdrag inom Ekonomiprogrammet ». Thesis, Linnéuniversitetet, Institutionen för utbildningsvetenskap (UV), 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-49610.
Texte intégralThis study is about the teacher's dual mission in upper secondary school alignment economy and is yet another study showing that the approach joint influence in learning, gives teachers prerequisite to meet the two missions stated in the Education Act, to give students both skills and democratic values, and feel the desire of learning at the same time. Starting point of the study is the texts of the Education Act and the National Agency for Education. The Education Act initiates that the students through their training shall receive skills and democratic values. It is this which is the study's definition of the dual task. The idea behind the study is; The Education Act initiates the dual task, this is then realized through joint influence in learning, giving pupils a dialectical development. The purpose of the study is to investigate whether the students through joint influence in learning, develops the mediating methods "preparation of information intake before the deliberative dialogue 'and' ability to participate in deliberative dialogue." If this proved correct, this would be a useful model for implement teacher's dual mission simultaneously. The study's questions: Does students develop better overview or work planning of the course? Does the students experience desire for learning? Does the method affect the students' academic achievement? Concepts that are essential for the study; decision-making, the deliberative dialogue, dialectic, joint influence in learning, the principle of openness in the deliberative dialogue, the teacher's dual role, mediating practices, influencing the education in form and content, Achievement goal theory. Theoretical framework for the design of the study is Egidius, Hansen, Nihlfors, Selberg, Vygotsky, focusing on joint influence in learning and how this can affect the development of competencies in terms of knowledge and democratic values. Why is it essential to work with democratic values in alignment economy? Students of this program, will in their future professional roles, participate in decision making in environments that are not characterized by democratic values. It is therefore important that they learn democratic functioning as deliberative dialogue before his or hers professional life. It's about what kind of leaders we create for the future. The students must also be able to work independently with different kinds of information in their professional roles. The study is designed as a survey in which two classes, EK13 and EK14, which both read marketing in parallel, are asked to evaluate the course modules (course1) undertaken by the regular teachers 'usual' approach. Then a lesson is conducted (course2) which is designed in accordance with joint influence in learning. Students are asked to evaluate also this course with the same questionnaire as for course1. The survey shows that the working methods in joint influence in learning gives students the opportunity to develop mediating methods of "preparation of information intake before the deliberative dialogue' and 'ability to participate in deliberative dialogue'. There are indications that students develop a better work planning and overview of the course. There are strong indications that students experience a greater desire for learning. The results also show that working methods are efficient in terms of pupil achievement. Thus found that joint influence in learning is a useful model for implementing the teacher's dual mission simultaneously.
Kyrylo, Lyutov. « Motivos e vitalidade na prática de corrida recreativa, relação com a idade e frequência semanal : uma perspetiva da teoria da autodeterminação ». Master's thesis, 2017. http://hdl.handle.net/10400.5/14104.
Texte intégralConsidering the increasing popularity of recreational running, there has been a growing interest in understanding this behavior and its implications for well-being. Based on the self-determination theory (SDT), the present study had two main objectives: (a) to analyze the differences between the age groups and the weekly frequency groups in terms of motives and vitality; and (b) to analyze the relationship between (intrinsic vs. extrinsic) motives and vitality. The sample consisted of 110 recreational runners (Mage = 33.21 years, SD = 9.37), selected by convenience. The data was collected through an online survey that included instruments that assessed the motives - The Motivations of Marathoners Scales (MOMS), and vitality - Subjective Vitality Scale (SVS). The results showed that younger runners (18-27 years old) were more motivated by the personal goal achievement, while older runners (39-62 years old), in addition to higher vitality, more heavily endorsed the affiliation as reason for recreational running. The weekly frequency groups did not show differences in vitality, however the group that runs less than three times a week showed more focus on health orientation motive. The results of hierarchical multiple regression revealed that only the affiliation motive was a significant predictor of vitality when controlling for age and weekly frequency. The results of this work support the theoretical foundations of SDT, showing the importance of affiliation for well-being and vitality.
« The Fitness Tourist : Goal Content of Exercisers in the Wellness Tourism Industry ». Master's thesis, 2017. http://hdl.handle.net/2286/R.I.44078.
Texte intégralDissertation/Thesis
Masters Thesis Community Resources and Development 2017
Sprague, David William. « Exploring information visualization use patterns in casual contexts ». Thesis, 2011. http://hdl.handle.net/1828/3418.
Texte intégralGraduate
Maggio, Peter Anthony. « Perceptions of musical self-beliefs among high school band students and directors in Arkansas that participate in competitive music performance events ». Thesis, 2016. https://hdl.handle.net/2144/14572.
Texte intégralLivres sur le sujet "Goal Contents Theory"
Safonenkov, Pavel. Development of the administrative enforcement system in the context of customs integration. ru : Publishing Center RIOR, 2024. http://dx.doi.org/10.29039/02138-5.
Texte intégralChernyavskiy, Aleksandr. The genesis of the emergence and development of the theory of separation of powers until the end of the XIX century : the place of teaching in the science of state law. ru : INFRA-M Academic Publishing LLC., 2023. http://dx.doi.org/10.12737/1891876.
Texte intégralMendelovici, Angela. Goals and Methodology. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190863807.003.0002.
Texte intégralSnyder, C. R., Kevin L. Rand et David R. Sigmon. Hope Theory. Sous la direction de Matthew W. Gallagher et Shane J. Lopez. Oxford University Press, 2017. http://dx.doi.org/10.1093/oxfordhb/9780199399314.013.3.
Texte intégralErez, Miriam. From Local to Cross-Cultural to Global Work Motivation and Innovation. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190879228.003.0005.
Texte intégralKlinger, Eric, Ernst H. W. Koster et Igor Marchetti. Spontaneous Thought and Goal Pursuit. Sous la direction de Kalina Christoff et Kieran C. R. Fox. Oxford University Press, 2018. http://dx.doi.org/10.1093/oxfordhb/9780190464745.013.24.
Texte intégralGabrielson, Teena, Cheryl Hall, John M. Meyer et David Schlosberg. Introducing Environmental Political Theory. Sous la direction de Teena Gabrielson, Cheryl Hall, John M. Meyer et David Schlosberg. Oxford University Press, 2016. http://dx.doi.org/10.1093/oxfordhb/9780199685271.013.44.
Texte intégralGauvain, Mary. Sociocultural Contexts of Development. Sous la direction de Philip David Zelazo. Oxford University Press, 2013. http://dx.doi.org/10.1093/oxfordhb/9780199958474.013.0017.
Texte intégralKindt, Sara, Liesbet Goubert, Maarten Vansteenkiste et Tine Vervoort. Chronic Pain and Interpersonal Processes. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190627898.003.0007.
Texte intégralHalbesleben, Jonathon, et Tom Bellairs. What Are the Motives for Employees to Exhibit Citizenship Behavior ? : A Review of Prosocial and Instrumental Predictors of Organizational Citizenship Behavior. Sous la direction de Philip M. Podsakoff, Scott B. Mackenzie et Nathan P. Podsakoff. Oxford University Press, 2016. http://dx.doi.org/10.1093/oxfordhb/9780190219000.013.16.
Texte intégralChapitres de livres sur le sujet "Goal Contents Theory"
El-Ali, Leena. « Hadith Content ». Dans Sustainable Development Goals Series, 19–31. Cham : Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-83582-8_3.
Texte intégralRenninger, K. Ann, Suzanne E. Hidi et Arijit De. « Exploring Interest Theory and Its Reciprocal Relation to Achievement Goals, Self-Efficacy, and Self-Regulation ». Dans Motivation and Emotion in Learning and Teaching across Educational Contexts, 19–34. London : Routledge, 2023. http://dx.doi.org/10.4324/9781003303473-3.
Texte intégralTahirsylaj, Armend. « Bildung and Twenty-First Century Competences : In Need of Mutual Recognition ? » Dans Non-affirmative Theory of Education and Bildung, 319–37. Cham : Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-30551-1_15.
Texte intégralSchoenfeld, Alan H. « A Theory of Teaching ». Dans Theorizing Teaching, 159–87. Cham : Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-25613-4_6.
Texte intégralUesugi, Yuji, Anna Deekeling, Sophie Shiori Umeyama et Lawrence McDonald-Colbert. « Conclusion : Alternative Theory and Practice of Peacebuilding in Asia ». Dans Operationalisation of Hybrid Peacebuilding in Asia, 187–96. Cham : Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-67758-9_9.
Texte intégralMcCabe, Michael, et Steven Gale. « Generation 2030 : The Strategic Imperative of Youth Civic and Political Engagement ». Dans Sustainable Development Goals Series, 359–63. Cham : Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-05182-1_32.
Texte intégralBandola-Gill, Justyna, Sotiria Grek et Marlee Tichenor. « Harmonising Global Public Policy : Producing Global Standards, Local Data and Statistical Capacity Development ». Dans Sustainable Development Goals Series, 41–67. Cham : Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-03938-6_3.
Texte intégralHandley, Karen, et Jill Millar. « The Affective Life of Neoliberal Employability Discourse ». Dans Rethinking Graduate Employability in Context, 95–112. Cham : Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-20653-5_5.
Texte intégralHirvonen, Inka, Päivi Siivonen et Katri Komulainen. « Finnish University Students Constructing Their Ideal Employable Identities : A Case Study of Top Performing Experts ». Dans Rethinking Graduate Employability in Context, 275–97. Cham : Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-20653-5_13.
Texte intégralBradshaw, Emma L. « Causes, Costs, and Caveats ». Dans The Oxford Handbook of Self-Determination Theory, 139—C6P149. Oxford University Press, 2023. http://dx.doi.org/10.1093/oxfordhb/9780197600047.013.7.
Texte intégralActes de conférences sur le sujet "Goal Contents Theory"
Marques, Joa˜o E. M. « Using Assessment as a Teaching Tool ». Dans ASME 2006 International Mechanical Engineering Congress and Exposition. ASMEDC, 2006. http://dx.doi.org/10.1115/imece2006-15792.
Texte intégralImomova, Umida Muzaffarovna. « TA'LIM JARAYONIDA INNOVASION TEXNOLOGIYALAR ASOSIDA TALABALARDA KOGNITIV KOMPETENSIYALARNI SHAKLLANTIRISH MAZMUNI, SHAKL VA VOSITALARI, NATIJALARI ». Dans GOALS OF SUSTAINABLE DEVELOPMENT IN THE INTEGRATION OF SCIENCE AND EDUCATION. International Scientific and Current Research Conferences, 2023. http://dx.doi.org/10.37547/goal-28.
Texte intégralMitrović, Aleksandar. « VIRTUAL ART MUSEUM AS EDUCATIONAL CONTENT ICT IN TEACHING FINE ARTS (THEORETICAL ASPECT) ». Dans SCIENCE AND TEACHING IN EDUCATIONAL CONTEXT. FACULTY OF EDUCATION IN UŽICE, UNIVERSITY OF KRAGUJEVAC, 2020. http://dx.doi.org/10.46793/stec20.417m.
Texte intégralIslomxo‘ja, Xo‘jaxonov. « HUQUQIY MADANIYATNI YUKSALTIRISHNING IJTIMOIY-FALSAFIY OMILLARINI RIVOJLANISHI TARAQQIYOT STRATEGIYASIDA NAMOYON BO`LISHI ». Dans GOALS OF SUSTAINABLE DEVELOPMENT IN THE INTEGRATION OF SCIENCE AND EDUCATION. International Scientific and Current Research Conferences, 2023. http://dx.doi.org/10.37547/goal-14.
Texte intégralRechkemmer, Amy, et Ming Yin. « Exploring the Effects of Goal Setting When Training for Complex Crowdsourcing Tasks (Extended Abstract) ». Dans Thirtieth International Joint Conference on Artificial Intelligence {IJCAI-21}. California : International Joint Conferences on Artificial Intelligence Organization, 2021. http://dx.doi.org/10.24963/ijcai.2021/658.
Texte intégralTanasković, Marija. « REGGIO EMILIA APPROACH – THE POSSIBILITY OF INTEGRATION IN PRESCHOOL MUSIC EDUCATION ». Dans SCIENCE AND TEACHING IN EDUCATIONAL CONTEXT. FACULTY OF EDUCATION IN UŽICE, UNIVERSITY OF KRAGUJEVAC, 2020. http://dx.doi.org/10.46793/stec20.407t.
Texte intégralEifler, Rebecca, Jeremy Frank et Jörg Hoffmann. « Explaining Soft-Goal Conflicts through Constraint Relaxations ». Dans Thirty-First International Joint Conference on Artificial Intelligence {IJCAI-22}. California : International Joint Conferences on Artificial Intelligence Organization, 2022. http://dx.doi.org/10.24963/ijcai.2022/641.
Texte intégralSaraiva, Márcio de Carvalho, et Claudia Bauzer Medeiros. « Use of graphs and taxonomic classifications to analyze content relationships among courseware ». Dans Simpósio Brasileiro de Banco de Dados. Sociedade Brasileira de Computação - SBC, 2016. http://dx.doi.org/10.5753/sbbd.2016.24339.
Texte intégralBabichev, I. V., O. I. ZHihareva et I. B. Il'chenko. « Age features of young athletes in the context of their psychological training ». Dans SCIENCE OF RUSSIA : TARGETS AND GOALS. "Science of Russia", 2019. http://dx.doi.org/10.18411/sr-10-08-2019-64.
Texte intégralSayers, Chera L. « Statistical Inference Theory Using Finite and Noisy Data Sets ». Dans Nonlinear Dynamics in Optical Systems. Washington, D.C. : Optica Publishing Group, 1990. http://dx.doi.org/10.1364/nldos.1990.is5.
Texte intégralRapports d'organisations sur le sujet "Goal Contents Theory"
Hartley, Curtis, et Allyson Kelley. Lessons in Critical Race Theory. Allyson Kelley & Associates PLLC, avril 2024. http://dx.doi.org/10.62689/hgzcul.
Texte intégralLevy, Brian. How Political Contexts Influence Education Systems : Patterns, Constraints, Entry Points. Research on Improving Systems of Education (RISE), décembre 2022. http://dx.doi.org/10.35489/bsg-rise-2022/pe04.
Texte intégralLevy, Brian. How Political Contexts Influence Education Systems : Patterns, Constraints, Entry Points. Research on Improving Systems of Education (RISE), décembre 2022. http://dx.doi.org/10.35489/bsg-rise-wp_2022/122.
Texte intégralAli, Ayman, Ahmed Saidi, Yusef Mehta, Christopher DeCarlo, Mohamed Elshear, Benjamin Cox et Wade Lein. Development and validation of a balanced mix design approach for CIR mixtures using full-scale testing. Engineer Research and Development Center (U.S.), octobre 2022. http://dx.doi.org/10.21079/11681/45704.
Texte intégralGlick, Mark, Gabriel A. Lozada et Darren Bush. Why Economists Should Support Populist Antitrust Goals. Institute for New Economic Thinking Working Paper Series, décembre 2022. http://dx.doi.org/10.36687/inetwp195.
Texte intégralPape, Barbara, et Tom Vander Ark. Policies and Practices That Meet Learners Where They Are. Digital Promise, 2018. http://dx.doi.org/10.51388/20.500.12265/15.
Texte intégralLevin, Ilan, Avtar K. Handa, Avraham Lalazar et Autar K. Mattoo. Modulating phytonutrient content in tomatoes combining engineered polyamine metabolism with photomorphogenic mutants. United States Department of Agriculture, décembre 2006. http://dx.doi.org/10.32747/2006.7587724.bard.
Texte intégralTillett, Will, et Oliver Jones. Improving Rural Sanitation in Challenging Contexts. Institute of Development Studies (IDS), octobre 2021. http://dx.doi.org/10.19088/slh.2021.020.
Texte intégralSengupta-Gopalan, Champa, Shmuel Galili et Rachel Amir. Improving Methionine Content in Transgenic Forage Legumes. United States Department of Agriculture, février 2001. http://dx.doi.org/10.32747/2001.7580671.bard.
Texte intégralThomson, Sue, Nicole Wernert, Sima Rodrigues et Elizabeth O'Grady. TIMSS 2019 Australia. Volume I : Student performance. Australian Council for Educational Research, décembre 2020. http://dx.doi.org/10.37517/978-1-74286-614-7.
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