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Artykuły w czasopismach na temat "Goal Contents Theory"
Sicilia, Álvaro, Manuel Alcaraz-Ibáñez, María-Jesús Lirola i Rafael Burgueño. "Influence of Goal Contents on Exercise Addiction: Analysing the Mediating Effect of Passion for Exercise". Journal of Human Kinetics 59, nr 1 (20.10.2017): 143–53. http://dx.doi.org/10.1515/hukin-2017-0154.
Pełny tekst źródłaSebire, Simon J., Martyn Standage, Fiona B. Gillison i 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, nr 3 (czerwiec 2013): 308–21. http://dx.doi.org/10.1123/jsep.35.3.308.
Pełny tekst źródłaZhang, Ying, Jian Zhang i Jingjing Li. "The effect of intrinsic and extrinsic goals on work performance". Personnel Review 47, nr 4 (4.06.2018): 900–912. http://dx.doi.org/10.1108/pr-03-2017-0086.
Pełny tekst źródłaHollmann, Jelena, Julia Gorges i Elke Wild. "You Will Attain My Goal". European Journal of Psychological Assessment 34, nr 1 (styczeń 2018): 22–29. http://dx.doi.org/10.1027/1015-5759/a000317.
Pełny tekst źródłaVine, Ian. "Motivating consciousness". Behavioral and Brain Sciences 24, nr 1 (luty 2001): 190–91. http://dx.doi.org/10.1017/s0140525x01243933.
Pełny tekst źródłaAntunes, Raul, Nuno Couto, Diogo Monteiro, João Moutão, Daniel Marinho i Luis Cid. "Validation of the Goal Content for Exercise Questionnaire (GCEQ) for a sample of elderly Portuguese people". Motricidade 13, nr 1 (3.06.2017): 59. http://dx.doi.org/10.6063/motricidade.9541.
Pełny tekst źródłaMilanovic-Nahod, Slobodanka, i Nadezda Saranovic-Bozanovic. "Development of cognitive abilities as educational goal". Zbornik Instituta za pedagoska istrazivanja, nr 36 (2004): 66–84. http://dx.doi.org/10.2298/zipi0436066m.
Pełny tekst źródłaVansteenkiste, Maarten, Willy Lens i Edward L. Deci. "Intrinsic Versus Extrinsic Goal Contents in Self-Determination Theory: Another Look at the Quality of Academic Motivation". Educational Psychologist 41, nr 1 (marzec 2006): 19–31. http://dx.doi.org/10.1207/s15326985ep4101_4.
Pełny tekst źródłaMandal, Ramdeo. "Nepali Educational Grammar: Theory and Practice". Orchid Academia Siraha 1, nr 1 (31.12.2022): 133–40. http://dx.doi.org/10.3126/oas.v1i1.52156.
Pełny tekst źródłaSheldon, Kennon M., Nicolas Sommet, Mike Corcoran i Andrew J. Elliot. "Feeling Interpersonally Controlled While Pursuing Materialistic Goals: A Problematic Combination for Moral Behavior". Personality and Social Psychology Bulletin 44, nr 9 (16.04.2018): 1330–49. http://dx.doi.org/10.1177/0146167218766863.
Pełny tekst źródłaRozprawy doktorskie na temat "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.
Pełny tekst źródłaGranger, 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.
Pełny tekst źródłaRodriguez, Aracely. "Psychosocial Motivators for Obstacle Course Racing: A Qualitative Case Study". DigitalCommons@CalPoly, 2015. https://digitalcommons.calpoly.edu/theses/1469.
Pełny tekst źródłaGrinnell, 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.
Pełny tekst źródłaJin, 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.
Pełny tekst źródłaAntonsson, 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.
Pełny tekst źródłaThis 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.
Pełny tekst źródłaConsidering 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.
Pełny tekst źródłaDissertation/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.
Pełny tekst źródłaGraduate
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.
Pełny tekst źródłaKsiążki na temat "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.
Pełny tekst źródłaChernyavskiy, 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.
Pełny tekst źródłaMendelovici, Angela. Goals and Methodology. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190863807.003.0002.
Pełny tekst źródłaSnyder, C. R., Kevin L. Rand i David R. Sigmon. Hope Theory. Redaktorzy Matthew W. Gallagher i Shane J. Lopez. Oxford University Press, 2017. http://dx.doi.org/10.1093/oxfordhb/9780199399314.013.3.
Pełny tekst źródłaErez, 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.
Pełny tekst źródłaKlinger, Eric, Ernst H. W. Koster i Igor Marchetti. Spontaneous Thought and Goal Pursuit. Redaktorzy Kalina Christoff i Kieran C. R. Fox. Oxford University Press, 2018. http://dx.doi.org/10.1093/oxfordhb/9780190464745.013.24.
Pełny tekst źródłaGabrielson, Teena, Cheryl Hall, John M. Meyer i David Schlosberg. Introducing Environmental Political Theory. Redaktorzy Teena Gabrielson, Cheryl Hall, John M. Meyer i David Schlosberg. Oxford University Press, 2016. http://dx.doi.org/10.1093/oxfordhb/9780199685271.013.44.
Pełny tekst źródłaGauvain, Mary. Sociocultural Contexts of Development. Redaktor Philip David Zelazo. Oxford University Press, 2013. http://dx.doi.org/10.1093/oxfordhb/9780199958474.013.0017.
Pełny tekst źródłaKindt, Sara, Liesbet Goubert, Maarten Vansteenkiste i Tine Vervoort. Chronic Pain and Interpersonal Processes. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190627898.003.0007.
Pełny tekst źródłaHalbesleben, Jonathon, i Tom Bellairs. What Are the Motives for Employees to Exhibit Citizenship Behavior?: A Review of Prosocial and Instrumental Predictors of Organizational Citizenship Behavior. Redaktorzy Philip M. Podsakoff, Scott B. Mackenzie i Nathan P. Podsakoff. Oxford University Press, 2016. http://dx.doi.org/10.1093/oxfordhb/9780190219000.013.16.
Pełny tekst źródłaCzęści książek na temat "Goal Contents Theory"
El-Ali, Leena. "Hadith Content". W Sustainable Development Goals Series, 19–31. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-83582-8_3.
Pełny tekst źródłaRenninger, K. Ann, Suzanne E. Hidi i Arijit De. "Exploring Interest Theory and Its Reciprocal Relation to Achievement Goals, Self-Efficacy, and Self-Regulation". W Motivation and Emotion in Learning and Teaching across Educational Contexts, 19–34. London: Routledge, 2023. http://dx.doi.org/10.4324/9781003303473-3.
Pełny tekst źródłaTahirsylaj, Armend. "Bildung and Twenty-First Century Competences: In Need of Mutual Recognition?" W 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.
Pełny tekst źródłaSchoenfeld, Alan H. "A Theory of Teaching". W Theorizing Teaching, 159–87. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-25613-4_6.
Pełny tekst źródłaUesugi, Yuji, Anna Deekeling, Sophie Shiori Umeyama i Lawrence McDonald-Colbert. "Conclusion: Alternative Theory and Practice of Peacebuilding in Asia". W 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.
Pełny tekst źródłaMcCabe, Michael, i Steven Gale. "Generation 2030: The Strategic Imperative of Youth Civic and Political Engagement". W Sustainable Development Goals Series, 359–63. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-05182-1_32.
Pełny tekst źródłaBandola-Gill, Justyna, Sotiria Grek i Marlee Tichenor. "Harmonising Global Public Policy: Producing Global Standards, Local Data and Statistical Capacity Development". W Sustainable Development Goals Series, 41–67. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-03938-6_3.
Pełny tekst źródłaHandley, Karen, i Jill Millar. "The Affective Life of Neoliberal Employability Discourse". W Rethinking Graduate Employability in Context, 95–112. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-20653-5_5.
Pełny tekst źródłaHirvonen, Inka, Päivi Siivonen i Katri Komulainen. "Finnish University Students Constructing Their Ideal Employable Identities: A Case Study of Top Performing Experts". W Rethinking Graduate Employability in Context, 275–97. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-20653-5_13.
Pełny tekst źródłaBradshaw, Emma L. "Causes, Costs, and Caveats". W The Oxford Handbook of Self-Determination Theory, 139—C6P149. Oxford University Press, 2023. http://dx.doi.org/10.1093/oxfordhb/9780197600047.013.7.
Pełny tekst źródłaStreszczenia konferencji na temat "Goal Contents Theory"
Marques, Joa˜o E. M. "Using Assessment as a Teaching Tool". W ASME 2006 International Mechanical Engineering Congress and Exposition. ASMEDC, 2006. http://dx.doi.org/10.1115/imece2006-15792.
Pełny tekst źródłaImomova, Umida Muzaffarovna. "TA'LIM JARAYONIDA INNOVASION TEXNOLOGIYALAR ASOSIDA TALABALARDA KOGNITIV KOMPETENSIYALARNI SHAKLLANTIRISH MAZMUNI, SHAKL VA VOSITALARI, NATIJALARI". W 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.
Pełny tekst źródłaMitrović, Aleksandar. "VIRTUAL ART MUSEUM AS EDUCATIONAL CONTENT ICT IN TEACHING FINE ARTS (THEORETICAL ASPECT)". W SCIENCE AND TEACHING IN EDUCATIONAL CONTEXT. FACULTY OF EDUCATION IN UŽICE, UNIVERSITY OF KRAGUJEVAC, 2020. http://dx.doi.org/10.46793/stec20.417m.
Pełny tekst źródłaIslomxo‘ja, Xo‘jaxonov. "HUQUQIY MADANIYATNI YUKSALTIRISHNING IJTIMOIY-FALSAFIY OMILLARINI RIVOJLANISHI TARAQQIYOT STRATEGIYASIDA NAMOYON BO`LISHI". W 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.
Pełny tekst źródłaRechkemmer, Amy, i Ming Yin. "Exploring the Effects of Goal Setting When Training for Complex Crowdsourcing Tasks (Extended Abstract)". W 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.
Pełny tekst źródłaTanasković, Marija. "REGGIO EMILIA APPROACH – THE POSSIBILITY OF INTEGRATION IN PRESCHOOL MUSIC EDUCATION". W SCIENCE AND TEACHING IN EDUCATIONAL CONTEXT. FACULTY OF EDUCATION IN UŽICE, UNIVERSITY OF KRAGUJEVAC, 2020. http://dx.doi.org/10.46793/stec20.407t.
Pełny tekst źródłaEifler, Rebecca, Jeremy Frank i Jörg Hoffmann. "Explaining Soft-Goal Conflicts through Constraint Relaxations". W 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.
Pełny tekst źródłaSaraiva, Márcio de Carvalho, i Claudia Bauzer Medeiros. "Use of graphs and taxonomic classifications to analyze content relationships among courseware". W Simpósio Brasileiro de Banco de Dados. Sociedade Brasileira de Computação - SBC, 2016. http://dx.doi.org/10.5753/sbbd.2016.24339.
Pełny tekst źródłaBabichev, I. V., O. I. ZHihareva i I. B. Il'chenko. "Age features of young athletes in the context of their psychological training". W SCIENCE OF RUSSIA: TARGETS AND GOALS. "Science of Russia", 2019. http://dx.doi.org/10.18411/sr-10-08-2019-64.
Pełny tekst źródłaSayers, Chera L. "Statistical Inference Theory Using Finite and Noisy Data Sets". W Nonlinear Dynamics in Optical Systems. Washington, D.C.: Optica Publishing Group, 1990. http://dx.doi.org/10.1364/nldos.1990.is5.
Pełny tekst źródłaRaporty organizacyjne na temat "Goal Contents Theory"
Hartley, Curtis, i Allyson Kelley. Lessons in Critical Race Theory. Allyson Kelley & Associates PLLC, kwiecień 2024. http://dx.doi.org/10.62689/hgzcul.
Pełny tekst źródłaLevy, Brian. How Political Contexts Influence Education Systems: Patterns, Constraints, Entry Points. Research on Improving Systems of Education (RISE), grudzień 2022. http://dx.doi.org/10.35489/bsg-rise-2022/pe04.
Pełny tekst źródłaLevy, Brian. How Political Contexts Influence Education Systems: Patterns, Constraints, Entry Points. Research on Improving Systems of Education (RISE), grudzień 2022. http://dx.doi.org/10.35489/bsg-rise-wp_2022/122.
Pełny tekst źródłaAli, Ayman, Ahmed Saidi, Yusef Mehta, Christopher DeCarlo, Mohamed Elshear, Benjamin Cox i 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.), październik 2022. http://dx.doi.org/10.21079/11681/45704.
Pełny tekst źródłaGlick, Mark, Gabriel A. Lozada i Darren Bush. Why Economists Should Support Populist Antitrust Goals. Institute for New Economic Thinking Working Paper Series, grudzień 2022. http://dx.doi.org/10.36687/inetwp195.
Pełny tekst źródłaPape, Barbara, i 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.
Pełny tekst źródłaLevin, Ilan, Avtar K. Handa, Avraham Lalazar i Autar K. Mattoo. Modulating phytonutrient content in tomatoes combining engineered polyamine metabolism with photomorphogenic mutants. United States Department of Agriculture, grudzień 2006. http://dx.doi.org/10.32747/2006.7587724.bard.
Pełny tekst źródłaTillett, Will, i Oliver Jones. Improving Rural Sanitation in Challenging Contexts. Institute of Development Studies (IDS), październik 2021. http://dx.doi.org/10.19088/slh.2021.020.
Pełny tekst źródłaSengupta-Gopalan, Champa, Shmuel Galili i Rachel Amir. Improving Methionine Content in Transgenic Forage Legumes. United States Department of Agriculture, luty 2001. http://dx.doi.org/10.32747/2001.7580671.bard.
Pełny tekst źródłaThomson, Sue, Nicole Wernert, Sima Rodrigues i Elizabeth O'Grady. TIMSS 2019 Australia. Volume I: Student performance. Australian Council for Educational Research, grudzień 2020. http://dx.doi.org/10.37517/978-1-74286-614-7.
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