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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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Komar, Oleh. "MOTIVATING STUDENTS TO AUTONOMOUS LEARNING IN THE TRANSLATION STUDIES CLASSES." Collection of Scientific Papers of Uman State Pedagogical University, no. 3 (October 12, 2021): 92–99. http://dx.doi.org/10.31499/2307-4906.3.2021.241671.
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The article presents a research of the peculiarities of motivating students of the Faculty of Foreign Languages of Pavlo Tychyna Uman State Pedagogical University to autonomous learning in the classes of translation studies. The aim of the article is to find out the factors that can be effective in motivating undergraduate students to study autonomously while learning translation studies. The paper indicates that the current problems for both students and teachers are lack of knowledge and motivation, low level of self-motivation and self-awareness, conservative approach to the conduction of the class.The following research questions were formulated in order to develop relevant methodology and expect trustworthy findings: What can motivate students for autonomous learning? How do students develop their autonomy in the translation studies class? Which translation studies activities and materials can influence students’ motivation for autonomous learning?The research methodology is based on descriptive qualitative and quantitative methods, the use of relevant data collection tools, in particular observation in the classroom, interviews and questionnaires and the subsequent intervention into educational process.The results of the intervention give indications that motivation may lead to autonomy. Lack of motivation was determined as an explanation for the lack of autonomous action, and it is the key conclusion from the experimental data.Consequently, there is a strong relationship between higher levels of motivation and greater engagement in inside and outside the class activities, and the suggestion that motivation (i.e. intrinsic motivation) leads to autonomy does find theoretical and experimental support.
 Keywords: motivation; intrinsic motivation; extrinsic motivation; autonomous learning; English language; translation studies; professional education; competence.
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Romero, R., Mª A. De las Heras, P. Sáenz-López, and E. J. Fernández Ozcorta. "One Step Closer to Understanding Motivation in Scientific Education: The Incorporation of Science Textbooks as a Predictor, Together with Motivational Climate and Basic Psychological Needs." Jurnal Pendidikan IPA Indonesia 9, no. 4 (2020): 590–99. http://dx.doi.org/10.15294/jpii.v9i4.24864.
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Students’ increasing lack of interest in science has led to a disturbing situation that compels us to continue researching educational motivation, in this line, and within the framework provided by self-determination and achievement goal theories. The great importance of this variable can be attributed to its relevance in classes and its competence-related nature, which in principle makes it a motivating resource, as is the case with science textbooks. In particular, this study provides an in-depth understanding of motivation using various motivational predictors, while incorporating the motivational competence relevance of science books. One thousand students between the ages of 10 and 14 years participated. The research instrument used was a questionnaire consisting of 4 scales that measured the motivational competence relevance of science books, the task-oriented motivational climate, the basic psychological need for competence and the intrinsic motivation. Data were analyzed using correlation analysis and a structural equations model. The results showed that, among other aspects, motivation is influenced by competence, while competence is influenced by the task climate and the motivational competence relevance of science books. These findings suggest that in order to increase students’ intrinsic motivation, teachers must create a task-oriented climate, emphasize the value that student should attribute to science books from a motivational competence perspective, and satisfy the need for competence.
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Antonov, V. G., T. Yu Krotenko, M. B. Zhernakova, and I. A. Rumyantseva. "EDUCATIONAL MOTIVATION OF UNDERGRADUATE STUDENTS AS AN INDICATOR OF THE QUALITY OF EDUCATION." Vestnik Universiteta, no. 11 (December 27, 2019): 151–59. http://dx.doi.org/10.26425/1816-4277-2019-11-151-159.
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The motivation as one of the key indicators of the quality of higher education, as a powerful driver of the educational process, and one of the main catalysts of personal and professional growth of the student has been considered. The results of the diagnosis of the level of motivation and structure of the motivational complex, carried out with the help of two psychological techniques, modified by the authors of the article, have been briefly outlined and displayed. Possible reasons for the “lack” of motivation among students of management specialties have been identified. Meanwhile, it has been offered to look on the lack of motivation a little wider, than the authors were able to identify in the analysis of sources on this theme. Possible directions of optimization of motivational structure of future managers have been studied. The vector of further studies of educational motivation as an indicator of the quality of management education has been outlined.
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Campbell, Elizabeth, and Neomy Storch. "The changing face of motivation." Australian Review of Applied Linguistics 34, no. 2 (2011): 166–92. http://dx.doi.org/10.1075/aral.34.2.03cam.
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Motivation to learn a second language (L2) is considered a crucial individual factor in explaining success or lack thereof in second language learning. This study examined learners’ motivation to learn Chinese as a second language (L2). The study was longitudinal and cross-sectional. Interviews were conducted with learners at different year levels over the course of a university semester to analyse motivation to choose a particular L2, how motivation changes over time, and factors contributing to that change. The study found that motivation is diverse, complex, and undergoes many fluctuations. Motivation to begin language study was related to both past L2 learning experiences and personal goals. Once language study began, factors related to the learning environment were the most important factors to impact on motivation, and were also most likely to demotivate learners. However, when learners had a clear future image of themselves as speakers of the L2, they were able to continue motivating themselves, regardless of the demotivation stemming from their learning environment. These findings lend some support for Dörnyei’s (2005, 2009) L2 Motivational Self-System theory, which highlights the importance of the ideal L2 self as a powerful motivator to learn an L2.
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Lestari, Intan Surya, Masrul Masrul, and Wida Rianti. "AN ANALYSIS ON STUDENTS’ WRITING MOTIVATION AT SMKN 1 BANGKINANG." TELL-US JOURNAL 8, no. 2 (2022): 13–23. http://dx.doi.org/10.22202/tus.2022.v8i2.5889.
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Low writing motivation is a result of students' lack of interest in writing, their lack of writing vocabulary, and their inability to develop their ideas into written form. There are two types of student motivations: those that come from within the student, known as intrinsic motivation, and those that come from the outside, known as extrinsic motivation. The purpose of this study is to evaluate the writing motivation of students at SMKN 1 Bangkinang Kota. The sample for this study consisted of 36 students in the tenth grade who were majoring in computer and network engineering, with 19 male and 17 female students making up the total. This study employs a quantitative design because it is a suitable method for gathering statistical information to address research questions. The findings demonstrated that SMKN 1 Bangkinang students in the tenth grade had better intrinsic motivation to study English, particularly writing. This is demonstrated by the average intrinsic motivation score (3.76) which is greater than the average extrinsic motivation score (3.31). In other words, they write because they want to be proficient writers.
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Mulder, Cornelis L., Gerrit T. Koopmans, and Michiel W. Hengeveld. "Lack of motivation for treatment in emergency psychiatry patients." Social Psychiatry and Psychiatric Epidemiology 40, no. 6 (2005): 484–88. http://dx.doi.org/10.1007/s00127-005-0913-2.
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Prianichnikov, S. V. "PROBLEMS OF MOTIVATION OF HIGHLY QUALIFIED SPECIALISTS." EurasianUnionScientists 3, no. 6(75) (2020): 65–69. http://dx.doi.org/10.31618/esu.2413-9335.2020.3.75.844.
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Purpose: analysis and assessment of the motivational component of the labor process of highly qualified specialists. Materials and methods: distribution of motivation factors (value orientation) according to the needs pyramid of A. Maslow, questionnaire surveys on the degree of satisfaction with labor, comparison of the rates of change in labor productivity with changes in the average wage, processing of the results of the study using descriptive statistics. Results. The relationship between the main elements of the personnel incentive structure and the actual driving motives is shown. Conclusions. It was revealed that the most problematic point that employees are worried about is the lack of assessment of achievements: lack of socio-psychological motivation, expressed in the lack of a favorable psychological climate in the team, in the absence of a policy of rewards for quality work, in the absence of team spirit. Possible recommendations for improving the motivational component of the labor process are formulated.
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Tica, Lena, and Ivana Krsmanovic. "Kako premagati krč pri pisanju? Motivacija in stališča študentov o uporabi ChatGPT kot pripomočka pri pisanju v angleščini za posebne namene." ELOPE: English Language Overseas Perspectives and Enquiries 21, no. 1 (2024): 129–49. http://dx.doi.org/10.4312/elope.21.1.129-149.
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Employing a mixed-method design (Pearson correlation, ANOVA analyses, and thematic analysis), the study explores the complex interplay between student motivations, English proficiency levels, and the perceptions of ChatGPT as a writing assistance tool. The results reveal a lack of significant correlation between overall motivation to learn English and ChatGPT usage, suggesting independence between motivational levels and technology adoption. The respondents (N=79) expressed polarized attitudes, with a majority praising ChatGPT’s versatility, speed, and accuracy, while a substantial number voiced concerns about its potential limitations. Finally, the study identifies that the most developed instrumental motivation aligns with increased ChatGPT usage, underscoring its practical appeal by which ChatGPT is perceived as a handy tool that can complement the respondents’ instrumental motivation to achieve their professional goals. The findings contribute to a deeper understanding of user experiences with AI-driven writing tools in language learning contexts.
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de Gennaro, Davide. "Transformational leadership for public service motivation." Journal of Economic and Administrative Sciences 35, no. 1 (2019): 5–15. http://dx.doi.org/10.1108/jeas-06-2018-0075.
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Purpose The purpose of this paper is to propose an organizational behavioral perspective that could provide useful analysis tools to understand the behavior of public leaders working in changeable and uncertain contexts (like the Italian one). More specifically, drawing on public administration and organizational behavior literatures, this paper examines whether the lack of continuity and long-term planning is significantly associated to public service motivation for public management. Design/methodology/approach The main contribution of this study is in taking into account the agency of public managers in reaction to wider changes in their political context. It is a theoretical study that considers sudden changes in government from a behavioral perspective, analyzing an extreme case of political and organizational turnover, namely the Italian context. Findings Public managers, when faced with constant change, act as transformational leaders and have the objective of leverage on intrinsic motivations in order to make the change accepted and, more so, to make it perceived as an advantage for the administration. Originality/value This study is among the first to address the issue of public service motivation and intrinsic motivations in carrying out the own job in the public sphere in a constantly changing scenario. Assuming that motivational incentives for public and private employees are different, namely that the former, in particular, are particularly attracted to motivations related to people and common good, this study investigates how public service motivation should be stimulated and supported in a context of change.
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Gonzalez Resendez, Melissa Lisseth. "Motivation and Lack Thereof: Effects of Students’ Motivation on Their Second/Foreign Language Learning Process." Open Journal for Psychological Research 7, no. 1 (2023): 1–6. http://dx.doi.org/10.32591/coas.ojpr.0701.01001g.
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In language learning, motivation is one of the key elements to which students have to pay special attention as it plays a major role in their acquisition. This paper will expose a case study regarding motivation and the negative counterparts that affect it. It will also discuss several motivation theories and the learning process students from the University of Guanajuato have struggled with whenever having trouble with keeping their motivation. This study made use of interviews to collect data that shows the direct relationship between the level of motivation and the level of success in language acquisition.
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Dong, Lingfeng, Ting Ji, and Jie Zhang. "Motivational Understanding of MOOC Learning: The Impacts of Technology Fit and Subjective Norms." Behavioral Sciences 13, no. 2 (2023): 98. http://dx.doi.org/10.3390/bs13020098.
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This study examines the mechanisms underlying the relationship between motivation and massive open online course (MOOC) learning intention, and the contextual moderators that affect this mechanism. Drawing on motivational theory and the related literature, this study investigates how motivation affects students’ intention to learn with MOOCs and the related meditation and moderation effects. The findings of our study show that both extrinsic and intrinsic motivations have a significant influence on intention to learn with MOOCs. In addition, the results also suggest that the relationship between extrinsic motivation and intention to learn is mediated by the technology fit perceived by learners but not the relationship between intrinsic motivation and intention to learn. Furthermore, the relationships between both extrinsic and intrinsic motivation and intention to learn are moderated by subjective norms. This study enriches the extant literature on the impact of technology fit and subjective norms on MOOC learning. Few studies have focused on how students can be effectively encouraged to take MOOCs. Given the lack of theoretical and empirical research, this study developed a theoretical model and conducted an empirical study to fill the research gap.
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Shatravkina, А. V., and G. I. Anokhina. "Research of medical students’ motivation for studying mathematical disciplines." Vestnik Majkopskogo Gosudarstvennogo Tehnologiceskogo Universiteta, no. 3 (January 10, 2024): 108–14. http://dx.doi.org/10.47370/2078-1024-2023-15-3-108-114.
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Mathematical disciplines within the educational programs of medical training are currently represented by a small number of auditory working hours. Most students do not focus on studying these disciplines, because they lack motivation. It is significant to examine motivational attitudes of medical students in relation to mathematical disciplines carefully in order to improve the teaching process.The problem of the research is to define resources of medical students’ motivation while studying mathematical disciplines.The research objectives are to reveal the incentives encouraging future doctors to study mathematical disciplines thoroughly.The research methods used are the method of survey, the method of analyzing products of activity, the method of generalization and systematization of the data obtained.The research results are the following: the incentives motivating medical students to study mathematical disciplines have been highlighted, the interconnection between motivational attitudes and students’ personal interests have been identified; the reasons influencing future doctors’ motivation to study mathematical disciplines have been defined; the principles of organizing mathematical training for medical students in the context of the motivational component of the university educational process have been named.Key findings are: the quality of medical students’ performance depends on the nature of their motivational attitudes towards the type of the discipline given; enhancing practice-oriented component while selecting educational material has a positive impact on the dynamics of future physicians’ motivation to study mathematical disciplines.
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Nugroho, Bangkit Puri, and Emilia Fitriana Dewi. "Enhancing Performance Management System Through Gamification: A Comprehensive Review and Improvement." INVEST : Jurnal Inovasi Bisnis dan Akuntansi 6, no. 1 (2025): 118–24. https://doi.org/10.55583/invest.v6i1.1237.
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Traditional Performance Management Systems (PMS) often face criticism for being rigid and demotivating. Gamification, the use of game design elements in non-game contexts, has emerged as an innovative approach to enhance PMSs by engaging and motivating employees. PT XTA's PMS faces challenges such as a lack of transparency, motivation, and engagement. Employees seek clarity on how performance assessments impact their career progression and remuneration. The current PMS lacks stimulating elements, leading to decreased motivation and participation. This research aims to review and improve the existing PMS at PT XTA by integrating gamification. The data was analyzed using qualitative techniques, including content analysis for interviews and interpretative observation for observations. The research concludes that while PT XTA's PMS has advantages like facilitating SMART goal setting and multi-source feedback, it faces significant challenges such as a lack of transparency and overly ambitious goals leading to employee stress. Gamification can address these challenges by enhancing transparency, motivation, engagement, and continuous learning. Recommendations for incorporating gamification into the PMS are proposed based on the findings.
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Wang, Yuying, Wei Xu, Kaining Guan, Jin Zhao, and Ping Wu. "English Teachers’ Post-Pandemic Motivation in Macau’s Higher Education System." Theory and Practice in Language Studies 14, no. 7 (2024): 1990–2001. http://dx.doi.org/10.17507/tpls.1407.05.
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English teachers’ post-pandemic motivational experiences within Macau’s hybrid postcolonial context have not been extensively investigated, although teacher motivation is crucial to the quality of education and student outcomes. This qualitative study aimed to address this gap by interviewing 13 English teachers across Macau universities about their motivations. Semi-structured interviews were iteratively coded to identify key themes. The results indicated that intrinsic motivations included a passion for teaching and helping students, as well as an altruistic desire to contribute. Positive relationships between students and teachers motivated participants, while disengaged student behavior, a lack of participation in policies, unclear roles, and unbalanced workloads demotivated them. University culture, curriculum, and governance were viewed as a means of providing purpose and empowerment through social responsibility. The motivational sustainability process included recommendations regarding reducing teaching hours, improving teacher governance, improving research support, and clarifying faculty responsibilities as part of the motivational sustainability process. While the results were limited to an exploratory study, they provided insight into how to align practices with the intrinsic aspirations of Macau’s university English teachers to re-engage them.
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Kotkas, Tormi, Jack Holbrook, and Miia Rannikmäe. "A THEORY-BASED INSTRUMENT TO EVALUATE MOTIVATIONAL TRIGGERS PERCEIVED BY STUDENTS IN STEM CAREER-RELATED SCENARIOS." Journal of Baltic Science Education 16, no. 6 (2017): 836–54. http://dx.doi.org/10.33225/jbse/17.16.836.
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Students’ lack of motivation in learning school science has been recognized as a problem, due to its negative impact on students´ STEM-related career choices. For supporting students´ motivation to study science, the use of an introduction which sets the scene, sometimes called a scenario, has been recommended. Although scenarios, which introduce STEM-related careers in an everyday life problem solving context, are seen as useful tools for the teachers, they are not automatically guaranteed to be motivating to students. The current research aims to develop an empirically tested and validated instrument to measure the impact of context-based scenarios, through evaluating perceived motivational triggers such as relevance, interest and enjoyment by 7th grade students. An analysis of students´ responses showed that the test scenario was able to trigger mostly situational interest toward the topic of energetics. Only a small number of students indicated motivation to take the learning of this topic further. Keywords: STEM-related careers, STEM career-related scenarios, science teaching materials, motivational triggers, instrument evaluation.
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Dr. Syed Shujaat Ali, Mr. Salman Nasir, Dr Mansoor Ali,. "Focusing on English Learners' Concerns: Investigating De-Motivational Sources of ESL Learners in Classroom Setting of a Public Sector University of Pakistan." Psychology and Education Journal 58, no. 1 (2021): 5782–94. http://dx.doi.org/10.17762/pae.v58i1.1987.
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L2 de-motivation has considerable role in diminishing or slowing down the second/L2 (English) learning outcomes. However, L2 de-motivation in general and the context of Pakistan in particular is under-researched. So, the main purpose of the study is to identify various L2 de-motivational factors of the BS Undergraduate L2 learners of the Department of English of a remote and under-researched Kohat University of Science and Technology, Khyber Pakhtunhwa, Pakistan. Drawing upon the questionnaires of the well referenced L2 de-motivation experts and also adding some items related to gender and anxiety oriented L2 de-motivation, a modified closed ended questionnaire of 40 items was developed. The data was obtained from 400 (250 Male and 150 Females) L2 learners was analysed by applying the rarely used but much recommended exploratory factor analysis. Total 08 L2 de-motivational factors emerged: Teacher, syllabus, non communicative methods, L2 anxiety, lack of classroom resources, unfavourable classroom environment and rarely noted gender related L2 de-motivational factors. Moreover, in this study in contrast to earlier studies in Pakistan, we are able to not only identify the various L2 de-motivational factors in well defined forms but also construct and validate the modified questionnaire with the help of applying factor analysis. Thus the questionnaire can be exploited for future research in field of L2 de-motivation in general and particularly in Pakistan. Similarly, unlike the earlier studies, learners' negative attitudes towards English and learning its culture did not emerge as a L2 de-motivational factor. Moreover, new but equally contesting gender related L2 de-motivational factor also emerged. This study highlights that L2 teachers should adopt motivating teaching methods, interesting teaching materials and develop interesting syllabus. Moreover, L2 learners' needs analysis be given more importance for addressing their L2 de-motivation and thus enhancing their language proficiency in the Higher Education in Pakistan.
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Bozorova, Ro'zigul, and M.U. Saydaliyeva. "LACK OF WILL IN STUDENTS AND PSYCHOLOGICAL FACTORS CAUSING IT." MODERN SCIENCE AND RESEARCH 3, no. 4 (2024): 239–44. https://doi.org/10.5281/zenodo.11176541.
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<em>In this article, research is conducted on the lack of will and motivation in young people, their causes andconsequences. The main goal of the research is to prevent negative situations and provide practical help, as well as to develop existing will and motivation.</em>
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Swartzer, Steven. "Humean Externalism and the Argument from Depression." Journal of Ethics and Social Philosophy 9, no. 2 (2017): 1–17. http://dx.doi.org/10.26556/jesp.v9i2.88.
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Several prominent philosophers have argued that the fact that depressed agents sometimes make moral judgments without being appropriately motivated supports Humean externalism – the view that moral motivation must be explained in terms of desires that are distinct from or “external” to an agent’s motivationally inert moral judgments. This essay argues that such motivational failures do not, in fact, provide evidence for this view. I argue that, if the externalist argument from depression is to undermine a philo-sophically important version of internalism, it must make use of a general assumption about motivational states. However, at a reasonable level of abstraction, the needed assumption also implies that even desires could not be effective sources of motivation. For, just as depressed agents might sometimes lack motivation to act consistently with their moral judgments, they also sometimes lack motivation to pursue their desires. Moreover, the most plausible responses that Humeans can give to this general argument undermine the externalist case against internalism. Thus, there is a deep tension between the argument from depression for externalism and a fundamental Humean commitment.
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Horbal, N., and K. Melnychuk. "INCREASING MOTIVATION OF EMPLOYEES OF UKRAINIAN ENTERPRISES IN CRISIS CONDITIONS." Journal of Lviv Polytechnic National University. Series of Economics and Management Issues 7, no. 1 (2023): 107–19. http://dx.doi.org/10.23939/semi2023.01.107.
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Purpose. Effective personnel management is one of the most important tasks of a modern enterprise. In recent years, methods of motivation in the world have undergone significant changes due to the impact of the covid pandemic and military aggression against Ukraine. Many companies were not prepared for the need to suddenly change approaches to personnel management due to new realities. The purpose of the study is to analyze the problems of increasing employee motivation and measures to solve them in conditions of pandemic and military invasion into Ukraine. Design/methodology/approach. The study tested the hypothesis regarding the emergence of problems motivating employees of Ukrainian enterprises and a decrease in the level of their work efficiency due to demotivation, in particular due to the consequences of the coronavirus pandemic and military aggression against Ukraine. The results of our own survey of Lviv employees, as well as successful examples of motivating employees in the world and in Ukraine, in particular in the conditions of a pandemic and military invasion, from open sources of information are presented. The following research methods are used: analysis, synthesis, generalization, analogy, comparison, systematization, graphical methods of data display. Findings. The factors and causes of demotivation were investigated. According to the results of our survey, the following most important demotivating factors were determined: unfair remuneration, lack of recognition and lack of meaning in the assigned tasks. The gamification method, which increases the employee's professional self-esteem, job satisfaction, a sense of the importance of the work performed, success, and creates a desire to work harder and better, is analyzed in detail. To improve the employee motivation system, a monitoring and gamification technique was proposed. With the help of it it is possible to monitor the motivational factors influencing the productivity of an individual employee and the department as a whole. As a result, the motivational picture of each employee is formed and his satisfied and unsatisfied needs are determined in order to create an effective system of both material and non-material motivation. It is shown that in connection with the Covid pandemic (since 2020) and the war in Ukraine (since 2022), existing problems of increasing employee motivation became particularly acute and new ones emerged. The war led to new regional features of the Ukrainian labor market, the outflow of qualified personnel abroad, the freezing and reduction of average wages in most industries. At the same time, concrete examples showed that Ukrainian business is able to adapt to modern crisis realities and many employees even acquired new useful competencies. Accordingly, it is recommended to make the motivation systems particularly flexible and aimed primarily at the resilience (psychological resistance) of the staff: communicate with employees as much as possible in a safe atmosphere, try to hear them – understand verbal and non-verbal messages, encourage and explain the purpose and content of their work. Practical implications. The hypothesis regarding the emergence of problems motivating employees of Ukrainian enterprises and a decrease in the level of their work efficiency due to demotivation, in particular due to the consequences of the coronavirus pandemic and military aggression against Ukraine, was confirmed. Originality/value. According to the results of the survey, the following most important demotivating factors were determined: unfair remuneration, lack of recognition and lack of meaning in the assigned tasks. The negative impact of the coronavirus pandemic and military aggression against Ukraine on the motivation of employees is analyzed, and recommendations and successful cases for overcoming it are given.
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Panday, Sarita, Edwin van Teijlingen, and Amy Barnes. "Exploring the motivations of female community health volunteers in primary healthcare provision in rural Nepal: A qualitative study." PLOS Global Public Health 4, no. 8 (2024): e0003428. http://dx.doi.org/10.1371/journal.pgph.0003428.
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Motivating Community Health Workers (CHWs)—many of whom are volunteers—is crucial for achieving Universal Healthcare Coverage (UHC) for Primary Healthcare (PHC) in resource-poor areas. In rural Nepal, PHC is mostly delivered by female CHWs, locally known as Female Community Health Volunteers (FCHVs), but little is known about them. This paper explores experiential factors influencing FCHVs’ motivations, including how motivation intersects with women’s livelihoods and consider what this means for achieving PHC in Nepal and globally. We conducted qualitative research in the hill and the Terai (flatland bordering India) areas of Nepal. Data were purposively collected through 31 semi-structured interviews (20 volunteers, 11 paid local health workers) and three focus group discussions with additional 15 volunteers. All interviews were audio-recorded, transcribed verbatim in Nepali and translated into English. Data were coded using NVivo10, analysed thematically at individual, organisational and community levels. FCHVs’ motivations to volunteer was affected in several ways. At the individual level, participants wanted and were committed to voluntary work, yet the opportunity costs of volunteering, out-of-pocket expenditure and inadequate family support strained many of the women who were already overburdened. At the community level, perceived lack of appreciation of volunteer efforts by community members, who saw volunteers as paid health workers, undermined FCHVs motivation to volunteer. Finally, at the organizational level, a bureaucratic emphasis on recording and reporting, and lack of respect from local health workers undermined their motivation at work. Our paper illustrates how FCHVs from some of the poorest backgrounds can be highly motivated to volunteer, yet inadequate social and economic support across individual, organisational and community levels undermined this motivation, the security of their livelihoods, and thus wider efforts to achieve PHC. Financial investments are needed to compensate FCHVs, so that they remain motivated to deliver global health goals for PHC.
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McGee, Ebony O., Devin T. White, Akailah T. Jenkins, et al. "Black engineering students’ motivation for PhD attainment: passion plus purpose." Journal for Multicultural Education 10, no. 2 (2016): 167–93. http://dx.doi.org/10.1108/jme-01-2016-0007.
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Purpose Much of the extant research, practice and policy in engineering education has focused on the limited persistence, waning interest and lack of preparation among Black students to continue beyond the post-secondary engineering pipeline. However, this research suggests that many Black PhD students persist and succeed in engineering, fueled by various motivational strengths. To better understand the motivations of Black students in engineering doctoral programs, this study aims to explore the factors that influence their decision to enroll in either an engineering or a computing doctoral program. Design/methodology/approach This paper uses an intrinsic and extrinsic motivational framework to investigate the inspiration of 44 Black engineering doctoral students in PhD engineering programs in 11 engineering schools across the country. Findings Results show that the participants’ motivation to pursue a PhD in engineering comes from several distinct factors, including the following: an unyielding passion for their particular discipline, a sense of responsibility to serve marginalized peoples and society, a path toward autonomy, pre-PhD mentorship and research opportunities and family and prior work experience. Research limitations/implications Based on this study’s findings, a reconceptualization of graduate engineering education that incorporates the importance of “being Black” and its relationships with motivating and, potentially, retaining Black science, technology, engineering and mathematics (STEM) students is also offered. Originality/value This paper seeks to expose particular constructs and behaviors surrounding Black students’ motivation to learn and achieve in engineering at the highest academic levels, offering a more nuanced perspective than currently is found in traditional engineering education literature.
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Proshkina, A. S., and M. M. Yakovlev. "THE MOTIVATION FOR IMPROVING THE QUALITY OF PERFORMANCE STATE CONTROL FUNCTIONS IN CONTEXT OF GLOBALIZATION." Business Strategies, no. 3 (April 19, 2018): 26–28. http://dx.doi.org/10.17747/2311-7184-2018-3-26-28.
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Тhe article is devoted to motivational aspects of the quality of services in the sphere of state control. The lack of the proper system of evaluation complicates the implementation an effective system of quality management. Problems of quality management in organizations are inextricably linked to issues of motivation. Nonfinancial methods of motivation proposed as the most perspective.
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Goharimehr, Nooshin. "Identity, Motivation and English Learning in a Japanese Context." World Journal of English Language 7, no. 4 (2017): 18. http://dx.doi.org/10.5430/wjel.v7n4p18.
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Founded upon motivation, identity and self theories, this qualitative case study explored the motivational self systemand identities of Japanese EFL learners and their influence on motivation and English language learning. Data wascollected through online surveys among 22 graduate and undergraduate university students. The survey resultsindicated high motivation, international orientation and positive attitudes toward English language learning. Thethematic analysis of students’ detailed responses to the open-ended questions showed a stronger instrumentalmotivation and lack of desire to join and identify with the English communities and culture. International orientationappeared to be a better measure of motivation as opposed to integrative motivation. Moreover, the learners hadinhibitory factors operating against English learning motivation and speaking practices such as anxiety and lowlinguistic self-confidence. Resistance to new cultural identities or identity conflicts resulted from different culturalcontexts show to be an influencing factor in L2 learning. In sum, combining Gardner’s views on motivation,Norton’s conceptions of identity and Dörnyei's L2 Motivational Self System together with qualitative approachesmight render a deeper understanding of motivational barriers of Japanese EFL learners.
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Morkovina, Svetlana, Natal'ya Sirotkina, and Enrik Seydinay. "ENTREPRENEURSHIP MOTIVATION IN THE FORESTRY OF RUSSIA." Forestry Engineering Journal 11, no. 1 (2021): 192–98. http://dx.doi.org/10.34220/issn.2222-7962/2021.1/18.
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The article presents the results of an entrepreneur survey from the standpoint of assessing the effectiveness of forest management in Russia. It has been established that more than a half of the surveyed entrepreneurs consider their forestry business to be low profitable. Entrepreneurs have significant costs for reforestation and forestry work. The reasons for the low efficiency of forestry activities are the lack of measures for motivating entrepreneurs implemented at the state level. The necessity to improve the efficiency of state forest management has been proved. A mechanism built into the forest management system is suggested to motivate forest plot tenants. The motivational mechanism is a complex of incentive and control measures aimed at ensuring the qualitative performance of forestry work with optimal production costs. The use of the motivation mechanism at the regional level enables to provide support to tenants of forest areas performing forestry activities in a quality manner. Differentiated measures of forest user motivation, based on the results of forest activities, have been substantiated. Motivation measures should include financial support, business control and penalties. The necessity to create a motivational fund for financial support of forest area tenants in the regions of Russia has been proved. The measures for the motivation of entrepreneurs, which ensure growing attractiveness of forest exploitation, have been developed
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Verbeke, Eline, Wilfried Peeters, Inneke Kerkhof, Patricia Bijttebier, Jean Steyaert, and Johan Wagemans. "Lack of motivation to share intentions: Primary deficit in autism?" Behavioral and Brain Sciences 28, no. 5 (2005): 718–19. http://dx.doi.org/10.1017/s0140525x05510124.
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We review evidence regarding Tomasello et al.'s proposal that individuals with autism understand intentions but fail socially because of a lack of motivation to share intentions. We argue that they are often motivated to understand others but fail because they lack the perceptual integration skills that are needed to apply their basically intact theory of mind skills in complex social situations.
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Iriarte-Ahón, Federico. "Knowledge donating and hiding as an organizational basis for intersectoral collaboration: a review of the literature." Journal of Business 12, no. 1 (2020): 45–62. http://dx.doi.org/10.21678/jb.2020.1427.
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The present article presents a literature review on the relationship between knowledge donating and hiding strategies as an organizational basis for intersectoral collaboration. The literature finds that sharing or hiding behavior is a question of individual motivation, which can affect the collaboration process among individuals in a public or private organization. An understanding of this motivation can help organizations to transform their management strategies, thus improving internal and inter-organizational collaboration processes. The review identified various strategies— motivational, social, and national cultural—that are considered to influence individual and group creative capacity and, in turn, on social and technological innovation, the creation of competitive advantage within an organization, and the development of social responsibility policies. The results indicate a lack of consensus regarding motivations, as well as a limited depth of knowledge regarding the behavioral strategies involved in knowledge hiding.
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Pašalić, Magda. "Teachers’ motivational behaviour and students’ motivation in EFL classes." Školski vjesnik 72, no. 2 (2023): 75–92. http://dx.doi.org/10.38003/sv.72.2.5.
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In order to have a better command of English as a foreign language (EFL) students who acquire it require support from their English teachers. English teachers should perceive the significance of their motivational behaviour in classrooms. It is expressed in specific motivational strategies they use in foreign language classes. This paper focuses on English as a Foreign Language (EFL) teachers’ motivational strategies and their correlation with students’ motivation to learn EFL. These two factors belong to fundamental factors in the area of teaching EFL.Research carried out among 3rd year secondary students and their English teachers will be presented and discussed. The results include teachers’ assessment of the frequency of using motivational strategies as well as the correlation of motivational strategies with students’ motivation to learn English. Teachers’ motivational strategies are grouped in macrostrategies. The results specify which macrostrategies correlate well with students’ motivation in the Croatian educational context. The issue that needs to be examined in future researches is the lack of statistically significant correlations between particular macrostrategies and students’ motivation to learn English. The aim of the paper is to explore benefits and implications of the correlation of English teachers’ motivational strategies and their students’ motivation to learn English and to increase teacher practitioners’ awareness of the importance of the analysed factors.
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Fitriani, Ana, Rukiana Novianti Putri, and Miranda Gunawan. "GAMBARAN MOTIVASI BELAJAR SISWA SELAMA PEMBELAJARAN DARING." JBKPI: Jurnal Bimbingan dan Konseling Pendidikan Islam 2, no. 01 (2022): 53–63. http://dx.doi.org/10.26618/jbkpi.v2i01.9782.
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Abstact: Education system in Indonesia is experiencing new challenges due to the Covid-19 virus outbreak, which has caused the entire learning system in educational institutions to be transferred to online learning methods. transferred to online learning system certainly has an impact on learning motivation of student, because students will feel the difference and change in the atmosphere in the online learning process.This study aims to explain in detail how the objective motivational conditions experienced by students in online learning during the Covid-19 pandemic. This study uses a qualitative approach by using non-probability sampling, namely the purposive sampling technique. The results showed that there was a decrease in learning motivation in junior high school students who participated in online learning. Characterized by a lack of desire and interest to succeed in learning; lack of motivation and need for learning; do not understand the hopes and aspirations of the future; lack of appreciation in learning; students have not been able to capture the interesting atmosphere that causes the learning process from home to be meaningful and the learning environment is less conducive.Keywords: Learning Motivation, Online Learning
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Burchacka, Agnieszka. "Jak motywować rodzica do pracy z dzieckiem?" Pedagogika Przedszkolna i Wczesnoszkolna, no. 1 (17) (2021): 29–37. http://dx.doi.org/10.4467/23537159ppw.21.003.13987.
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How to Motivate a Parent to Work with a Child? Each specialist (child therapist) in his professional work has certainly encountered a lack of motivation to work on the part of the parent. The caregiver’s lack of motivation and willingness to work particularly bothers a speech therapist at work. How can the therapy be supported based on cooperation with the parent? In this article, I will try to suggest what can contribute to better parental motivation, and thus more effective speech therapy work. In the text, I present research on the self-evaluation of parents in working with children. The publication also includes proprietary motivational tables, which may provide additional support in the work of a parent with a child and communication between the speech therapist and the child.
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Chernyavskaya, Valentina. "Why one can't «motivate teenagers to study»: existential and academic motivation of adolescents aged 15–16." TERRITORY OF NEW OPPORTUNITIES OPENS FOR INVESTMENT PROJECTS OF THE FUTURE 16, no. 4 (2025): 198–207. https://doi.org/10.29039/2949-1258/2024-4/196-207.
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The problem of the lack of data on adolescent motivation is discussed in the context of the interrelationships of fundamental existential motivation and school motivation in conditions where motivation is viewed as a means of manipulation. The goal of clarifying the psychological features of the interrelationships of existential motivation and school motivation of a teenager has been set and achieved. The author's view of motivation as an internal resource, rather than an external incentive, is presented. Within the framework of the theoretical analysis, the age-related features of personality development, leading activities in the context of motivation are shown. The results of impaired development of adolescent motivation are described, such as infantilism and weaponized incompetence. An empirical study was conducted on a sample of N = 76 schoolchildren aged 14–15. Research methods – the test of school motivation by V. Hennig and the TEM method – the test of existential motivations by A. Langle (Shumsky et al.) The results of the comparison of existential fundamental motivations (A. Langle's existential analysis) and the detailing of educational motives (V. Hennig) are presented. The data of the correlation analysis showed a close relation of the existential and educational motives of adolescents. However, each fundamental existential motivation is connected with school motives in a special way, revealing the essence of the inner source of the teenager's personality, rather than external stimulation.
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KAPPALUMAKKEL, THOMAS BABY. "Application of Mobile Phone as a Motivational Tool in the ESP Classrooms of Dhofar University." International Journal of Language and Literary Studies 2, no. 1 (2020): 81–89. http://dx.doi.org/10.36892/ijlls.v2i1.116.
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The present paper investigated the factors of motivation and the role of teachers in motivating English language learners in the ESP classes of Dhofar University as well as the significance of motivation in teaching and learning through mobile application technology. Mobile phones are handy devices that are readily available with all the students in universities and colleges nowadays. Furthermore, the innovative use of mobile applications and internet technology is very common among the undergraduate students. This paper is a detailed description of some of the teaching strategies employed through mobile phones to motivate the students who have very low level of motivation. Since lack of motivation among students is a common challenge faced by most of the ELT teachers in their classrooms, practical solutions centred on mobile applications is the focus of this study. Furthermore, supplementing classroom practices with mobile application technology can promote learner autonomy and peer learning opportunities within the classroom resulting in a visible rise in the motivational graph of the whole class. This paper is also a practical account of how mobile applications can be integrated into classroom teaching without affecting the traditional syllabus of a conventional university curriculum.
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Mustika, Anik Indra, Muslim Liyadi, Nasib Samsuri Lubis, Mira Santika, and Afriza. "Fostering Teacher and Educational Staff Work Motivation to Improve Competence at Nurul Iman Private Junior High School." Journal of Practice Learning and Educational Development 5, no. 1 (2025): 154–59. https://doi.org/10.58737/jpled.v5i1.395.
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This study aims to find out the work motivation of teachers at Nurul Iman Private Junior High School. Based on data obtained through interviews on December 9, 2024, the results of the study show that the work motivation of teachers at Nurul Iman Private Junior High School is still relatively low. This is due to the lack of effective communication between principals and teachers, limited support in the development of professionalism, and the lack of awards and incentives. These factors affect teacher satisfaction and performance, so steps are needed to increase work motivation, both through the management of intrinsic and extrinsic factors. Principals who are able to build trust, communicate the school's vision and mission, support competency development, recognize teachers' contributions, and make fair decisions can create a positive environment and motivate educators to work better. The high motivation of teachers contributes to improving the quality of learning, achieving educational goals, and creating a better working environment. In addition, motivation can also reduce stress levels, increase job satisfaction, strengthen team collaboration, and improve overall school performance. This research also highlights the importance of two motivational factors, namely intrinsic and extrinsic factors, which need to be managed properly by school principals to achieve optimal educational goals. By implementing the right motivational strategies, school principals can create significant changes in the quality of education in the school.
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Peregrin-Alvarez, José M. "Self-determination: the key to successful weight loss and maintenance programs." Advances in Obesity, Weight Management & Control 13, no. 1 (2023): 22–23. http://dx.doi.org/10.15406/aowmc.2023.13.00386.
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While studies show that most people are not able to keep weight loss for the long-term, probably due to the lack of motivation, recent studies show that the effective choice and implementation of motivational strategies are fundamental to building up positive-thinking and long-term motivation, as well as succeeding at habit-formation. This manuscript provides qualitative research on the effect of motivation as a factor in behavioral interventions to reduce overweight or obesity, highlighting the importance of self- determination for succeeding in long-term weight loss and maintenance programs.
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Jaafar, Syaiful Baharee, Ida Safinar Aziz, and Norizah Md Ishak. "Leadership skills influence employee motivation: It is communication matter?" International Journal of Business and Management 7, no. 4 (2023): 14–18. http://dx.doi.org/10.26666/rmp.ijbm.2023.4.2.
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This study focuses on the leadership competencies associated with the communication aspect of motivating employees. Without motivation, employees do not use their skills, knowledge, or experience to improve their organizational performance. Therefore, having good leadership skills, such as communication skills, is critical for the employer to influence the employee's motivation to do the job. In addition, clear instruction can increase the motivation of employees, since they can do the job smoothly without errors. As a result, production increases, cost reductions due to lack of errors, and sales increase which leads to better performance.
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Ajnaimah, Siti, Duski Ibrahim, and Fitri Oviyanti. "Kerjasama Orang Tua dan Guru dalam Memotivasi Anak Menghafal Al-Qur’an di Rumah Tahfidz Nurul Qur’ani." Kamaya: Jurnal Ilmu Agama 6, no. 4 (2023): 534–45. https://doi.org/10.37329/kamaya.v6i4.2803.
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Parents and teachers have the responsibility to introduce and teach religious knowledge to children. In the process of memorizing the Koran, the role of parents and teachers in motivation is a very important dynamic aspect. With inner motivation, the memorization process will be maximized. Many children's lack of achievement is not due to their lack of ability, but because they lack motivation to learn. This research aims to analyze the strategies of teachers and parents in motivating children to memorize the Al-Qur'an. The research method used is qualitative with a case study approach. The results of this research show that 1) the teacher uses strategies by memorizing verses sequentially, deposits, Talaqqi and Muroja'ah methods. Apart from that, the teacher does not move on to another verse, before the verse is completely memorized, repeats the memorized memorization, muroja'ah when students deposit their memorization; 2) parents use strategies by listening to children's memorization, and Muraja'ah; and 3) there are several types of collaboration between parents and teachers, namely parenting; communication between parents and teachers either directly or indirectly; and volunteerism.
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Ali Sulaiman Talib Al Shuaili. "Exploring the Relationship Between Work Motivation and Job Satisfaction: The Teachers' Perspective in Oman." International Journal of Education and Humanities 5, no. 1 (2025): 87–100. https://doi.org/10.58557/(ijeh).v5i1.287.
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This study explores the relationship between motivation and job satisfaction among schoolteachers in Oman. The study aims to identify how motivation influences teachers' job satisfaction and to uncover the factors affecting both variables. Data were collected through self-administered questionnaires distributed to 680 teachers, followed by descriptive statistical analysis. The results indicated that teachers' motivation and job satisfaction levels were moderate. Additionally, a significant correlation was found between motivation and job satisfaction, suggesting that improving motivation could positively impact teachers' job satisfaction. Critical issues identified in the study include the lack of financial incentives, an unclear system for motivating teacher performance, and insufficient involvement of teachers in school decision-making processes. Based on these findings, the study recommends that the Omani Ministry of Education develop policies and incentives that align with teachers' basic living standards and create a more transparent and participatory system for motivating teachers. Such measures are expected to enhance teacher performance and, ultimately, the quality of education in Oman.
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Kassem, Mohamed Ali Mohamed. "Improving EFL Students' Speaking Proficiency and Motivation: A Hybrid Problem-based Learning Approach." Theory and Practice in Language Studies 8, no. 7 (2018): 848. http://dx.doi.org/10.17507/tpls.0807.17.
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The present study used a Hybrid Problem-Based Learning (H-PBL) approach for teaching a Speaking Course to the First-Year students of the English Department at Prince Sattam Bin Abdulaziz University, Saudi Arabia. Previous research has proved the currently inappropriate teaching approaches and the lack of motivation to be the most significant reasons for EFL students' poor speaking proficiency. The lack of motivation is due to the traditional, rigid and tedious teaching techniques adopted in speaking classrooms and partly due to the standardized curriculum of the speaking course where there is no scope for instructors to change their teaching approach or introduce new ideas in the curriculum. The H-PBL approach has been proved to be an effective model for teaching language skills; however, the existing literature still lacks an actual action plan or a methodology to introduce this approach as a pedagogical remedy for motivating EFL students and improving their speaking proficiency. The study addressed this gap by recommending the use of H-PBL approach in EFL speaking classes. The study used a pre-post speaking proficiency test, a students' motivation questionnaire, interviews and observation sheets as data collection tools. Results revealed that the H-PBL approach has a positive effect on improving the students' speaking proficiency, students' motivation significantly increased and, eventually, students tended to be more self-directed and independent. Instructors also applauded the use of H-PBL approach but recommended adapting the curriculum and the teaching strategies to support this approach.
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Eliana. "Strategi Guru PAI dalam Meningkatkan Motivasi Belajar Siswa SMPN 1 Wih Pesam, Bener Meriah." Tadabbur: Jurnal Peradaban Islam 3, no. 1 (2021): 125–46. http://dx.doi.org/10.22373/tadabbur.v3i1.145.
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A teacher has a big responsibility in the teaching and learning process. Therefore, the teacher must motivate the students because motivation is one factor that can affect the success or failure of all student activities in learning. This study aims to determine the strategies of Islamic Education teachers in increasing learning motivation, efforts of Islamic Education teachers in increasing student motivation, and to find out the obstacles and solutions as an effort of Islamic Education teachers in increasing student motivation of Junior High School in the sub-district of Wih Pesam, Bener Meriah Regency. This study is through a qualitative approach with data collection techniques through observation, interviews, and documentation studies. The results of the study concluded that the Islamic Education teacher strategy in increasing student learning motivation Junior High School in the sub-district of Wih Pesam, Bener Meriah Regency can be done with several steps, including; explain learning objectives to students, give gifts (rewards), bring up rivals or competencies, give praise, provide penalties and sanctions, generate encouragement to learn, form good learning habits, help students learning difficulties both individually and in groups, using various methods and must be by the learning objectives. Islamic education teachers' efforts in increasing learning motivation can be made through two motivational approaches, both intrinsic and extrinsic motivation. Intrinsic motivation can be done utilizing; giving gifts (reward), giving positive competence, giving advice and guidance, giving punishment or sanctions. While the extrinsic motivation approach can be made using the suitable method, the teacher must be creative, carry out self-reflection for students, give responsibility to students, make changes to the learning atmosphere, learning objectives must be clear, and identify student learning outcomes. While the obstacles faced by Islamic Education teachers are: still lack of reading books, lack of motivation from parents, improper learning methods used, and lack of interest in students in Islamic Education. While the solution is; foster students' interest in Islamic Education lessons, provide advice and guidance, give parents advice, and add activities to Islamic Education.
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Maung, Ei Phyoe, Csaba Kálmán, and János Gordon Győri. "Myanmar EFL pre-service teachers' motivational disposition in English writing: A pilot study." Journal of Adult Learning, Knowledge and Innovation 5, no. 2 (2022): 60–70. http://dx.doi.org/10.1556/2059.2022.00061.
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Abstract Since acquiring writing skills in the English language is a multiplex task as it includes several complex cognitive activities (Tillema, 2012), it is a challenging skill to master for English as a foreign language (EFL) students. The acquisition of this skill is also affected by motivation, which has a great impact on the success or failure of learning the target language (Dörnyei & Ushioda, 2011), and significantly influences the learner's academic and professional performance (Csizér & Dörnyei, 2005). Lack of research focusing on investigating the motivating effect of different aspects of English writing in the Myanmar context provided inspiration to conduct the present pilot study, which focused on mapping the motivational profile of 54 EFL pre-service teachers in English writing in Myanmar. The questionnaire developed by the authors was piloted in September 2020. Results indicate that out of the 12 dimensions measured, pre-service teachers' ideal selves and instrumental motivation seem to be the most motivating aspects of English writing, and there is a strong correlation between these two scales suggesting that the participants' ideal L2 self has a pragmatic focus. Moreover, regression analysis shows that pre-service teachers' intrinsic motivation, and their ideal selves contribute most to their motivated learning behavior.
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Altunina, Inna R. "MOTIVATION PROBLEMS IN FOREIGN PERSONALITY THEORIES." RSUH/RGGU Bulletin. Series Psychology. Pedagogics. Education, no. 4 (2020): 12–28. http://dx.doi.org/10.28995/2073-6398-2020-4-12-28.
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Foreign author’s psychological theories of personality from the point of view of formulating and solving issues related to the field of motivation of human behavior are examined in the article. The theories are mainly presented, which are usually considered both in monographs devoted to theoretical issues of personality psychology, and in books, the purpose of which is to illuminate motivational issues. The provisions of these theories related to the topic of motivation are revealed and discussed. Particular attention is paid to the lack of clear scientific criteria for classifying a particular theory as a personal or motivational problem, although in fact motivation is only a particular aspect of personality psychology. In conclusion, the point is made that in modern theories of personality, the issues of motivation of human behavior are disclosed quite fully and versatile, however, there is still no unified, holistic psychological theory of motivation and a clear division of the theory into personal and motivational. The same is stated with regard to psychological theories of personality, which differ significantly from each other in terms of terminology, problems considered in them and scientific solutions offered to them.