Готові списки джерел за темами / Motivation in education

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Добірка наукової літератури з теми "Motivation in education"

Автор: Grafiati

Опубліковано: 4 червня 2021

Оновлено: 29 липня 2024

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Статті в журналах з теми "Motivation in education"

Mateos-Moreno, Daniel. "What is attractive about becoming a music teacher? Exploring the motivations of pre-service music teachers towards the profession." British Journal of Music Education 40, no. 3 (November 2023): 311–24. http://dx.doi.org/10.1017/s0265051723000335.

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AbstractUncovering the motivations towards a profession may contribute to a better understanding of how the profession is chosen and will be pursued. However, the research on the attractiveness of the music teaching profession is rather limited and predominantly focused on identity development, thereby overlooking other aspects that may play a role. In pursuing a case study, my aim is to contribute to this field of research by investigating the views of pre-service music teachers enrolled at the University of Karlstad in Sweden. The results depict a unique motivational profile compared to their counterparts in other subjects. These differential aspects are threefold, indicating a high prevalence of ‘extrinsic motivations’ driving their choice of profession, that ‘altruistic reasons’ have lower significance as a motivating factor, and that there is a poor perceived relevance of these individuals’ future profession. In addition, this study provides evidence of the prevalence of ‘musician identities’ over ‘teaching identities’ and foresees the dependence between the participants’ motivation and their future students’ progression. Moreover, I hypothesise that career changes and Pygmalion effects are to be expected if intrinsic motivation towards the profession is not fostered or if this population’s motivation is linked to the progress of their students rather than the challenge of motivating them in the first place.

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A. S., Dr Laxmisha. "Education and Entrepreneurial Motivation." International Journal for Research in Applied Science and Engineering Technology 10, no. 8 (August 31, 2022): 1987–91. http://dx.doi.org/10.22214/ijraset.2022.46561.

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Abstract: Motivation is the process that motivates a person into action and induces him to continue the courses of action for the achievement of goals. Ambitions or aspiration motivates men, activise them, broaden their vision and make the life meaningful. Various ambitions which motivate a person to become an entrepreneur are need for independence, to make money, previous experience, unemployment, securing social status, availability of industrial shed or plot, fulfillment of father’s ambition etc. The paper focuses on factors motivating the entrepreneurs, the relationship between motivational factors and education qualification. The paper is based on primary sources collected from 60 entrepreneurs running their units in KSSIDC industrial estates of Shivamogga district. The response is collected using structured interview schedule using stratified random sampling technique.

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Cai, Guodong. "CLASSROOM TRANSFORMATIONAL LEADERSHIP PRACTICES ON VOCATIONAL STUDENTS' ACADEMIC MOTIVATION." Pacific International Journal 7, no. 1 (February 15, 2024): 44–51. http://dx.doi.org/10.55014/pij.v7i1.508.

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With the strategic expansion of vocational education in China, enhancing student motivation is imperative yet challenging. This mixed methods study investigates how vocational college administrators’ leadership styles correlate to student motivation. Surveying 370 students across 7 colleges in Shandong Province revealed moderate transformational leadership positively predicted intrinsic motivation and negatively predicted amotivation, while showing negligible association with controlled extrinsic motivations. Interviews with 15 students and 7 administrators offered qualitative insights into leadership’s motivational impact. Although moderately transformational overall, administrators lacking strategic vision and overemphasizing skills dampened engagement. Students desired more inspiration, participation, and individualized support. Findings suggest extending transformational leadership development in vocational colleges to foster internalized motivation. This study provides empirical evidence and guidance to enhance leadership strategies for motivating China’s emerging generation of vocationally-trained talent.

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Romero, R., MÂª A. De las Heras, P. SÃ¡enz-LÃ³pez, and E. J. FernÃ¡ndez Ozcorta. "One Step Closer to Understanding Motivation in Scientific Education: The Incorporation of Science Textbooks as a Predictor, Together with Motivational Climate and Basic Psychological Needs." Jurnal Pendidikan IPA Indonesia 9, no. 4 (December 31, 2020): 590–99. http://dx.doi.org/10.15294/jpii.v9i4.24864.

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Studentsâ€™ increasing lack of interest in science has led to a disturbing situation that compels us to continue researching educational motivation, in this line, and within the framework provided by self-determination and achievement goal theories. The great importance of this variable can be attributed to its relevance in classes and its competence-related nature, which in principle makes it a motivating resource, as is the case with science textbooks. In particular, this study provides an in-depth understanding of motivation using various motivational predictors, while incorporating the motivational competence relevance of science books. One thousand students between the ages of 10 and 14 years participated. The research instrument used was a questionnaire consisting of 4 scales that measured the motivational competence relevance of science books, the task-oriented motivational climate, the basic psychological need for competence and the intrinsic motivation. Data were analyzed using correlation analysis and a structural equations model. The results showed that, among other aspects, motivation is influenced by competence, while competence is influenced by the task climate and the motivational competence relevance of science books. These findings suggest that in order to increase studentsâ€™ intrinsic motivation, teachers must create a task-oriented climate, emphasize the value that student should attribute to science books from a motivational competence perspective, and satisfy the need for competence.

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Nachshoni, Amizur. "The Impact of Principal on Teacher Motivation in Secondary Schools." Journal of Artificial Intelligence General science (JAIGS) ISSN:3006-4023 4, no. 1 (April 23, 2024): 27–44. http://dx.doi.org/10.60087/jaigs.vol4.issue1.p44.

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This research investigates the influence of school principals' motivation on teachers, recognizing motivation as a complex process driving human behavior towards goals. Motivation's significance lies in its role in energizing individuals towards their aspirations. The study highlights two key motivations: the critical role of motivated teachers in education and the principal's leadership impact on teacher motivation. Literature underscores motivation's multifaceted nature and its link to organizational climate, rewards, and management practices. Challenges include establishing causality between principal actions and teacher motivation amid diverse educational contexts. Despite hurdles, insights gleaned shed light on the principal's influence and teacher motivation levels.

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Marie Magnifico, Alecia. "“Well, I Have to Write That:” A Cross-Case Qualitative Analysis of Young Writers’ Motivations to Write." International Journal of Educational Psychology 2, no. 1 (February 24, 2013): 19–55. http://dx.doi.org/10.4471/ijep.2013.17.

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Hickey (2003), taking a “stridently sociocultural” position on motivation, notes that conceptualizations of motivation must shift to successfully study “motivation-in-context” (p. 401). This study represents an attempt to navigate such a shift. Rather than taking established understandings of achievement goals and motivation orientations as given, this interview-based, qualitative analysis examines three creative writing environmentsâ€”a secondary classroom, an extracurricular arts program, and an online game communityâ€”and analyzes adolescent participants’ understandings of their writing goals and motivations to write in particular settings. While such an approach relies on self-report and thus cannot capture implicit cognitions, its goal is to shed light on relationships among writers, contexts, and cognitionsâ€”and how traditional motivational paradigms may need to be amended to engage with such questions.

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González Martínez, Miguel Luis, and Diana Belkys Mujica González. "Motivational strategies, an indispensable requirement in undergraduate education." SCT Proceedings in Interdisciplinary Insights and Innovations 1 (December 20, 2023): 33. http://dx.doi.org/10.56294/piii202333.

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Introduction: The difficulties present in motivation oblige the teacher to create a favorable environment that fosters the strengthening of values and the completion of a set of positive attitudes that favorably settle the formation of a personality prescribed in the professional model. Objective: to evaluate the motivation strategies used and establish pertinent strategic orientations in teachers belonging to the clinical area of the medical career at the medical university of Malanje, Angola. Method: qualitative study using the Likert scale on learning motivation among 28 teachers where the greatest number have more than 10 years of teaching experience. The alternatives were: the most positive (strongly agree), agree, neither agree nor disagree, disagree and the lowest scales: (strongly disagree). The results were summarized using relative percentage frequencies. Results: 100% of teachers consider that intrinsic and extrinsic motivations are of vital importance in motivation. The levels of professional performance constitute the bases of this process, the education in the work and the practices those of greater motivation. 85% disagreed with the influence of motivation on the reinforcement of knowledge and for independent study. (52.1%). Only 21.4% thought they strongly agree that the ideal moment of the class for motivation is at the beginning of its development, and 78.6% thought that they disagree. Conclusions: the bases of the functions and the levels of professional performance of LA competencies and professionals of excellence constitute the motivation of content and the methods of the sciences. Obviously, motivation generates a close link between the individual and reality, motivating favors the reinforcement of learning and positively induces independent study, increasing their relative or absolute need

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Baena-Extremera, Antonio, Manuel Gómez-López, Antonio Granero-Gallegos, and J. Arturo Abraldes. "Motivation, Motivational Climate and Importance of Physical Education." Procedia - Social and Behavioral Sciences 132 (May 2014): 37–42. http://dx.doi.org/10.1016/j.sbspro.2014.04.275.

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Granero-Gallegos, Antonio, Antonio Baena-Extremera, Manuel Gómez-López, and J. Arturo Abraldes. "Importance of Physical Education: Motivation and Motivational Climate." Procedia - Social and Behavioral Sciences 132 (May 2014): 364–70. http://dx.doi.org/10.1016/j.sbspro.2014.04.323.

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Дисертації з теми "Motivation in education"

O'Grady, Kevin. "Motivation in secondary religious education." Thesis, University of Warwick, 2006. http://wrap.warwick.ac.uk/2848/.

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I show how my previous MA research indicated useful data regarding motivation in secondary school Religious Education (RE) but needed augmented theoretical and empirical substance to inform a general pedagogy (chapter 1): to this end I address issues of adolescent agency and identity (chapter 2) and creativity (chapter 3). Draft recommendations for an active, creative, existential and hermeneutical RE pedagogy result from these augmentations (chapter 2, revised in chapter 3). The heart of this thesis is a classroom-based empirical study designed to apply and assess my recommendations for RE practice. I argue action research and ethnographic strategies fit for my field study purposes (chapter 4). I then present and analyse my field study data, identifying categories of student motivation in RE, namely dialogue with difference, existential or ethical interest and personal significance. These categories are seen to be highly compatible with my earlier draft recommendations for RE practice (chapters 5, 6, 7 and 8). Next, I integrate my data into a critique of Andrew Wright’s religious literacy pedagogy, arguing that Wright’s oppositions of language to experience and intrinsic to pragmatic value are misleading, but conceding that his fundmental principles are sound and that his recent theory overcomes some earlier difficulties. This includes consideration of Ninian Smart’s phenomenological Religious Studies and John Dewey’s educational philosophy. I go on to re-affirm that dialogue with difference, existential or ethical interest and personal significance are basic to what motivates RE pupils. Therefore, effective RE requires hermeneutical learning, including attention to the development of pupils’ own ideas and values over time; action research indicates ways for teachers to handle this requirement (chapter 9).

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Cowan, Geraldine M. "Diabetic patient education and motivation." Thesis, Aston University, 1987. http://publications.aston.ac.uk/14498/.

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Diabetes mellitus is a condition which requires a high degree of patient cooperation in self-management to achieve optimal glycaemic control. The concept of patient education, to enhance the treatment and management of diabetes, is well recognised. Several diabetes education programmes have already been described, but increased knowledge of diabetes did not necessarily result in improved self-mangement or glycaemic control. Other factors, such as attitudes and motivations, may therefore be particuarly important. The aims of the present study were to investigate the influence of patients' attitudes to diabetes, and to develop motivational aspects which enable the application of knowledge to enhance self-management and compliance with treatment. Thirty-one insulin-dependent diabetic (IDD) patients entered into a 12 month educational programme, particularly designed to increase motivation. Patients' attitudes to diabetes, their knowledge and self-management skills were assessed using questionnaires and practical tests, and parameters of glycaemic control were measured. The progress of these patients was compared at intervals with a close matched group of 25 control IFF patients who continued to receive routine clinic care. Patients completing the educational programme achieved better glycaemic control (p< 0.05), greater knowledge (p< 0.001), more favourable attitudes (p< 0.03) and increased competence in management skills (p< 0.02) compared with the control group. Evaluation procedures indicated that the programme was acceptable to the patients, and was successful in terms of increasing patient motivation. Six months after completion of the programme, glycaemic control deteriorated, although knowledge, attitudes and management skills were unchanged. This might reflect the withdrawal of extrinsic motivation, attention and supervision provided during the programme. It is recommended that consideration be given to the development of patients' intrinsic motivation to achieve maximum benefit from diabetes education programmes.

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O'Keefe, Barbara A. "A study in educational motivation, students' motivation related beliefs concerning co-operative education and school." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0005/MQ42417.pdf.

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

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

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Warburton, Victoria Emily. "Approach-avoidance motivation in physical education." Thesis, Loughborough University, 2008. https://dspace.lboro.ac.uk/2134/13962.

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Physical education (PE) represents one of the most important physical settings in which to study motivational processes due to its uniqueness in including all young people with a wide range of physical abilities. Moreover, positive experiences in school PE are thought likely to enhance lifelong physical activity, giving PE an important role in influencing young people's involvement in physical activity both within and beyond the school curriculum. However, there is increasing concern over the physical activity levels of young people today, and understanding the changes in pupil's motivational processes during the time when they appear most at risk of declining levels of physical activity, may help researchers and physical educators intervene to offset the decline. Using Elliot's Hierarchical Model of Approach and A voidance Achievement Motivation (EIliot, , 1999; ElIiot & Church, 1997) as a theoretical basis, the purpose of this thesis was to examine pupil's approach-avoidance goal adoption in PE. Moreover, it was to determine the temporal pattern of approach-avoidance goals and the predictive utility of key antecedents, namely perceptions of competence and implicit theories of ability to these temporal patterns. Study 1 followed pupils across the primary to secondary school transition and examined their approach-avoidan,ce goals, implicit theories of ability and perceptions of competence prior to the transition and throughout Year 7 of secondary school. On the whole, the changes appeared to be suggestive of less adaptive motivationaf profiles, i.e., lower incremental beliefs, competence perceptions and mastery-approach (MAp) goal stnving. Competence perceptions and implicit theories of ability differed in their predictive utility of initial status and rate of change in approach-avoidance goal adoption. The effects of perceived competence appeared to be stronger in Year 6 of primary school while the effects of implicit theories of ability were more apparent in Year 7 of secondary school. Furthermore, in Year 6 of primary school, boys exhibited a more adaptive motivational profile than girls which remained throughout Year 7 of secondary school. Study 2a examined approach-avoidance goals, implicit theories of ability and perceptions of competence in pupils in Years 7, 8 and 9 of secondary school. Pupils completed measures on four occasions over a 9 month period. Goals and perceptions were tapped in relation to PE 'in general'. MAp, mastery-avoidance (MAv) and performance-avoidance (PAv) goals exhibited a linear decline over time, whereas performance-approach (PAp) goals showed no significant change. Theoretical propositions regarding the antecedents of approach-avoidance goal adoption were supported. Year group was found to moderate a number of these antecedent goal relationships. Results suggest that Year 7 is a critical time for adolescents' motivation in school PE. Study 2b determined the influence of implicit theories of ability and competence perceptions on changes in approach-avoidance goal adoption in two specific activities in the PE curriculum. In both tennis and cricket, differences between pupils were more likely than differences between classes to account for changes in implicit theories, perceptions of competence and approach-avoidance goals over the course of a unit of work. Controlling for prior approach-avoidance goal adoption, 'incremental beliefs predicted change in MAp goal adoption and perceptions of competence predicted change in PAp goal adoption over the unit of work in both tennis and cricket. Differences in the predictive pattern of antecedents to changes in goal adoption emerged between activities. The final study (study 3) provided a more-fine grained analysis of normative achievement goal adoption in specific activities in PE by differentiating between approach-avoidance and appearance-competition performance goals. Confirmatory factor analysis supported the delineation off our performance goals. In line with the Hierarchical Model of Approach and Avoidance Achievement Motivation, partial support for the mediating role of performance goals was observed, but entity beliefs and perceptions of a performance climate' each exerted a direct positive effect on self-handicapping in PE. The addition of the appearance-competition distinction to performance approach-avoidance goals revealed differences in the direction and magnitude of the antecedent goal and goal outcome relationships. The results of these four studies contained within the present thesis provide interesting insights into pupils' approach avoidance motivation in PE at both the contextual and activity specific level. The changes in pupils' motivation, on the whole, are indicative of less adaptive motivational profiles as they progress through their school career. Implicit theories of ability and competence perceptions appear to play a role in offsetting this decline but future research endeavours should continue to pursue longitudinal research to identify other key predictors of within-and between-pupil change. This will ensure that achievement motivation research in the PE context is well placed to help educators promote more adaptive motivational processes and outcomes that sustain participation in physical activity.

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Barton, Alison L. "Igniting Student Motivation." Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etsu-works/3437.

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Wondering how to stoke the flames of enthusiasm among your students? In this seminar, we'll explore what factors impact learner motivation, and then put those ideas to work. You'll be provided with practical suggestions for how to create a motivating class, ways to implement these suggestions in an online setting, and opportunities to brainstorm other great ideas with fellow attendees.

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Cheng, Wing-yu, and 鄭穎瑜. "Motivating language learners: effects of motivational strategies on student motivation in Chinese foreignlanguage classroom." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2011. http://hub.hku.hk/bib/B48365701.

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The objective of this study is to investigate the effects of teacher motivational strategies on student motivational behavior in Chinese Foreign Language classroom. Specifically, the study attempted to explore the relationship between motivational strategies and student actual classroom behavior and students preference on motivational strategies in enhancing student motivational behavior. The participants were three Chinese foreign language teachers and their Year 8 classes (78 pupils) of the two lowest levels class of Chinese in the school. The study was conducted during the second and third term of the 2010-2011 academic year in an international school in Hong Kong. Using a MOLT observation scheme, a check list of motivated practices, five classes of each teacher were observed to gather data on their motivated behaviors in their classroom. Post lesson interview was also conducted with the students after the observed lessons. It is revealed that teacher motivated practice is associated with student motivational behavior and that Activity-Design-related practices are more prominent factors. On the other hand, it is also discovered that effective motivated practice are varied according to teachers i.e. how teachers employ the strategies in class and the learning environment they provided for students. In short, the findings of the study might provide teacher insights on effective practices that enhance student motivated behavior and implications on classroom practice other that motivational strategies.
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Education
Master
Master of Education

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Epps, Susan Bramlett. "Motivation Workshop." Digital Commons @ East Tennessee State University, 1998. https://dc.etsu.edu/etsu-works/2580.

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Lorek, Amy E. "Learning as leisure motivation, outcome, value /." [Bloomington, Ind.] : Indiana University, 2009. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3358933.

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Thesis (Ph.D.)--Indiana University, School of Health, Physical Education and Recreation, 2009.
Title from PDF t.p. (viewed on Feb. 8, 2010). Source: Dissertation Abstracts International, Volume: 70-05, Section: A, page: 1781. Adviser: Alan W. Ewert.

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Seder, Laurie S. "Understanding the multidimensionality of reading motivation: Comparing reading motivation of students with and without learning/reading disabilities." Diss., The University of Arizona, 2001. http://hdl.handle.net/10150/280786.

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This study was designed to validate multiple dimensions of reading motivation and to examine how students with learning/reading disabilities (LRD) differed along these dimensions from non-LRD, same-aged peers. A sample of fourth and fifth grade students completed the Motivation for Reading Questionnaire (MRQ; Wigfield & Guthrie, 1997), a questionnaire designed to assess 11 possible dimensions of reading motivation, including self-efficacy, intrinsic and extrinsic motives for reading, goals for reading, and social aspects of reading. Confirmatory factor analysis, analysis of covariance, and discriminant analysis were employed to demonstrate that the proposed dimensions of reading motivation could be identified, measured reliably, and could discriminate between cohorts of students. Several of the scales were positively related to one another. Scale score means on some of the dimensions differed by grade and LRD status, fourth graders reported stronger motivation than fifth graders, non-LRD reported stronger motivation in Self-Efficacy and Challenge, while LRD students reported stronger motivation in Compliance. Scale score means on most of the dimensions were similar by gender and ethnicity regardless of LRD status. Eight of the 11 scales related to children's report of reading activity. Discriminant analysis revealed three dimensions discriminating between students with and without LRD. This study confirms that reading motivation is multidimensional and should be considered when conducting research and practice.

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Книги з теми "Motivation in education"

Hartnett, Maggie. Motivation in Online Education. Singapore: Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-10-0700-2.

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Kanwal, Ramlal. Motivation towards adult education. New Delhi: Criterion Publications, 1990.

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Carole, Ames, and Ames Russell, eds. Research on motivation in education. Orlando: Academic Press, 1985.

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Gilbert, Ian. Essential Motivation in the Classroom. London: Taylor & Francis Inc, 2004.

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

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Schunk, Dale H. Motivation in education: Theory, research, and applications. 3rd ed. Upper Saddle River, N.J: Pearson/Merrill Prentice Hall, 2008.

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Pintrich, Paul R. Motivation in education: Theory, research, and applications. Englewood Cliffs, N.J: Merrill, 1996.

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Pintrich, Paul R. Motivation in education: Theory, research and applications. Englewood Cliffs, N.J: Prentice-Hall, 1996.

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Small, Ruth V. Motivation in instructional design. [Syracuse, N.Y.]: Clearinghouse on Information & Technology, 1997.

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Reeve, Johnmarshall. Motivating others: Nurturing inner motivational resources. Boston: Allyn and Bacon, 1996.

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Частини книг з теми "Motivation in education"

Barke, Hans-Dieter, Günther Harsch, and Siegbert Schmid. "Motivation." In Essentials of Chemical Education, 41–60. Berlin, Heidelberg: Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-21756-2_2.

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Volz, Austin, Julia Higdon, and William Lidwell. "Motivation." In The Elements of Education for Teachers, 59–60. New York, NY : Routledge, 2019.: Routledge, 2019. http://dx.doi.org/10.4324/9781315101002-30.

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El Miedany, Yasser. "Motivation in Education." In Rheumatology Teaching, 379–402. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-98213-7_19.

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Ginsberg, Margery B., and Raymond J. Wlodkowski. "Motivation." In The Handbook of Adult and Continuing Education, 91–99. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003447849-12.

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Crawley, Edward F., Johan Malmqvist, Sören Östlund, Doris R. Brodeur, and Kristina Edström. "Introduction and Motivation." In Rethinking Engineering Education, 1–9. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-05561-9_1.

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Amel, Elise L., Christie M. Manning, Catherine S. Daus, and Makayla Quinn. "Unpacking Motivation." In Fostering Sustainability in Higher Education, 99–114. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-50555-3_6.

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Amel, Elise L., Christie M. Manning, Catherine S. Daus, and Makayla Quinn. "Managing Motivation." In Fostering Sustainability in Higher Education, 115–34. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-50555-3_7.

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Liu, Honggang. "Language Teacher Motivation." In Encyclopedia of Teacher Education, 1–5. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-1179-6_124-1.

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Liu, Honggang. "Language Teacher Motivation." In Encyclopedia of Teacher Education, 931–35. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-16-8679-5_124.

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Cameron, E. Leslie, and Douglas A. Bernstein. "Motivation and Emotion." In Springer Texts in Education, 269–94. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-85650-2_8.

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Тези доповідей конференцій з теми "Motivation in education"

Hiemstra, Djoerd, and Anne Carine Zagt. "Developing Communication Competencies Through E-Learning: The Motivating Potential of Adaptive Video Role Play." In Third International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.5264.

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Abstract To develop competence through e-learning tools, students must be motivated to use these tools. Hence, we conducted two empirical studies to explore the motivating potential of an adaptive video role playing game (AVR) for training communication competencies. In Study 1 (N = 54), we used a within-person design to examine students’ motivation in three learning conditions: in the classroom, when playing the AVR, and when doing homework. The results showed that, relative to the homework condition, in the AVR condition students were higher in perceived competence, relatedness, intrinsic motivation, and flow. No difference between the classroom condition and the AVR condition were found. In Study 2 (N = 150), we used a randomized experimental design to examine the motivational consequences of using videos (AVR) rather than photos (APR) in the adaptive role playing game. We found that, relative to students in the APR condition, students in the AVR condition were higher in relatedness and flow. No differences in perceived competence, autonomy, and intrinsic motivation were observed. We conclude that an AVR may have considerable motivational benefits relative to common homework assignments, and some motivational benefits relative to an APR. Keywords: e-learning, video role play, games, motivation, flow

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Curea, Roxana Nicoleta. "Motivational Structure and the Risk of Professional Dropout in Pre-school Teachers." In ATEE 2020 - Winter Conference. Teacher Education for Promoting Well-Being in School. LUMEN Publishing, 2021. http://dx.doi.org/10.18662/lumproc/atee2020/10.

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This empirical study identifies a hierarchy of motivations for choosing a teaching career (in order of intrinsic motivation, motivation by identification, motivation by introjection and extrinsic motivation), investigates the reasons responsible for professional dropout among teachers and their expectations of the education system. In addition, a set of management measures is proposed to increase teachers' motivation.

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Rasskazova, Tatiana, Nadezhda Dubina, Nadezhda Yedik, and Victoria Aksenova. "BLENDED LEARNING IN L2: MOTIVATION OR DE-MOTIVATION?" In 13th International Technology, Education and Development Conference. IATED, 2019. http://dx.doi.org/10.21125/inted.2019.1548.

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Soetanto, Kawan. "Motivation technique for computer education." In 2009 2nd IEEE International Conference on Computer Science and Information Technology. IEEE, 2009. http://dx.doi.org/10.1109/iccsit.2009.5234468.

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Fuhrmann, Thomas. "Motivation Centered Learning." In 2018 IEEE Frontiers in Education Conference (FIE). IEEE, 2018. http://dx.doi.org/10.1109/fie.2018.8658436.

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Kalantzi, Rozalia, Dimitrios Sideris, Natalia Spyropoulou, and George Androulakis. "STUDENTS’ MOTIVATION IN DISTANCE HIGHER EDUCATION: THE ROLE OF INTRINSIC MOTIVATION." In 10th annual International Conference of Education, Research and Innovation. IATED, 2017. http://dx.doi.org/10.21125/iceri.2017.1494.

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Urichianu, Adrian Ion, and Bogdan Urichianu. "Studiul aspectelor motivaţionale ale aderării tinerilor la activitatea sportivă de performanţă." In Congresul Ştiinţific Internaţional "Sport. Olimpism. Sănătate". State University of Physical Education and Sport, Republic of Moldova, 2022. http://dx.doi.org/10.52449/soh22.51.

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In motor learning, as in any activity, motivation influences both the dynamics of the learning process and the result that is reached. The particularities of the motivational structure are not the same in the physical education lesson or in sports training. New reasons for action constantly appear and the hierarchy of reasons is restructured. In motor learning, the motivation of the subjects is largely dependent on the training and pedagogic qualities of the teacher or trainer. The dynamics of motivation in athletes presents its following four stages: the stage of generalization - the child, the adolescent is motivated by the need for movement and success; the stage of differentiation, in which the choice of the sport takes place; the stage of specialized preferences, in which the athlete has obtained performances in the chosen branch, traversing various motivational routes; the stage of motivational involution, in which the athlete falls back under the influence of primary or secondary motivations.

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Eroğlu, Erhan. "Motivation in Classroom." In International Conference on Social science, Humanities and Education. Acavent, 2018. http://dx.doi.org/10.33422/icshe.2018.12.67.

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Nikolov, Nikolay. "Understanding Student Motivation in Digital Education." In 2023 31st National Conference with International Participation (TELECOM). IEEE, 2023. http://dx.doi.org/10.1109/telecom59629.2023.10409667.

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Marques, Bertil P., Rosa Reis, and Marílio Cardoso. "Games: The Motivation in Engineering Education." In TEEM'21: Ninth International Conference on Technological Ecosystems for Enhancing Multiculturality. New York, NY, USA: ACM, 2021. http://dx.doi.org/10.1145/3486011.3486483.

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Звіти організацій з теми "Motivation in education"

Guryan, Jonathan, James Kim, and Kyung Park. Motivation and Incentives in Education: Evidence from a Summer Reading Experiment. Cambridge, MA: National Bureau of Economic Research, January 2015. http://dx.doi.org/10.3386/w20918.

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Honig, Dan. Managing for Motivation as Public Performance Improvement Strategy in Education & Far Beyond. Research on Improving Systems of Education (RISE), August 2022. http://dx.doi.org/10.35489/bsg-rise-misc_2022/04.

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People management has an important role to play in improving public agency performance. This paper argues that a ‘Route Y’ managerial approach focused on supporting the empowered exercise of employee judgment will in many circumstances prove superior to conventionalreform approaches steeped in ‘Route X’ monitoring and incentives. Returns to Route Y are greater when employees are or can become more “mission motivated” – that is, aligned with the goals of the agency in the absence of monitoring and extrinsic incentives. Returns to Route Y are also greater when monitoring is incomplete or otherwise likely to unproductively distort effort, thus lowering the returns to using performance-linked rewards and penalties. I argue that education systems are one (but far from the only) setting where Route Y is a lever worth focusing on in efforts to improve public performance in the developed and developing world alike.

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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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Petrenko, Larisa M., Iryna P. Varava, and Andrey V. Pikilnyak. Motivation readiness of future software engineer's professional self-improvement and prospects of its formation in college cloud environment. [б. в.], July 2020. http://dx.doi.org/10.31812/123456789/3893.

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Innovative technologies have an impact on the countries socio- economic development, the structure of labor market and educational services transformation. Rapid IT industry development constantly requires qualified programmers capable of professional self-improvement throughout life, the driving force of which is the individual motivation which activates the individual self-development process, optimizes thinking and develops special professional qualities, moral and ethical values. The main article purpose is to analyze the state of the form of motivational readiness for future programmer’s professional self-improvement, to identify problems of its formation in colleges and to determine the ways of its increase as one of the main factors of quality improvement. To achieve it, a complex of theoretical and empirical methods was used, with help of which a number of problems were revealed which slow down the process of improving the quality of future programmers professional training. To eliminate them, a system of phased motivation for future specialists professional self-improvement has been developed on the basis of general secondary education, which can be integrated into the teaching of both general education and professionally-oriented disciplines; ways of improving the quality of the educational process through the creation of a cloud of oriented environment, the introduction of innovative teaching technologies, special training of teachers in the system of professional development.

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Cabrales, Antonio, Samuel Berlinski, and Facundo Albornoz. Motivation, Resources and the Organization of the School System. Inter-American Development Bank, July 2016. http://dx.doi.org/10.18235/0011749.

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This paper studies a model where student effort and talent interact with parental and teachers' investments, as well as with school system resources. The model is rich, yet sufficiently stylized to provide novel implications. It can show, for example, that an improvement in parental outside options will reduce parental and school effort, which are partially compensated through school resources. In this way, by incorporating the behavioral responses of parents, teachers and policymakers, the paper provides a rationale for the existing ambiguous empirical evidence on the effect of school resources. The paper also provides a novel microfoundation for peer effects, with empirical implications for welfare and different education policies.

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Iatsyshyn, Anna V., Valeriia O. Kovach, Volodymyr O. Lyubchak, Yurii O. Zuban, Andriy G. Piven, Oleksandra M. Sokolyuk, Andrii V. Iatsyshyn, Oleksandr O. Popov, Volodymyr O. Artemchuk, and Mariya P. Shyshkina. Application of augmented reality technologies for education projects preparation. [б. в.], July 2020. http://dx.doi.org/10.31812/123456789/3856.

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After analysis of scientific literature, we defined that concept of “augmented reality” has following synonyms: “advanced reality”, “improved reality”, “enriched reality”, “mixed reality” and “hybrid reality”. Analysis of scientific literature and own practical experience of the use of augmented reality technologies application in educational practices allowed to state next: augmented reality technologies have a great potential for application in education; there are some cases of augmented reality use for school education; positive aspects of augmented reality technologies application in higher education institutions are confirmed by experiments (isolated cases); only few universities in Ukraine apply augmented reality technologies to educate students; only few universities in Ukraine have special subjects or modules in schedule to teach students to develop augmented reality technologies; various scientific events, mass events, competitions are held in Ukraine, and specialized training on the augmentation of augmented reality technologies is carried out, but this is non-systematic and does not have special state orientation and support. Features of introduction of virtual and augmented reality technologies at Sumy State University (Ukraine) are identified: “e-learning ecosystems” was created; in 2019, augmented and virtual reality research laboratory was established. Advantages and disadvantages of project activity in education are described: project activity is one of the most important components of educational process; it promotes creative self-development and self-realization of project implementers and forms various life competencies. It is determined that augmented reality application for implementation of educational projects will help: to increase students’ interest for educational material; formation of new competences; increase of students’ motivation for independent educational and cognitive activity; activation of educational activities; formation of positive motivation for personal and professional growth; conditions creation for development of personal qualities (creativity, teamwork, etc.). Current trends in implementation of educational projects were identified: most of the winner projects were implemented using augmented reality technology; augmented reality technologies were used in projects to teach different disciplines in higher education institutions. Augmented reality technology application for project activity has positive impact on learning outcomes and competitiveness of the national workforce; it will enhance the country’s position in the global economic space.

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Priyamvada, Preeta, Shantanu Menon, and Kushagra Merchant. Atma: Education , Inclusion and Acceleration. Indian School Of Development Management, June 2023. http://dx.doi.org/10.58178/2306.1024.

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Since its inception in 2007, Atma, an “accelerator” for education NGOs in India, has been providing strategic consulting and capacity building services to non-profits and voluntary organizations in the education sector. This case study traces the journey of Atma, the core strengths of this organization and the support it has provided to the ecosystem of education NGOs in India. Atma has a team of young and qualified professionals, most of whom have made a shift from their corporate careers to the development sector. The case explores this trend and attempts to understand the motivation behind such crossovers. Notably, Atma also runs a volunteering program placing skilled professionals from the private sector into its partner NGOs where their management experience can contribute effectively to the organizational development and growth potential of these partner organizations. The way these partners have benefitted from such a collaboration with Atma draws attention to a critical need of small and mid-size NGOs in India: that of capacity building support to enable them to mobilise their resources and develop capabilities to be able to deal with any roadblocks on their path of development work.

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Bano, Masooda. Narratives of Success against the Odds: Why Some Children in State Schools Go Far in Life—Evidence from Pakistan. Research on Improving Systems of Education (RISE), August 2022. http://dx.doi.org/10.35489/bsg-rise-wp_2022/104.

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What makes some children succeed despite studying in failing education systems? Are these children exceptionally gifted, or do other psychological or sociological factors and family circumstances contribute to success? To address the learning crisis in state schools in developing countries, development agencies have primarily focused on identifying inputs that can improve state education provision. Yet, even from low-performing state schools, some children do manage to successfully complete primary and secondary education cycles, pursue higher education, and record upward social mobility, but we know very little about the factors that facilitate this success. This paper addresses this gap in the literature. Tracing life histories of successful alumni of state schools supported by CARE, an education foundation in Pakistan, this paper identifies children’s motivation to succeed as having a major impact on educational performance. However, for most this motivation is not a product of an innate desire to excel, it is a product of contextual factors: parental encouragement; an acute desire to make parents happy and to alleviate their sufferings; the company of friends, cousins, and peers who are keen on education and thus help to create an aspiring, competitive spirit; encouragement given by good teachers; and exposure to new possibilities and role models that raise aspirations by showing that what might appear to the child unachievable is in fact attainable. High motivation in turn builds commitment to work hard. Equally important, however, is the provision of financial support at critical points, especially when transitioning from secondary school to college and university. Without financial support, which could be in the form of scholarships, loans, or income from part-time work, at critical junctures, even highly motivated children in state schools cannot succeed. The paper thus argues that rather than being focused solely on education inputs, development agencies should also seek to explore and understand the factors that can motivate children in state schools to aim high and work hard to succeed.

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Alemu, Nahom Eyasu. Zooming into the Barriers and Motivations of the Ethiopian University Instructors for Designing and Delivering Content Online: An Institutional Case Study of the University of Gondar. Mary Lou Fulton Teachers College, February 2024. http://dx.doi.org/10.14507/mcf-eli.i1.

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Over the last two decades, the educational field of study has been one of the areas that benefited from the proliferated use of digital technologies. Recent digital technologies in education have focused on online education in developed nations. However, they have paid less attention to the involvement of university instructors in online education in developing countries. Therefore, the current project tried to address this problem by examining the challenges and prospects of instructors in designing and developing content online in Ethiopia's public universities. This study involved 59 participants (15 semi-structured interviews, 32 participants in four focus group discussions, and 12 key informants), derived using a purposive sampling technique. Data were analyzed using inductive thematic analysis to explore participants’ explanations about the impediments and motivation of university instructors in designing and developing content online at the University of Gondar, Ethiopia. Explanations were presented in terms of impediments (the state of being faced with the challenges of university instructors) and motivation (the determination of instructors in higher education). The findings showed that the challenges of instructors can be classified as personal (technophobia, digital illiteracy, bad impression of content online, fear of making low-quality content, and lack of knowledge on how to produce content online) and institutional (insufficient infrastructure, absence of curriculums and policies on eLearning education. On the other hand, the prospects of instructors, such as taking eLearning education initiative, online education support services, and boosting awareness of online education, are the facilitators for instructors in developing content online in higher education.

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