Relevant bibliographies by topics / Lack of motivation

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

Academic literature on the topic 'Lack of motivation'

Author: Grafiati
Published: 4 June 2021
Last updated: 18 June 2025

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Journal articles on the topic "Lack of motivation"

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Andritski, Viorika I. "Management of teacher motivation development." Yaroslavl Pedagogical Bulletin 3, no. 120 (2021): 26–35. http://dx.doi.org/10.20323/1813-145x-2021-3-120-26-35.

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The purpose of the study: the development of the recommendations for managing the motivation of didactic staff. Оbjection: analysis of research results in the field of teacher motivation in the Republic of Moldova; argumentation of the professional needs of teachers and a system of actions to improve the motivational aspect in the competence profile of teachers. Proceeding from the fact that the level of teachers' motivation determines the effectiveness of an educational institution, as well as that the teacher's motivation for a high-quality educational process is closely related to the student's motivation to learn, the main problems of the teaching staff are identified to affect the level of motivation and the reasons for low motivation in the education system, such as lack of social status, lack of information, lack of communication and participation. Based on the analysis of the research results, such factors of motivation in the education system as influence, competence, significance and choice have been identified. The personal values of teachers in general education are revealed, putting forward as a hypothesis the idea that a set of personal values can determine / contribute to the implementation of a managerial model for motivating teachers. There has been established a hierarchy of professional needs of teachers (the need for harmony of values, in the creation of values; the need for professional self-realization; the need for quality, for a job well done; cognitive needs; the need for gratitude; the need for synergy; information needs; material needs); the importance of the system of managerial actions is reasoned to exclude the phenomenon of demotivation. In conclusion a number of actions to improve the motivational aspect in the competence profile of teachers in the Republic of Moldova and the conditions for the effective management of teachers' motivation, are recommended.
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A, B. M. Asadullah. "A Qualitative Study on the Self-Motivation as a Tool to Reduce Conservatism, Negative Mindset, Lack of Self Confidence, and to Overcome Inner Conflict among the Employees of Bangladeshi (RMG) Factories." Journal of Management and Operation research, Speacial Issue (May 26, 2019): 1–17. https://doi.org/10.5281/zenodo.3228932.

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This study examines the issue of self-motivation as a potential tool for overcoming the conservative mindset, negative thoughts, lack of self-confidence, and inner conflict among the Bangladeshi readymade garments factories employees. It is expected that organizations will set the essence of motivation among employees, but the question has arisen that, how the employees will develop their self-motivational spirit, while the organizations fail to provide the motivational environment for their employees. Self-motivation becomes a very vital factor for the employees, when organizations failure is apparent in many aspects of organizational functioning. Self-motivated employees help themselves individually and they help the organizations mutually. In many extent organizations do not provide motivational elements for the employees. Eventually, employees became demotivated and work starts to seem less inspiring to the employees. But the reality is that employees have to continue their works within the demotivating circumstances because of survival issues. This study assists how employees use their self-motivation to overcome the workplace barriers. Qualitative research (semi-structured interview) approach has been applied in this research to collect data from 20 employees among the Bangladeshi Readymade Garments (RMG) factories. The findings suggested that self-motivation works positively to reduce conservatism, negative mindset, lack of self-confidence, and to overcome inner conflict.
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Arlauskaitė, Žydrė. "Lack of Learning Motivation or Inner Drama." Ugdymo psichologija 27 (October 5, 2016): 86–96. http://dx.doi.org/10.15823/up.2016.03.

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Whitmore, Joanne Rand. "Understanding a Lack of Motivation to Excel." Gifted Child Quarterly 30, no. 2 (1986): 66–69. http://dx.doi.org/10.1177/001698628603000204.

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Rubab, Abdullah. "Motivation:." DIU Journal of Business and Entrepreneurship 2, no. 01 (2007): 172–76. http://dx.doi.org/10.36481/diujbe.v02i1.3k9bwb25.

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Motivation is the key to all learning. Lack of motivation is perhaps the biggest obstacle faced by teachers, counselors, school/college/university administrators, and parents. Behavioral problems in the classroom often, or always, seem to be linked to the lack of motivation. Intelligent students are often out- performed by the less bright students with high motivation. If a student is motivated enough, s/he can accomplish learning of any scale. This paper, based on personal observation, focuses on some aspects of motivation as well as how teachers of English, can apply it to students. Our aim is to discuss how motivation in the classroom can help students develop their potentials and make them learn English effectively.
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Pratama, Andy Riski. "ANALISIS PENYEBAB MOTIVASI YANG RENDAH DALAM PEMBELAJARAN BAHASA ARAB DI PONDOK PESANTREN AL MA'ARIF." al-Urwatul Wutsqo : Jurnal Ilmu Keislaman dan Pendidikan 4, no. 2 (2023): 51–52. http://dx.doi.org/10.62285/alurwatulwutsqo.v4i2.77.

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This article discusses the challenges in learning Arabic at the Alma'arif Islamic Boarding School, especially regarding the lack of student motivation. Arabic is considered important in the context of understanding the Koran and Hadith, as well as an integral part of Islamic educational institutions in Indonesia. Despite this, many students face difficulties in motivating themselves to learn Arabic. The research method used is descriptive qualitative, with a focus on student motivation in learning Arabic. The research results show that student motivation varies, influenced by intrinsic and extrinsic factors, as well as internal and external conditions. Students with high motivation show high enthusiasm and involvement, while students with low motivation tend to lack focus and do not complete assignments on time. Analysis causes a lack of student motivation in identifying several factors, including monotonous teaching methods, lack of relevance of material, conditions of facilities and learning environment that are not conducive, as well as lack of support and understanding from the teacher. Apart from that, the absence of awards and recognition for student achievements is also considered a factor in reducing motivation.
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Emeka Samuel, Nnaji, Offem Odim Out, Anashie Annastasia Iwang, and Bassey Emmanuel Eze. "Repositioning Universal Basic Education: A Need For Teachers Retraining And Motivation For National Development." Global Journal of Educational Research 22, no. 3 (2023): 265–70. http://dx.doi.org/10.4314/gjedr.v22i3.4.

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Motivation is the driving force that generates and sustains action towards the achievement of a set goal. It is closely related and affects teachers’ efficiency and effectiveness in the classroom, which have far reaching implications for national transformation since the teacher is the live wire of education enterprise. This paper delves into the place of motivation for repositioning Universal Basic Education (UBE) for national transformation. The status of UBE teachers’ motivation was portrayed in relation to motivational factors and it is evident that UBE teachers lack proper motivation and this affects their service delivery negatively. The lack of motivation among UBE teachers is evidence in the poor and irregular payment of salaries as well as lack of incentives; work overload, poor teaching environment and facilities as well as low status of teachers in the society. The paper also elucidated the roles of motivation in teaching profession for national transformation. These roles include: Production of goal-oriented teacher; production of conscientious and pain-staking teacher; helps to make a teacher maintain a friendly classroom environment; and helps to check brain drain in the teaching profession. Suggested strategies for motivating UBE teachers for national transformation include: enhancement and prompt payment of teachers’ salaries and allowances; provision of car and housing loans; provision of free medical services for teachers and their children/wards; provision of free and compulsory in-service training, and provision of better teaching and learning environment in UBE school. Conclusion was drawn.
 
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Huang, Jen-Hung, and Yi-Chun Yang. "The Relationship Between Personality Traits and Online Shopping Motivations." Social Behavior and Personality: an international journal 38, no. 5 (2010): 673–79. http://dx.doi.org/10.2224/sbp.2010.38.5.673.

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In this study we investigated the relationship between personality traits and online shopping motivations by comparing Big Five model of personality (McCrae & Costa, 1987) and motivations for Internet shopping. Data were collected from 216 participants using a questionnaire. Regression analysis results indicated that openness was positively associated with adventure and idea motivation, and conscientiousness was positively associated with convenience motivation. Furthermore, extraversion was positively associated with sociality motivation, and neuroticism was positively related to lack of sociality motivation. Implications and further research directions are then discussed.
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Zhou, Na, Xin Liu, Xinglin Jin, Tongji Li, Chenjing Wang, and Wilfried Admiraal. "Motivation for and Challenges in Teacher Research in Underdeveloped Areas of Northwest China: An Exploratory Study." Behavioral Sciences 14, no. 11 (2024): 1064. http://dx.doi.org/10.3390/bs14111064.

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This study explored the motivations and challenges vocational teachers (VTs) face in conducting research in underdeveloped regions of Northwest China. We invited 49 vocational teachers from Qinghai province to participate in the questionnaire survey, with their motivation measured using scale items and their challenges measured using open-ended questions. After data collection, latent profile analysis (LPA) was used to explore the participants’ motivational profiles, and three types were identified, i.e., high autonomous and controlled motivation, high autonomous and low controlled motivation, and low autonomous motivation. In addition, we conducted a qualitative analysis of the challenges in teacher research. As a result, five categories of challenges that might hinder Chinese vocational teachers in conducting research were observed (i.e., researcher identity, research knowledge and skills, research climate in schools, workload and family care, and resources and financial support). Teachers with the profile of highly autonomous and controlled motivation were more likely to face challenges related to a lack of resources and financial support and the research climate. Workload and family care appeared to be significant challenges for teachers with the profile of highly autonomous but less controlled motivation. In contrast, a lack of research knowledge and skills was a common perceived challenge across all profiles. These results suggest that although vocational teachers express relatively high motivation in conducting research, the significance of institutional development programmes and external research support for research activities remains crucial.
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Gudfinnsson, Kristens, Jeremy Rose, and Lena Aggestam. "Tackling Lack of Motivation in Aspirational Analytics Companies." International Journal of Business Intelligence Research 10, no. 1 (2019): 1–18. http://dx.doi.org/10.4018/ijbir.2019010101.

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Establishing business intelligence analytics (BIA) in small- and medium-sized manufacturing enterprises is a pervasive problem. SME's - the majority of businesses - play an important role in creating jobs, but research is primarily focused on large corporations. The authors worked with small manufacturing companies at the aspirational capability level but found that their motivation to introduce BIA was low. They had many business challenges but perceived the obstacles (primarily cost and effort) as too great, and their priorities were with operational issues. A two-phase approach based on a well-known analytics maturity model was devised to help raise company motivation. The article describes three studies in different companies using variations of the approach. Comparative analysis of the cases shows that demonstrating a clear path to improved functional efficiency is key to improving motivation, and that simple, easy to learn tools can provide these insights at little cost.
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Dissertations / Theses on the topic "Lack of motivation"

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Perekhod, E. "The lack of motivation in ukrainian educational establishments." Thesis, Sumy State University, 2019. https://essuir.sumdu.edu.ua/handle/123456789/77006.

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There are lots of motivational gurus all over the world and they are doing a great job trying to transform people's lives for the better. However, motivation is not considered profoundly by leadership experts in many countries, Ukraine in particular. Hence, a huge amount of students are not motivated enough to release their full potential.
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Schwammle, Donnalee. "Lack of motivation or lack of opportunity, an exploratory study of the perspectives of welfare recipients." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ28658.pdf.

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Porcelli, Federica. "Il Sindacato della Corte di cassazione sulla motivazione della sentenza : una comparazione tra Francia e Italia." Thesis, Lyon, 2016. http://www.theses.fr/2016LYSE3010/document.

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Cette thèse suppose l’examen du contrôle de la Cour de cassation française et de la Cour de cassation italienne sur la motivation des jugements afin de voir dans quels objectifs et de quelle façon est utilisée la technique du manque de base légale. Cette recherche suppose en effet de rechercher la politique jurisprudentielle de la Cour de cassation française au regard de ce cas d’ouverture à cassation et de comparer avec l’évolution législative et jurisprudentielle en Italie, pays dans lequel peut se constater une érosion du contrôle de la motivation. En effet, suite à la réforme de l’été 2012, l’art. 360, alinéa 1°, n. 5, c.p.c. italien n’accorde plus aux parties la possibilité de se pourvoir en cassation en invoquant l’omission, l’insuffisance ou la contradiction de la motivation, mais dispose que le pourvoi en cassation n’est ouvert que pour défaut de considération d’un fait concluant pour la solution du litige et de nature controversée. Or, une telle réforme pose la question de la portée juridique de la nouvelle version de l’art. 360, alinéa 1°, n. 5, c.p.c.italien, étant nécessaire de savoir si en Italie l’insuffisance des motifs de fait donne est encore un motif d’ouverture à cassation. L'analyse de la technique au moyen de laquelle la Cour de cassation française garantit les parties contre l'exercice arbitraire du pouvoir judiciaire devient un instrument de recherche indispensable afin de trouver une solution interprétative qui permettra de continuer à dénoncer devant la Cour de cassation italienne l'utilisation - ou plutôt le non-examen - de maximes de l'expérience dans le cadre du nouvel art . 360 , par. 1 , n. 5 , c.p.c. italien. Cette analyse mettra en relief que les problématiques découlant du contrôle de la suffisance des motifs de fait sont différentes en Italie et en France. En Italie, cela soulève la question de la compatibilité de ce contrôle avec la fonction de cassation et de la portée juridique de l’art. 360, alinéa 1°, n. 5, c.p.c. En revanche, en France ces problèmes ne se profilent pas, même si se pose la question de l’usage politique du défaut de base légale<br>This thesis involves the examination of the control of the French and Italian Highs Courts on the motivation of judgments in order to see what are the objectives and how is used the technique of the lack of legal basis. It assumes also to seek the judicial policy of the French Court of Cassation with regard to this case of appeals in cassation compared to the legislative developments and case law in Italy, which may see an erosion of the motivation’s control.Recently the art. 54, par. 1, l. b), d.l. n. 83/2012 has transformed the grounds for cassation «failure, insufficient or contradictory reasoning about a controversial and decisive fact for the judgment» (art. 360, par. 1, n. 5, Italian c.p.c.) in that of «failing to examine about one crucial fact for the judgment which has been the object of discussion between the parties», thus raising the question of the possibility to continue denouncing the defect of insufficient motivation to the Supreme Italian Court.In particular, the comparative study aims to analyse the way, the technique and the objectives with which the French Court of cassation guarantees the parties against the arbitrary exercise of judicial power in order to identify, for a verse, an interpretative solution which will allow to continue to censor the use - or rather the failure to consider - the maximum of experience under the new art. 360, par. 1, n. 5, c.p.c. and, secondly, to identify the similarities and differences between the control of the French and Italian Highs Courts on the motivation of judgments
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Glass, Cynthia Stallard. "“WHAT DO YOU DO WITH A STUDENT LIKE THAT?”: DEFIANCE, DISRESPECT AND LACK OF MOTIVATION IN THE HIGH SCHOOL CLASSROOM." UKnowledge, 2012. http://uknowledge.uky.edu/sociology_etds/6.

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Educators face multiple forms of misbehavior in the classroom on a regular basis. Quantitative data in the academic literature indicates that some subgroups, particularly minority students, lower income students and boys, face higher rates of disciplinary actions than their peers. Whether this indicates that those students misbehave more often, whether their actions are perceived differently by educators, or whether they are punished more harshly for their misbehavior are issues that are not well-settled by academic research. This research project addresses this gap in the literature, by addressing how the overrepresentation of subgroups may occur and by addressing the decision-making process in general, regardless of a student’s social characteristics. This qualitative research project provides an in-depth account of daily life at a rural high school in Kentucky, illustrating instances of misbehavior within the classroom and the various methods that teachers employed to control the misbehaving students. This project gives voice to the teachers, giving consideration to the factors that impacted the decisions they made with respect to consequences for misbehavior. This research project triangulates observations and interviews with disciplinary data from the school to provide a detailed picture of misbehavior and the resulting consequences. The teachers at this school typically gave students ample opportunity to rectify misbehavior before moving to more serious sanctions and considered consequences for most misbehavior on an individual basis. Nonetheless, minority students were overrepresented among students referred to administrators for misbehavior, indicating the possibility of a cultural mismatch between white educators and students of color. At the administrative level, consequences were fair and consistent, and no evidence of discrimination against any subgroup was demonstrated.
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Rizou, Phoebe. "Ω,παῑδες Έλλἠνων, ἴτε : motivation to learn Ancient Greek in Greek state education : focus on lack of motivation." Thesis, University of Leeds, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.438570.

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Juneau, Sandra. "Motivation et persévérance au traitement : le cas des joueurs pathologiques du Saguenay-Lac-St-Jean /." Thèse, Chicoutimi : Hull : Université du Québec à Chicoutimi. Université du Québec en Outaouais, 2006. http://theses.uqac.ca.

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Thèse (M.Tr.Soc.) -- Université du Québec à Chicoutimi, programme en extension de l'Université du Québec en Outaouais, 2006.<br>La p. de t. porte en outre: Mémoire présenté à l'Université du Québec à Chicoutimi comme exigence partielle de la maîtrise en travail social. CaQCU Bibliogr.: f. [161]-182. Document électronique également accessible en format PDF. CaQCU
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O'Sullivan, Kathy. "The role of motivational factors in the apparent lack of success in English language learning in Arab-speaking countries, particularly Oman and the United Arab Emirates." Thesis, University of Portsmouth, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.613432.

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This thesis examines the degree to which motivational factors influence the successful acquisition of English as a foreign language in female Emirati and Omani learners. The research participants were female third-level students taking foundation English and English for Specific Purposes courses in a university in the United Arab Emirates and a teacher-training college in Oman, both of which are based on an American model. Problems frequently occur when learners similar to those described in this study go through higher education, particularly when the institutions in question are based on a Western model. Such problems may include reluctance to assume responsibility for their learning (Ali, 2003) and a perceived lack of successful language acquisition. Undoubtedly, high school education with its traditional emphasis on rote learning and memorising exam questions plays a role (Canning & Bornstein, 200 I), as does the sociocultural context, which means that students have almost no opportunity to socialise outside their family environment. However, in the wider context, Western culture is having an enonnous impact on the entire region, primarily due to the media's reporting of regional and political affairs. Such reporting has also resulted in heightened tension in the region, which have been the subject of demonstrations on university campuses and anxiety in some language classrooms where English language teachers are for the most part native speakers of English. It is against such a background that changes are taking place in the educational systems across the region, with English assuming more significance as a language of instruction. Arabic is being phased out as the primary language of instruction in many instances. This has an impact on the learners' motivation to study the English language. Studies have suggested that motivation to learn a foreign language may be affected by attitudes towards the target language community and fears of loss of identity (Lambert, 1979; Pool, 1979; Williams, 1994; Costelloe, 2001; Kharbat, 2002), thus indicating that the macro-context may be one of the motivational factors involved in successful language acquisition. Some recent studies have also focused on the role of power in language learning, arguing that it is one of the factors that affect motivation (MacIntyre & Gardner, 1991; Lightbrown & Spada, 1993; Norton, 2000). In English language education, studies have been conducted on linguistic imperialism (Philippson, 1992) and resistance to such imperialism (Canagarajah, 1999) which refer to the impact that underlying political, religious and socio-economic issues may have on motivation to achieve a higher level in the English language. The results of the study I have undertaken similarly show that participants' acquisition of the English language was affected by a number of motivational factors, including the macro-context of power relations and culture, as well as the micro-context of the classroom, where the teacher, curriculum and materials all had a role to play. Many of the participants appear to have a clear grasp of how both the macro and micro contexts influence their motivation to study English and achieve a high level in the language. These findings suggest that in order for learners to achieve a higher level in the English language, language planners and policy makers need to be aware of how both the macro and micro contexts influence language acquisition. The research emphasizes a necessity for both administration and for instructors in higher education institutions in Oman and the UAE to conduct needs analysis amongst the learners so that their needs, as well as those of other stakeholders, can be catered to. Such measures should support the learners as they strive to achieve a measure of success in English language acquisition. The findings of this research propose that a greater understanding of the role of motivational factors may conceivably have a valuable part to play in raising standards of English language acquisition in Arabic-speaking countries.
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Grenon, Karine. "Le rôle médiateur du désespoir et de l'optimisme entre la motivation face à la vie et les idéations suicidaires chez les étudiants universitaires du Saguenay-Lac-St-Jean." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp03/MQ55559.pdf.

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Grenon, Karine. "Le rôle médiateur du désespoir et de l'optimisme entre la motivation face à la vie et les idéations suicidaires chez les étudiants universitaires du Saguenay-Lac-St-Jean /." Thèse, Chicoutimi : Université du Québec à Chicoutimi, 2000. http://theses.uqac.ca.

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Sofowora, Samson Oluwaseun. "Anxiety and lack of motivation as factors affecting success rates in bridging mathematics." Diss., 2014. http://hdl.handle.net/10500/19929.

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The aversion to the study of mathematics and the resultant poor performance by students generally cannot be overemphasized and this still poses a great threat to the needed skills in the science, technology and commerce sector in South Africa. This study therefore tends to explore the importance of Mathematics to students and the economy globally by focusing on which contributive psychological factors are responsible for low performance in mathematics among Pre degree students as a case study. In addition also, the teaching and learning strategies used in the classroom that will help curb mathematics anxiety among students will be looked into. Furthermore a test to ascertain if poor teaching methods or pedagogical content knowledge of mathematics’ teachers influence anxiety thereby leading to poor performance in mathematics will be carried out. By utilizing a mixed method approach, an integration of the qualitative and quantitative approaches, the study attempted to provide an insight into the poor performances in Mathematics by Pre-degree students in a Private Institution of higher learning by exploring the following affective domains: 1) Anxiety 2) Motivation (lack of either the Internal & External type) and also considering the teaching strategies adopted on the other hand. The theoretical framework applied to this study was three fold in nature, namely, to investigate the nature of the relationship between mathematics anxiety and mathematics achievement on one side, secondly, to investigate the nature of the relationship between motivational orientation and mathematics achievement on the other side. Finally, it will investigate the relationship between teaching methods and mathematics achievement. The major findings that emanated from this study were as follows: there is a strong impact of the affective factors (anxiety, beliefs, emotions and motivation) on mathematics learning and success rates among Pre-degree students in South Africa. This study shows the importance of affective factors (such as anxiety, negative attitude, lack of motivation) in determining the success and or failure of mathematics learning, with the intention of promoting and encouraging positive traits, attitudes and beliefs in the students. The issue of teaching strategies was however not of a strong impact on success rates in bridging mathematics among the students as their lecturers were commended to be on top of their subject, but only that strategies to teaching mathematics must be dynamic, effective and varied as much as possible to meeting the students diverse learning styles .<br>Mathematics Education<br>M. Ed. (Mathematics Education)
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Books on the topic "Lack of motivation"

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Schizophrenia: Hallucinations - Delusions - Thought Disorders - Flat Effect - Lack of Conversation - Lack of Motivation. Av2 by Weigl, 2018.

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Davis, Cassie. Depression Anxiety Stress Lack of Motivation Buster: A New and Improved Way to Free Yourself from Depression Anxiety Stress Lack of Motivation. Independently Published, 2019.

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Davis, C. Improve Mental Health: Crush Issues Such As Depression Anxiety Stress Lack of Motivation. Independently Published, 2019.

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Patrick, Isaac. Best Way to Stop Procrastination: How to Overcome a Lack of Motivation and More. Independently Published, 2018.

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Junaid, Ali. Parenting Teens with Science: A 3-Stage Guide for Addressing Disrespect, Abuse and Lack of Motivation. Independently Published, 2021.

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7 Quick & Easy Ways to Stop Procrastinating: Overcome Fear, Social Anxiety, Self Sabotage and Lack of Motivation. Createspace Independent Publishing Platform, 2014.

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Holloway, Colin, and Richard L. Wiener. The Role of Emotion and Motivation in Jury Decision-Making. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190658113.003.0012.

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Abstract: American law requires jurors to impartially evaluate information presented during trial to render a just verdict based primarily—if not solely—on relevant facts of the case. These expectations leave little room for emotion-driven subjective evaluations, fostering instead an expectation of juror objectivity, which serves as a foundation for a fair and just legal system. The legal community acknowledges the potentially deleterious effect that emotion can have on juror objectivity. Yet the response, which relies on procedural safeguards to prevent against affect infusion, is limited by a lack of understanding of the depth with which emotion directs information processing, motivates judgment, and ultimately drives decision-making. This chapter summarizes theories of emotion and decision-making, applies emotion research findings to a legal scenario to challenge the assumption of juror objectivity, and proposes a system that recognizes and accounts for the variety of ways affect impacts jury decision-making.
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Mini Habits: A Simple Guidebook to Overcome a Lack of Motivation and Stop Procrastination to Achieve Your Goals Through Self-Discipline. Independently Published, 2020.

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Hart, Dylan. Practice WorkBook Based on Grit and Grace by Tim Mcgraw: The Inspirational Gym! a Training Platform to Conquer Your Lack of Motivation. Independently Published, 2020.

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Deter, Eric. Practical Guide to Overcome Negativity, Better Manage Your Feelings and Stay Motivated : a Must-Read for Those Who Lack of Emotion and Motivation Control: Stress Management for Dummies. Independently Published, 2021.

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Book chapters on the topic "Lack of motivation"

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Rochat, Shékina. "Lack of Motivation." In Mapping Career Counseling Interventions. Routledge, 2022. http://dx.doi.org/10.4324/9781003267386-2.

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Stanley, Todd. "Lack of Intrinsic Motivation." In When Smart Kids Underachieve in School. Routledge, 2021. http://dx.doi.org/10.4324/9781003239567-11.

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Ng, Clarence. "Theories of Motivation and Empowerment in Open, Distance, and Digital Education." In Handbook of Open, Distance and Digital Education. Springer Nature Singapore, 2023. http://dx.doi.org/10.1007/978-981-19-2080-6_10.

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AbstractMotivation instigates and guides learning in open, distance, and digital education (ODDE). It is indispensable to distance learners’ engagement, persistence, and achievement. A lack of motivation is associated with perennial issues such as early dropout and poor performance in ODDE. This chapter provides an introduction to key theoretical perspectives on motivation, including sociocognitive theories, sociocultural theories, and the concept of perezhivanie. Each perspective provides a unique way for understanding and researching motivation in open and distance learning (ODL). Motivation is discussed as personal attributes internal to the distance learner from a sociocognitive perspective. Drawing attention to social processes and contextual influences, sociocultural theories situate motivation in relevant contexts and highlight motivation as a social, interactive, mediated, and evolving construct. The concept of perezhivanie gives prominence to distance learners’ learning experiences and subjective meanings they derived from personally significant experiences in ODL. This perspective pinpoints motivation that is experiential, reflective, and affect-laden. To advance the goal of empowering distance learners to engage and persist in ODL, these theoretical perspectives are important as they underscore empowerment derived from enabling personal attributes (sociocognitive theories), motivating contexts (sociocultural theories), and personally significant experiences (perezhivanie).
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Ng, Clarence. "Theories of Motivation and Empowerment in Open, Distance, and Digital Education." In Handbook of Open, Distance and Digital Education. Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-0351-9_10-1.

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AbstractMotivation instigates and guides learning in open, distance, and digital education (ODDE). It is indispensable to distance learners’ engagement, persistence, and achievement. A lack of motivation is associated with perennial issues such as early dropout and poor performance in ODDE. This chapter provides an introduction to key theoretical perspectives on motivation, including sociocognitive theories, sociocultural theories, and the concept of perezhivanie. Each perspective provides a unique way for understanding and researching motivation in open and distance learning (ODL). Motivation is discussed as personal attributes internal to the distance learner from a sociocognitive perspective. Drawing attention to social processes and contextual influences, sociocultural theories situate motivation in relevant contexts and highlight motivation as a social, interactive, mediated, and evolving construct. The concept of perezhivanie gives prominence to distance learners’ learning experiences and subjective meanings they derived from personally significant experiences in ODL. This perspective pinpoints motivation that is experiential, reflective, and affect-laden. To advance the goal of empowering distance learners to engage and persist in ODL, these theoretical perspectives are important as they underscore empowerment derived from enabling personal attributes (sociocognitive theories), motivating contexts (sociocultural theories), and personally significant experiences (perezhivanie).
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Venagli, Ilaria, and Tanja Kupisch. "Chapter 3. How does dyslexia impact second language acquisition?" In Studies in Bilingualism. John Benjamins Publishing Company, 2024. http://dx.doi.org/10.1075/sibil.67.03ven.

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This study compares the self-perception of first (L1) and second (L2) language competence and dyslexia awareness in two groups of dyslexic students, one German and one Italian, learning English as a second language. Based on a survey, we investigate the relationship between students’ self-perception of their L1 and L2 competence, and how perceived L1 competence, L2 learning motivation, time of dyslexia diagnosis, and typological similarity between L1 and L2 modulate their perceived L2 competence. The findings indicate that L1 and L2 self-perception are interdependent, and that high motivation for language learning predicts better self-perception of L2 competence. Differences emerged between the two groups’ perceived L2 competence and motivation for language learning. Moreover, while students themselves are aware of the implications associated with dyslexia, they perceive a lack thereof amongst their teachers and peers, leading to negative emotions, such as shame, lack of self-esteem, and motivation to engage in foreign language learning.
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Cantarini, Marco, and Rita Polenta. "Good Educational Robotics Practices in Upper Secondary Schools in European Projects." In Makers at School, Educational Robotics and Innovative Learning Environments. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-77040-2_43.

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AbstractIn the fields of MINT (mathematics, ICT, natural sciences, technology), there is an increasing lack of young talent throughout Europe. It is clear that early exposure to scientific experiences is the key to motivating young people, especially girls, to develop an interest in these fields. The Erasmus + MINT “Kits for Kids” project is a current initiative for the design and production of integrated learning units as open educational resources for primary school students, of which there is a real demand. The main themes are learning media for primary education, such as simple mechanical machines, computer software, electrical appliances and related learning material. Our product, R4G—Robot for Geometry, is a device that can be used to teach mathematics, geometry and fractions. The aim is to improve performance and motivation from primary school level, using interactive and innovative teaching methods and tools. A second project, named EUWI—European Waste Investigation, is currently in progress, whose aim is to investigate water and pollution in the countries involved in the partnership.
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Gartner, Danielle R., and Rachel E. Wilbur. "Exploring Public Health’s Role in Addressing Historical Trauma Among U.S. Indigenous Populations." In Public Health Ethics Analysis. Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-92080-7_8.

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AbstractDespite decades of often well-intentioned work, public health interventions can fail to achieve desired outcomes within Native American communities. These failures may not be due to a lack of motivation on either side. Rather, they stem from a history of colonization which continues to impact the fundamental structure of public health as well as Native American responses to public health intervention. We purport that there are discrepancies between the tools provided in much of public health’s core training and the reality and needs of work in Indian Country. These discrepancies, including a fundamental lack of knowledge about historical trauma events and the ways their impacts reverberate through communities, families, and individuals, contribute to continued experiences of health disparities by Native Americans. Using narrative, this paper offers examples of this schism and is followed by four actionable steps that individuals working in settler public health institutions can take when approaching work with Native nations and communities.
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Vansteenkiste, Maarten, and Bart Soenens. "Less Is Sometimes More." In Motivation Science. Oxford University PressNew York, 2023. http://dx.doi.org/10.1093/oso/9780197662359.003.0021.

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Abstract Motivation plays a key role in individuals’ persistence, well-being, and performance. A common assumption is that everyone fares better when strongly motivated. Yet, as the authors of this essay point out, this is not always true. Although a lack of motivation is problematic, more motivation is not necessarily better. According to self-determination theory, autonomous motivation (“wantivation”) represents ideal motivation with a clear-cut pattern of desirable effects, while controlled motivation (“mustivation”) represents a mixed bag, yielding both desirable and undesirable outcomes. Extensive research now allows motivational researchers to safely conclude that “not all types of motivation are created equal.” Although a lack of motivation is problematic, for motivation to carry durable positive effects, it is strongly desirable that individuals display high wantivation instead of high mustivation.
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Locke, Edwin A. "What Is Motivation?" In Motivation Science. Oxford University PressNew York, 2023. http://dx.doi.org/10.1093/oso/9780197662359.003.0003.

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Abstract As desire, motivation means to want to gain, keep, or protect something. As aversion, motivation means to want to avoid, remove, or destroy something. To lack motivation means to lack such desire or aversion. Because life is a conditional process, action guided by consciousness is critical to the organism’s survival. They must take action to satisfy their needs, and these actions require learning and locomotion. If they fail to act or take the wrong actions, they sicken or perish. The phenomenon of evolution means that surviving species have taken enough of the right actions. Categories of motivation include needs, values, goals, incentives, and self-efficacy. How these types of motivation actually translate into action and performance depends on the person’s unique knowledge and skill. Like motives, emotions also energize action.
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Wolters, Christopher A. "Controlling Your Own Motivation Is an Acquired Skill." In Motivation Science. Oxford University PressNew York, 2023. http://dx.doi.org/10.1093/oso/9780197662359.003.0033.

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Abstract Motivation is a critical influence on achievement and success. Increased and more adaptive forms of motivation help explain differences in performance outcomes for students, athletes, artists, and employees. Regrettably, people often lack sufficient motivation even within contexts central to their long-term goals. In this essay, the author argues that the capacity to understand and improve one’s own motivation is an instrumental skill that people can acquire and use to their own advantage. The ability to control one’s own motivation is a malleable skill, and four examples are presented to illustrate the effective use of deliberate control in response to common motivational problems.
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Conference papers on the topic "Lack of motivation"

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Groysman, Alec. "The Role of Corrosion Management in Prevention of Corrosion Failures." In CORROSION 2016. NACE International, 2016. https://doi.org/10.5006/c2016-07252.

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Abstract The aim of this work is to analyze the role of corrosion management in prevention of corrosion accidents related primarily to safety of personnel and the environment. Corrosion management includes planning actions for corrosion mitigation and prevention. This is achieved by use of anti-corrosion measures, corrosion monitoring, regular inspection, study of each accident, implementation of meetings, publications of minutes, education, and knowledge transfer. Many corrosion failures are caused by mismanagement in corrosion policy. The reasons of inevitability of corrosion failures and ways for their decreasing are analyzed. Humans are responsible in 65-90% of corrosion cases occurring in different industries. The human factor is a key issue in corrosion management and reducing corrosion accidents. The reasons of humans` mistakes are the lack of awareness, education, knowledge, and training, incorrect design, insufficient control and supervision, lack of motivation and incentives to reduce corrosion risk, and wrong operation. It is suggested to establish legislation about corrosion management on the state and federal levels, improve education of students, experienced engineers, educators, and managers, and knowledge transfer. Penalties of management can force them to put more attention on corrosion problems and make it priority issue in technical and economic policy at enterprises.
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Alcaraz, Cristina, Elena Abdo, Robert Halir, Jamal Toutouh, Manuela Ruiz, and Daniel H. Stolfi. "GAMIFICATION TO FIGHT LACK OF MOTIVATION AND HETEROGENEITY IN ENGINEERING." In International Conference on Education and New Learning Technologies. IATED, 2017. http://dx.doi.org/10.21125/edulearn.2017.1794.

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Baieșu, Marina, and Angela Boguș. "Effective Employee Motivation Strategies." In 27th International Scientific Conference “Competitiveness and Innovation in the Knowledge Economy”. Academy of Economic Studies of Moldova, 2024. http://dx.doi.org/10.53486/cike2023.35.

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In a constantly changing business world, motivating employees within a company and attracting new human resources become strategic priorities for companies. In order to achieve these objectives, it is crucial to implement effective motivational strategies, which lead to the retention of employees and the attraction of new valuable candidates. An effective motivational strategy not only attracts valuable candidates, but also determines the existing employees to make their maximum contribution to the success of the organization. Managers are increasingly concerned with assuming an important responsibility, namely that of motivating their employees to achieve performance. More and more companies realize the need to awaken the interest of employees to participate to a large extent in the company's success. Companies that maintain a focus on employee motivation will always have an advantage because a motivated employee is a productive employee. This will positively influence the results of the companies. That is why the motivational process is an important one, and managers should juggle motivational strategies to drive performance and help the company thrive. In this article, we will explore various forms of motivation, the causes for lack of motivation and what are the benefits that motivational strategies bring. Therefore, investing in effective strategies regarding the motivation of staff and candidates not only increases the attractiveness of the company on the labor market, but also strengthens the solid basis for the long-term success of the organization.
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Chen, Tianlin, Zhen Li, and Lan Luo. "The Influencing Factors and Suggestions about College Students' Lack of Learning Motivation." In 2017 3rd International Conference on Social Science and Higher Education. Atlantis Press, 2017. http://dx.doi.org/10.2991/icsshe-17.2017.156.

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Kirila, Kitija, Dace Kaufmane, and Rita Skobejeva. "OPPORTUNITIES AND LIMITATIONS OF THE STAFF MOTIVATION SYSTEM OF COMPANY." In 11th SWS International Scientific Conferences on ART and HUMANITIES - ISCAH 2024. SGEM WORLD SCIENCE, 2024. http://dx.doi.org/10.35603/sws.iscah.2024/fs01.07.

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The problem of lack of motivation is considered one of the most urgent problems for organizations because not only an increase in the social and creative activity of employees but also the success of the organization depends on the creation and application of a successful motivation system. There are several methods of motivating employees, but in each specific situation, the most proper methods of motivating employees should be applied so that the employees work efficiently. Human motivation is primarily based on needs. Personal motivation in an organization involves both material and non-material incentives that inspire employees to work more efficiently, and it is also a way to attract and retain qualified specialists in the organization. The authors examined the opportunities of the motivation system and the limitations of the system implemented in a metalworking company because nowadays it is important to hire and retain qualified specialists, which is becoming increasingly difficult. Developing a motivational system in organizations is a significant challenge because the managers' understandings of the need for and essence of a motivational system are different. To establish an effective management system, it is important to know how motives responsible for the employee's actions arise and work, how motives become actions and how motivation is implemented. The research aims to analyse the motivation system of an international metalworking company and its opportunities and limitations.
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Rednikina, Irina Sergeevna, and Irina Valerevna Nikolaevа. "THE PROBLEM OF LACK OF MOTIVATION OF STUDENTS AT THE PERFORMANCE OF PHYSICAL CULTURE." In Russian science: actual researches and developments. Samara State University of Economics, 2020. http://dx.doi.org/10.46554/russian.science-2020.03-1-552/554.

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This article analyzes the problems of lack of motivation during physical education, considers the main types of motives for students to engage in sports, and suggests measures to increase the level of motivation.
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Kulkarni, Vinayak B. "Overview of Reasons of Lack of Motivation in the Students of Indian Engineering Education." In 2017 International Conference on Transforming Engineering Education (ICTEE). IEEE, 2017. http://dx.doi.org/10.1109/icteed.2017.8585628.

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Chen, Zhongwei, and Lilong He. "Causes and breakthroughs in the lack of motivation for technological innovation in private enterprises." In 4th International Conference on Education, Management, Arts, Economics and Social Science (ICEMAESS 2017). Atlantis Press, 2017. http://dx.doi.org/10.2991/icemaess-17.2017.45.

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Ramón-Llorens, M. Camino, and Emma Garcia-Meca. "CHALLENGING THE LACK OF MOTIVATION: IMPLEMENTATION OF BREAKOUT IN ACCOUNTING AND FINANCE LEARNING AT UNIVERSITY." In 16th International Conference on Education and New Learning Technologies. IATED, 2024. http://dx.doi.org/10.21125/edulearn.2024.0894.

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Kralova, Eva. "MOTIVATION AND ATTITUDES OF MEDICAL STUDENTS TOWARDS TEACHING AND LEARNING NATURAL SCIENCES." In Proceedings of the 2nd International Baltic Symposium on Science and Technology Education (BalticSTE2017). Scientia Socialis Ltd., 2017. http://dx.doi.org/10.33225/balticste/2017.69.

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Attitudes of medical students towards teaching and learning of natural sciences as an inevitable part of medical curriculum are often negative and lack of motivation is observed. Research project is focused on the identification and subsequently application of motivating approaches in the teaching. Pedagogical investigation using anonymous questionnaire was used with the aim to specify respondents (1st year students of Comenius University Faculty of Medicine in Bratislava) motivation and attitudes towards teaching and learning natural sciences before starting medicine study and after 1st semester of medicine study. Keywords: university medical education, students’ motivation, natural sciences.
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Reports on the topic "Lack of motivation"

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Keefer, Philip, and Razvan Vlaicu. Research Insights: Are Public Sector Performance Constraints Mitigated by Workplace Trust? Inter-American Development Bank, 2023. http://dx.doi.org/10.18235/0004793.

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Self-collected data on public sector employees from eighteen Latin American countries reveal that employees trust in each other affects individual constraints, organizational constraints, and mission motivation. High-trust employees are i) more willing to collaborate and share information and are more supportive of innovation; ii) are less concerned with low staff quality or lack of discretion to innovate, and more concerned with staff shortages; and iii) have stronger mission motivation. A survey experiment on social distancing policies suggests that trust enhances mission motivation: employee preferences align better with the implied government policy when their trust in the public sector is higher.
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Alarcón González, Diana, and Eduardo Zepeda. Growth, poverty and the distribution of labor earnings in Brazil, Chile and Mexico. Inter-American Development Bank, 2007. http://dx.doi.org/10.18235/0012211.

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Lack of employment and the deterioration of labor income are critical issues for the development of Latin American countries. The persistence of high incidence of poverty and inequality may be largely explained by the poor performance of labor markets. The motivation of this paper is the idea that poverty reduction is sustainable when labor markets provide expanding opportunities to the poor. In that sense, the links between economic growth, employment creation and the distribution of labor earnings are central to the discussion.
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Vlaicu, Razvan, and Philip Keefer. Employee Trust and Performance Constraints in Public Sector Organizations. Inter-American Development Bank, 2022. http://dx.doi.org/10.18235/0004456.

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Theory suggests that employee trust is key to productivity in organizations, but empirical evidence documenting links between trust and constraints on performance is scarce. This paper analyzes self-collected data on public sector employees from eighteen Latin American countries and finds that individual-level trust is relevant to three types of performance factors. First, high-trust employees are more willing to collaborate and share information with coworkers and are more supportive of technological innovation. Second, high-trust respondents have different perceptions of organizational constraints: they are less concerned with low staff quality or lack of discretion to innovate, and more concerned with staff shortages. Third, trust in coworkers is associated with stronger mission motivation. Instrumental variable strategies based on the transmission of trust through social and professional channels account for potential sources of endogeneity. A survey experiment on preferences for social distancing policies provides further evidence that trust enhances mission motivation: employee policy preferences align better with the implied government policy when their trust in the public sector is higher.
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Keefer, Philip, and Razvan Vlaicu. Employee Trust and Performance Constraints in Public Sector Organizations. Inter-American Development Bank, 2022. http://dx.doi.org/10.18235/0004596.

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Theory suggests that employee trust is key to productivity in organizations, but empirical evidence documenting links between trust and constraints on performance is scarce. This paper analyzes self-collected data on public sector employees from eighteen Latin American countries and finds that individual-level trust is relevant to three types of performance factors. First, high-trust employees are more willing to collaborate and share information with coworkers and are more supportive of technological innovation. Second, high-trust respondents have different perceptions of organizational constraints: they are less concerned with low staff quality or lack of discretion to innovate, and more concerned with staff shortages. Third, trust in coworkers is associated with stronger mission motivation. Instrumental variable strategies based on the transmission of trust through social and professional channels account for potential sources of endogeneity. A survey experiment on preferences for social distancing policies provides further evidence that trust enhances mission motivation: employee policy preferences align better with the implied government policy when their trust in the public sector is higher.
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Shapovalov, Yevhenii B., Zhanna I. Bilyk, Artem I. Atamas, Viktor B. Shapovalov, and Aleksandr D. Uchitel. The Potential of Using Google Expeditions and Google Lens Tools under STEM-education in Ukraine. [б. в.], 2018. http://dx.doi.org/10.31812/123456789/2665.

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The expediency of using the augmented reality in the case of using of STEM-education in Ukraine is shown. The features of the augmented reality and its classification are described. The possibilities of using the Google Expeditions and Google Lens as platforms of the augmented reality is analyzed. A comparison, analysis, synthesis, induction and deduction was carried out to study the potential of using augmented reality platforms in the educational process. Main characteristics of Google Expeditions and Google Lens are described. There determined that augmented reality tools can improve students motivation to learn and correspond to trends of STEM-education. However, there problems of using of augmented reality platforms, such as the lack of awareness of this system by teachers, the lack of guidance, the absence of the Ukrainian-language interface and responding of educational programs of the Ministry of Education and Science of Ukraine. There proposed to involve methodical and pedagogical specialists to development of methodical provision of the tools of augmented reality.
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Denaro, Desirée. How Do Disruptive Innovators Prepare Today's Students to Be Tomorrow's Workforce?: Scholas' Approach to Engage Youth. Inter-American Development Bank, 2020. http://dx.doi.org/10.18235/0002899.

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The lack of motivation and sense of community within schools have proven to be the two most relevant factors behind the decision to drop out. Despite the notable progress made in school access in countries in Latin America and the Caribbean, dropping out of school has still been a problem. This paper explores Scholas Occurrentes pedagogical approach to address these dropouts. Scholas focuses on the voice of students. It seeks to act positively on their motivation by listening to them, creating spaces for discussion, and strengthening soft skills and civic engagement. Scholas aims to enhance the sense of community within schools by gathering students from different social and economic backgrounds and involving teachers, families, and societal actors. This will break down the walls between schools and the whole community. This paper presents Scholas work with three examples from Paraguay, Haiti, and Argentina. It analyzes the positive impacts that Scholas' intervention had on the participants. Then, it focuses on future challenges regarding the scalability and involvement of the institutions in the formulation of new public policies. The approach highlights the participatory nature of education and the importance of all actors engagement.
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Alemu, Nahom Eyasu. Zooming into the Barriers and Motivations of the Ethiopian University Instructors for Designing and Delivering Content Online: An Institutional Case Study of the University of Gondar. Mary Lou Fulton Teachers College, 2024. http://dx.doi.org/10.14507/mcf-eli.i1.

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Over the last two decades, the educational field of study has been one of the areas that benefited from the proliferated use of digital technologies. Recent digital technologies in education have focused on online education in developed nations. However, they have paid less attention to the involvement of university instructors in online education in developing countries. Therefore, the current project tried to address this problem by examining the challenges and prospects of instructors in designing and developing content online in Ethiopia's public universities. This study involved 59 participants (15 semi-structured interviews, 32 participants in four focus group discussions, and 12 key informants), derived using a purposive sampling technique. Data were analyzed using inductive thematic analysis to explore participants’ explanations about the impediments and motivation of university instructors in designing and developing content online at the University of Gondar, Ethiopia. Explanations were presented in terms of impediments (the state of being faced with the challenges of university instructors) and motivation (the determination of instructors in higher education). The findings showed that the challenges of instructors can be classified as personal (technophobia, digital illiteracy, bad impression of content online, fear of making low-quality content, and lack of knowledge on how to produce content online) and institutional (insufficient infrastructure, absence of curriculums and policies on eLearning education. On the other hand, the prospects of instructors, such as taking eLearning education initiative, online education support services, and boosting awareness of online education, are the facilitators for instructors in developing content online in higher education.
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Styugina, Anastasia. Internet game "Sign me up as an astronaut" for the formation of the social and psychological experience of younger adolescents with disabilities by means of game psychocorrection. Science and Innovation Center Publishing House, 2020. http://dx.doi.org/10.12731/sign_me_up_as_an_astronaut.

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In the practice of a teacher-psychologist at the School of Distance Education, the game “Sign me up as an astronaut”, developed by the author, was tested, aimed at developing the skills of social and psychological interaction in younger adolescents with disabilities through the awareness and strengthening of personal resources by means of game psychocorrection. The specifics of the work of a psychologist at the School of Distance Education are determined by the following circumstances: - students have a severe disability and the corresponding psychophysical characteristics: instability of the emotional-volitional sphere, lack of motivation, severe physical and mental fatigue, low level of social skills, etc. - the use of distance educational technologies in psychocorrectional work; - lack of methodological recommendations for psychocorrectional work in conditions of distance technologies with school-age children. Such recommendations are available mainly for adults, they relate to the educational process, but they do not cover the correctional process. There is enough scientific and methodological literature on psychological and pedagogical correction, which is the basis for ensuring the work of a practicing psychologist, but there are difficulties in transferring these techniques, games, etc. - to the remote mode of correctional and developmental work, especially in the form of group work. During the game, various social and psychological situations are solved, which are selected strictly according to the characteristics of the social experience of the participants.
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Tresnatri, Florischa Ayu, Asep Kurniawan, Daniel Suryadarma, Shintia Revina, and Niken Rarasati. Does Higher Parental Involvement Lead to Learning Gains? Experimental Evidence from Indonesia. Research on Improving Systems of Education (RISE), 2022. http://dx.doi.org/10.35489/bsg-rise-wp_2022/095.

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We study how information delivered by teachers to parents on students’ learning progress and guidelines for active involvement in children's education can improve learning outcomes. We conducted a randomized control trial experiment in 130 primary schools in Kebumen District, Central Java, Indonesia. The implementation of the intervention collided with the school closures due to the COVID-19 pandemic, adding to the significance of this intervention to help parents in undertaking learning from home. We find that the intervention increased parental involvement at home and communication with teachers. The information also improved parental demand to teachers which increased teachers’ motivation and support in students’ learning. However, the positive impacts on parents and teachers did not translate into improved student numeracy test scores. Further investigation revealed that parents' low capability to teach their children and the lack of right support given by teachers to students during learning from home hindered the impact on learning outcomes.
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Kolgatin, Oleksandr H., Larisa S. Kolgatina, Nadiia S. Ponomareva, and Ekaterina O. Shmeltser. Systematicity of students’ independent work in cloud learning environment. [б. в.], 2019. http://dx.doi.org/10.31812/123456789/3247.

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The paper deals with the problem of out-of-class students’ independent work in information and communication learning environment based on cloud technologies. Results of appropriate survey among students of pedagogical university are discussed. The students answered the questions about systematicity of their learning activity and propositions for its improving. It is determined that the leading problems are needs in more careful instruction according to features of the task completing, insufficient experience in self-management, the lack of internal motivation. Most of all, students recommend to provide the tasks with detail instruction (oral or written) and to pay attention to careful planning the time that is necessary for full completion of the task. It is pointed that such complicated requirements can be satisfied only by complex use of information and communication technologies as well as the automated system of pedagogical diagnostics. Some requirements for management of students’ out-of-classroom independent work are formulated as a result of this discussion.
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