Relevant bibliographies by topics / Educator's motivation

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

Academic literature on the topic 'Educator's motivation'

Author: Grafiati
Published: 4 June 2021
Last updated: 15 February 2022

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Journal articles on the topic "Educator's motivation"

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Erickson, Joan J. "To Play or to Learn?" International Journal of Cyber Behavior, Psychology and Learning 5, no. 1 (2015): 56–74. http://dx.doi.org/10.4018/ijcbpl.2015010105.

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Research evidence of the last two decades indicates positive effects of game-based learning on students' attitude and performance in math education. Game-based Internet math sites are geared to help students stay motivated and master grade-appropriate math concepts. This review presents One) a literature review on game-based learning via instructional design and game design considerations, Two) a tabulated review of 30 Internet math games from a math educator's first-hand experience in playing and critiquing in reference to Grades 6th - 8th players' motivation and cognition. Its educational im
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Vlasii, Olesia, Olha Dudka, and Nadiia Ivanochko. "FORMATION OF SOCIAL EDUCATOR’S DIGITAL COMPETENCE AS A WAY TO PROFESSIONAL GROWTH." Educological discourse 33, no. 2 (2021): 185–204. http://dx.doi.org/10.28925/2312-5829.2021.2.13.

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In the article, the impact of digitalization of education on the transformation of the professional competence of a social educators is analyzed; the need of the formation of digital competence of social educators in the context of the widespread implementation of information and communication technologies in the educational process is substantiated; the state of using educational Internet resources in the professional activities of social educators is analyzed; the importance of improving the level of digital competence as a component of the professional competence of social educators is subs
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Sturgeon Delia, Cassandra. "A vegetarian educator in a meat obsessed country." British Food Journal 123, no. 8 (2021): 2770–84. http://dx.doi.org/10.1108/bfj-06-2020-0486.

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PurposeFood consumption is a result of a choice that is influenced by economic status, society, culture, psychosomatic elements (Bisogni et al., 2002) and religious factors (Dewan, 2017) creating an identity based on one's beliefs (Mennell et al., 1992). Although many versions exist, this diet is often established on an ideology to abstain from using animals for dietary needs (Smart, 2004). There has been much research to explore vegetarian motivation and impacts of this diet on health; however, first-hand accounts are few.Design/methodology/approachAutoethnography was undertaken to understand
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Kusumaningsih, Dewi, and Muhammad Agustianda. "Nursing education on collaborative discharge planning and motivating patients to control for further care and management." Malahayati International Journal of Nursing and Health Science 2, no. 2 (2019): 52–58. http://dx.doi.org/10.33024/minh.v2i2.1566.

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Background: Nurse as a health worker had a role as educators. The role of nurse educators could be seen from 10 inpatients resulted there were 4 inpatients (40%) stated that nurses did their roles accurately and 6 patients (60%) stated that there were nurses didn’t their roles properly. This condition could cause an increasing amount of patients who uncontrolled at Dr. A. Dadi Tjokrodipo Hospital Bandar Lampung.Purpose: To know there was a correlation of nursing education on collaborative discharge planning and motivating patients to control for further care and managementMethods: This researc
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Aird, C., A. Seixas, J. Moore, et al. "1189 Recruiting, Training, And Implementing Sleep Health Educators In Community-based Research To Improve Sleep Health." Sleep 43, Supplement_1 (2020): A454—A455. http://dx.doi.org/10.1093/sleep/zsaa056.1183.

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Abstract Introduction Adherence to OSA assessment and treatment is low among racial/ethnic minorities, particularly among blacks. Navigating patients along the continuum of care from assessment to treatment adherence requires motivation, social support, and self-efficacy. Previous studies indicate that community health educators can provide motivation, social support, and skills to patients to better navigate the complex OSA care continuum. However, recruiting, training, and implementing sleep health educators in clinical or research settings is complex. For the current study, we describe how
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Mo, Songtao. "An Exploratory Study Of Intrinsic & Extrinsic Motivators And Student Performance In An Auditing Course." American Journal of Business Education (AJBE) 4, no. 2 (2011): 19–26. http://dx.doi.org/10.19030/ajbe.v4i2.3558.

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The objective of this study is to investigate the association of intrinsic and extrinsic motivators and student performance. This study performs an exploratory analysis and presents evidence to demonstrate that intrinsic motivators affect the connection between external motivators and student performance. The empirical tests follow the framework developed by Baron and Kenny (1986) and examine the mediation effect on the data collected from an undergraduate auditing course. The results indicate that there exists a partial mediation effect of voluntary online quizzes (a measure of intrinsic moti
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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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Bohlin, Roy M., William D. Milheim, and Karen J. Viechnicki. "The Development of a Model for the Design of Motivational Adult Instruction in Higher Education." Journal of Educational Technology Systems 22, no. 1 (1993): 3–17. http://dx.doi.org/10.2190/gk2v-e5u5-jgra-7nr4.

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This article provides educators and instructional designers with a prescriptive model for the instructional motivation of adults. Adult learning theory has been integrated with John Keller's instructional motivation model to develop two motivational needs-assessment instruments. Results of research eliciting adults' perceptions of their motivational needs were analyzed. These results show that specific instructional strategies are perceived to be important for the motivation of adult learners. A prescriptive model for the instructional motivation of adult learners is presented. This model prov
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Carswell, Claire, Jennifer Brown, Abisola Balogun, et al. "Exploring determinants of self-management in adults with severe mental illness: a qualitative evidence synthesis." BJPsych Open 7, S1 (2021): S13. http://dx.doi.org/10.1192/bjo.2021.93.

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AimsTo systematically review and synthesise qualitative evidence about determinants of self-management in adults with SMI. The goal is to use findings from this review to inform the design of effective self-management strategies for people with SMI and LTCs.BackgroundPeople living with serious mental illness (SMI) have a reduced life expectancy by around 15–20 years, mainly due to the high prevalence of long-term physical conditions such as diabetes and heart disease. People with SMI face many challenges when trying to manage their physical health. Little is known about the determinants of sel
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Gunderman, Richard B., and Mark E. Huser. "Motivating Educators." Journal of the American College of Radiology 10, no. 5 (2013): 311–13. http://dx.doi.org/10.1016/j.jacr.2012.09.015.

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Dissertations / Theses on the topic "Educator's motivation"

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Van, Staden Louis Jacobus. "Billike arbeidspraktyk vir opvoeders in Suid-Afrikaanse openbare skole / deur Louis Jacobus van Staden." Thesis, North-West University, 2006. http://hdl.handle.net/10394/810.

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Unfair labour practice formed part of South Africa's history throughout the years. There was not enough legislation to protect all races against unfair labour practice. The dramatic political, governmental and social changes over the last decade ensured that South Africa put new legislation in place to ensure fair labour practice for all races in South Africa. This legislation is also implemented in the South Africa education system to ensure fairness. The Employment of Educators Act and the South African Schools Act devised legislation to protects the rights of both the learner and the educat
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Moreira, Herivelto. "Motivational profiles of physical educators." Thesis, University of Exeter, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.240165.

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Voegeli, Shelly M. "Academic underachievement understanding and implications for educators /." Online version, 2008. http://www.uwstout.edu/lib/thesis/2008/2008voegelis.pdf.

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Carrero, Kelly M. "Teacher Educators: What Motivates Them to Choose Academe?" Thesis, University of North Texas, 2012. https://digital.library.unt.edu/ark:/67531/metadc149568/.

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Currently, there is a shortage of professors preparing personnel to teach in high need areas (e.g., special education, English language learners) at institutions of higher education (IHE). The purpose of the present study was to examine the motivations or influencers that impelled individuals to pursue careers in IHEs as professors in personnel preparation. Data were collected using Motivations for Choosing Academia as a Profession (MCAP) and a 10-item Big Five Inventory (BFI-10). Two hundred eighty-nine professors of education representing the four U.S. census regions participated in the
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Periah, Joseph. "The role of the school management team in educator motivation." Thesis, University of Zululand, 2015. http://hdl.handle.net/10530/1476.

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A thesis submitted to the Faculty of Education in fulfilment of the requirements for the degree of Master of Education in the Department of Foundations of Education at the University Of Zululand, South Africa, 2015<br>The study dealt with the theories of motivation, causes of demotivation, the role of the school management team in educator motivation. In the study certain influential theories were briefly looked at such as the earlier theories of Maslow, McGregor and Hezberg. The empirical survey was used to gather information from educators on the following research questions: • What caus
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Gullberg, Anna. "Processinriktat och resultatinriktat motivationsklimat på svenska och spanska högstadieskolor." Thesis, Malmö högskola, Lärarutbildningen (LUT), 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-34159.

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Studien processinriktat och resultatinriktat motivationsklimat på svenska och spanska högstadieskolor undersöker skillnader och likheter inom processinriktat och resultatinriktat klimat. I denna studie undersöks det hur dessa två klimat ser ut på svenska och spanska skolor och detta ur svenska och spanska idrottslärares perspektiv. I studien används Nicholls (1989) teori om de två motivationsklimaten. Empirin är inhämtad via semistrukturerade intervjuer med idrottslärare på tre svenska och tre spanska högstadieskolor. Detta i kombination med Nicholls (1989) teori och andra modeller, ligger til
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Bester, Mathilda Aletta. "Wat motiveer laerskool onderwysers." Diss., University of Pretoria, 2017. http://hdl.handle.net/2263/62911.

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This study explored the phenomenon of motivation that is experienced by primary school teachers. The research was located within the specific context of a qualitative interpretivist study. A phenomenological research design was used to highlight how teachers understand their lived experiences of the phenomena. Motivation is something that lies within the human condition and that can only be observed through the behaviour of others. The aim was to understand what motivate primary school teachers. A variety of studies about motivation was consulted and the theories of Hertzberg (1959), Vroom (19
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Herin, Gail. "Promoting lifelong learning through the use of self-regulated learning a guide for immediate educators /." [Denver, Colo.] : Regis University, 2007. http://165.236.235.140/lib/GHerin2007.pdf.

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Hogan, Kathleen Ann. "Alternative Certification: A Comparison of Factors Affecting the Motivations of General and Special Educators." Thesis, University of North Texas, 2010. https://digital.library.unt.edu/ark:/67531/metadc30467/.

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This study was developed to examine the motivations of individuals who chose alternative routes to teacher certification and what they believe were the strengths and weaknesses of their alternative certification preparation (ACP). Data accrued from this study were based on a 55-item online survey and participant information from an online focus group. The study compared the differences between general and special educators in regards to the motivating factors affecting the decision to become a teacher, remain a teacher, and in choosing a non-university-based ACP, as well as the perceived stre
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Delport, Elizabeth Maria. "Experiences of educators teaching learners who are severely intellectually challenged / E.M. Delport." Thesis, North-West University, 2013. http://hdl.handle.net/10394/9646.

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Education can be viewed as a challenging profession, even more so for educators teaching learners with severe intellectual challenges (SIC). The diagnostic criteria of learners with SIC are a significant sub-average ability in intellectual functioning and concurrent deficiencies in adaptive behaviour such as social and daily living skills. The majority of learners with SIC display disruptive and challenging behaviour such as aggression, hyperactivity, talking inappropriately, and inappropriate sexual behaviour. Educators teaching learners with SIC are confronted, daily, with a wide range of ch
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Books on the topic "Educator's motivation"

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1939-, Cooper James Michael, ed. An educator's guide to student motivation. Houghton Mifflin, 2006.

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Grossnickle, Donald R. Helping students develop self-motivation: A sourcebook for parents and educators. National Association of Secondary School Principals, 1989.

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National Association of Secondary School Principals (U.S.), ed. Helping students develop self-motivation: A sourcebook for parents and educators. National Association of Secondary School Principals, 1989.

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Mora, Pat. Zing!: Seven creativity practices for educators and students. Corwin Press, 2010.

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Mora, Pat. Zing!: Seven creativity practices for educators and students. Corwin Press, 2010.

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Motivating students who don't care: Successful techniques for educators. Solution Tree Press, 2000.

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Zing!: Seven creativity practices for educators and students. Corwin Press, 2010.

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J, Brown Thomas. Teaching minorities more effectively: A model for educators. University Press of America, 1986.

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Oelklaus, Nancy. Alphabet meditations for teachers: Everyday inspiration for educators. Loving Healing Press, 2009.

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Karin, Ramer, ed. Fostering learner independence: An essential guide for K-6 educators. Corwin Press, 2009.

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Book chapters on the topic "Educator's motivation"

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Vogt, Franziska, Miriam Leuchter, Simone Dunekacke, et al. "Kindergarten educators' affective-motivational dispositions." In Early Childhood Teachers' Professional Competence in Mathematics. Routledge, 2021. http://dx.doi.org/10.4324/9781003172529-6.

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Banegas, Darío Luis, and Marta del Pozo Beamud. "An exploration of TESOL teacher educators' motivation." In Becoming and Being a TESOL Teacher Educator. Routledge, 2021. http://dx.doi.org/10.4324/9781003004677-3.

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Nakata, Yoshiyuki. "17. Perspectives on L2 Motivation: Bridging the Gaps between Teachers, SLA Researchers and Teacher Educators." In Language Learning Motivation in Japan, edited by Matthew T. Apple, Dexter Da Silva, and Terry Fellner. Multilingual Matters, 2013. http://dx.doi.org/10.21832/9781783090518-019.

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Hellmann, Kai-Uwe. "Ernest Dichter as Midwife and Educator: Post-war European Consumer Societies and the Sociology of the Consumer." In Ernest Dichter and Motivation Research. Palgrave Macmillan UK, 2010. http://dx.doi.org/10.1057/9780230293946_10.

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Erickson, Joan J. "To Play or to Learn?" In Gamification. IGI Global, 2015. http://dx.doi.org/10.4018/978-1-4666-8200-9.ch104.

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Research evidence of the last two decades indicates positive effects of game-based learning on students' attitude and performance in math education. Game-based Internet math sites are geared to help students stay motivated and master grade-appropriate math concepts. This review presents One) a literature review on game-based learning via instructional design and game design considerations, Two) a tabulated review of 30 Internet math games from a math educator's first-hand experience in playing and critiquing in reference to Grades 6th - 8th players' motivation and cognition. Its educational implications include helping educators (a) select Internet math games with a heightened awareness of Internet games' motivational factors and concept-building potential during gameplay and (b) incorporate game-based technology to foster meaningful immersion when students explore mathematical concepts.
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"Educator Model." In Gamification Strategies for Retention, Motivation, and Engagement in Higher Education. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-2079-6.ch003.

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This chapter explores the specific duties of an academic to assist with decision making to aid in making the progression to learner-centricity. Academics are not only focused on flexibility and accessibility, but also other factors like resources and reasoning behind the instructional design approach to ensure proper working practices. Guidance is always needed whenever starting with developing strategies to support course delivery. A theoretical model is used to assist within avoiding issues of ‘one-size-fits-all'. The first section looks at guidelines that should be taken into consideration of course content, and how the academics need to have clear, well-defined, fixed goals that are relevant to the learner.
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Hall, Martin Timothy, and Jason E. Marshall. "Intrinsic and Extrinsic Motivation within the Context of Modern Education." In Handbook of Research on Applied Learning Theory and Design in Modern Education. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-4666-9634-1.ch014.

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This chapter examines the implications of intrinsic and extrinsic motivation for modern education. The historical antecedents of these two distinct motivational sources will be highlighted and their implications discussed within the framework of contemporary education. More specifically, the focus of this chapter is on the importance of fostering motivation among students in modern educational spaces such as: gifted classrooms, inclusive settings, and technology assisted teaching spaces. Deci and Ryan's (2000) Self Determination Theory provides the theoretical lens through which this discussion is framed. Three basic psychological needs have been highlighted and explicated. These psychological needs - competence, autonomy, and relatedness are examined as catalysts that can be used to promote and maintain motivation in modern teaching and learning spaces. Recommendations are advanced on instructional practices that educators can use to create classroom environments that facilitate motivation.
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"Educator Model." In Advances in Educational Technologies and Instructional Design. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-2981-1.ch004.

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This chapter builds upon the research carried out from the previous sections focusing on mapping, motivation, mastering skills, behavioural changes and socialisation. Through using these concepts, guidelines can be drawn up to assist the Educator to harness the flexibility of gamification when designing tasks, challenges, or assessment. The layout of this chapter starts off with guidelines focusing on designing course content and how to incorporate gamification into learning activities; followed on by a theoretical model that could be used to assist in the exploration of the domain topic through the use of technologies, pedagogy and engagement and finally the Summary.
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McLoughlin, David. "Interest development and self-regulation of motivation." In Supporting Learners and Educators in Developing Language Learner Autonomy. Candlin & Mynard ePublishing, 2020. http://dx.doi.org/10.47908/8/3.

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In this chapter, the author investigates the importance of interest as an essential component of both self-regulation and motivation which are both critical in the development of learner autonomy, especially outside the classroom. The author shows how interest not only initiates motivation but can also sustain it in the long term. The role of interest as a source and a driver of motivation has not always been emphasized enough, but its significance has been increasingly recognized in research over the last couple of decades (Hidi &amp; Ainley, 2009; Hidi &amp; Renninger, 2006; Sansone, 2009; Sansone &amp; Thoman, 2005, 2006). Because interest is now seen as crucial in enabling learners to maintain their motivation over time, it has a particular relevance to individuals in self-directed or ‘beyond the classroom’ learning contexts. In such contexts, learners have to regulate their own motivation to a great extent. They can do this by setting goals and monitoring their progress in attaining those goals. They can also maintain their motivation by finding what interests them and by developing that interest. Some studies have shown how autonomous learners use interest as well as goals to regulate and sustain their motivation (McLoughlin &amp; Mynard, 2015, 2018; Mynard &amp; McLoughlin, 2016). This chapter examines how a focus on interest helps learners become more effective at regulating their motivation, as well as how interest development can play an important part in creating more autonomous learners.
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Chireshe, Regis, and Alfred Makura. "Educator motivation and morale in South Africa." In Challenges and Issues facing the Education System in South Africa. Africa Institute of South Africa, 2014. http://dx.doi.org/10.2307/j.ctvh8r1tk.13.

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Conference papers on the topic "Educator's motivation"

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Camões, Ana, Renata Machado, Cindy Vaz, and Susana Oliveira E Sá. "BEING A SOCIAL EDUCATOR: PERSONAL AND PROFESSIONAL MOTIVATION." In 15th International Technology, Education and Development Conference. IATED, 2021. http://dx.doi.org/10.21125/inted.2021.0997.

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Besnard, Christine. "MOTIVATION IN FOREIGN LANGUAGE LEARNING: THE DYNAMIC INTERACTIONS OF MANY FACTORS." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end113.

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As all educators know so well, motivation is one of the most, if not the most, challenging aspect of language learning and teaching that they must deal with in their classes. We are therefore presenting a review of the last 10 years’ literature on the major constituents of motivation, and on the intrinsic factors (anxiety, emotions, attitude, etc.) that have a deep impact on L2 learners’ motivation.
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McNeal, Peggy M., and Heather L. Petcovic. "INVESTIGATING THE MOTIVATIONS AND PRACTICES OF MIDDLE SCHOOL CLIMATE CHANGE EDUCATORS." In GSA Annual Meeting in Denver, Colorado, USA - 2016. Geological Society of America, 2016. http://dx.doi.org/10.1130/abs/2016am-282053.

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KOVALČIKIENĖ, Kristina. "EXTRINSIC REGULATION VS. INTRINSIC MOTIVATION AS PREDICTORS OF PROFESSIONAL CHOICE SATISFACTION IN AGRICULTURE STUDY PROGRAMS." In Rural Development 2015. Aleksandras Stulginskis University, 2015. http://dx.doi.org/10.15544/rd.2015.094.

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The aim of this study was to investigate the predictive power of different types of academic motivation (especially, extrinsic vs. intrinsic) for students’ satisfaction with their professional choice. The study was conducted at Aleksandras Stulginskis University in Lithuania. 175 first-year students from agriculture study programs completed the Academic Motivation Scale and evaluated their satisfaction with professional choice in a 10-point scale. The results of hierarchical regression analysis revealed that intrinsic motivation has a significant predictive value for professional choice satisf
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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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Sawangmek, Taweesak. "Effects of recreational activities to enhance science learning motivation and attitude toward participating with recreational activities." In INTERNATIONAL CONFERENCE FOR SCIENCE EDUCATORS AND TEACHERS (ISET) 2018: Proceedings of the 6th International Conference for Science Educators and Teachers (ISET) 2018. Author(s), 2019. http://dx.doi.org/10.1063/1.5094006.

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Sumantri, Fora Margeat, Bukman Lian, and Syaiful Eddy. "The Impact of Supervision from Head of School and Motivation of Educator in Working on the Performance of Educator." In International Conference on Education Universitas PGRI Palembang (INCoEPP 2021). Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210716.013.

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Nasrun, Dr, and Dody Feliks Pandimun Ambarita. "The Effect of Organizational Culture and Work Motivation on Teachers Performance of Public Senior High School in Tebing Tinggi." In 9th International Conference for Science Educators and Teachers (ICSET 2017). Atlantis Press, 2017. http://dx.doi.org/10.2991/icset-17.2017.53.

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Suwono, Hadi, and Ety Kumala Dewi. "Problem-based learning blended with online interaction to improve motivation, scientific communication and higher order thinking skills of high school students." In INTERNATIONAL CONFERENCE FOR SCIENCE EDUCATORS AND TEACHERS (ISET) 2018: Proceedings of the 6th International Conference for Science Educators and Teachers (ISET) 2018. Author(s), 2019. http://dx.doi.org/10.1063/1.5094001.

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Shah, Devanshi, Elisabeth Kames, McKenzie Clark, and Beshoy Morkos. "Development of a Coding Scheme for Qualitative Analysis of Student Motivation in Senior Capstone Design." In ASME 2019 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2019. http://dx.doi.org/10.1115/detc2019-98423.

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Abstract Senior Capstone Design courses offer two major types of projects: industry sponsored projects and non-industry sponsored projects. Previous studies show changes in student motivation based on the type of project they select. However, the quantitative data analysis fails to capture the reasoning behind the student’s inclination towards a certain type of project in the beginning of the selection phase. Also, little is known about the personal experiences of the student working on the team and project they choose. This paper addresses the gap in the examination of student motivation base
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