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Journal articles on the topic 'Amotivace'

Author: Grafiati

Published: 4 June 2021

Last updated: 15 February 2022

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1

Campbell, John J., and James D. Duffy. "Treatment Strategies in Amotivated Patients." Psychiatric Annals 27, no. 1 (1997): 44–49. http://dx.doi.org/10.3928/0048-5713-19970101-11.

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Perlman, Dana. "Change in Affect and Needs Satisfaction for Amotivated Students within the Sport Education Model." Journal of Teaching in Physical Education 29, no. 4 (2010): 433–45. http://dx.doi.org/10.1123/jtpe.29.4.433.

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The purpose of this study is to examine the influence of the Sport Education Model (SEM) on amotivated students affect and needs satisfaction. 78 amotivated students from an original pool of 1,176 students enrolled in one of 32 physical education classes. Classes were randomly assigned to either the SEM (N = 16) or traditional class (N = 16). Data were collected using a pretest/posttest design measuring affect (enjoyment) and needs satisfaction. Analysis of data used repeated-measures ANOVAs to examine differences. Results indicated significant changes in amotivated student’s perceptions of en

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Wallhead, Tristan, Alex C. Garn, Carla Vidoni, and Charli Youngberg. "Game Play Participation of Amotivated Students During Sport Education." Journal of Teaching in Physical Education 32, no. 2 (2013): 149–65. http://dx.doi.org/10.1123/jtpe.32.2.149.

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Sport Education has embedded pedagogical strategies proposed to reduce the prevalence of amotivation in physical education. The purpose of this study was to provide an examination of the game play participation rates of amotivated students within a Sport Education season. A sample of 395 high school students participated in a season of team handball. A multistep cluster analysis approach revealed three motivational profiles: amotivated, moderate and high clusters. A priori analyses revealed differences in perceived effort, enjoyment, and need satisfaction across the three profile groups. Game

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Jung, Jae Yup, and John McCormick. "Occupational Decision-Related Processes for Amotivated Adolescents." Journal of Career Development 38, no. 4 (2010): 275–92. http://dx.doi.org/10.1177/0894845310367638.

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5

Perlman, Dana J. "Help motivate the amotivated by being a supportive teacher." Physical Education and Sport Pedagogy 20, no. 2 (2013): 204–14. http://dx.doi.org/10.1080/17408989.2013.868876.

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6

Le Heron, C., M. A. J. Apps., and M. Husain. "The anatomy of apathy: A neurocognitive framework for amotivated behaviour." Neuropsychologia 118 (September 2018): 54–67. http://dx.doi.org/10.1016/j.neuropsychologia.2017.07.003.

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7

Perlman, Dana. "An examination of amotivated students within the Sport Education Model." Asia-Pacific Journal of Health, Sport and Physical Education 3, no. 2 (2012): 141–55. http://dx.doi.org/10.1080/18377122.2012.700693.

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Homayounzadeh, Maryam. "Reinvestigating the Determinants of Lifelong Learning: Can Pedagogy for Critical Thinking Contribute to Developing Lifelong Learners?" Journal of Pedagogy and Psychology "Signum Temporis" 7, no. 1 (2015): 1–14. http://dx.doi.org/10.1515/sigtem-2016-0001.

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Abstract The aim of the current study is to investigate practically the determining factor(s) affecting the students’ inclination to become lifelong learners and further to verify the potential effect of pedagogy for critical thinking to play a significant role in this respect. Participants in the study were 80 freshman English majors, found mostly through the Intrinsic Motivation Inventory (IMI) questionnaire to be amotivated as learners. Primarily, significant variables, identified in the literature to affect the students’ inclination to grow as lifelong learners, were specified. The criteri

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Park, JiHyeon, and JaeYoon Chang. "Exploration of work motivation structure and profiles based on self-determination theory among Korean employees." Korean Journal of Industrial and Organizational Psychology 29, no. 1 (2016): 27–60. http://dx.doi.org/10.24230/kjiop.v29i1.27-60.

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The Self-determination theory (SDT) posits the existence of distinct taxonomy of motivation (i.e., amotivation, external, introjected, identified, integrated, and intrinsic motivation). The purpose of this study was to explore whether SDT’s work motivation structure can be applied to the understanding that of Korean employees, and to identify the motivational profiles for Korean employees together with their relationships with a variety of organizational outcomes. Data was collected from two separate samples of Korean employees(Study 1: 509 employees; Study 2: 153 employees). The results showe

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Ratelle, Catherine F., Frédéric Guay, Robert J. Vallerand, Simon Larose, and Caroline Senécal. "Autonomous, controlled, and amotivated types of academic motivation: A person-oriented analysis." Journal of Educational Psychology 99, no. 4 (2007): 734–46. http://dx.doi.org/10.1037/0022-0663.99.4.734.

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조은문 and Jongyeun Lee. "Development and Effectiveness of Motivation Regulation Program for Amotivated Middle School Students." Korean Journal of School Psychology 9, no. 1 (2012): 85–110. http://dx.doi.org/10.16983/kjsp.2012.9.1.85.

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Perlman, Dana. "The influence of the Sport Education Model on amotivated students’ in-class physical activity." European Physical Education Review 18, no. 3 (2012): 335–45. http://dx.doi.org/10.1177/1356336x12450795.

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13

Perlman, Dana, and Peter Caputi. "Examining the influence of Sport Education on the precursors of amotivation." European Physical Education Review 23, no. 2 (2016): 212–22. http://dx.doi.org/10.1177/1356336x16643921.

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The purpose of this study was to examine the influence of Sport Education on the constructs that facilitate amotivation. A total of 78 amotivated secondary students were engaged in a 15-lesson unit of badminton taught using the Sport Education or skill-drill-game approach. Constructs that facilitate amotivation were assessed using the Amotivation Inventory in Physical Education survey using a pre-test and post-test design. Data were analysed using linear mixed modelling. Results indicated that Sport Education brought about a significant change for half of the pre-cursors of low levels of motiv

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14

Terrier, Lohyd, Arthur Rech, Benedicte Marfaing, and Sebastien Fernandez. "How to Deal with Amotivated Students? Using Commitment to Reduce Amotivation as Applied to Hospitality Training." Journal of Hospitality & Tourism Education 30, no. 1 (2018): 11–18. http://dx.doi.org/10.1080/10963758.2017.1413379.

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Pratama, Putu Yoga Sathya, I. Gusti Ayu Lokita Purnamika Utami, and Luh Diah Surya Adnyani. "An Analysis of English Language Education (ELE) Students' Motivation in Learning Pedagogical Courses." JPI (Jurnal Pendidikan Indonesia) 9, no. 1 (2020): 131. http://dx.doi.org/10.23887/jpi-undiksha.v9i1.23516.

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Previous studies on motivation had been broadly researched, but little attention was given to learning pedagogical courses motivation. Thus, this qualitative research with case-study research design was conducted. This research aimed to describe ELE students’ motivation in learning pedagogical courses. The collecting data used were questionnaire, interview guidance, and human instrument. The obtained data were analyzed qualitatively through interactive data analysis. The result portrays there are more ELE students tend to be intrinsically motivated in learning pedagogical courses; the rest are

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Majstorović, Nebojša. "Primena teorije self-determinacije u istraživanjima radne motivacije." Primenjena psihologija 1, no. 1-2 (2008): 5–18. http://dx.doi.org/10.19090/pp.2008.1-2.5-18.

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Teorija self-determinacije razvija integrativan pristup delikatnom naučnom problemu motivacije tako što povezuje inherentne potrebe rasta sa aktivnom prirodom čoveka koja, pri svojoj normalnosti i u naklonjenim uslovima sredine, teži da razvije autonoman stil regulacije ponašanja kao i da integriše životno iskustvo i ličnosne dispozicije u koherentan sistem selfa. Teorija razmatra i slučaj preteranog spoljnjeg pritiska koji dovodi do frustracije osnovnih potreba rasta kao i do razvoja kontrolisane motivacije ili stanja amotivacije. Pretpostavke ove teorije su testirane u brojnim domenima kao š

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Santana, Kelly, Fransisca I. R. Dewi, and Yohanes Budiarto. "PERBANDINGAN MOTIVASI BELAJAR SISWA KELAS V SD X, Y, Z BERDASARKAN JENIS KELAMIN DAN PARTISIPASI BIMBINGAN BELAJAR." Jurnal Muara Ilmu Sosial, Humaniora, dan Seni 1, no. 2 (2018): 41. http://dx.doi.org/10.24912/jmishumsen.v1i2.989.

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Dalam masyarakat Indonesia, hampir tiga dekade, kursus bimbinan belajar menjadi bagian dari proses belajar, selain sekolah formal. Orang tua mengikutsertakan anaknya dalam bimbingan belajar dengan tujuan supaya prestasi belajar anak menjadi lebih baik. Prestasi belajar merupakan salah satu indikator dari motivasi belajar. Motivasi belajar merupakan prediktor signifikan dari prestasi belajar. Motivasi belajar dibedakan menjadi tiga, yaitu motivasi intrinsik, motivasi ekstrinsik, dan amotivasi. Tujuan penelitian ini untuk menguji perbedaan motivasi belajar siswa berdasarkan jenis kelamin dan par

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18

Wang, C. K. John, and Stuart J. H. Biddle. "Young People’s Motivational Profiles in Physical Activity: A Cluster Analysis." Journal of Sport and Exercise Psychology 23, no. 1 (2001): 1–22. http://dx.doi.org/10.1123/jsep.23.1.1.

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A great deal has been written about the motivation of young people in physical activity, and the determinants of activity for this age group have been identified as a research priority. Despite this, there are few large-scale studies identifying “types” or “clusters” of young people based on their scores on validated motivation inventories. This study reports the results of a cluster analysis of a large national sample (n = 2,510) of 12- to 15-year-olds using contemporary approaches to physical activity motivation: achievement goal orientations, self-determination theory (including amotivation

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19

Ntoumanis, Nikos, Anne-Marte Pensgaard, Chris Martin, and Katie Pipe. "An Idiographic Analysis of Amotivation in Compulsory School Physical Education." Journal of Sport and Exercise Psychology 26, no. 2 (2004): 197–214. http://dx.doi.org/10.1123/jsep.26.2.197.

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The purpose of this study was to provide an in-depth account of amotivation in compulsory school physical education by examining its major causes, the way it is displayed, and how it can be tackled. From an initial participant pool of 390 British schoolchildren ages 14 to 15 years, 21 of them (15 girls and 6 boys) were selected to participate in semi-structured interviews. They were categorized as being amotivated based on their responses to a questionnaire measuring motivation in physical education. Three main perceived causes of amotivation were identified in the interviews: learned helpless

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20

Burgueño, Rafael, José Macarro-Moreno, Isabel Sánchez-Gallardo, María-Jesús Lirola, and Jesús Medina-Casaubón. "Analysis of Motivational Profiles on Sportspersonship Orientations in Secondary School Physical Education Students: A Self-Determination Theory-Based Perspective." Journal of Teaching in Physical Education 39, no. 4 (2020): 518–26. http://dx.doi.org/10.1123/jtpe.2019-0105.

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Purpose: This research aimed to examine the possible difference of secondary school students’ motivational profiles on their sportsmanship orientation in physical education. Methods: The participants were 707 (53.61% men; Mage = 14.97, SDage = 1.58) secondary school students, who completed measures on their perception of behavioral regulation and sportsmanship orientation in physical education. A two-step cluster analysis was performed to explore the motivational profiles, and multivariate analysis of variance tests was conducted to examine differences on sportsmanship orientation among motiva

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21

Prusak, Keven A., Darren C. Treasure, Paul W. Darst, and Robert P. Pangrazi. "The Effects of Choice on the Motivation of Adolescent Girls in Physical Education." Journal of Teaching in Physical Education 23, no. 1 (2004): 19–29. http://dx.doi.org/10.1123/jtpe.23.1.19.

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This study examined the motivational responses of adolescent girls in the physical education setting to having choices of walking activities. Seventh and 8th grade girls (N = 1,110) in 42 intact physical education classes participated in this study. Classes were randomly assigned to choice (n = 21) and no-choice (n = 21) groups. Participants’ situational and contextual motivation was assessed using the Situational Motivation Scale (SIMS) and the Sport Motivation Scale for PE (SMSPE). The SIMS was administered every 3 days during the intervention. The SMSPE was administered as the pre- and post

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22

Huéscar Hrnández, Elisa, Juan Antonio Moreno-Murcia, Luís Cid, Diogo Monteiro, and Filipe Rodrigues. "Examining the dark side of motivation on life satisfaction in college students: does grit matter?" Behavioral Psychology/Psicología Conductual 29, no. 1 (2021): 111–25. http://dx.doi.org/10.51668/bp.8321106n.

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Even though teachers can have an important effect on the regulation of student behavior, the existing scientific literature has hardly explored the simultaneous influence of personal traits and social factors to promote student well-being. This study examined the mediating role of amotivated behavior and the relationship with teacher controlling behaviors, grit, and satisfaction with life. A total of 474 college students (female= 135; male= 339) participated in the study. All participants completed a multi-section survey assessing the constructs under analysis. Results from the structural mode

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23

Roth, Guy, Maarten Vansteenkiste, and Richard M. Ryan. "Integrative emotion regulation: Process and development from a self-determination theory perspective." Development and Psychopathology 31, no. 3 (2019): 945–56. http://dx.doi.org/10.1017/s0954579419000403.

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AbstractGrounded in self-determination theory's (SDT; Ryan & Deci, 2017) organismic perspective, we present a process view of integrative emotion regulation. SDT describes three general types of emotion regulation: integrative emotion regulation, which focuses on emotions as carrying information that is brought to awareness; controlled emotion regulation, which is focused on diminishing emotions through avoidance, suppression, or enforced expression or reappraisal; and amotivated emotion regulation, in which emotions are uncontrolled or dysregulated. We review survey and experimental resea

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Abós, Ángel, Leen Haerens, Javier Sevil-Serrano, Sofie Morbée, José Antonio Julián, and Luis García-González. "Does the Level of Motivation of Physical Education Teachers Matter in Terms of Job Satisfaction and Emotional Exhaustion? A Person-Centered Examination Based on Self-Determination Theory." International Journal of Environmental Research and Public Health 16, no. 16 (2019): 2839. http://dx.doi.org/10.3390/ijerph16162839.

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Grounded in self-determination theory (SDT), prior research has demonstrated that physical education (PE) teachers may have different reasons to engage in teaching. Although some person-centered studies have identified varied motivational profiles in PE teachers, none of these studies have included the three forms of motivation (i.e., autonomous motivation, controlled motivation, and amotivation). This study aims to identify teachers’ motivational profiles, using the three forms of motivation. Moreover, differences between the obtained profiles in terms of job satisfaction and emotional exhaus

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Nadarajan, Shanthi, Nurulhuzaiman Hussain, and Damien Mikeng. "Motivation for Participating and Performing in English Classrooms: Between Self-images and Positioning." IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) 4, no. 2 (2020): 229. http://dx.doi.org/10.21093/ijeltal.v4i2.466.

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Second language learning motivation is often analyzed as a multidimensional construct involving learner’s images of their individual selves and complex statistical measures. While many of these analysis have deepened understanding of various cognitive and affective factors influencing language learner behavior, research investigating the different motivation factors that combine learner types remains scarce. Involving 78 Malaysian undergraduates from a University in East Malaysia taking a proficiency course, the study looked at learner motivation in relation to L2 motivational dimensions, clas

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Sabboor Hussain, Muhammad, Abdus Salam, and Aisha Farid. "Students' Motivation in English Language Learning (ELL): An Exploratory Study of Motivation-al Factors for EFL and ESL Adult Learners." International Journal of Applied Linguistics and English Literature 9, no. 4 (2020): 15. http://dx.doi.org/10.7575/aiac.ijalel.v.9n.4p.15.

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This study analyzed adult learners’ motivation in learning English from two diametrically different paradigms viz., the EFL (English as a Foreign Language) from Saudi Arabia and the ESL (English as a Second Language) from Pakistan. The quantitative tool of the 20-items questionnaire administered at 100 EFL learners and 100 ESL learners helped find out the factors impacting the adult learners’ intrinsic and extrinsic motivation resulting in their being amotivated, unmotivated, and highly motivated English language learners. The major findings are that the learners in both the EFL and the ESL co

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O'Connell, Megan, Elizabeth Hunt, and Amy VandenBerg. "Vertigoheel induced psychosis: A patient case report." Mental Health Clinician 11, no. 1 (2021): 31–34. http://dx.doi.org/10.9740/mhc.2021.01.031.

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Abstract Objective To describe a case of a patient who developed psychosis after ingestion of Vertigoheel for treatment of dizziness. Case Summary A 28-year-old male with no psychiatric history presented with 5 days of worsening depression and psychosis. He denied current use of prescription medications, alcohol, or illicit substances. Approximately 2 weeks prior, while visiting family in Germany, he developed dizziness. A provider in Germany prescribed Vertigoheel, 1 tablet to be taken every hour until symptom improvement. This did not improve his dizziness but did cause him to feel as if he

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Hassel, Gherdai, Jeffrey John Milroy, and Muhsin Michael Orsini. "Investigating Motivation for Physical Activity among Minority College Females using the BREQ-2." Journal of Student Research 4, no. 1 (2015): 40–44. http://dx.doi.org/10.47611/jsr.v4i1.155.

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Adolescents who engage in regular physical activity experience increased academic performance and grades, improved academic behavior, such as time on task, as well as an increase in other factors that influence academic achievement. Despite physical activity recommendations, regular engagement in physical activity is still an issue among American adolescents. Furthermore, physically inactive lifestyles are highest among minority populations, lower socioeconomic groups, and women. Self Determination Theory provides a basis for investigating the cognitive, affective and motivational processes of

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29

Romadhoni, Romadhoni, Gandes Retno Rahayu, and Umatul Khoiriyah. "IDENTIFIKASI MOTIVASI DAN DUKUNGAN YANG DIPERLUKAN MAHASISWA RETAKER UJI KOMPETENSI MAHASISWA PROGRAM PROFESI DOKTER." Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education 10, no. 1 (2021): 75. http://dx.doi.org/10.22146/jpki.48329.

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Background: Medical students who experience failure in the final exam are around 10%. In Indonesia, there are students who failed to pass the competency test for medical profession program students (UKMPPD) until 14 times. The impact of this failure is the occurence of mental health disorder. Students need support more than guidance on clinical knowledge and skills. This study aimed to identify the motivation and support needed by the UKMPPD retaker students in the effort to achieve graduation Methods: This research is a qualitative research with phenomenological approach, the data was obtaine

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30

YILDIZ, Lale, and S. Sevil ULUDAĞ UYANIKER. "INVESTIGATION OF SOME PSYCHOLOGICAL CHARACTERISTICS OF ATHLETES DEALING WITH WATER SPORTS." EUROASIA JOURNAL OF SOCIAL SCIENCES & HUMANITIES 8, no. 21 (2021): 13–21. http://dx.doi.org/10.38064/eurssh.215.

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Background: It is known that many factors can cause pressure for the athlete in sports performed on water rather than any outdoor sports. In this context, it is important to train athletes' cognitive abilities and skills with a strong mindset and to increase their awareness of their psychological characteristics. Aim: The aim of the study is to examine the psychological characteristics of athletes engaged in water sports regarding locus of control, motivation and achievement orientation and to determine possible relationships between them. Appropriate sampling, one of the non-probabilistic sam

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31

Sena Junior, Antônio Walter, Danilo Reis Coimbra, Helder Zimmermann De Oliveira, and Renato Miranda. "A motivação autodeterminada em corredores recreacionais: uma abordagem quanti-qualitativa." Caderno de Educação Física e Esporte 17, no. 2 (2019): 29–36. http://dx.doi.org/10.36453/2318-5104.2019.v17.n2.p29.

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Introdução: Nas últimas décadas o número de corredores de rua recreacionais aumentou substancialmente no Brasil. Assim, pesquisadores da Psicologia do Esporte vêm tentando identificar quais os motivos levam as pessoas a praticarem essa modalidade. Uma das teorias mais aceitas para entender a motivação do indivíduo para o esporte e exercício é a Teoria da Autodeterminação (TAD). A TAD define a motivação em um continuum, do indivíduo mais autodeterminado (intrinsecamente motivado) até o menos autodeterminado (amotivado). Objetivo: Identificar e analisar a motivação de corredores de rua recreacio

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32

Spies, Bertha. "Signification in atonal, amotivic music? Extending the properties of actoriality in Ligeti's second string quartet." Semiotica 2014, no. 202 (2014). http://dx.doi.org/10.1515/sem-2014-0042.

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