Relevant bibliographies by topics / Autonomous motivations

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Autonomous motivations'

Author: Grafiati
Published: 4 June 2021
Last updated: 2 February 2022

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Journal articles on the topic "Autonomous motivations"

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Lopes, Sílvia, Maria José Chambel, and Francisco Cesário. "Linking perceptions of organizational support to temporary agency workers’ well-being." International Journal of Organizational Analysis 27, no. 5 (November 4, 2019): 1376–91. http://dx.doi.org/10.1108/ijoa-08-2018-1502.

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Purpose This research focused on agency work. Previous studies highlighted the importance of motivations to understand workers’ attitudes, behaviors and well-being. Thus, the purpose of this paper is to analyze the contribution of perceptions of support from organizations to autonomous motivation for temporary agency employment, the relationship of motivations with workers’ well-being and the mediating role of motivations between perceptions of organizational support (POS) and workers’ well-being. Design/methodology/approach The hypotheses were tested with a sample of 3,983 temporary agency workers and using structural equation modeling. Findings The authors verified that POS from the agency contributed to both autonomous motivation and controlled motivation for temporary agency employment, whereas POS from the client company only contributed to autonomous motivation for temporary agency employment. Moreover, autonomous motivation for temporary agency employment was positively associated with workers’ well-being. Contrary to expectations, controlled motivation for temporary agency employment was not significantly associated with workers’ well-being. As predicted, autonomous motivation for temporary agency employment was a mediator in the relationship between POS and workers’ well-being. Research limitations/implications The study relies on self-reported data, and it does not have a longitudinal design. Practical implications An important implication of this research study is that organizations, through the support provided to the workers, may contribute positively to increase workers’ autonomous motivation for temporary agency employment, and, in turn, more autonomous motivation for temporary agency employment relates to higher levels of workers’ well-being. Originality/value The study innovates by including in the same model variables that may contribute to workers’ motivation for temporary agency employment as well as the outcomes that may arise from workers’ motivation for temporary agency employment.
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Yuan, Liuliang, and Wei Liu. "The influence of contextual support on persistent sharing willingness of QQ group members." Online Information Review 41, no. 2 (April 10, 2017): 185–201. http://dx.doi.org/10.1108/oir-01-2016-0009.

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Purpose The purpose of this paper is to explore the ways to encourage members in QQ knowledge-communication groups to persistently share knowledge in terms of contexts and autonomous motivations. Design/methodology/approach Based on self-determination theory, three important contextual factors of QQ knowledge-communication groups were selected as exogenous variables and three typical autonomous motivations as mediating variables to construct a knowledge-sharing model. Internet questionnaire surveys and data collection were conducted to test proposed hypotheses by means of structural equation modeling with AMOS. Findings Reciprocity, learning, and altruism have significant positive influence on persistent sharing willingness, and the degree to which each factor influences persistent sharing willingness differs considerably. Autonomy support, perceived usefulness, and relatedness support have no significantly direct influence on persistent sharing willingness, but they indirectly influence the persistent sharing behaviors by the mediating effect of different autonomous motivations. Originality/value This study contributes theoretically and practically. First, the results suggest that a particular motivation in different contexts has a different degree of autonomy. In addition, explanations are offered for the phenomenon that suggest that controlled motivations directly affect autonomous motivations. It was found that the contextual factors of competence support and relatedness support also have influence on different autonomous motivations, and hence encourage knowledge-sharing behaviors. Specific suggestions for QQ group managers and information seekers are proposed.
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Bibi, Annam. "SERVANT LEADERSHIP AND NURSE’S PRO-ENVIRONMENTAL BEHAVIOR: THE ROLE OF AUTONOMOUS AND EXTERNAL MOTIVATIONS." Dinasti International Journal of Management Science 1, no. 6 (July 12, 2020): 785–801. http://dx.doi.org/10.31933/dijms.v1i6.341.

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This study aims to investigate the relationships between servant leadership, pro-environmental behavior, and external and autonomous motivation among nurses, and whether external and autonomous motivations mediate the relationship between servant leadership and pro-environmental behavior. Based on a survey of 351 nurses, we found that servant leadership was significantly associated with pro-environmental behavior and that external and autonomous motivations indirectly affected the relationship between servant leadership and pro-environmental behavior. Moreover, servant leadership was found to interact with external motivation to predict pro-environmental behavior of nurses. Managers of nursing services should consider servant leadership and its positive influence on nurses’ outcomes in order to improve their performance and, subsequently, the healthcare system.
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Park, JiHyeon, and JaeYoon Chang. "Exploration of work motivation structure and profiles based on self-determination theory among Korean employees." Korean Journal of Industrial and Organizational Psychology 29, no. 1 (February 28, 2016): 27–60. http://dx.doi.org/10.24230/kjiop.v29i1.27-60.

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The Self-determination theory (SDT) posits the existence of distinct taxonomy of motivation (i.e., amotivation, external, introjected, identified, integrated, and intrinsic motivation). The purpose of this study was to explore whether SDT’s work motivation structure can be applied to the understanding that of Korean employees, and to identify the motivational profiles for Korean employees together with their relationships with a variety of organizational outcomes. Data was collected from two separate samples of Korean employees(Study 1: 509 employees; Study 2: 153 employees). The results showed that unlike SDT taxonomy, autonomous motivations were not classified into three distinctive categories(identified, integrated, and intrinsic motivation). The results also revealed that there were three distinct motivational profiles(i.e., autonomous motivated, controlled motivated, and amotivated), and the largest proportion of Korean employees was covered by controlled motivated cluster. The autonomous motivated cluster had the most favorable levels of adaptive organizational outcomes(i.e., organizational commitment, job satisfaction), whereas the amotivated cluster was strongly related to non-adoptive organizational outcomes(i.e., turnover, emotional exhaustion). Based on these results, discussion was made regarding the distinct features of work motivation structure and motivational profiles in Korean work setting, and also future research directions were suggested.
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Raposo, Frederico Zarazaga, David Sánchez-Oliva, Eliana Veiga Carraça, António Labisa Palmeira, and Marlene Nunes Silva. "The Dark Side of Motivational Practices in Exercise Professionals: Mediators of Controlling Strategies." International Journal of Environmental Research and Public Health 17, no. 15 (July 26, 2020): 5377. http://dx.doi.org/10.3390/ijerph17155377.

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According to the Self-Determination Theory, perceived job pressures can coerce professionals to develop more controlled motivations towards their work, and consequently increase the probability of using controlling motivational strategies. This study sought to analyze work-related motivations as mediators between two types of perceived job pressures: organizational constraints and perceptions of clients’ controlled motivation and the use of controlling motivational strategies by exercise professionals. Using a cross-sectional design, involving 366 exercise professionals (172 women), mediation paths were assessed following Preacher and Hayes statistical procedures. Models were adjusted for gender, work experience (years), and the internal tendency to feel events as pressuring. Organizational constraints were associated with lower autonomous motivation for work and the use of controlling strategies. Perceptions of clients’ controlled motivation were associated with work-related amotivation and the use of controlling strategies. Amotivation mediated the association between organizational constraints and controlling strategies. Overall, results support theoretical predictions and previous research, extending it to the exercise domain, highlighting the interplay between job pressures, work-related motivations, and the use of controlling strategies. The understanding of what influences exercise professionals’ motivation, and consequently the motivational strategies they use, is of paramount importance for exercise promotion and the benefit of those who seek their expert guidance.
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Manger, Terje, Jørn Hetland, Lise Øen Jones, Ole Johan Eikeland, and Arve E. Asbjørnsen. "Prisoners’ academic motivation, viewed from the perspective of self-determination theory: Evidence from a population of Norwegian prisoners." International Review of Education 66, no. 4 (August 2020): 551–74. http://dx.doi.org/10.1007/s11159-020-09855-w.

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Abstract The study presented in this article explores prisoners’ academic motivation structure from the theoretical perspective of self-determination theory, using the Academic Motivation Scale (AMS). Analysing survey responses from 529 (29 female, 500 male) prisoners with Norwegian citizenship who participated in education while being incarcerated, the authors investigate how prison students’ motivation might be “reduced” or summarised using a smaller set of factors or components than extant studies. A confirmatory factor analysis suggested that a five-factor model, including intrinsic motivation, three types of extrinsic motivation (namely identified regulation, introjected regulation, and external regulation) and amotivation, yielded the best fit with the data provided by the prisoners. An alternative three-factor model created by collapsing the three extrinsic dimensions into a single dimension was found to fit the data poorly. The structural model revealed that younger prisoners displayed more controlled academic motivations than older ones, who displayed more autonomous motivations. Contrary to the authors’ expectations, prisoners with a higher level of education did not display more autonomous academic motivations than those with a lower level.
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Ryan, Richard M., James N. Donald, and Emma L. Bradshaw. "Mindfulness and Motivation: A Process View Using Self-Determination Theory." Current Directions in Psychological Science 30, no. 4 (June 22, 2021): 300–306. http://dx.doi.org/10.1177/09637214211009511.

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Mindfulness and motivation are both highly researched topics of great consequence for individual and social wellness. Using the lens of self-determination theory, we review evidence indicating that mindfulness is differentially related to different types of motivations, playing a facilitating role for highly autonomous forms of motivation, but not for externally controlled or introjected (self-controlling) forms of motivation. A key contribution of this review is our contention that mindfulness confers a range of intra- and interindividual benefits (e.g., well-being and prosociality) in part through its relation to autonomous motivations, a claim for which we outline preliminary evidence. Finally, we discuss how future research connecting mindfulness and motivation is important for both fields of study, for applied practices in areas such as psychotherapy and business, and for enhancing understanding of the processes underlying human wellness.
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Mozaffari, Hamed, and Ali Nahvi. "A motivational driver model for the design of a rear-end crash avoidance system." Proceedings of the Institution of Mechanical Engineers, Part I: Journal of Systems and Control Engineering 234, no. 1 (May 23, 2019): 10–26. http://dx.doi.org/10.1177/0959651819847380.

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A motivational driver model is developed to design a rear-end crash avoidance system. Current driver assistance systems use engineering methods without considering psychological human aspects, which leads to false activation of assistance systems and complicated control algorithms. The presented driver model estimates driver’s psychological motivations using the combined longitudinal and lateral time to collision, the vehicle kinematics, and the vehicle dynamics. These motivations simplify both autonomous driving algorithms and human-machine interactions. The optimal point of a motivational multi-objective cost function defines the decision for the autonomous driving. Moreover, the motivations are used as risk assessment factors for driver–machine interaction in dangerous situations. The system is evaluated on 10 human subjects in a driving simulator. The assistance system had no false activation during the tests. It avoided collisions in all the rear-end crash avoidance scenarios, while 90% of human subjects did not.
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Starzyk, Janusz A., James Graham, and Leszek Puzio. "Needs, Pains, and Motivations in Autonomous Agents." IEEE Transactions on Neural Networks and Learning Systems 28, no. 11 (November 2017): 2528–40. http://dx.doi.org/10.1109/tnnls.2016.2596787.

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Chambel, Maria José, Vânia S. Carvalho, Sílvia Lopes, and Francisco Cesário. "Perceived overqualification and contact center workers’ burnout: are motivations mediators?" International Journal of Organizational Analysis 29, no. 5 (May 6, 2021): 1337–49. http://dx.doi.org/10.1108/ijoa-08-2020-2372.

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Purpose The purpose of this paper is to test the direct effect of the perceived overqualification on the burnout syndrome and the indirect effect through the workers’ autonomous and controlled motivation. Design/methodology/approach The hypotheses were tested with a sample of 3,256 contact center operators from one Portuguese company and data were analyzed using the software package Mplus to conduct structural equation models. Findings The results revealed that workers’ perceived overqualification is positively related to burnout and that both autonomous and controlled motivation partially mediates this relationship. Research limitations/implications The cross-sectional design should be regarded as a limitation. Moreover, each variable was only assessed with self-reported measures, the sample comprised call center employees from only one company and one country (Portugal), and the workers were all employed in commercial services of telecommunications, energy, banking or insurance companies, which may constrain the generalization of these results. Practical implications Workers’ perceived overqualification should be avoided to prevent their burnout. Furthermore, an increase in workers’ skills and competencies, enhanced decision latitude, and the task variety and quality should be crucial for employees to develop more autonomous motivation to work in a contact center and the promotion of their well-being at work. More precisely, as overqualification concerns the employees’ perceptions of surplus education, experience and knowledge, from a practical perspective, enhancing the decision latitude, task variety and quality of these individuals’ work may contribute to decreasing individuals’ perception of overqualification and, therefore, contribute to increasing workers’ autonomous motivations and well-being. Originality/value This study provides evidence concerning the mediating role of both workers’ autonomous and controlled motivation to explain the relationship between perceived overqualification and burnout.
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Dissertations / Theses on the topic "Autonomous motivations"

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Santucci, Vieri Giuliano. "Autonomous learning of multiple skills through intrinsic motivations : a study with computational embodied models." Thesis, University of Plymouth, 2016. http://hdl.handle.net/10026.1/5214.

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Developing artificial agents able to autonomously discover new goals, to select them and learn the related skills is an important challenge for robotics. This becomes even crucial if we want robots to interact with real environments where they have to face many unpredictable problems and where it is not clear which skills will be the more suitable to solve them. The ability to learn and store multiple skills in order to use them when required is one of the main characteristics of biological agents: forming ample repertoires of actions is important to widen the possibility for an agent to better adapt to different environments and to improve its chance of survival and reproduction. Moreover, humans and other mammals explore the environment and learn new skills not only on the basis of reward-related stimuli but also on the basis of novel or unexpected neutral stimuli. The mechanisms related to this kind of learning processes have been studied under the heading of “Intrinsic Motivations” (IMs), and in the last decades the concept of IMs have been used in developmental and autonomous robotics to foster an artificial curiosity that can improve the autonomy and versatility of artificial agents. In the research presented in this thesis I focus on the development of open-ended learning robots able to autonomously discover interesting events in the environment and autonomously learn the skills necessary to reproduce those events. In particular, this research focuses on the role that IMs can play in fostering those processes and in improving the autonomy and versatility of artificial agents. Taking inspiration from recent and past research in this field, I tackle some of the interesting open challenges related to IMs and to the implementation of intrinsically motivated robots. I first focus on the neurophysiology underlying IM learning signals, and in particular on the relations between IMs and phasic dopamine (DA). With the support of a first computational model, I propose a new hypothesis that addresses the dispute over the nature and the functions of phasic DA activations: reconciling two contrasting theories in the literature and taking xi into account the different experimental data, I suggest that phasic DA can be considered as a reinforcement prediction error learning signal determined by both unexpected changes in the environment (temporary, intrinsic reinforcements) and biological rewards (permanent, extrinsic reinforcements). The results obtained with my computational model support the presented hypothesis, showing how such a learning signal can serve two important functions: driving both the discovery and acquisition of novel actions and the maximisation of rewards. Moreover, those results provide a first example of the power of IMs to guide artificial agents in the cumulative learning of complex behaviours that would not be learnt simply providing a direct reward for the final tasks. In a second work, I move to investigate the issues related to the implementation of IMs signal in robots. Since the literature still lacks a specific analysis of which is the best IM signal to drive skill acquisition, I compare in a robotic setup different typologies of IMs, as well as the different mechanisms used to implement them. The results provide two important contributions: 1) they show how IM signals based on the competence of the system are able to generate a better guidance for skill acquisition with respect to the signals based on the knowledge of the agent; 2) they identify a proper mechanism to generate a competence-based IM signal, showing that the stronger the link between the IM signal and the competence of the system, the better the performance. Following the aim of widening the autonomy and the versatility of artificial agents, in a third work I focus on the improvement of the control architecture of the robot. I build a new 3-level architecture that allows the system to select the goals to pursue, to search for the best way to achieve them, and acquire the related skills. I implement this architecture in a simulated iCub robot and test it in a 3D experimental scenario where the agent has to learn, on the basis of IMs, a reaching task where it is not clear which arm of the robot is the most suitable to reach the different targets. The performance of the system is compared to the one of my previous 2-level architecture system, where tasks and computational resources are associated at design time. The better performance of the system endowed with the new 3-level architecture highlights the importance of developing robots with different levels of autonomy, and in particular both the high-level of goal selection and the low-level of motor control. Finally, I focus on a crucial issue for autonomous robotics: the development of a system that is able not only to select its own goals, but also to discover them through the interaction with the environment. In the last work I present GRAIL, a Goal-discovering Robotic Architecture for Intrisically-motivated Learning. Building on the insights provided by my previous research, GRAIL is a 4-level hierarchical architecture that for the first time assembles in unique system different features necessary for the development of truly autonomous robots. GRAIL is able to autonomously 1) discover new goals, 2) create and store representations of the events associated to those goals, 3) select the goal to pursue, 4) select the computational resources to learn to achieve the desired goal, and 5) self-generate its own learning signals on the basis of the achievement of the selected goals. I implement GRAIL in a simulated iCub and test it in three different 3D experimental setup, comparing its performance to my previous systems, showing its capacity to generate new goals in unknown scenarios, and testing its ability to cope with stochastic environments. The experiments highlight on the one hand the importance of an appropriate hierarchical architecture for supporting the development of autonomous robots, and on the other hand how IMs (together with goals) can play a crucial role in the autonomous learning of multiple skills.
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Heilman, Mark A. "Relationship Between Autonomous Motivation and Ego-Depletion." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2213.

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Previous research has shown that exerting self-control on a demanding task can impair performance on a subsequent demanding self-control task. This phenomenon is known as ego-depletion; however, its underlying mechanisms are not well understood. Notable gaps in the literature exist regarding whether participants’ motivation levels can attenuate the depletion effect, and whether trait self-control is related. Drawing from the process model of depletion and the self-determination theory, the goal of the study was to examine whether motivational incentives in the form of autonomy can impact performance on tasks in an ego-depleted state, and the potential relationship of trait self-control. Amazon Mechanical Turk was utilized to conduct this experimental quantitative study with a 2 (ego-depletion: yes or no) x 2 (autonomous reward motivation: incentivized or nonincentivized) between-subjects factorial design. The effects of an autonomous motivational incentive were compared with the effects of no incentive on a convenience sample of online participants (N = 211), half of whom performed a task designed to be depleting of self-control resources, and half of whom performed a non-depleting task instead. Multivariate ANCOVAs showed no significant differences for performance on a subsequent self-control task for any of the experimental groups, and no co-variance of trait self-control was found (as measured by the Brief Self-Control Scale). This study will contribute to social change by increasing understanding of the factors contributing to self-control. This knowledge will be useful to anyone intending to strengthen their own willpower and achieve their goals, and may enable practitioners to better assist clients struggling with addictions and other maladaptive behaviors.
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Russell, Jae-eun Lee. "Supporting students' motivation in college online courses." Diss., University of Iowa, 2013. https://ir.uiowa.edu/etd/2620.

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Students' motivation has been identified as a critical factor for meaningful engagement and positive academic achievement in various educational settings. In particular, self-regulation strategies have been identified as important skills in online learning environments. However, applying self-regulation strategies, such as goal setting, strategic planning, and reflect performance takes significant effort. Without motivation, students will not enact these types of strategies. Autonomous self-regulation has been investigated in traditional classroom settings and there is ample empirical evidence of a significant relationship between autonomous self-regulation and engagement and academic achievement. However, such research was limited in online learning environments. The purpose of this study was to investigate the factors that affected students' autonomous or self-determined forms of regulation as defined in self-determination theory (SDT). The study examined the relations between students' self-regulated motivation and four other variables (students' interests in the course, students' perception of their instructor's interaction type, students' technology self-efficacy, and students' perception of the degree to which their online learning environment used constructivist-based pedagogy), and the interactions among these variables in college online courses. In addition, the study examined the relationship between students' autonomous forms of regulation and their engagement, learning achievement, interaction behaviors, and satisfaction in the online course. For students' interaction behaviors, the total number of authored and read messages, the total number of visits to the content page, the total number of visited topics in the content page, and total duration spent in the content page were examined. One hundred forty students in 19 online courses participated in this study. The results of hierarchical linear modeling analyses revealed: (a) Both environmental factors, instructors' autonomy-supportive interaction and learning environments using constructivist-based pedagogy predicted students' autonomous self-regulated motivation (b) Students' autonomous self-regulated motivation predicted students' self-reported engagement, achievement, and satisfaction (c) Two personal factors, interest in the course and technology self-efficacy did not predict students' autonomous self-regulation (d) Students' autonomous self-regulated motivation did not predict any interaction behaviors. The findings from this study are largely congruent with prior theory and research in the fields of academic motivation, self-determination, and online learning, which note that environmental factors, instructors' autonomy-supportive interaction and constructivist-based pedagogy significantly affect students' autonomous self-regulation in online learning environments.
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Lumb, Andrew. "Self-Determination Theory and Posttraumatic Growth in University Students Experiencing Negative Life Events." Thesis, Université d'Ottawa / University of Ottawa, 2015. http://hdl.handle.net/10393/32859.

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Grounded in Self-Determination Theory (SDT; Deci & Ryan, 1985, 2000), the purpose of this thesis was to investigate the role of global/dispositional autonomous and controlled motivation orientations in facilitating posttraumatic growth (PTG; Tedeschi & Calhoun, 1996, 2004) following the experience of various significant negative life events (Manuscript 1), relationship dissolution (Manuscript 2), and bereavement (Manuscript 3) in two university student samples. The objectives were to investigate the contribution of dispositional autonomous and controlled motivation in statistically predicting PTG above and beyond previously researched correlates; and explore the mediating role of cognitive appraisals and coping strategies in explaining the relationship between dispositional motivation orientations and PTG. Consistent with the overall hypotheses of the thesis, dispositional autonomous motivation was positively associated with PTG across all three manuscripts. Across all three manuscripts, we found that dispositional autonomous motivation explained a unique portion of the variance in explaining PTG, above and beyond previously researched correlates of PTG and dispositional controlled motivation. Mediation results indicated an indirect effect of dispositional autonomous motivation on PTG through primary cognitive appraisal (Manuscript 1). Dispositional autonomous motivation was positively associated with task-oriented coping strategies across all three manuscripts. Moreover, task-oriented coping strategies were the strongest indirect effect in Manuscript 1, and the only significant indirect effect in Manuscript 2 and Manuscript 3 between dispositional autonomous motivation and PTG. Dispositional controlled motivation was positively related to disengagement-oriented coping strategies in Manuscript 1 and 2, but unrelated in Manuscript 3. Collectively, these findings highlight the importance of incorporating motivation orientations into theoretical models of PTG and aiding practitioners in better recognizing the significance of motivational factors in facilitating posttraumatic growth.
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Perlman, Matthew R. "The Impact of Collaborative Alliance Feedback and Autonomous Motivation in Psychotherapy for Depression Symptoms." Ohio University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1483718918094171.

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Lai, Man-wai Conttia. "The influence of learner motivation on developing autonomous learning in an English-for-specific-purposes course." Click to view the E-thesis via HKUTO, 2007. http://sunzi.lib.hku.hk/hkuto/record/B38713615.

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Oates, Susan Rosemary. "Does the International Baccalaureate's Primary Years Programme facilitate students' motivation toward self-regulatory, autonomous learning?" Thesis, Durham University, 2016. http://etheses.dur.ac.uk/11732/.

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The purpose of this study was to ascertain whether the International Baccalaureate’s (IB) Primary Years Programme (PYP) motivates students to become self-regulated learners. Boerkaert’s model of self-regulated learning is particularly drawn on through this research. Questionnaires were given to 20 teachers and their 404 students from twelve schools in eight countries. The student questionnaire was developed, piloted, distributed and analysed. The Problem in Schools questionnaire was given to the teachers of the students in the study to ascertain their stance toward autonomy support. Five of the schools were IB curriculum schools and the other seven comprised UK National Curriculum, South African and Nigerian schools. The study found that 83.5% of the total students surveyed attained a high total self-regulated learning score. Examining the data and the published curricula backgrounds of the schools demonstrated that, although the IB’s PYP does motivate students to become more self-regulated, other curricula schools also promote student self-regulation. The emphasis of the study shifted to the importance of the individual teacher in the development of self-regulated students. Teacher training is seen as of paramount importance in producing autonomy supportive teachers who encourage self-regulated learners. The data suggested a modification to Boerkaert’s model of self-regulation and a revision is proposed to include an emergent level of self-regulation provision for younger students. Aspects of the curriculum are also raised in the conclusion as to the components of a curriculum that supports the importance of student autonomy.
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Tzafestas, Elpida. "Vers une systemique des agents autonomes : des cellules, des motivations et des perturbations." Paris 6, 1995. http://www.theses.fr/1995PA066481.

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Ce travail se situe au carrefour de l'intelligence artificielle et des systemes multi-agents avec la robotique autonome, la vie artificielle et les approches ascendantes aux sciences cognitives. Il s'agit d'elaborer des principes d'organisation d'agents autonomes qui soient independants du niveau d'organisation, donc des principes recursifs. Un agent autonome d'un niveau quelconque d'organisation est un systeme couple a son environnement qui demontre des proprietes de reactivite, de motivation, de socialite et d'adaptativite. Ces principes sont illustres par la resolution d'un ensemble de problemes pratiques impliquant des agents autonomes a deux niveaux d'organisation: le niveau agent-animat cellulaire et le niveau agent-cellule. En premier lieu, nous nous placons au niveau d'un agent-animat pour lequel nous developpons une organisation cellulaire servant de base pour la resolution de deux problemes inspires de la robotique comportementale et de la productique. Nous etudions ces problemes pour le cas d'un seul et de plusieurs agents cellulaires. Ensuite, nous descendons au niveau de la cellule pour montrer comment ces memes principes peuvent etre utilises pour assurer la plasticite et l'integrite du reseau cellulaire face a des pannes imprevues. Finalement, nous proposons la senescence comme force motrice de l'apprentissage et de l'emergence de structures d'organisation d'ordre superieur et nous developpons un modele de senescence qui repond a toutes les specifications necessaires
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Lai, Man-wai Conttia, and 黎雯慧. "The influence of learner motivation on developing autonomous learning in an English-for-specific-purposes course." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2007. http://hub.hku.hk/bib/B38713615.

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Conde, Gonzalo R. "How the Conflict of Autonomous and Controlled Motivation Influences Sales Controls to Inside Sales Agents' Work Outcomes." Thesis, University of North Texas, 2019. https://digital.library.unt.edu/ark:/67531/metadc1538772/.

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Through the use of multiple methodologies and analytical approaches, this dissertation combines (1) sales control; (2) call center service; and (3) motivational theory to extend sales control literature beyond its current state, to consider the conflicting motivational perspectives an inside sales agent has to experience. To achieve this unification, this dissertation consists of three essays intended to: (1) identify the influence of autonomous and controlled motivation on operational sales outcome controls and performance; (2) explore the influence these motivators have on sales controls and sales performance; and, (3) understand the impact of autonomous and controlled motivation on sales agent tenure.
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Books on the topic "Autonomous motivations"

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Gupta, Vishal. Leadership and creativity in the Indian R&D laboratories: Examining the role of autonomous motivation, psychological capital and justice perceptions. Ahmedabad, India: Indian Institute of Management, 2013.

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Maugeri, Giuseppe. L’insegnamento dell’italiano a stranieri Alcune coordinate di riferimento per gli anni Venti. Venice: Fondazione Università Ca’ Foscari, 2021. http://dx.doi.org/10.30687/978-88-6969-523-0.

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This book develops the theme of teaching Italian abroad, starting from the awareness of the motivations for foreign students to study the Italian language and the different methodological procedures in order to teach it.For this purpose, the book focuses on the problems concerning the training of teachers of Italian to foreigners and on the many aspects of teaching Italian in order to propose both a methodological reflection on the edulinguistic project and educational solutions aimed at improving the quality of the students’ learning.Part 1The first part focuses on edulinguistic teaching vision for the learning of the Italian language as a foreign language based upon the principles of the Humanistic Approach.1. Teaching Italian Language Abroad: Institutional Language Policy and StrategiesThis chapter focuses on the situation of Italian foreign language teaching in the world. It also describes the linguistic policy for the promotion of Italian languages abroad adopted by the Italian Ministry of Foreign Affairs and the results obtained as the number of students involved in the different geographic areas.2. Teaching Trainer Courses as a Key Factor to Improve the Quality of Teaching Italian AbroadIn this chapter teaching trainer courses for Italian language teachers are considered as a part of a strategy to increase the students’ motivations and the learning process.3. Students as a Customer vs Students as a PersonLinguistic education and the Humanistic Approach aim to develop the students’ potential and create an autonomous language personality. Therefore, in this chapter, we outline a teaching perspective that considers the student as a person at the centre of teaching and learning Italian process.Part 2In the second part teaching methodologies to improve the quality of teaching and learning Italian language to foreigners are described.4. Effective Cooperative Learning Strategies to Teach Italian as a Foreign LanguageExamples of cooperative learning are given to illustrate how the following teaching methodology is possible in teaching Italian language even if it demands strong research and clear guidance for educators.5. How to Teach Italian Grammar to ForeignersThis chapter examines the existing research about using a deductive form of teaching grammar versus using an inductive form of teaching it.6. Teaching Italian Through Literature, Movies and CartoonsIn this chapter, different media and sources to teach Italian are examined. Using both classic and digital tools, students can explore the Italian language and culture from different points of view, developing a strategy to revisit thinking and to collaborate with others during the reading of classic texts or reading a cartoon.7. Humanistic Testing and Assessment for Italian as a Foreign LanguageFrom a Humanistic point of view, in this chapter, testing and assessment are considered as potential and relevant instruments to measure the progress and performance of individual students of Italian language.8. How to Plan and Use an Environment to Teach Italian to ForeignersThis chapter focuses on learning space to teach Italian to foreigners. The main aim is to provide practical advice and support to the teachers of Italian language schools that are going to explore how to develop and adapt learning spaces to the teaching activities and the students’ needs.
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Sullivan, Mark D. Advancing from Activated Patient to Autonomous Patient. Oxford University Press, 2016. http://dx.doi.org/10.1093/med/9780195386585.003.0008.

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Patient action in chronic disease care may not be best understood as “behavior.” Healthy patients do not just emit healthy behaviors but act as agents in their own lives. Bandura revolutionized health psychology through his “agentic” approach that emphasized patient confidence or self-efficacy. Now, the personal importance of behavior change is elicited using techniques like motivational interviewing. These and other approaches that include personal goals and identity shift our focus from behavior to action. Health action includes not just management of a disease separate from the self, but self-transformation. Achieving lasting change in health actions requires attention to the autonomous quality of patient motivation. Self-determination theory offers a useful theory of intrinsic motivation and an understanding of the process of internalization of motivation. This helps us understand the promise of shared decision-making and its difference from informed consent. Ultimately, patient empowerment must be understood as fostering patient autonomy.
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Rollins, Pamela Rosenthal. Developmental Pragmatics. Edited by Yan Huang. Oxford University Press, 2014. http://dx.doi.org/10.1093/oxfordhb/9780199697960.013.6.

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This chapter traces the development of communicative intention, conversation, and narrative in early interaction from infancy to early childhood. True communicative intention commences once the infant acquires the social cognitive ability to share attention and intention with another. The developing child’s pragmatic understanding is reflective of his/her underlying motivations for cooperation and shared intentionality. As children begin to understand others’ mental states, they can take others’ perspectives and understand what knowledge is shared and with whom, moving from joint perceptual focus to more decontextualized communicative intentions. With adult assistance, the young child is able to engage in increasingly more sophisticated conversational exchanges and co-constructed narratives which influence the child’s autonomous capabilities.
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Hagger, Martin S., and Cleo Protogerou. Affect in the Context of Self-Determination Theory. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190499037.003.0007.

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Self-determination theory has been applied to understand the role of affect in motivation and behavior in health contexts. According to self-determination theory, autonomous forms of motivation, reflecting self-endorsed reasons for acting and the satisfaction of psychological needs, are related to participation and persistence in health behavior. Research examining the role of affect in determining health behavior from the perspective of the theory is relatively sparse. Affect has served as both an outcome and process in applications of the theory to health behavior. Positive affect and psychological well-being have been identified as important outcomes of participating in behaviors for autonomous reasons. Affect is inextricably linked to motivational processes through eudaimonic and hedonic well-being, the passionate pursuit of activities, and the regulation of behavior through active management of aversive emotional responses. The chapter outlines how support for autonomous motivation by significant others may lead to adaptive behavioral engagement and affective responses in health behavior.
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Kroeker, Esther Engels. A Common Sense Response to Hume’s Moral Atheism. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198783909.003.0006.

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This chapter presents Reid’s answers to three non-theistic implications of Hume’s moral philosophy. One non-theistic implication of Hume’s view is the claim that morality is tied to human nature, and is hence secular because it is autonomous from religious doctrines, beliefs, or motivations. Another implication is that the standard of morality is determined by human mental states and psychological processes, and hence renders all reference to an objective, mind-independent standard, unnecessary. A final implication, according to Hume, is that our human passions are not directed toward God, and hence that God is not the object of any human moral discourse. In response, Reid argues that the truth of moral principles is not relative to human nature and to natural human passions. It follows, Reid holds, that talk of a benevolent God is intelligible. Reid’s explicit objective is to criticize not only Hume’s moral philosophy, but also his moral atheism.
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Radoilska, Lubomira. Depression, Decisional Capacity, and Personal Autonomy. Edited by K. W. M. Fulford, Martin Davies, Richard G. T. Gipps, George Graham, John Z. Sadler, Giovanni Stanghellini, and Tim Thornton. Oxford University Press, 2013. http://dx.doi.org/10.1093/oxfordhb/9780199579563.013.0067.

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This chapter aims to address two related challenges the phenomenon of depression raises for theories which present autonomy as an agency concept and an independent source of justification. The first challenge is directed at an intuitive conception of intentional agency as implying a robust though not always direct link between evaluation and motivation, for in depression what appears to be choice-worthy does not get chosen. The second challenge targets the feasibility of a reliable distinction between autonomous and non-autonomous choices, for both value-neutral and value-laden accounts of depressive agency seem open to decisive objections. Drawing on Freud's interpretation of melancholia and Korsgaard's notion of practical identity, the chapter develops a conception of paradoxical identification which helps address the two challenges described and supports a revised value-neutral account of depressive agency as being non-autonomous.
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Wehmeyer, Michael, and Karrie A. Shogren. Self-Determination and Hope. Edited by Matthew W. Gallagher and Shane J. Lopez. Oxford University Press, 2017. http://dx.doi.org/10.1093/oxfordhb/9780199399314.013.5.

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This chapter introduces the self-determination construct and examines relationships between self-determination and hope, with an emphasis on issues pertaining to the development of self-determination. Self-determination is a construct situated in theories of human agentic behavior and autonomous motivation. People who are self-determined self-regulate action to satisfy basic psychological needs and to act as causal agents in their lives. The self-determination and hope constructs share common theoretical foundations in goal-oriented action, and understanding research in self-determination will assist in understanding pathways thinking, particularly in hope theory. The chapter ends with a summary and a list of questions for readers to consider.
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Beer, Daniel. Morality and Subjectivity, 1860s–1920s. Edited by Simon Dixon. Oxford University Press, 2013. http://dx.doi.org/10.1093/oxfordhb/9780199236701.013.018.

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This chapter examines not the changing moral and sexual codes of Russian society in the decades of reform and revolution, but rather the notions of moral agency and subjectivity that contemporaries believed found expression in the observance, subversion and violation of these codes. Competing understandings of human motivation and behaviour informed the public representation of acts of infidelity, sexual corruption, rape, petty crime, suicide and murder. Drawing on a wide range of literary, journalistic, political and medico-legal texts, the chapter explores both the rise and the fall of the autonomous moral agent in Russian culture between the Great Reforms and the New Economic Policy.
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Sotnyk, M. Power supply for educational institutions: efficiency and alternatives. Accent Graphics Communications & Publishing, 2020. http://dx.doi.org/10.29013/msotnyk.pseiea.2020.146.

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Proposed methodological approaches to modeling short-term forecasting and long-term planning of electrical consumption in educational institutions based on retrospective data. A logic-structural model and software of the circuit “object of monitoring of electric consumption — factors of influence — regulatory tools” of an automated system for controlling the efficiency of energy consumption in educational institutions have been developed. There are given practical recommendations of feasibility study of introduction of alternative power supply sources in educational institutions, in particular: solar generation, heat pumps, autonomous energy sources, etc. Proposed scientific and methodological approaches to the introduction of an organizational and economic mechanism for managing the development of renewable energy in educational institutions and a motivation system for employees of the energy management service. The monograph is a generalization of scientific research conducted by employees of Sumy State University during the state budget research work “Model of an efficiency management and forecasting system for the consumption of electric energy” (State Registration No. 0118U003583). The monograph is intended for researchers and specialists in the implementation of energy management systems
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Book chapters on the topic "Autonomous motivations"

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Pelletier, Luc G., and Meredith Rocchi. "Teachers’ Motivation in the Classroom." In Building Autonomous Learners, 107–27. Singapore: Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-287-630-0_6.

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Liu, Woon Chia, John Chee Keng Wang, and Richard M. Ryan. "Understanding Motivation in Education: Theoretical and Practical Considerations." In Building Autonomous Learners, 1–7. Singapore: Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-287-630-0_1.

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Grolnick, Wendy S. "Parental Involvement and Children’s Academic Motivation and Achievement." In Building Autonomous Learners, 169–83. Singapore: Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-287-630-0_9.

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Schaub, Alexander. "Motivation." In Robust Perception from Optical Sensors for Reactive Behaviors in Autonomous Robotic Vehicles, 1–11. Wiesbaden: Springer Fachmedien Wiesbaden, 2017. http://dx.doi.org/10.1007/978-3-658-19087-3_1.

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Assor, Avi. "An Instruction Sequence Promoting Autonomous Motivation for Coping with Challenging Learning Subjects." In Building Autonomous Learners, 153–68. Singapore: Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-287-630-0_8.

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Sun, Ron. "Intrinsic Motivation for Truly Autonomous Agents." In Foundations of Trusted Autonomy, 273–92. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-64816-3_15.

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Wijsman, Lindy, Tim Mainhard, and Mieke Brekelmans. "Stimulating Autonomous Motivation in the Classroom." In Interpersonal Relationships in Education, 231–49. Rotterdam: SensePublishers, 2014. http://dx.doi.org/10.1007/978-94-6209-701-8_14.

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Koh, Caroline. "Translating Motivational Theory into Application of Information Technology in the Classroom." In Building Autonomous Learners, 245–58. Singapore: Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-287-630-0_13.

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Deci, Edward L., and Richard M. Ryan. "Optimizing Students’ Motivation in the Era of Testing and Pressure: A Self-Determination Theory Perspective." In Building Autonomous Learners, 9–29. Singapore: Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-287-630-0_2.

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Haerens, Leen, Maarten Vansteenkiste, Nathalie Aelterman, and Lynn Van den Berghe. "Toward a Systematic Study of the Dark Side of Student Motivation: Antecedents and Consequences of Teachers’ Controlling Behaviors." In Building Autonomous Learners, 59–81. Singapore: Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-287-630-0_4.

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Conference papers on the topic "Autonomous motivations"

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Bertogna, Marko, Paolo Burgio, Giacomo Cabri, and Nicola Capodieci. "Adaptive Coordination in Autonomous Driving: Motivations and Perspectives." In 2017 IEEE 26th International Conference on Enabling Technologies: Infrastructure for Collaborative Enterprises (WETICE). IEEE, 2017. http://dx.doi.org/10.1109/wetice.2017.45.

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Haseltalab, A., V. Garofano, and MR Afzal. "The Collaborative Autonomous Shipping Experiment (CASE): Motivations, Theory, Infrastructure, and Experimental Challenges." In International Ship Control Systems Symposium. IMarEST, 2020. http://dx.doi.org/10.24868/issn.2631-8741.2020.014.

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The future autonomous ships will be operating in an environment where different autonomous and nonautonomous vessels with different characteristics exist. These vessels are owned by different parties and each uses its owned unique approaches for guidance and navigation. The Collaborative Autonomous Shipping Experiment(CASE) aims at emulating such an environment and also stimulating the move of automatic ship control algorithms towards practice by bringing together different institutes researching on autonomous vessels under an umbrella to experiment with collective sailing in inland waterways. In this paper, the experiments of CASE 2020 are explained, the characteristics of different participating vessels are discussed and some of the control and perception algorithms that are planned to be used at CASE 2020 are presented. CASE 2020 will be held in parallel to iSCSS 2020 at Delft University of Technology, the Netherlands.
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Daoud, Alaa. "Multi-agent Approach to Resource Allocation in Autonomous Vehicle Fleets." In 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.2021/671.

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The development of autonomous vehicles, capable of peer-to-peer communication, as well as the interest in on-demand solutions, are the primary motivations for this study. In the absence of central control, we are interested in forming a fleet of autonomous vehicles capable of responding to city-scale travel demands. Typically, this problem is solved centrally; this implies that the vehicles have continuous access to a dispatching portal. However, such access to such a global switching infrastructure (for data collection and order delivery) is costly and represents a critical bottleneck. The idea is to use low-cost vehicle-to-vehicle (V2V) communication technologies to coordinate vehicles without a global communication infrastructure. We propose to model the different aspects of decision and optimization problems related to this more general problem. After modeling these problems, the question arises as to the choice of centralized and decentralized solution methods. Methodologically, we explore the directions and compare the performance of distributed constraint optimization techniques (DCOP), self-organized multi-agent techniques, market-based approaches, and centralized operations research solutions.
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Bostelman, Roger, James Albus, Tommy Chang, Tsai Hong, Sunil K. Agrawal, and Ji-Chul Ryu. "HLPR Chair: A Novel Indoor Mobility-Assist and Lift System." In ASME 2007 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. ASMEDC, 2007. http://dx.doi.org/10.1115/detc2007-35295.

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This paper describes a novel Home Lift, Position, and Rehabilitation (HLPR) Chair, designed at National Institute of Standards and Technology (NIST), to provide independent patient mobility for indoor tasks, such as moving to and placing a person on a toilet or bed, and lift assistance for tasks, such as accessing kitchen or other tall shelves. These functionalities are currently out of reach of most wheelchair users. One of the design motivations of the HLPR Chair is to reduce back injury, typically, an important issue in the care of this group. The HLPR Chair is currently being extended to be an autonomous mobility device to assist cognition by route and trajectory planning. This paper describes the design of HLPR Chair, its control architecture, and algorithms for autonomous planning and control using its unique kinematics.
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Chong, Jonathan, Dwayne Kelly, Shivam Agrawal, Nam Nguyen, and Mauricio Monzon. "Reinforcement Learning Control Scheme for Electrical Submersible Pumps." In SPE Gulf Coast Section Electric Submersible Pumps Symposium. SPE, 2021. http://dx.doi.org/10.2118/204508-ms.

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Abstract Electrical submersible pumps (ESPs) are closely monitored in surveillance operations because they operate in challenging environments and are subject to stressful events that, if left without intervention, may lead to unplanned shutdowns, decreased run life, or even failures. These events can occur unannounced with different magnitudes of severity due to the large range of operating conditions. Thus, a universally prescriptive response is challenging because each well may require a tailored and dynamic course of action over time. This paper proposes leveraging a powerful multidimensional state engine known as automated events detection (AED), working together with an artificial intelligence agent, to respond to these stressful events and subsequently improve actions using a reinforcement learning (RL) scheme. Motivations of this approach are to move toward more autonomous, self-protecting systems with closed-loop actions and to achieve this at scale across many wells.
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Valenzuela, Rafael, Nuria Codina, Jose Vicente Pestana, and Joan González-Conde. "Is student procrastination related to controlling teacher behaviours?" In Third International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.5530.

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Even motivated students procrastinate, for procrastination is triggered by a volitional (rather than by a motivational) problem. However, many factors, such as learning context, teacher interpersonal style, and also type of motivation may influence the occurrence of procrastination. The aim of the present study was to assess the relations between first-year university students’ procrastination and controlling teacher behaviour. Four types of controlling teacher behaviour and three distinct measures of procrastination were ecvaluated and their correlations assessed. Findings revealed small but significant associations between (a) conditional use of rewards and decisional procrastination, and between (b) excessive personal control and procrastination linked to avoiding tasks. Results suggest that controlling teacher behaviours might influence students’ psychological experiences in learning negatively. Teachers who do not refrain from constant use of conditional rewards may deffer students’ decision processes regarding their own autonomous academic learning, and excessive personal control may favour students’ perceptions of external regulations, decreasing intrinsic motivation and autonomous self-regulated learning and, thus, making it more likely to engage in alternative activities, procrastinating academic learning.
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Bobková, Marcela, and Ladislav Lovaš. "THE RELATIONSHIP BETWEEN AUTONOMOUS VERSUS EXTERNAL MOTIVATION AND REGULATORY FOCUS." In International Psychological Applications Conference and Trends. inScience Press, 2021. http://dx.doi.org/10.36315/2021inpact060.

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"The objective of the study is to investigate the relationship between different forms of motivation mindsets. The integrative model of motivated behavior (Meyer, Becker, & Vandenberghe, 2004) indicates relations between the forms of motivation identified in the self-determination theory (Deci & Ryan, 1985) and the regulatory focus theory (Higgins, 1997, 1998). A concept of goal regulation proposes relations between autonomous versus external motivation and promotion versus prevention focus. The research involved 288 university students. Participants rated their motivation for three personal goals on scales assessing self-concordance (Sheldon & Elliot, 1999). The regulatory focus was assessed by the Regulatory Focus Questionnaire (RFQ, Higgins et al., 2001). It was found that autonomous motivation was significantly positively related to promotion focus. Furthermore, autonomous motivation predicted promotion focus. Between external motivation and prevention focus a significant relationship was not confirmed. However, external motivation significantly negatively correlated with promotion focus."
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Salgado, Rodrigo, Abraham Prieto, Francisco Bellas, Luis Calvo-Varela, and Richard J. Duro. "Neuroevolutionary Motivational Engine for Autonomous Robots." In GECCO '16: Genetic and Evolutionary Computation Conference. New York, NY, USA: ACM, 2016. http://dx.doi.org/10.1145/2908961.2931676.

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Rafique, Umair, Shell Ying Huang, and Chun Yan Miao. "Motivation Based Goal Adoption for Autonomous Intelligent Agents." In 2011 IEEE/WIC/ACM International Joint Conferences on Web Intelligence (WI) and Intelligent Agent Technologies (IAT). IEEE, 2011. http://dx.doi.org/10.1109/wi-iat.2011.243.

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Zhang, Ling. "Research on Learning Motivation and Autonomous L2 Learning." In 2013 International Conference on Educational Research and Sports Education. Paris, France: Atlantis Press, 2013. http://dx.doi.org/10.2991/erse.2013.21.

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