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Relevant bibliographies by topics / Beliefs and motivations

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Academic literature on the topic 'Beliefs and motivations'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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Journal articles on the topic "Beliefs and motivations"

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Messineo, Linda, Crispino Tosto, and Mario Allegra. "Exploring Factors Predicting Undergraduate Healthcare Students’ Use of Learning Strategies." European Journal of Educational Research 10, no. 3 (2021): 1579–87. http://dx.doi.org/10.12973/eu-jer.10.3.1579.

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<p style="text-align: justify;">The present study aimed to investigate the relationship between students’ academic motivation, implicit beliefs about intelligence and learning strategies among undergraduate healthcare students. First-year students of healthcare degree courses from a university in Southern Italy were surveyed. The study measured psychological constructs by means of Academic Motivation Scale, Motivated Strategies for Learning Questionnaire, and Dweck’s implicit questions about beliefs of intelligence. Two regression models were computed to assess the association between st

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Rieppel, Michael. "Broad properties of beliefs." Analysis 79, no. 3 (2018): 470–76. http://dx.doi.org/10.1093/analys/any085.

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Abstract Yli-Vakkuri (2018) argues that content externalism can be established without thought experiments, as the deductive consequence of a pair of uncontroversial principles about beliefs, contents and truth. I argue that the most dialectically plausible motivation for the first principle, that truth is a broad property or beliefs, undermines the second principle, that the truth-value of a belief goes hand-in-hand with that of its content, and that other motivations are likely to depend on externalist thought experiments the argument was meant to avoid. As it stands, the argument for extern

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Branković, Marija. "Who believes in ESP: Cognitive and motivational determinants of the belief in extra-sensory perception." Europe’s Journal of Psychology 15, no. 1 (2019): 120–39. http://dx.doi.org/10.5964/ejop.v15i1.1689.

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Many people believe in extra-sensory perception, e.g. the ability to communicate with thoughts, to sense future events or locate radiation with the help of a V-shaped piece of wood. Addressing a gap in research specifically focused on ESP beliefs, we investigated cognitive styles and basic motivations related to these beliefs in two survey studies. The findings suggest that a propensity to use intuition is the best predictor of ESP beliefs in terms of cognitive style. ESP belief is positively related to fear of death, and this relation is partly mediated by fatalism, i.e. the belief that chanc

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White, H. Allen, and Michael W. Singletary. "Internal Work Motivation: Predictor of Using Ethical Heuristics and Motivations." Journalism Quarterly 70, no. 2 (1993): 381–92. http://dx.doi.org/10.1177/107769909307000213.

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This study examines the relationship between the construct Internal Work Motivation and the use of Extrinsic Guides, concerns for Personal Advancement, and Religion/Moral Beliefs for making ethical journalistic decisions. The study reports that journalists who use extrinsic guides such as peers, employers, or the law as ethical heuristics are motivated to perform well on the job. Journalists who use concerns for personal advancement as an ethical motivation are not motivated to perform well on the job. Journalists who use religion/moral beliefs as an ethical motivation may or may not be motiva

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Cobb, Paul. "Two children's anticipations, beliefs, and motivations." Educational Studies in Mathematics 16, no. 2 (1985): 111–26. http://dx.doi.org/10.1007/bf02400933.

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Martínez-Sierra, Gustavo, Jonathan Cervantes-Barraza, and Lorena Jiménez-Sandoval. "Experiences of Mexican teenage students when choosing a math degree: A mathematical narrative identity study." Uniciencia 35, no. 1 (2021): 245–64. http://dx.doi.org/10.15359/ru.35-1.15.

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There is little qualitative research on mathematics education focused on the experiences of young students when choosing a mathematics degree and how these experiences are assimilated into their mathematics life stories. The objective of this narrative inquiry is to identify the experiences of Mexican students who choose a mathematics degree through their mathematics life story. The conceptualization of a mathematical narrative identity divided into motivations, sources of motivation, and expectations allowed the identification of the following: (1) motivation of Mexican students for choosing

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Artino, Anthony R., and Jason M. Stephens. "Beyond Grades in Online Learning: Adaptive Profiles of Academic Self-Regulation Among Naval Academy Undergraduates." Journal of Advanced Academics 20, no. 4 (2009): 568–601. http://dx.doi.org/10.1177/1932202x0902000402.

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Educational psychologists have long known that students who are motivated to learn tend to experience greater academic success than their unmotivated counterparts. Using a social cognitive view of self-regulated learning as a theoretical framework, this study explored how motivational beliefs and negative achievement emotions are differentially configured among students in a self-paced online course. Additionally, this study examined how these different motivation-emotion configurations relate to various measures of academic success. Naval Academy undergraduates completed a survey that assesse

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Bagci, Sabahat Cigdem. "Does Everyone Benefit Equally From Self-Efficacy Beliefs? The Moderating Role of Perceived Social Support on Motivation." Journal of Early Adolescence 38, no. 2 (2016): 204–19. http://dx.doi.org/10.1177/0272431616665213.

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This study investigated whether perceived goal support from family and friends may moderate the relationship between academic self-efficacy and motivational outcomes among early adolescent students recruited from a low-middle socio-economic status(SES) background school in Turkey ( N = 319, [Formula: see text]age = 13.13, SD = .80). Self-report questionnaires included measures of academic self-efficacy, perceived family and friend support, and academic and career motivations. Academic self-efficacy and perceived support from family related positively to both types of motivation. Children who p

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Aliakbari, Mohammad, and Maryam Monfared. "Iranian Students’ Beliefs and Motivations towards English." Procedia - Social and Behavioral Sciences 98 (May 2014): 200–206. http://dx.doi.org/10.1016/j.sbspro.2014.03.407.

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Vance, Leonard, Maria M. Raciti, and Meredith Lawley. "Sponsorship selections: corporate culture, beliefs and motivations." Corporate Communications: An International Journal 21, no. 4 (2016): 483–99. http://dx.doi.org/10.1108/ccij-11-2015-0072.

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Purpose Sponsorship can be an effective strategic marketing tool yet it attracts criticism as a corporate indulgence shaped by the personal interests of senior executives. While research into the outcomes of sponsorship is extensive, the practices involved in sponsorship selections have been largely ignored. Today, sponsorship selection in large corporations is recommended to be a formal process involving evaluation criteria aligned to corporate policy and strategic priorities. Yet, in reality, corporate culture influences sponsorship selection, as do sponsorship managers’ beliefs about sponso

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Dissertations / Theses on the topic "Beliefs and motivations"

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Sirois, Fuschia M. "An investigation of the health beliefs and motivations of complementary medicine clients." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape17/PQDD_0007/MQ32380.pdf.

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Donovan, Anne F. "Maine hospice volunteers: a study of motivations, death awareness and religious beliefs." Fogler Library, University of Maine, 2001. http://www.library.umaine.edu/theses/pdf/DonovanAF2001.pdf.

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Crosh, Clare C. "A Qualitative Analysis of Parental Motivations and Beliefs around Early Shared Reading." University of Cincinnati / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1627660839156484.

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Ma, Mingye. "Studies on social learning and on motivated beliefs : theory and evidence." Thesis, University of Edinburgh, 2018. http://hdl.handle.net/1842/31335.

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This thesis contains four chapters presenting theory and empirical evidence for two distinct aspects of human behaviour: social learning and motivated beliefs. I develop a simple theory to revisit the classical social learning models by challenging the assumption of freely available information. My model suggests that when it is costly to acquire information, social learning (herding) is prevalent, and people do not have incentives to acquire private information (e.g. to form their own judgements). Classical information cascade models suggest that although herding is observed, information aggr

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Lau, Ines. "TBL in English language learning in Macau : effects on Chinese tertiary learners' beliefs and motivations." Thesis, University of Nottingham, 2009. http://eprints.nottingham.ac.uk/10969/.

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Developing effectiveness in learning is the goal of teaching. In order to achieve this goal and to bridge the gap between teaching and learning in the EFL classroom, SLA researchers in the past decades have become increasingly interested in pedagogical conceptions, such as Learner-centredness, Communicative Language Teaching, and Task-Based Language Learning (TBL). In particular, research into TBL pedagogy has had an important influence on the field of English language teaching in recent years in the West. However, there have been few studies into TBL in the EFL classroom in Macau. Thus, this

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Rose, Nancy L. "Embedding Evolution: Exploring Changes in Students' Conceptual Development, Beliefs, and Motivations in a Population Ecology Unit." Ohio University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1343774149.

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Silva, Karen B. "Therapists' beliefs, attitudes, and practices regarding the importance of targeting motivations for pedophilic abuse in its treatment." Thesis, Capella University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3639377.

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<p> This dissertation explored the opinions and practice of therapists who treat individuals with pedophilia regarding the role of motivation in pedophilic acts. The generic qualitative study involved eight therapists currently treating pedophiles in private practice, or affiliated to a civil commitment agency. The study participants were interviewed and the data collected analyzed by inductive thematic analysis. The results show that, although the therapists state that the cognitive behavioral approach is the best form of treatment in this context, it is necessary to augment it with other str

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Yin, Chengbin. "Language learning strategies in relation to attitudes, motivations, and learner beliefs : investigating learner variables in the context of English as a foreign language in China /." College Park, Md.: University of Maryland, 2008. http://hdl.handle.net/1903/8258.

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Thesis (Ph. D.) -- University of Maryland, College Park, 2008.<br>Thesis research directed by: Dept. of Curriculum and Instruction. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.

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Shalter, Bruening Paige. "Pre-Service Teacher Beliefs about Student Motivation." The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1275444054.

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Gordon, Olivia. "Beliefs and motivating factors in hoarding." Thesis, University of London, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.583271.

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Although compulsive hoarding is often considered a symptom of obsessive compulsive disorder (QCD), the nosology of hoarding has not been fully determined. Hoarding is a heterogeneous syndrome with different experiences and beliefs underlying hoarding behaviour. Recent theorising (Seaman, Qldfield, Gordon, Forrester & Salkovskis, 2010) suggest three belief dimensions underpin hoarding. One may be psychologically indistinguishable from QCD, due to its association with harm avoidance, while two other dimensions are different; hoarding as a result of fear of material deprivation, and attachment di

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Books on the topic "Beliefs and motivations"

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Bennett, Rhoda. Sustainable soil management in New Zealand: Farmer beliefs, attitudes and motivations. Centre for Applied Economics and Policy Studies, Massey University, 1999.

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Motivating humans: Goals, emotions, and personal agency beliefs. Sage Publications, 1992.

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Green, Thad B. The belief system: The secret to motivation and improved performance : unleash the power of motivation by triggering three very special beliefs. Beechwood Press, 1994.

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Hannula, Markku S., Pietro Di Martino, Marilena Pantziara, et al. Attitudes, Beliefs, Motivation and Identity in Mathematics Education. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-32811-9.

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Hannula, Markku S. Attitudes, Beliefs, Motivation and Identity in Mathematics Education: An Overview of the Field and Future Directions. Springer Nature, 2016.

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Baldoni, John. Lead with purpose: Giving your organization a reason to believe in itself. American Management Association, 2012.

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Chester, Elton, ed. All in: How the best managers create a culture of belief and drive big results. Free Press, 2012.

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Koutounkos, Arēs. Between the moral and the rational: Essays on meta-ethics, moral beliefs, values and desires, moral motivation, rationality and moral coherences. Papazissis Publishers, 2008.

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Change your mind, change your world. Simon & Schuster, 1992.

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Lombardi, Vince. Seeing the win: Why I believe vision coaching is vital to winning business teams in the 21st century. Dartnell Corp., 1998.

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Book chapters on the topic "Beliefs and motivations"

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Hsu, Pei-Ling, and Wolff-Michael Roth. "Understanding Beliefs, Identity, Conceptions, and Motivations from a Discursive Psychology Perspective." In Second International Handbook of Science Education. Springer Netherlands, 2011. http://dx.doi.org/10.1007/978-1-4020-9041-7_92.

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Anderman, Eric M., and Lynley H. Anderman. "Supporting Students’ Adaptive Motivational Beliefs." In Classroom Motivation. Routledge, 2020. http://dx.doi.org/10.4324/9781003013600-9.

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Sandler, Ronald, and John Basl. "Justified Species Partiality." In The International Library of Environmental, Agricultural and Food Ethics. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-63523-7_7.

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AbstractA core question in practical ethics is ‘which entities do we need to consider in our decision-making?’ In this chapter we evaluate the justifications and motivations for defending species-membership views of human moral status. These are views on which human beings have a distinctive type of moral status grounded in their being human or possessing some property that almost perfectly correlates with being human. Many ethicists endorse species-membership views on moral status because they believe that moral status differences are needed to support widely held and purportedly well-justified beliefs about species differentiation in consideration and treatment. We argue against the need to adopt a species-membership or human-privilege view on moral status in order to justify species partiality in consideration and treatment. The sort of partiality with respect to consideration and treatment that motivates species-membership views is largely consistent with more egalitarian views about moral status, according to which an entity’s moral status depends on its own features, not the biological group to which it belongs. Given the traditional objections to species-membership views, to the extent that justified species partiality is consistent with alternative views of moral status, there is reason to reject the moral status significance of being human.

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Prayag, Girish. "Customer motivation, attitude and beliefs." In The Routledge Handbook of Hospitality Marketing. Routledge, 2017. http://dx.doi.org/10.4324/9781315445526-24.

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Turner, Julianne C., Andrea Christensen, and Debra K. Meyer. "Teachers' Beliefs about Student Learning and Motivation." In International Handbook of Research on Teachers and Teaching. Springer US, 2009. http://dx.doi.org/10.1007/978-0-387-73317-3_23.

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Sale, James. "Belief and top performing teams." In Mapping Motivation for Top Performing Teams. Routledge, 2020. http://dx.doi.org/10.4324/9781351257244-9.

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Douglas, Karen M., Aleksandra Cichocka, and Robbie M. Sutton. "Motivations, Emotions and Belief in Conspiracy Theories." In Routledge Handbook of Conspiracy Theories. Routledge, 2020. http://dx.doi.org/10.4324/9780429452734-2_3.

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Henry, Alastair. "Swedish students’ beliefs about learning English in and outside of school." In Motivation and Foreign Language Learning. John Benjamins Publishing Company, 2014. http://dx.doi.org/10.1075/lllt.40.05hen.

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Schiepe-Tiska, Anja, Nina Roczen, Katharina Müller, Manfred Prenzel, and Jonathan Osborne. "Science-Related Outcomes: Attitudes, Motivation, Value Beliefs, Strategies." In Methodology of Educational Measurement and Assessment. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-45357-6_12.

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Hannula, Markku S., Pietro Di Martino, Marilena Pantziara, et al. "Attitudes, Beliefs, Motivation, and Identity in Mathematics Education." In ICME-13 Topical Surveys. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-32811-9_1.

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Conference papers on the topic "Beliefs and motivations"

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A. McLaughlin, Laura, and James McLaughlin. "Framing the Innovation Mindset." In InSITE 2021: Informing Science + IT Education Conferences. Informing Science Institute, 2021. http://dx.doi.org/10.28945/4771.

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Aim/Purpose: To build the skills of innovation, we must first establish a framework for the belief system that surrounds effective innovation practice. In building any belief system, sometimes outdated beliefs need to be replaced with better, more carefully researched ideas. One such belief, discovered in our research and elsewhere, is that creativity is innate and that great ideas arise through chance or happenstance. Background: One belief regarding innovation and creativity, discovered in our research and elsewhere, is the belief that creativity is innate. History has repeatedly shown this

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Lai, H. C., Y. C. Yu, and Y. M. Tuan. "Electricity-saving behavior antecedents: Electricity-Saving motivations, constraints, knowledge and beliefs." In 2016 IEEE International Conference on Industrial Engineering and Engineering Management (IEEM). IEEE, 2016. http://dx.doi.org/10.1109/ieem.2016.7797939.

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Kothari, Vijay, Ross Koppel, Jim Blythe, and Sean Smith. "Password Logbooks and What Their Amazon Reviews Reveal About Their UsersÕ Motivations, Beliefs, and Behaviors." In European Workshop on Usable Security. Internet Society, 2017. http://dx.doi.org/10.14722/eurousec.2017.23018.

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Dimovska, Nena, and Ljupcho Eftimov. "MEASURING THE EFFECT OF SALARY RAISE OVER THE PERFORMANCE OF SALES PROFESSIONALS – THE CASE OF AN INTERNATIONAL ORGANIZATION." In Economic and Business Trends Shaping the Future. Ss Cyril and Methodius University, Faculty of Economics-Skopje, 2020. http://dx.doi.org/10.47063/ebtsf.2020.0035.

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Should fixed salary be the single and most appropriate tool for motivating employees; or should management consider a more diverse, innovative tools for motivation, based on multiple factors? Does a salary increase always guarantee ROI? Also, will sales professionals be motivated by an incremental, equal-to-all salary increase? This paper elaborates these and similar dilemmas and presents a research conducted in the sales sector, in a medium-sized international firm. It represents consequences of applying an equal and applicable to all salary increase of 10%. Тhe paper tries to reject traditio

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Saade, Raafat, Fassil Nebebe, and Tak Mak. "Canada - China Cultural Differences in E-learning: A Motivation Perspective." In InSITE 2009: Informing Science + IT Education Conference. Informing Science Institute, 2009. http://dx.doi.org/10.28945/3346.

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There are relatively few empirical studies that examine cultural differences in students’ beliefs and use of web-based learning systems. Asian and Western countries have different systems of thought which are rooted in their respective national culture. Although there are a number of theories to explain individuals’ behavior within different cultures, there are few that focused on web-based learning differences. In this study, we investigate the motivational differences among Chinese and Canadian online learners. We enhance our body of knowledge in two respects: moderating and mediating effect

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Liu, Ruiguang. "Influence of Motivational Beliefs on School Learning." In 2015 International Conference on Social Science and Higher Education. Atlantis Press, 2015. http://dx.doi.org/10.2991/icsshe-15.2015.144.

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Kreitler, Shulamith. "COMMUNICATION STYLE: THE MANY SHADES OF GRAY." In International Psychological Applications Conference and Trends. inScience Press, 2021. http://dx.doi.org/10.36315/2021inpact004.

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"The major aspects of communication include the communicating individual, the addressee, and the style of communication which can be more objective or subjective. The present study examines the role of the communicator’s motivation and the identity of the addressee of the communication in regard to the style of communication. The motivation was assessed in terms of the cognitive orientation approach (Kreitler & Kreitler) which assumes that motivation is a function of beliefs that may not be completely conscious. The motivation to communicate may be oriented towards sharing and self disclos

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Pereira, Anna, and Michele Miller. "Examination of student's motivational beliefs and faculty's role." In 2009 39th IEEE Frontiers in Education Conference (FIE). IEEE, 2009. http://dx.doi.org/10.1109/fie.2009.5350631.

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Olama, Mohammed M., Glenn O. Allgood, Kristen M. Davenport, and Jack C. Schryver. "A Bayesian belief network of threat anticipation and terrorist motivations." In SPIE Defense, Security, and Sensing, edited by Edward M. Carapezza. SPIE, 2010. http://dx.doi.org/10.1117/12.849464.

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Shih, Hui-Ru, Wei Zheng, Pao-Chiang Yuan, and Richterica Tukiya Ford. "Development of Self Regulation Skills and Academic Self-Efficacy Beliefs." In ASME 2015 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2015. http://dx.doi.org/10.1115/imece2015-50343.

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In engineering and technology education, increasing concerns about student retention have led educators to pursue possible explanations for students’ academic successes and failures. Educators need to maintain students’ learning interest and motivation and increase their self-efficacy and learning persistence. Self-Regulated Learning (SRL) is a specific form of learning. “Self-regulated” describes a process of taking control of and evaluating one’s own learning and behavior. SRL is guided by meta-cognition, strategic action, and motivation to learn. With SRL, students can evaluate their study

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Reports on the topic "Beliefs and motivations"

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Pettit, Chris, and D. Wilson. A physics-informed neural network for sound propagation in the atmospheric boundary layer. Engineer Research and Development Center (U.S.), 2021. http://dx.doi.org/10.21079/11681/41034.

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We describe what we believe is the first effort to develop a physics-informed neural network (PINN) to predict sound propagation through the atmospheric boundary layer. PINN is a recent innovation in the application of deep learning to simulate physics. The motivation is to combine the strengths of data-driven models and physics models, thereby producing a regularized surrogate model using less data than a purely data-driven model. In a PINN, the data-driven loss function is augmented with penalty terms for deviations from the underlying physics, e.g., a governing equation or a boundary condit

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