Relevant bibliographies by topics / Methods 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 'Methods of motivation'

Author: Grafiati
Published: 4 May 2022
Last updated: 28 May 2022

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Journal articles on the topic "Methods of motivation"

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Dolgalova, O., and T. Remesnik. "Application of foreign methods of labor motivation at Ukrainian enterprises." Galic'kij ekonomičnij visnik 70, no. 3 (2021): 140–47. http://dx.doi.org/10.33108/galicianvisnyk_tntu2021.03.140.

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This paper is devoted to the investigation of the motivation concept, study and analysis of foreign experience in motivating employees and the selection of elements that can be adapted in Ukrainian enterprises. The theoretical foundations of the staff motivation concept are considered in this paper. It is found that the staff motivation has significant impact on the staff and enterprise efficiency. The main tasks of employee motivation are determined. They are as follows: the formation of understanding of the employees motivation system, the establishment of psychological climate in the team; creating democratic approaches to personnel management. The main types of staff motivation are identified as tangible and intangible. The main means of material and intangible employees motivation are considered. Since without the staff interest it is impossible to solve the enterprise problems, motivation becomes an important task for the enterprise. In order to increase the material and moral interest of employees, to develop and improve the incentive mechanism the experience of developed countries in this area is taken into account in this paper. Foreign experience is considered to identify the optimal model of employee motivation at Ukrainian enterprises. Motivation systems of such leading countries as Japan, France, USA and Germany are studied. The ways of motivating employees in such leading companies as Google, Zappos, Huffington Post, Procter & Gamble, Apple, IBM and AT&T, Nihon Shokken are considered. Elements of French, German, American and Japanese motivation systems are generalized. The main elements of these foreign systems of employee motivation are identified: individualization of wages; incentives for staff training, arrangement of recreation areas, motivational monitoring, etc. From foreign experience, we can seen that motivation makes it possible to solve the problems related to the improvement of employee productivity. Therefore, the elements that can be adapted to national traditions of personnel management and used in Ukrainian enterprises for effective human resource management are highlighted in this paper.
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Adamska, Hanna. "Assessment of the company’s motivation system in the employees’ perception – case study." Scientific Journal of the Military University of Land Forces 191, no. 1 (January 1, 2019): 97–106. http://dx.doi.org/10.5604/01.3001.0013.2401.

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Nowadays, organizations through the appropriate motivational activities create employee behavior. They should apply available material and non-material incentives in a sustainable manner. Therefore, it is necessary to create such a motivation system within the organization’s activity that will generate employees’ right attitudes, beneficial for them and for the entire organization as well. The purpose of the work was to determine the employees’ subjective feelings related to motivational instruments used in the company. The research object was EnergiaPro S.A. with its registered seat in Wroclaw. The basic research technique was a survey, which was carried out anonymously among the employees of the administrative division. Research has shown that the company uses methods of material and non-material motivation. Employees particularly appreciate the system of cash incentives, especially bonuses. It is the motivator for them to work more efficiently. Not without significance for them is also non-cash motivating (training, social allowances and the use of additional leave). They have positive feelings about the correctness of the motivational methods used, although their expectations regarding cash motivation, especially salaries, are higher. They expect wage increases and fair awards, recognizing that this is a major problem in the company.
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Lazutkin, Vadim. "Management of Labor Motivation of Research Personnel." Bulletin of Kemerovo State University. Series: Political, Sociological and Economic sciences 2021, no. 2 (August 13, 2021): 229–37. http://dx.doi.org/10.21603/2500-3372-2021-6-2-229-237.

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The specifics of research and academic profession presuppose special approaches to personnel management and motivation. The selection of adequate motivational tools is often done by trial and error. The paper attempts to substantiate short-term and long-term methods of motivating scientific personnel. The experiment featured the case of a Russian biotechnological company, whose personnel underwent S. Ritchie and P. Martin’s Motivational Profile Test. The dominant factors of job satisfaction included self-development opportunities, recognition, ambitious goals, creative tasks, etc. The authors developed some ways for the further development of methods for motivating research personnel.
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Holt, Gary A., Kay E. Holt, Ashish Chandra, and Richard Hood. "Methods for Improving Student Motivation." Journal of Pharmacy Teaching 5, no. 4 (May 13, 1997): 83–88. http://dx.doi.org/10.1300/j060v05n04_08.

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Mukhambetov, T. I. "Distant motivation against short motivation." BULLETIN OF THE KARAGANDA UNIVERSITY. ECONOMY SERIES 101, no. 1 (April 30, 2021): 83–91. http://dx.doi.org/10.31489/2021ec1/83-91.

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Object: This article examines the issues of comparative analysis of short, that is, near and long perspectives from the point of view of their impact on employee motivation. Another goal of the article is to develop practical recommendations for the development of Far Distant (Long-term) Motivation in the wage system. Methods: This study uses quantitative research methods and a trending data collection method. The data were collected through a survey using the same questionnaire in 1994 and in 2010, which made it possible to identify the dynamics of changes in employee motivation. The sample size was 250 respondents. Findings: The results show that long-term perspectives at work play a huge role for workers. Second, Far Distant Motivation is unfortunately underestimated by employers, as a result of which the potential for increasing employee productivity is not fully exploited. Conclusions: Research shows that Far Distant Motivation should become an essential element of the motivation system in a company focused on competitiveness. Its presence will increase the competitiveness of the company, the productivity of employees and achieve the integration of personnel into the strategic goals of the company. The widespread practice of Short-Term Motivation based on assessment and remuneration based on short-term results for certain categories of workers has significantly less motivational power than Far Distant Motivation based on assessment of merit and long-term performance results. Therefore, modern companies must build a combination of Short and Far Distant Motivation.
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Gao, Yihong, Xiaoying Wang, and Yan Zhou. "EFL motivation development in an increasingly globalized local context: A longitudinal study of Chinese undergraduates." Applied Linguistics Review 5, no. 1 (April 1, 2014): 73–97. http://dx.doi.org/10.1515/applirev-2014-0004.

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AbstractAs part of a larger longitudinal study, this paper examines the development of Chinese students' EFL learning motivation throughout university undergraduate study, in an increasingly globalized local context. The study adopted a social constructivist perspective of language learning and combined research methods; the participants were over 1,000 undergraduates from 5 universities. The quantitative data were collected through a questionnaire (based on Gao et al. 2004) including motivational intensity and motivation types – instrumental, cultural, and situational, implemented annually from university entrance to graduation. The qualitative data consisted of individual and group interviews, student journals, and observations. Integrated data analysis revealed that sustained high-level long-term instrumental motivations coexisted with an increase of L2- oriented cultural motivations and situational motivation, particularly in the first and fourth year. The increased L2-oriented cultural motivations indicated neither ``ntegrativeness'' in the sense of becoming a member of the native English speaker community, nor a culturally neutral ``global identity.'' The increase of such L2- oriented cultural motivations was also accompanied by a sustained ``social responsibility'' motivation oriented to learners' home culture. Such complexities of motivational development call for further investigation in increasingly globalized EFL contexts.
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Nadtochiy, Yu B., and D. N. Surov. "INNOVATIVE APPROACHES TO STAFF MOTIVATION IN MODERN CONDITIONS." Scientific Journal ECONOMIC SYSTEMS 13, no. 4 (2020): 74–84. http://dx.doi.org/10.29030/2309-2076-2020-13-4-74-84.

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Innovative (digital) economy, innovation-these words constantly accompany our life in modern society. Innovations have penetrated into all spheres of human life, and the motivational sphere is no exception. Are there innovative methods of motivating staff? Or is the new a well- forgotten old? How urgent is the need to introduce innovative methods of motivation? These and many other issues are constantly discussed not only by researchers of motivation problems, but also by employers. The article describes the author’s position on the application of innovative approaches to staff motivation, and presents the results of a survey of students.
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Hitka, Miloš, Silvia Lorincová, Miloš Gejdoš, Kristina Klarić, and Dagmar Weberová. "Management approach to motivation of white-collar employees in forest enterprises." BioResources 14, no. 3 (May 29, 2019): 5488–505. http://dx.doi.org/10.15376/biores.14.3.5488-5505.

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Employee motivation is a prerequisite for the effective development of the potential of human resources. Therefore, motivation processes are important. The aim of the paper was to define the motivational priorities of white-collar employees in forest enterprises. Following the research results, cluster analysis statistical methods were used to define employee groups with similar motivations. The research was carried out in 11 forest enterprises with 195 total respondents. The results indicated that it is possible to create a unified motivation program with selected motivation factors for white-collar employees in forest enterprises. Defined groups had similar levels of motivation in individual motivation factors. Three significant motivation factors were determined: basic salary, working environment, and fair appraisal system. These motivation factors can be systematically implemented as a tool to improve the level of motivation of individual groups. It is important to consider that conditions and work environments change over time, so an effective motivation program must be updated regularly in order to produce sustained benefits.
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Lampusova, V. B., L. Yu Orekhova, and L. I. Shalamay. "Educational motivation of the senior students of Dental faculty." Scientific Notes of the Pavlov University 26, no. 4 (March 21, 2020): 34–39. http://dx.doi.org/10.24884/1607-4181-2019-26-4-34-39.

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Introduction. The question of learning motivation turns out to be the leading one in psychology of study. The content and structure of motivation form a certain motivational level of a student as well as the degree of his educational activity. During the years of study at the university, the correlation of motives changes, influencing the academic progress of the students.The objective of our study was to investigate the motivation peculiarities of educational activity in 4th year-students of the Faculty of Dentistry.Methods and materials. Forty-eight 4th year – students of the Faculty of Dentistry were analyzed for the structure of their motivation to study. The techniques and methods used in the study were «Studying the motives of students` learning activities» by A. A. Rean and V. A. Yakunin, «Motivation for university education» by T. I. Ilyina, «Motivation for success» and «Motivation to avoid failures» by T. Ehlers.Results. The learning activity of dental students is supported by many motives. The strongest leading motives are professional, educational, and cognitive motives as well as motivation for obtaining a diploma. The motivational sphere of students embraces both external and internal motives that do not depend on external stimuli. The students are equally aimed at gaining knowledge and mastering the profession. In the sphere of motivation, the students have both motivations for achieving success, and the motives for avoiding failures. The methods of forming positive learning motivation in the classes of 4-year dentistry students are given.Conclusion. The educational activity of dental students is supported by professional, educational, cognitive, and pragmatic motives. The structure of motivation includes both external and internal motives that give it stability. Students are satisfied with their chosen profession, and their educational activities are not compelled. The dental students have motivations for archiving success and the motives for avoiding failures, expressed to a greater extend. It must be taken into account in motivational support.Authors declare no conflict of interest.The authors confirm that they respect the rights of the people participated in the study, including obtaining informed consent when it is necessary, and the rules of treatment of animals when they are used in the study. Author Guidelines contains the detailed information.
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Perevezentsev, E. A., and V. M. Levanov. "Motivation as key factor of deploying lean technologies in medical institutions (an analytic review)." Kuban Scientific Medical Bulletin 27, no. 4 (August 14, 2020): 134–48. http://dx.doi.org/10.25207/1608-6228-2020-27-4-134-148.

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Aim. To assess the importance, role, methods and conditions for creating and sustaining positive motivation of medical personnel in deploying a modern management system based on lean production to optimise the production flow in medical institutions, improve quality, availability and efficiency of public medical care.Materials and methods. The authors employed historical, bibliometric and statistical methods to analyse domestic and foreign scientific archives on lean production, motivation and motivational risks as key factors in implementing lean technologies in medical institutions.Results. Implementation of lean production (LP) as a manufacturing management system is among key conditions for creating a new model of the medical institution. Principles of LP are applied at three interfaces: with patients, personnel and resources. Positive motivation of employees is prerequisite for accomplishing a project, which requires supervisors to know and leverage the basics of motivational management. Creation of a motivating environment for various categories of employees in developing a LP system requires taking into account the type and management culture level of a medical institution.Conclusion. In order to create and sustain motivation for realising creative potential of the team, it is necessary to account for the motivation risks, develop and implement a motivation system differentially by employee categories and project stages. Effective motivational measures are necessarily based on a system of material and non-material incentives with clear and achievable criteria, amounts and forms valued by employees and rooted in medical and economic feedback of implementing the LP principles.
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Dissertations / Theses on the topic "Methods of motivation"

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Gazdula, Joseph H. "Enterprise learning : methods and motivation." Thesis, University of Liverpool, 2013. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.631691.

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This thesis explores the epistemological journey of two cohorts of students on undergraduate enterprise education courses, and discusses the research I undertook into their learning experiences to begin the development of my pedagogical approach to enterprise learning. By clearly defining enterprise and entrepreneurship it begins to unravel a complicated discourse between the two terminologies and provides a foundation for researching enterprise education as an area in its own right. Using a mixed methods approach to research over the course of an academic year, I identify key learning motivators from enterprise placements and discuss the effects on attainment and motivation. Emerged themes discussed include the effects of pressure on learning, social learning and group work, self-efficacy, critical learning experiences, the relationship between personal and institutional needs, personal organisation, professional attachments, employability concerns and the importance of finding personal learning in enterprise situations. In discussing a pedagogical approach to enterprise the student as an individual becomes central to the enterprise learning experience and a pedagogical approach is explored which centres on the personal nature and individuality of student learning needs. My methodology considers learning outcomes, assessment approaches, learning capture, personal assessment of student needs, enterprise learning preparation, and delivery, and the role of reflection. This developed into a framework drawing from the transitional learning ideas of Illeris (2007) transformative learning from Mezirow (2000) and Scharmer's Theory U (2009) to create an appropriate learning architecture for enterprise. Critical reflexology is used to underpin the research and advise of bias.
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Vedmid, N. "Intangible methods of staff motivation." Thesis, Видавництво СумДУ, 2012. http://essuir.sumdu.edu.ua/handle/123456789/26000.

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Beckman, Ramona. "Motivation in the English classroom : A study of how English teachers work with motivating their students." Thesis, Linnéuniversitetet, Institutionen för språk och litteratur, SOL, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-7893.

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The aim of this essay is to find out what motivation in a school environment actually means and how practicing teachers work with trying to motivate their students to learn English. Interviews were performed with three English teachers from different levels and municipalities in Sweden using qualitative and semi-structured questions. It was found that the teachers have both different and similar views on how to work with motivating their students. It is suggested that there are different kinds of motivation and that motivation is a vital part of the work a teacher does. Furthermore, there are numerous methods to apply to a class, and teachers have to try and develop a feeling for which ones to use. Keywords: Learning English, motivation, methods.
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Hjalmarsson, Frida. "Motivation : Kan en lärares undervisning bidra till elevens motivation i matematik?" Thesis, Örebro universitet, Institutionen för naturvetenskap och teknik, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-69373.

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Lärandet i matematik styrs av elevens motivation till ämnet. Syftet med studien är att ta reda på vilka olika faktorer i undervisningen som kan påverka elevens motivation inom ämnet matematik. För att skapa en forskningsöversikt har en systematisk litteraturstudie genomförts för att utveckla och presentera en fördjupning i de teman som blivit synliga. Två tydliga teman växte fram, Spel och Undervisningsfaktorer och det är dessa teman som undersökts för att finna vilka faktorer som kan påverka elevens motivation. Resultatet av studien visar att lärarens undervisning och hur den genomförs, har en betydande roll för hur eleven kommer finna och utveckla sin motivation till matematik. Aktiv undervisning visar sig vara en avgörande faktor till hur elevens motivation ter sig till matematiken. Pedagogiska spel i matematiken visar sig även ha en positiv inverkan på elever med inlärningssvårigheter, men lämpar sig väl för alla elever.
The teaching in mathematics is influenced by the student's motivation to mathematics. The main purpose of this study is to find factors in the teacher´s methods that can have an effect on the pupil´s motivation in mathematics. In order to create a research overview, a systematic literature study has been conducted, to then later on, deepen the topics that have become visible. Two themes were clearly emerged, Games and Activities and Teaching factors, and these themes were examined to find out which factors can affect the pupil´s motivation. The result of the study shows that the teacher´s methods and how they are implemented, has a significant role in how the pupils will find and experience motivation for math. Active teaching proves to be an important factor for the student's motivation and how it appears in the mathematical subject. The result also shows that educational games in maths education have a positive impact on all pupils, and especially for pupils with learning disabilities.
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Erdil, Zeynep. "Promoting L2 Motivation via Motivational Teaching Practice: A Mixed-Methods Study in the Turkish EFL Context." Scholar Commons, 2016. http://scholarcommons.usf.edu/etd/6496.

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The shift toward bilingualism and multilingualism in historically monolingual societies resulting from globalization has positioned second/foreign language (L2) learning research as a significant field. Extensive research in L2 motivation over decades has demonstrated motivation to be a significant determiner of L2 learning achievement and has yielded many sound L2 motivation theories and frameworks. The latest L2 motivation framework is the L2 Motivational Self System (L2MSS) offered by Dörnyei (2005, 2009). Numerous studies have been conducted to validate this theory in different English as a foreign language (EFL) contexts (e.g., in China, Iran and Japan: (Taguchi, Magid & Papi, 2009); in Hungary: (Csizér & Kormos, 2009); in Saudi Arabia: (Al-Shehri, 2009); and in Turkey: (Thompson & Erdil-Moody, 2014). Studies have found the theory sufficiently elaborate to explain the multifaceted L2 motivation in its dynamic nature. This study utilized the theoretical framework of L2MSS to examine L2 learners’ motivation. Due to the importance of motivation in L2 learning and achievement, research focusing on EFL instructors’ use of motivation-enhancing strategies has gained significance. To fill a longstanding gap in L2 research for a unified and systematic motivational strategies framework for teachers, Dörnyei (2001) offered the Motivational Teaching Practice in the L2 Classrooms Model (MTP) – which offers various strategies that L2 teachers can use to enhance student motivation. The current study used this MTP theoretical framework to investigate L2 teachers’ motivational teaching practice. However, how the L2MSS could be integrated into the motivational teaching practice has not been adequately studied and requires further examination. Moreover, most language teacher education programs lack motivational teaching practice training for pre-service L2 teachers. Consequently, the present study aims to fill the gap in L2 research by examining a) how to promote EFL instructors’ motivational teaching practice through a training program on motivation-enhancing strategies within the L2MSS framework; b) how L2 teachers’ consistent and systematic use of motivation-enhancing strategies within this framework impact students’ motivated learning behaviors. Another way this study contributes to L2 research is by offering both quantitative and qualitative empirical data in an understudied EFL context, Turkey, concerning the relationship between motivational teaching practice and learner motivation. The study employed a mixed-methods experimental design. The researcher collected data from February 2015 to June 2015, coordinating and delivering the teacher workshops, and analyzing and interpreting the data. The data involve various sources: self-report questionnaires from L2 teachers and students, classroom observations of teachers’ motivational teaching practice and students’ motivated learning behaviors, semi-structured interviews with teachers and students, teachers’ strategy logs and reflective journals. Quantitative and qualitative data analysis procedures were employed to analyze the data. The self-report questionnaire data were analyzed via exploratory factor analyses, Cronbach’s alpha, descriptive statistics, independent and paired samples t-tests; the classroom observation data were analyzed using repeated measures ANOVA; strategy logs were analyzed using descriptive statistics; and the qualitative data via classroom observations, reflective journals and interviews were analyzed via content analysis. The researcher coded, categorized, themed, and analyzed the data separately. This study intends to a) contribute to the L2 motivation research, b) offer pedagogical recommendations for motivational teaching practice to promote learner motivation within the L2MSS framework, c) contribute to the pre-service L2 teacher training to promote motivational teaching practice. The results showed that instructors’ and students’ perceptions of instructors’ use of motivational strategies demonstrated both differences and similarities, indicating that both groups have varying perceptions in regards to instructors’ motivational teaching practice. An overall analysis of the MTP across 25 different EAP classes showed an average use of motivational strategies excluding any of the recently suggested strategies that enhance the L2 self guides (the ideal L2 self and the ought-to L2 self) of learners grounded in the L2MSS theory. The classroom observation and L2 motivation data that were collected in both experimental and control groups before and after the treatment showed that instructors who received motivational teaching workshop started using more varieties of strategies more often and in a more consistent way compared to the control group instructors who did not receive any treatment. Similarly, experimental group students in the classes where instructors used more consistent and varied motivational strategies demonstrated more motivated classroom behaviors compared to the control group students. Experimental group instructors’ reflective journals and strategy logs also indicated an increased awareness of MTP and more conscious effort in trying to vary their motivational strategy use and develop their own consistent MTP. The interviews with the experimental group instructors showed that instructors were more confident in their MTP, more conscious in their choice of motivation-enhancing strategies and lesson and material design that address learners’ ideal L2 selves. They all expressed that participating in the study including but not limited to taking the MTP workshop, implementing those strategies in their classes, continuous feedback and discussion sessions with the other experimental group instructors and the researcher, writing the reflecting journals and the strategy logs were altogether helped them to a great deal creating a “transformational experience like a wake-up call” in their teaching. Interviews with the students revealed that experimental group students were happier in their EAP class this semester compared to their previous pre-requisite EAP class because they were kept more motivated, engaged and active throughout the semester. They found their instructors as the most motivating factor on their motivation and achievement this semester.
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Thompson, Jeremy R. (Jeremy Ray). "Physical Motivation and Methods of Solution of Classical Partial Differential Equations." Thesis, University of North Texas, 1995. https://digital.library.unt.edu/ark:/67531/metadc277898/.

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We consider three classical equations that are important examples of parabolic, elliptic, and hyperbolic partial differential equations, namely, the heat equation, the Laplace's equation, and the wave equation. We derive them from physical principles, explore methods of finding solutions, and make observations about their applications.
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Boronos, V., and Zh Pronikova. "Economic analysis methods motivation to practice environmental performance of economic entities." Thesis, Sumy State University, 2015. http://essuir.sumdu.edu.ua/handle/123456789/40711.

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Today, the dynamic development of the world economy leads to an aggravation of the ecological situation. Climate change, water shortage, soil erosion, genetic and electromagnetic pollution and so lead to the fact that countries and the international community have to find new ways to reduce ekodestruktyvnoho human impact on nature. In this regard, each state independently develops methods for greening business.
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Jessen, Svein Arne. "The motivation of project managers : a study of variations in Norwegian project managers' motivation and demotivation by triangulation of methods." Thesis, Henley Business School, 1991. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.278441.

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Nilsson, Clara. "Motivating Students within Autism Spectrum Disorder to Develop their L2 English Language : Teaching Methods for Motivation in Swedish Secondary Schools." Thesis, Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-76311.

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Drawing on theories about and previous research on second language (L2) motivation and   students with special needs, the present study adopts a content analysis approach to examine how L2 English teachers, in Swedish secondary schools, motivate students within Autism Spectrum Disorder (ASD) to develop their English language. This topic was investigated by interviewing three teachers at different schools with experience of working with ASD students. A semi-structured interview format was used. The findings revealed that the teachers used many different methods in order to motivate their students. They deliberately planned for their students to feel included in the plan for their respective education in English and often connected assignments to individual students’ interests. Further, they praised their students’ positive qualities and tried to work so that the students saw that there was a ‘profit’ from completing each assignment. Furthermore, the investigation revealed that different study materials could be useful for students within ASD. One of the teachers had received advice from The National Agency for Special Needs Education and Schools to apply to the teaching of students in special needs education; she found the suggested advice complex.
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Åkesson, Stina, and Martina Vallin. "Learning environment in Thailand : A case study regarding teaching methods and motivation in a Thai school." Thesis, Linnéuniversitetet, Institutionen för pedagogik, psykologi och idrottsvetenskap, PPI, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-24094.

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The aim of our case study is to illustrate what teaching methods the teachers in an elementary school in southern Thailand use and if they motivate the students and in that case, how they do it. In the background we briefly report about Thailand, their school system and their development. The following presentation processes previous research that has been made within our chosen subjects. The theories are linked to our research questions, such as teaching methods, learning environments and approaches to motivate the students. Through a qualitative method ten observations have been conducted and the result of our observations have been analyzed and discussed. The result shows that the teachers in our case study use very personal and different teaching methods. The Ministry of education (2006) describes that the educational reform that took place in Thailand should develop teachers’ education methods to be more student-centered. The result of our observation shows that the teachers are in different stages in this development. Some of the teachers have much to develop before they reach this goal. The teachers also motivate the students differently. Some teachers motivated the students through external motivation where the goal was to pass the examiner’s tests, while others used the students’ internal motivation. The results cannot be generalized for all schools in Thailand. Since the study is relatively small, it only shows how a part of the teachers implemented their teaching at the school where the study was conducted.
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Books on the topic "Methods of motivation"

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A, Locke Edwin, ed. Study methods & motivation: A practical guide to effective study. 2nd ed. New Milford, Conn: Second Renaissance Books, 1998.

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Coaching in the healthcare continuum: Models, methods, measurements and motivation. 2nd ed. Manasquan, NJ: Healthcare Intelligence Network, 2008.

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Jessen, Svein Arne. The motivation of project managers: A study of variation in Norwegian project managers' motivation and demotivation by triangulation methods. Uxbridge: Brunel University, 1990.

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Accelerated learning in practice: Brain-based methods for accelerating motivation and achievement. Stafford: Network Educational Press, 1998.

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Accelerated learning in practice: Brain-based methods for accelerating motivation and achievement. Stafford: Network Educational Press, 2001.

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Medical staff peer review: A strategy for motivation and performance. Chicago, Ill: American Hospital Pub., 1991.

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Employee involvement: Methods for improving performance and work attitudes. Newbury Park: SAGE Publications, 1993.

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Marinak, Barbara A. Maximizing motivation for literacy learning: Grades K-6. New York: The Guilford Press, 2012.

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Marinak, Barbara A. Maximizing motivation for literacy learning: Grades K-6. New York: The Guilford Press, 2012.

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Building motivational interviewing skills: A practitioner workbook. New York, USA: Guilford Press, 2009.

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Book chapters on the topic "Methods of motivation"

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Monin, Jean-François, and Michael G. Hinchey. "Motivation." In Understanding Formal Methods, 1–13. London: Springer London, 2003. http://dx.doi.org/10.1007/978-1-4471-0043-0_1.

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Palestro, James J., Per B. Sederberg, Adam F. Osth, Trisha Van Zandt, and Brandon M. Turner. "Motivation." In Likelihood-Free Methods for Cognitive Science, 1–11. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-72425-6_1.

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Vázquez-Cendón, M. Elena. "Motivation." In Solving Hyperbolic Equations with Finite Volume Methods, 3–18. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-14784-0_1.

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Kundert, Kenneth S., Jacob K. White, and Alberto Sangiovanni-Vincentelli. "Motivation." In Steady-State Methods for Simulating Analog and Microwave Circuits, 17–25. Boston, MA: Springer US, 1990. http://dx.doi.org/10.1007/978-1-4757-2081-5_2.

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Moerdijk, Ieke, and Bertrand Toën. "Motivation and objectives." In Simplicial Methods for Operads and Algebraic Geometry, 121–26. Basel: Springer Basel, 2010. http://dx.doi.org/10.1007/978-3-0348-0052-5_9.

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Chawki, Mohamed, Ashraf Darwish, Mohammad Ayoub Khan, and Sapna Tyagi. "Cybercrime: Introduction, Motivation and Methods." In Studies in Computational Intelligence, 3–23. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-15150-2_1.

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Dörnyei, Zoltán, and Ema Ushioda. "Main Types and Methods of Motivation Research." In Teaching and Researching Motivation, 197–244. 3rd ed. Third edition. | New York, NY: Routledge, 2021.: Routledge, 2021. http://dx.doi.org/10.4324/9781351006743-12.

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Myers, Wayne L., and Ganapati P. Patil. "Motivation and Computation." In Multivariate Methods of Representing Relations in R for Prioritization Purposes, 1–10. New York, NY: Springer New York, 2012. http://dx.doi.org/10.1007/978-1-4614-3122-0_1.

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Ward, Ryan D. "Methods for Dissecting Motivation and Related Psychological Processes in Rodents." In Behavioral Neuroscience of Motivation, 451–70. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/7854_2015_380.

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Ovacik, Irfan M., and Reha Uzsoy. "Industrial Context and Motivation of Decomposition Methods." In Decomposition Methods for Complex Factory Scheduling Problems, 15–29. Boston, MA: Springer US, 1997. http://dx.doi.org/10.1007/978-1-4615-6329-7_2.

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Conference papers on the topic "Methods of motivation"

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Changizi, Mark A. "Motivation for a New Semantics for Vagueness." In 2nd Irish Workshop on Formal Methods. BCS Learning & Development, 1998. http://dx.doi.org/10.14236/ewic/fm1998.1.

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Yang, Zhonghai, Sun Ying, and Qianqian Zhang. "Management Motivation and Earnings Management Methods." In 2013 International Conference on Cyber-Enabled Distributed Computing and Knowledge Discovery (CyberC). IEEE, 2013. http://dx.doi.org/10.1109/cyberc.2013.55.

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Kartseva, Elena. "Teaching English: Increasing Learning Motivation." In Topical Issues of Linguistics and Teaching Methods in Business and Professional Communication. European Publisher, 2020. http://dx.doi.org/10.15405/epsbs.2020.12.02.5.

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Goodman, Joseph W. "Digital Image Formation from Holograms: Early Motivation Modern Capabilities." In Adaptive Optics: Methods, Analysis and Applications. Washington, D.C.: OSA, 2007. http://dx.doi.org/10.1364/aopt.2007.jma1.

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Kondraske, George V., and George J. Khoury. "Telerobotic system performance measurement: motivation and methods." In Applications in Optical Science and Engineering, edited by Jon D. Erickson. SPIE, 1992. http://dx.doi.org/10.1117/12.131695.

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Popova, Yu, A. Balayanc, and A. Vozdinova. "MOTIVATION OF STAFF IN AN EDUCATIONAL ORGANIZATION." In Manager of the Year. FSBE Institution of Higher Education Voronezh State University of Forestry and Technologies named after G.F. Morozov, 2022. http://dx.doi.org/10.34220/my2021_230-233.

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The article presents modern methods and methods of motivating the staff of an educational institution. The concepts of “motivation” and “stimulation” are considered. Measures to encourage employees of the educational institution are proposed. The article presents an individual approach to motivating and stimulating the work of a teacher to reveal the internal potential of the employee and his maximum return.
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Afzal, Shazia, and Peter Robinson. "Modelling Affect in Learning Environments - Motivation and Methods." In 2010 IEEE 10th International Conference on Advanced Learning Technologies (ICALT). IEEE, 2010. http://dx.doi.org/10.1109/icalt.2010.127.

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Micieta, Branislav, Vladimira Binasova, Marta Kasajova, and Gabriela Gabajova. "USING ACTIVATING TEACHING METHODS FOR IMPROVING STUDENT MOTIVATION." In 12th International Conference on Education and New Learning Technologies. IATED, 2020. http://dx.doi.org/10.21125/edulearn.2020.2129.

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Samsudin, Noor Hidayah. "The Method Of Managing Employee Motivation In Islam: Analysis On Reward Methods." In INCoH 2017 - The Second International Conference on Humanities. Cognitive-Crcs, 2019. http://dx.doi.org/10.15405/epsbs.2019.09.20.

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Baclija Susic, Blazenka, and Marijana Zupanic Benic. "DIFFERENT TEACHING METHODS IN MUSIC EDUCATION AND ACHIEVEMENT MOTIVATION." In 10th annual International Conference of Education, Research and Innovation. IATED, 2017. http://dx.doi.org/10.21125/iceri.2017.1766.

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Reports on the topic "Methods of motivation"

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Petrenko, Larisa M., Iryna P. Varava, and Andrey V. Pikilnyak. Motivation readiness of future software engineer's professional self-improvement and prospects of its formation in college cloud environment. [б. в.], July 2020. http://dx.doi.org/10.31812/123456789/3893.

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Innovative technologies have an impact on the countries socio- economic development, the structure of labor market and educational services transformation. Rapid IT industry development constantly requires qualified programmers capable of professional self-improvement throughout life, the driving force of which is the individual motivation which activates the individual self-development process, optimizes thinking and develops special professional qualities, moral and ethical values. The main article purpose is to analyze the state of the form of motivational readiness for future programmer’s professional self-improvement, to identify problems of its formation in colleges and to determine the ways of its increase as one of the main factors of quality improvement. To achieve it, a complex of theoretical and empirical methods was used, with help of which a number of problems were revealed which slow down the process of improving the quality of future programmers professional training. To eliminate them, a system of phased motivation for future specialists professional self-improvement has been developed on the basis of general secondary education, which can be integrated into the teaching of both general education and professionally-oriented disciplines; ways of improving the quality of the educational process through the creation of a cloud of oriented environment, the introduction of innovative teaching technologies, special training of teachers in the system of professional development.
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Shamonia, Volodymyr H., Olena V. Semenikhina, Volodymyr V. Proshkin, Olha V. Lebid, Serhii Ya Kharchenko, and Oksana S. Lytvyn. Using the Proteus virtual environment to train future IT professionals. [б. в.], February 2020. http://dx.doi.org/10.31812/123456789/3760.

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Based on literature review it was established that the use of augmented reality as an innovative technology of student training occurs in following directions: 3D image rendering; recognition and marking of real objects; interaction of a virtual object with a person in real time. The main advantages of using AR and VR in the educational process are highlighted: clarity, ability to simulate processes and phenomena, integration of educational disciplines, building an open education system, increasing motivation for learning, etc. It has been found that in the field of physical process modelling the Proteus Physics Laboratory is a popular example of augmented reality. Using the Proteus environment allows to visualize the functioning of the functional nodes of the computing system at the micro level. This is especially important for programming systems with limited resources, such as microcontrollers in the process of training future IT professionals. Experiment took place at Borys Grinchenko Kyiv University and Sumy State Pedagogical University named after A. S. Makarenko with students majoring in Computer Science (field of knowledge is Secondary Education (Informatics)). It was found that computer modelling has a positive effect on mastering the basics of microelectronics. The ways of further scientific researches for grounding, development and experimental verification of forms, methods and augmented reality, and can be used in the professional training of future IT specialists are outlined in the article.
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Panchenko, Liubov F., Tetiana A. Vakaliuk, and Kateryna V. Vlasenko. Augmented reality books: concepts, typology, tools. [б. в.], November 2020. http://dx.doi.org/10.31812/123456789/4414.

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The article discussed the usage of augmented reality books in educational process. The object of research is augmented reality books. The subject of the study is the concepts and classification of augmented reality books; digital story making tools that emphasize child-teacher co-operation; difficulties in augmented reality using. The methods of research are: the analysis of publications about the issue; the analysis of digital tools capabilities; systematization and generalization of research information. In the article the facet classification for augmented books is proposed; the main facets are: reality- virtuality continuum, type of augmented materials, device types, type of interaction, spatial space of book, book’s category. Content for a module of a specialty course about augmented reality books for the system of professional training and retraining for educators in postgraduate education is discussed. Some samples of tasks for educators are presented: audio augmented book about world’s books monuments; analysis augmented reality examples in the textbook of the New Ukrainian school (subject name, topic, didactic tasks, quality of implementation, directions of expansion etc.), search and analysis augmented books according to the professional interests of the educators; discussion how augmented reality can help to improve student motivation with accent to attention, relevance, confidence and satisfaction; group work about design and creation a fragment of own textbook with augmented reality.
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Petrovych, Olha B., Alla P. Vinnichuk, Viktor P. Krupka, Iryna A. Zelenenka, and Andrei V. Voznyak. The usage of augmented reality technologies in professional training of future teachers of Ukrainian language and literature. CEUR Workshop Proceedings, July 2021. http://dx.doi.org/10.31812/123456789/4635.

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The article deals with the peculiarities of creation and practical application of augmented reality (AR) technologies for the organization of students-philologists’ individual and group work in studying the discipline “Methodic of teaching literature”. The relevance of the introduction of AR technologies for the future teachers-philologists’ readiness formation to the professional activity is substantiated. Analysis of the scientific sources suggested that the professional training process requires the modernization of teaching methods, and the usage of information and communication technologies (ICT) in education, in particular AR technologies, allows to make the learning process interesting and exciting. The domestic and foreign experience of AR technologies application into current educational practices is generalized. A step-by-step algorithm for creating the AR in the mobile application Unite and its subsequent content filling for professional training of future teachers of Ukrainian language and literature is described. The visualization of the educational content of the lepbook “Incredible Lesya Ukrainka”, made by students- philologists at the Mykhailo Stelmakh Faculty of Philology and Journalism of Vinnytsia Mykhailo Kotsiubynskyi State Pedagogical University during the studying the discipline “Methodic of teaching literature”, is detailed. It is specified that the educational process is based on the creation AR with the visualization of interactive learning materials with animation, instructions, links, video content, illustrations etc. according to the rubrics of the lepbook. It is emphasized that the implementation of AR technologies provides the increasing of motivation for systematic mastering of practical skills, enhances students’ concentration and attention, increases their cognitive experience, promotes the development of their creative abilities, produces the opportunities of using the visualized content for students’ research work, stimulates them to self-expression, motivates them to self-development, trains them to the skillful use of the Internet, modern gadgets and mobile applications, etc. Prospects for studying the possibilities of using AR technologies in lessons of Ukrainian literature at secondary school are determined.
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Falfushynska, Halina I., Bogdan B. Buyak, Hryhorii V. Tereshchuk, Grygoriy M. Torbin, and Mykhailo M. Kasianchuk. Strengthening of e-learning at the leading Ukrainian pedagogical universities in the time of COVID-19 pandemic. [б. в.], June 2021. http://dx.doi.org/10.31812/123456789/4442.

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Distance education has become the mandatory component of higher education establishments all over the world including Ukraine regarding COVID-19 lockdown and intentions of Universities to render valuable knowledge and provide safe educational experience for students. The present study aimed to explore the student’s and academic staff’s attitude towards e-learning and the most complicated challenges regarding online learning and distance education. Our findings disclosed that the online learning using Zoom, Moodle, Google Meet, BigBlueButton and Cisco has become quite popular among the students and academic staff in Ukraine in time of the lockdown period and beyond. Based on the Principal Component Analysis data processing we can conclude that students’ satisfaction and positive e-learning perception are in a good correlation with quality of e-learning resources and set of apps which are used while e-learning and distance education. Also, education style, methods, and manner predict willingness of students to self-study. The self-motivation, time-management, lack of practice, digital alienation, positive attitude towards ICT, and instruction strategy belong to the most important challenges of COVID-19 lockdown based on the students and academic staff interviews. Online learning on daily purpose should be used in the favor of strengthening of classical higher education rather than replacing the former. Blended education is the best alternative to face-to-face education, because the communication with mentor in a live environmental even virtual should have ushered the learners to complete online learning and improve its results.
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Савченко, Лариса Олексіївна. Characteristic of the future specialists professional preparation to the quality educational assessment. Педагогічна думка, 2015. http://dx.doi.org/10.31812/0564/365.

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To consider the characteristics of the levels of formation of professional readiness of future specialists to pedagogical diagnostics of quality of education. Diagnostics of levels of formation of professional training of future teachers is realized through a number of research methods: observation, testing, interview, analysis of the results. The basis of the diagnostic systems research on three-level assessment scale, supplemented by «high level», which allows to adapt to local conditions and to enrich the features of a particular region. Analysis of modern works on the organization of control of educational achievements of students; the log books of progress and attendance of students in classes, conversations with teachers and our own observations have proved that in educational practice there are different models of the organization of control of educational achievements of students in pedagogical disciplines and professional subject training, validation should be carried out using various schemes and scales of evaluation present different approaches to the calculation of rating of students (in some cases even within the same University) and others. The analysis proved that the existing complex control tasks and tasks for independent work is only seventy percent of jobs differentiated by professional orientation, the rest of the job for the overall development of pedagogical competence of students. In our opinion, well developed task, that is, those that consist mainly of problems of professional and pedagogical orientation that enhance future teachers ‘ motivation to learn pedagogical disciplines. The quality of education becomes the main reference point that determines the credibility and competitiveness of educational institutions on regional, national level and international arena.
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Sanz, E., P. Alonso, B. Haidar, H. Ghaemi, and L. García. Key performance indicators (KPIs). Scipedia, 2021. http://dx.doi.org/10.23967/prodphd.2021.9.002.

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The project “Social network tools and procedures for developing entrepreneurial skills in PhD programmes” (prodPhD) aims to implement innovative social network-based methodologies for teaching and learning entrepreneurship in PhD programmes. The multidisciplinary teaching and learning methodologies to be developed will enable entrepreneurship education to be introduced into any PhD programme, providing students with the knowledge, skills, and motivation to engage in entrepreneurial activities. However, the use of the output of the project will depend on the nature and profile of the research or scientific field. In this context, key performance indicators (KPIs) form the base on which the quality and scope of the methodologies developed in the project will be quantified and benchmarked. The project’s final product will be an online tool that higher education students can use to learn entrepreneurship from a social network perspective. Performance measurement is one of the first steps of any project and involves the choice and use of indicators to measure the effectiveness and success of the project’s methods and results. All the KPIs have been selected according to criteria of relevance, measurability, reliability, and adequacy, and they cover the process, dissemination methods, and overall quality of the project. In this document, each KPI is defined together with the units and instruments for measuring it. In the case of qualitative KPIs, five-level Likert scales are defined to improve indicator measurability and reliability. The KPIs for prodPhD are divided into three main dimensions, depending on the stage of the project they evaluate. The three main dimensions are performance and development (which are highly related to the project’s process), dissemination and impact (which are more closely correlated with the project’s output), and overall project quality. Different sources (i.e., European projects and papers) have been drawn upon to define a set of 51 KPIs classified into six categories, according to the project phase they aim to evaluate. An Excel tool has been developed that collects all the KPIs analysed in the production of this document. This tool is shared in the Scipedia repository.
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Johra, Hicham. Thermophysical Properties of Building Materials: Lecture Notes. Department of the Built Environment, Aalborg University, December 2019. http://dx.doi.org/10.54337/aau320198630.

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The aim of this lecture note is to introduce the motivations for knowing and measuring the thermophysical properties of materials, and especially construction materials. The main material characteristics regarding thermodynamics are detailed together with some of their respective measurement methods and their implications in building physics. Those thermophysical properties of building materials can be measured at the Building Material Characterization Laboratory of Aalborg University - Department of Civil Engineering.
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Бакум, З. П., and Л. О. Цвіркун. Activation of Cognitive Activity of Future Engineers During Graphical Training. Криворізький державний педагогічний університет, 2014. http://dx.doi.org/10.31812/0564/430.

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The article shows that graphic problems are powerful source and stimulating agent motivating the students for active cognitive and creative work during study of graphical disciplines; methods and techniques promoting the effectiveness of graphical preparation of future engineers, which are directed to both personality development and his further professional establishment, are suggested.
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Bukataru, Y. S., O. V. Horbatiuk, and T. I. Filatenko. Means of forming the professional competence of students of TEI. Wschodnioeuropejskie Czasopismo Naukowe, 2020. http://dx.doi.org/10.31812/123456789/4546.

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The paper studies the process and means of forming the professional competence of students of TEI, which are an important structural element for the formation of effective activities at relevant institutions. The interpretation of the concept of the categories “personality competence”, “competence” and “web-quest” is analyzed. Problem quests concerning theoretical and practical training of students, and procedures of internship practice on professional specialization are investigated. The pedagogical conditions of creation of professional competence of students in the preconditions of professional and practical training are studied. The model of organization of professional competence of the perspective specialist-graduates of TEI is formed and the ways of reorganization of educational process and organizational-methodical insurance are defined. It has been established that the quality of education at TEI largely depends on the method of formation of the educational process, the chosen forms and methods. The role and basic objectives of the preliminary preparatory work on the part of the teacher are formed. It has been investigated that the web-quest is unanimously recognized as a motivational, resource-oriented technology that forms the course of creative potential of the student, which guarantees the effectiveness of all types of educational process and ensures the creation of appropriate professional competence of students.
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