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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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Christersson, Theres. "Yngre elevers motivation till skolbloggsskrivande." Thesis, Linnéuniversitetet, Institutionen för pedagogik, psykologi och idrottsvetenskap, PPI, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-13341.
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Detta examensarbete visar på vilka faktorer somyngre elever finner motiverande när det kommer till att skriva en skolblogg. Undermin senaste verksamhetsförlagda utbildning genomförde jag projektet skolblogg.Alla elever i åk 5 fick starta varsin skolblogg. Under mina fem veckors praktikså observerade jag att eleverna tyckte detta var ett roligt sätt att arbeta på.Jag har intervjuat 12 av eleverna i denna klass för att ta reda påmotivationsfaktorerna till skolbloggsskrivandet. De faktorer som jag kom framtill är: att andra kan läsa, att få göra något nytt och annorlunda, att få mertid med datorn, att få skriva, att kunna läsa klasskompisarnas skolbloggar, attfixa med designen mm. Kunskap om elevers motivation får oss lärare att förståeleverna bättre vilket i sin tur leder till att vi kan anpassa undervisningen.Förhoppningsvis kan detta arbete leda till att lärare kan få en insyn iskolbloggen som undervisningsmöjlighet och bidra till en förståelse för attInternet ger oss den möjligheten.This thesis demonstrates thefactors that young pupils find motivating when it comes to writing a schoolblog. During my last teacherpractice I introduced school blogs to all the students in year 5. The studentsworked with the blogs for five weeks and I observed that the majority of thestudents really enjoyed this teaching method. I haveinterviewed 12 students in the class to find out what the factors of theirmotivation were about working in this way. I found out that the factors thatmotivated the students the most was: the importance of multiple readers, thefact that they got to do something different and exiting, to get more time withthe computer, to write, to read their classmates blogs and to play around withthe design and layout of the blog etc. Thisinformation will help teachers to understand what students find motivating aboutwriting school blogs and also to understand that we have good use of the differentpossibilities that the Internet can offer us in the way of finding new methodsto teach.
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Feti, Andreea, and Aiga Dudele. "Financial bootstrapping : Motivation and usage of bootstrapping methods among SMEs in the tourism sector." Thesis, Internationella Handelshögskolan, Högskolan i Jönköping, IHH, ESOL (Entrepreneurship, Strategy, Organization, Leadership), 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-18423.
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Bootstrapping plays a vital role in the life of small and medium-sized enter-prises. By providing a large variety of financing alternatives bootstrapping ensures the existence of entrepreneurship, even though, too less attention is paid to bootstrapping in the specific literature. Therefore, the master thesis strives to eliminate the gaps in the theory by bringing new insights in the field of bootstrapping.The purpose of the master thesis is to investigate the usage of boot-strapping methods and understand the main motives for using these methods from a sectorial and cross-national point of view.In order to accomplish the purpose, the research has been carried out among travel agencies and tour operators (both belonging to the tourism sector) from Sweden, Latvia and Romania by conducting 11 semi-structured interviews, as well as by collecting 50 internet-mediated questionnaires.Empirical findings were analyzed and interpreted through the 4-category Model that was created for gaining a deeper understanding of the phenom-ena of bootstrapping. Results showed that there is a certain trend in the usage of bootstrapping methods within the tourism sector. Thus, seek-ing out best conditions possible with supplier/s and obtaining payments in advance from customer are recognized to be the most important bootstrap-ping techniques for the travel agencies and tour operators. Moreover, it was found that the main motive for bootstrapping is cost reduction. In addi-tion, the results revealed that there are no significant differences in the usage of bootstrapping methods and in the motivation that lay behind bootstrapping from a cross-national point of view.
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Emm-Collison, Lydia. "A mixed methods investigation of exercise motivation in adolescence : a self-determination theory approach." Thesis, University of Bath, 2017. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.715268.
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The purpose of this thesis was to explore the motivational processes that underpin adolescent exercise and sedentary behaviour. Grounded in Self-determination theory (SDT; Deci & Ryan, 1985), a series of four studies sought to address key methodological pitfalls within the extant SDT literature and utilise these developments to explore how motivation and its related cognitive processes relate to adolescent exercise and sedentary behaviour. In Chapter 2, through focus groups with 39 adolescents, the participants’ conceptualisation of exercise was explored to inform the interpretation of responses to exercise-related measures and the measurement of exercise behaviour. In Chapter 3, to facilitate the holistic measurement of need support, the Adolescent Psychological Need Support in Exercise Scale (APNSEQ) was developed and validated in two samples of adolescents (N=806). In Chapter 4, applying the new APNSEQ measure and the conceptual insight gained in Chapter 2, cross-sectional data from 388 adolescents supported the nomological network of variables proposed within SDT. However, the SDT model only explained a small amount of variance in behaviour. Thus, in Chapter 5 (N=257), a mediation model, where action planning, self-monitoring and habit mediate the relationship between autonomous motivation and behaviour was explored. Habit was a significant mediator of the relationship between autonomous motivation and exercise and sedentary behaviour, and need support was indirectly associated with self-regulation. Collectively, the four studies address some key conceptual and methodological issues present in the extant SDT literature, and apply these developments to offer a comprehensive exploration of the motivational processes that underpin adolescent exercise and sedentary behaviour. Through holistically considering the antecedents of motivation (i.e., need support, need thwarting, need satisfaction, and need frustration), as well as exploring the processes through which motivation influences behaviour, this thesis offers exciting routes for theoretically robust future research, as well as potential insights for intervention.
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Melin, Ingela. "Motivating clinical treatment of obesity : methods, education, supervision and outcome /." Stockholm, 2004. http://diss.kib.ki.se/2004/91-7140-137-7/.
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NDURYA, RUDOLPH. "Teaching methods for science subjects in elementary schools : A qualitative study on the methods science teachers describe that they use to teach science subjects in elementary schools and what effect they say these methods have on students’ motivation towards science subjects." Thesis, Jönköping University, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-49249.
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The objective of the empirical study was to explore which teaching methods science teachers in elementary schools describe that they use and the effects these methods have on student motivation towards the subject, according to these teachers. The study is based on the socio constructivism perspective while also correlating pragmatism and cognitive constructivism in relation to teaching methods in science lessons. Semi-structured interviews have been conducted with experienced and skilled elementary science teachers from around the district of Jönköping. Through the interviews the teachers gave accounts and descriptions of teaching choices they make for their lessons. They also accounted for the tangible effects these methods had on students’ motivation in the subject. As per the results of this study, it is perceived that the interviewed teachers base their teaching on the previously described learning theories. As they are a vital part of our education and learning in Sweden it is fair to point out that the integrating of these teaching and learning theories fit different scenarios of learning differently. Therefore, they absolutely need not necessarily be considered as contradicting each other as much as complementing the other as evidently shown in the study. Because learning theories have differing focus in learning, teachers would be well placed in their pedagogical aspirations by using different learning perspectives to be able to cater for different aspects of learning. Furthermore, different curriculum needs may require different theoretical learning focus. The teachers’ descriptions about their teaching methods suggest that they seek theoretical support and inspiration from various learning theories, more so, in this study, from sociocultural perspective and through pragmatism. This study has also revealed that the teachers make use of an accumulated repertoire of subject know-how and are actively using it in various ways to impact student learning and motivation. As teachers, the right attitude would be to understand which methods fit the class dynamic as this will affect student engagement and subsequently, performance and motivation. It is clear therefore, that the need to adapt teaching to cater for students’ individual needs should be deemed a good reason to help unlock students’ potential in their quest for knowledge acquisition
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Khosravi, Patricia, and Stephanie Thurow. "Agila metoder i praktiken : En fallstudie om kommunikation och motivation." Thesis, Uppsala universitet, Medier och kommunikation, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-339977.
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Agile methods have become a popular project managing method within software development (Cervone, 2011, ss. 19-20; Maximini, 2015, s. 3). Though there is an absence of studies on agile methods and motivation in employees (Dybå & Dingsøyr, 2008). Furthermore, the agile manifesto (2001) explains the importance of motivated employees for the development of software. The purpose of this study is to examine how employees in two well-known Swedish companies perceive the use and the effects of agile methods in their organization, and their internal communication. The study followed a qualitative approach to measure data collected from semi-structured interviews and includes interviews with eight developers and two agile coaches in two organizations. The theoretical framework is based on Media Richness Theory and Self-determination Theory. The selected theories help the examination why a communication channel is chosen for disseminating information and motivational factors through asking questions about their sense of autonomy, relatedness and competence. The results show that face-to-face conversation is the efficient communication channel to disseminate information, but the most utilized channel was chat and mail to the respondents. Additionally, our respondents experience motivational factors such as the feeling of competence and relatedness as being moderately fulfilled at their workplace, though feelings of autonomy on an individual level were not fulfilled. This indicates that a complete introduction to the work method, a variation between independent and group work and face-to-face communication should be encouraged to achieve internal communication.
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Mifsud, Maria. "The relationship of teachers' and students' motivation in ELT in Malta : a mixed methods study." Thesis, University of Nottingham, 2011. http://eprints.nottingham.ac.uk/12983/.
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This thesis investigates the relationship between the motivation of secondary school teachers and students of English in Malta. The study involved 34 Form Four teachers of English and their 612 students (15 year-olds). A mixed methods research methodology, involving a survey and an interview study which complemented each other, was employed. The survey measured levels of teacher and student motivation and the relationship between them through questionnaires. Some of the teachers who had taken part in the survey were then interviewed about their motivation to teach and their perceptions of the relationship between this motivation and their students' motivation to learn. The results show that mainly two factors link the motivation of teachers and students of English. These are a good rapport between teachers and their students and high teacher efficacy. Both of these factors increase the motivation of the students and their teachers. Type of school and the students' attitudes toward Maltese speakers of English were also found to be influencing factors in the relationship between teacher and student motivation. Recommendations which stem from the study are that teachers should seek ways of professional self-improvement through support groups and Continual Professional Development courses. Other suggestions, both at the school level and the policy level, are put forward. These recommendations, if implemented, should improve teacher motivation which would in turn lead to improved student motivation as a positive relationship between the two has been established. The study is one of its kind in that it has established, for the first time, that an empirical link exists between teacher and student motivation.
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Day, Frederick C. "Explaining the relationship between motivation, work satisfaction, and virtual team effectiveness| A mixed methods study." Thesis, The University of Nebraska - Lincoln, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3666186.
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The overall purpose of this study was to gain an understanding of how one's motivation influences the relationship between work satisfaction and utilization of certain attributes associated with virtual team effectiveness. An explanatory sequential mixed methods design was used to measure and analyze correlations between individual work satisfaction and utilization of virtual team effectiveness attributes dependent upon participant motivation patterns and characteristics. In the first, quantitative phase of the study, the Motivation Sources Inventory (© Future Leadership) was utilized in collecting data globally from employed virtual team members via an online survey to measure participant work motivation for the five sources, as defined by Leonard, Beauvais, and Scholl (1999): Intrinsic Process, Self-concept Internal, Self-concept External, Instrumental, and Goal Internalization. A modified version of The Virtual Teams Survey instrument developed by Lurey (1998) was employed concurrently to measure perceptions about the levels of utilization of various virtual team effectiveness attributes and the level of work satisfaction.
In the second qualitative phase, follow-up interviews were conducted to confirm and help explain the quantitative results. Insight into how an individual's motivation influences the relationship between work satisfaction and utilization of virtual team effectiveness attributes suggests that individuals possessing moderate or higher levels of goal internalization relative to other types of work motivation may find virtual team work satisfying. However, findings suggest that work satisfaction, regardless of motivation pattern, may be improved by strengthening team leadership, aligning rewards with goals, and enhancing the communications technology utilized by virtual teams. More importantly, this knowledge may aid virtual team leaders in integrating, leading, and empowering diverse teams so that they function cohesively and effectively in achieving their missions.
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McGaha, Julie Marie. "Student perceptions of reading motivation in a voluntary summer reading program a mixed methods dissertation /." Connect to this title online, 2009. http://etd.lib.clemson.edu/documents/1252424401/.
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O'Keeffe-Foley, Joan. "Improving Professional Development: A Mixed Methods Study of Teacher Motivation Through Intrinsic and Extrinsic Factors." Thesis, Manhattanville College, 2020. http://pqdtopen.proquest.com/#viewpdf?dispub=27540180.
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Research has suggested PD as a way of enhancing teacher instruction. Although research has shown that many factors improve its effectiveness, the role of teacher motivation has not been thoroughly assessed. If PD is to have its intended impact, then school leaders need to address it when planning. Using Herzberg’s (1959) two-factor theory, this study set out to determine which factors, intrinsic and extrinsic, increased teacher engagement and disengagement, respectively, and how well school leaders address them. The findings showed the following for the role of intrinsic factors: (a) professional growth and the PD work itself including relevance to the classroom, presentation quality/presenter credibility, collaboration with colleagues, and choice are highly significant and school leaders are mostly planning for them; (b) autonomy over their own PD work is highly significant although school leaders are not planning explicitly for it; (c) recognition is significant although school leaders are not planning explicitly for it; and (d) although important, PD achievement is not the greatest motivator nor are school leaders effectively planning for it. The findings showed the following for the role of the extrinsic factors in teachers’ disengagement during PD: (a) lack of organization and management including work already known/repetitive work and work that is irrelevant to the classroom—an intrinsic factor—are dominant; however, school leaders are mostly attending to these; (b) poor working conditions including poor timing/too long, other work demands, and tired are significant; however, the findings were inconclusive for how school leaders were attending to them; (c) disruption to personal life, inadequate physical space, negative relationships with supervisors, negative relationships with colleagues, and lack of compensation are not as significant; however, although some improvements need to be made, school leaders are attending to them; and (d) although school leaders are attending to it, lack of security was ruled out as significant.
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Kim, May. "Influence of individual difference factors on volunteer willingness to be trained." Connect to this title online, 2004. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1089204371.
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Thesis (Ph. D.)--Ohio State University, 2004.Title from first page of PDF file. Document formatted into pages; contains xiv, 196 p.; also includes graphics Includes bibliographical references (p. 58-173). Available online via OhioLINK's ETD Center
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Remes, Linn. "Teachers’ perceptions of pupils’ foreign language anxiety and motivation." Thesis, Högskolan Dalarna, Institutionen för lärarutbildning, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:du-36700.
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Many pupils all over the world might experience foreign language anxiety which has a majorimpact on pupils’ development. Because of this, and because of personal experiences of thesubject, the aim of this thesis was to investigate teachers’ experience of foreign languageanxiety and motivational factors regarding Swedish pupils in grade 1-3. This study investigatedhow the teachers notice pupils who have foreign language anxiety and how they manage towork with them to make them motivated. The focus has been on the oral parts of the Englishsubject. The study was conducted by interviewing six teachers from different schools inSweden. Semi-structured interviews were made with teachers who had experience of the subjectto develop a deeper understanding of their experience and working methods. To analyze theresults, cognitive motivation theory and Skinners behavioristic theory have been used assupport. The results showed that foreign language anxiety is a common challenge in school andthat it can depend on what grade the pupils were in. Some of the participating teachers find itdifficult to manage to work with these pupils since they do not specifically know how to adaptthe teaching to the pupils so they will be able to overcome their anxiety. However, the resultshave showed that the teacher-pupil relationship and the classroom environment play a big rolewhen it comes to foreign language anxiety.Engelska
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Assini, Kathleen. "High School Teachers' Motivation and Strategies for Effectively Implementing Cooperative Learning." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5822.
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Despite being expected by administrators to use cooperative learning regularly and effectively in their instructional practices, less than one third of high school teachers in the targeted U.S. public school district implemented the practices above a proficient level, according to district data. The purpose of this qualitative case study was to examine the motivation, strategies, and practices of a representative group of teachers at the high school who were rated highly effective on their 2016-2017 annual summative evaluation in cooperative learning. The research questions concerned the motivation of these teachers to include cooperative learning practices in their classrooms. Two additional research questions focused on the teachers' planning, implementation, and assessment of students and the challenges they encounter while employing cooperative learning practices. The participants included 10 teachers rated highly effective who were selected through homogeneous, purposeful sampling. Qualitative data were collected through semistructured interviews and document reviews of lesson plans and resources. Coding and thematic analysis were used to examine and report that data. Participants revealed concerns regarding the time involved in planning and implementing cooperative learning along with the difficulties of group composition and student assessment during the process. Based on the study results, a professional development series was designed to provide additional training and to establish a district wide definition of cooperative learning. This project study may facilitate positive social change by encouraging and supporting teachers as they better prepare students to overcome the challenges of collaboration and teamwork.
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Orehag, Josefine. "Space Adventure : The Storyline Method and Young English Language Learners’ Motivation." Thesis, Högskolan i Gävle, Avdelningen för humaniora, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-24053.
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This study examined the Storyline method and its effect on young English language learners’ motivation. Four classes in third year compulsory school in Sweden were studied using an experimental research design, where two groups used the Storyline method and two continued with their usual teaching. Measurements were done with semi-structured observations and semi-structured interviews during four weeks. The observations revealed that the Storyline method resulted in more motivated students, mostly due to the use of creative and communicative exercises. The teachers graded the students’ motivation and that did not reveal any considerable differences between the groups. However, the teachers in the experiment groups explained in the interviews that the students were more motivated with Storyline than without. Further outcomes of the results revealed that the Storyline method increased the teachers’ use of English while teaching and some teachers’ perception of their students’ language proficiency was questioned. The findings also showed that the method could respond to challenges in teaching, mentioned by the teachers.
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Nilsson, Camilla. "Hur får man ihop ekvationen ADHD och matematik? : Framgångsrika arbetsmetoder för elever med ADHD i matematik." Thesis, Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-44306.
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This study aims to describe the actions and processes under the subject teachers and special educators can facilitate mathematics teaching for pupils with ADHD. Qualitative interviews were conducted with three subject teachers in mathematics and two special education teachers. The interviews were recorded and transcribed in its entirety. They were analyzed based on a categorical and a relational perspective. The results show that the most important of all education is to allow the pupils to be in focus, even a varied approach with specific materials experienced successful. It also shows that pupils with ADHD may need adjustments in the form of clarification, structure and dense feedback, but that these adaptations should be individual as it can differentiate between individuals. It is also clear that external factors affect pupils with ADHD, especially classroom placement is important for these pupils.Denna studie syftar till att beskriva vilka åtgärder och arbetsmetoder som enligt ämneslärare och specialpedagoger kan underlätta matematikundervisningen för elever med ADHD. Kvalitativa intervjuer har genomförts med tre ämneslärare i matematik samt två specialpedagoger. Intervjuerna spelades in och transkriberades sedan i sin helhet. Intervjuerna analyserades utifrån ett kategoriskt och ett relationellt perspektiv. Resultaten visar att det viktigaste i all undervisning är att låta eleven vara i fokus. Det går även se att ett varierat arbetssätt med mycket konkret material upplevs framgångsrikt. Det visar även att elever med ADHD kan behöva anpassningar i form av tydliggörande, struktur och tät återkoppling. Dessa anpassningar bör vara individuella då det kan skilja mellan individ och individ. Det är även tydligt att yttre faktorer påverkar eleverna med ADHD, därför är framförallt klassrumsplacering viktig för dessa elever.
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Brace, Rod Gene. "Physician Participation in Crowdsourcing: Effect of Intrinsic and Extrinsic Motivation." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1596.
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Physicians must participate in developing medical protocols to ensure that medical best practices are adopted for patients' social benefit. Healthcare leaders have struggled to gain sufficient physician participation in developing medical protocols. Using technology-based crowdsourcing to assimilate knowledge from physicians may help healthcare managers improve medical protocol development. Using self-determination theory, this quantitative causal-comparative design aimed to determine whether differences in intrinsic and extrinsic motivation existed among the 132 participating physicians who did or did not participate in developing medical protocols in a crowdsourcing environment. Participants were recruited by e-mail through an independent physician association. Motivation levels were measured by the Aspirations Index via an online survey. A total of 55.3% of respondents participated in developing medical protocols. Differences were anticipated in the levels of participation in developing medical protocols between intrinsically and extrinsically motivated physicians. Rank correlations were computed between the number of protocols completed and all of the motivation scores. Personal growth and community contribution were significantly correlated with the number of addressed protocols. Positive social change may occur through improving medical protocols and healthcare outcomes by informing healthcare leaders about physicians' motivation to participate in developing medical protocols. By understanding these motivators, leaders can highlight the benefits of protocol development to encourage physician participation. If participation is enhanced, protocol quality and healthcare effectiveness may be improved, benefitting patients and healthy individuals.
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Bryan, Severine C. "The Role of Motivation in Financing Women-Owned Businesses." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/4913.
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Women-owned small businesses contribute significantly to the U.S. economy, accounting for 55% of all new ventures; however, women entrepreneurs receive only 2% in external financing. The growth of small businesses is contingent on business owners receiving adequate financing. Business leaders should consider how obstacles, such as lack of motivation, impede the pursuit of external financing. Grounded in Vroom's expectancy theory of motivation, the purpose of this correlational study was to analyze the relationships among valence, instrumentality, expectancy, and the desire to seek business financing. The study included women small business owners in the United States. Data were collected from a random sample of 71 small business owners using surveys and analyzed using multiple regression analysis. Results of the regression analysis indicated a statistically significant positive relationship between expectancy and the desire to seek business financing, F(1, 69) = 4.636, p = .035 < .05, R2 = .063. No statistically significant correlation existed between valence (p = .609) or instrumentality (p = .86) and desire to seek business financing. Women small business owners influence social and economic transformation in their communities by providing jobs, goods, and services. More than half of the 9.5 million jobs projected in 2018 will be provided by women-owned businesses. The findings of this study may provide women entrepreneurs with information that leads them to understand how to increase the 2% rate of external financing. The social change implications include increased job opportunities for members of the communities in which the businesses operate.
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Colliander, Helena. "Relations, Methods and Motivation : A Case Study of the Professional Competence of Literacy Trainers in Sudan." Thesis, Stockholms universitet, Institutionen för pedagogik och didaktik, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-82753.
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Pearson, Alexa. "A Mixed Methods Exploration of Reading Intervention, Reading Motivation, and School Engagement With High School Students." Thesis, University of Oregon, 2016. http://hdl.handle.net/1794/19701.
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Older students with reading difficulties struggle with high school academics and are at risk for not graduating. Despite a growing body of research on adolescent literacy in upper elementary and middle school, the research on high school reading interventions is relatively scant and not as promising as one would hope. Rather than assuming students know how to read well by the time they enter secondary schools, educators need to consider the reading skills students may be lacking as well as ensure that students remain motivated and engaged in learning. This study synthesizes the research findings from several studies on supplementary reading interventions for adolescents as well as research findings on how motivation is interwoven with adolescent literacy achievement. Previous research has examined motivation for reading by looking at intrinsic and avoidance motivation and forming reading profiles of students in fifth grade. My study brings these profiles to the high school level and investigates whether the reading profiles at the end of eighth grade predict reading achievement and motivation for ninth grade students in a reading intervention course and those not in a reading intervention. The study focuses on ninth grade, a pivotal year for students, and how students’ involvement in reading intervention courses prior to and in ninth grade predict student achievement on a reading comprehension measure, as well as their reading motivation and school engagement.
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Fleming, Eve Maria. "The Effects of Organizational Restructuring and Acceptance of Change on Employees' Motivation." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3768.
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Numerous internal and external factors drive decisions to undertake organizational restructuring; according to senior management, restructuring is part of a strategic change. The purpose of this qualitative, exploratory, case study was to examine the effects of organizational restructuring on university employees' behavior towards restructuring and change in the effectiveness of the institution. The conceptual framework drew on the social change theory, a primary triad model, and a congruence model for organization problems to frame the guiding questions: how does restructuring impact employees' motivation and acceptance of change and how does the employees' acceptance of change affect the institution's effectiveness? From a purposeful sample of 130 employees at a small land grant university who had experienced 2, 3, or 4 recent restructurings, 66 respondents answer the open-ended survey. The data also included historical documents and interviews with 6 employees. All data were coded and categorized. Four themes emerged. Employees were reluctant to embrace the change; employees not satisfied with the communication process; employees experienced low motivation, attitude change, and dwindling morale; and employees perceived that there were no significant changes in the effectiveness of the institution. These findings indicate that management should devise practical means by which to communicate, receive feedback, and encourage input from the employees. Cultivating a better understanding of the challenges of the restructuring process by management, can create an atmosphere whereby employees can see themselves involved in the change process as implications for social change.
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Tonks, Stephen J. M. "A mixed-methods study of perceived academic autonomy in Japanese students and its relations to their motivation." College Park, Md. : University of Maryland, 2006. http://hdl.handle.net/1903/3874.
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Thesis (Ph. D.) -- University of Maryland, College Park, 2006.Thesis research directed by: Human Development. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.
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Chen, Szu-An. "Using mixed methods to explore L2 motivation : a study of Senior High School English learners in Taiwan." Thesis, University of Warwick, 2010. http://wrap.warwick.ac.uk/3131/.
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This mixed-methods research aims to explore two aspects of student motivation in the Taiwanese senior-high-school context. Firstly, it investigates students’ motivational orientations for studying English after the education reform policies were launched in 2002. Secondly, it examines the fluctuating nature of student motivation and the perceived motivational factors which might cause changes in motivation. As well as this, the present study attempts to compare and contrast student motivation in different school grades (year one versus year three). This study employed a three-phase sequential exploratory mixed-methods design, with a combination of prioritized qualitative and supplementary quantitative research approaches to studying L2 motivation. The semi-structured interview guide and the item pool of the questionnaire were developed through four preliminary interviews in Phase One. Qualitative data were gathered through the interview study in Phase Two by conducting 33 individual interviews with 26 students and seven English teachers in one local senior high school in southern Taiwan. The preliminary analysis of the interview data was then used to modify and finalize the questionnaire distributed in the survey in Phase Three. A total of 428 senior-high-school students in grade one/three responded to the questionnaire which was designed to describe motivational features and motivational changes of a bigger student sample under investigation. The research results reveal that the majority of students study English because of instrumental orientation. There is no major difference between first- and third-grade students in light of seven classifications of L2 motivation. Gardner’s modified concept of integrativeness can be applicable to Taiwanese senior-high-school students today. Also, the recently-proposed L2 Motivational Self System by Dörnyei can explain student motivation through a self perspective to a great extent. Based on the questionnaire reports, the ideal L2 self shows the least significant difference between male and female students involved in the study. In addition, the ought-to L2 self found in this study presents some local features which are different from its original theoretical concept. As for changes in motivation, the research findings indicate a variety of motivational factors with diverse influences on the students’motivation when they learn English in senior high school, such as teachers, parents, peers, exams, test scores, social encounters with foreigners, learning experience, and the development of future goals. Another major finding shows that exams exert a rather complex influence on student motivation in the Taiwanese senior-high-school context.
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Aldén, Michelle, and Nathalie Wengelin. "En systematisk litteraturstudie om olika undervisningsmetoders påverkan på elevers motivation i matematik." Thesis, Örebro universitet, Institutionen för naturvetenskap och teknik, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-61563.
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Elevers prestationer och kunskap i matematik är en högaktuell fråga som diskuteras och jämförs både i Sverige och internationellt. Internationella mätningar har en längre tid pekat på en lägre kunskapsnivå och i Sverige diskuteras anledningarna till dessa nedåtgående resultat. Forskare menar att elevers attityd, inställning och motivation till ämnet matematik är en av anledningarna då de anses avgörande för att ta till sig ämnet matematik. Därför eftersträvas även svar om undervisningsmetoder som påverkar motivationen hos elever. I den svenska läroplanen för grundskolan anges att undervisningen ska främja elevers intresse och lusten att lära, vilket utgör en stor del av elevers motivation. Val av undervisningsmetod kan således påverka elevers motivation. I denna systematiska litteraturstudie framkommer tre olika huvudkategorier av undervisningsmetoder som påverkar motivation i resultatet; metoder där läraren är i centrum, metoder där tekniska hjälpmedel är i centrum och metoder där eleven är i centrum. Kategorierna utgörs av artiklar som behandlar olika typer av undervisningsmetoder som i resultatet haft en påverkan på elevers motivation.Pupils' achievement and knowledge in mathematics is a highly current issue that is discussed and compared both in Sweden and internationally. International measurements have for a long time pointed to a lower level of knowledge and in Sweden they discuss the reasons for these downward results. Researchers believe that pupils' attitude, adjustment and motivation to the subject of mathematics are one of the reasons when they are considered crucial to address the subject of mathematics. It also strives to answer the teaching methods that influence students' motivation. The Swedish curriculum for elementary school states that teaching should promote students' interest and the desire to learn, which represents a large part of the motivation of students. The choice of teaching method can thus influence students' motivation. In this systematic literature study, three different main categories of teaching methods appear in the results; Methods where the teacher is at the center, methods where technical aids are at the center and methods in which the student is at the center. The categories consist of articles that deal with different types of teaching methods, which in the result had an influence on student motivation.
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Seo, You-Mi Elena. "English Language Learners’ Motivation and their Perceptions of the Effectiveness and Enjoyment of Teaching Methods and Learning Activities." Bowling Green State University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1308255584.
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Brown-Crowder, Rhonda Rochelle. "Work Motivation Theory: Identifying Multi-Generational Values in the Workplace." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/4043.
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The workforce is diverse on gender, race, ethnicity, culture, work styles, and age. Employees from different generations have varying expectations of what they value from the workplace and therefore approach work differently. Generational differences can lead to mistrust and communication breakdowns. They can also impact job satisfaction and productivity. The Generational Cohort Theory was utilized in this nonexperimental study, and the sample was recruited from CB Richard Ellis Real Estate Group. The purpose of this study was to determine the work values differences among the 4 generational cohorts: Silent, Baby Boomers, Generation X and Millennials. The research questions for this quantitative study first identified the preferred work values, utilizing the Minnesota Importance Questionnaire (MIQ), and sought if there was a statistically significant means difference in those preferred values from 1 generation to another. A 1-way MANOVA was used to analyze the effect of generation cohort affiliation with preferred work values, revealing a positive relationship between cohort and preferred work values. Results indicated that some work values are unique between generations, such as being busy all the time and doing things for other people, and some are shared, including telling people what to do and having good coworkers. Additional research is needed to address the gap in current literature in the areas of autonomy and recognition. The implications for social change include acquiring a greater knowledge of similarities and differences between older and younger workers.. This knowledge is essential for building high-performing teams, for successful recruitment, and employee retention.
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Jansson, Tomas. "Agila projektledningsmetoder och motivation : Varför man blir produktiv av att flytta lappar på en whiteboard." Doctoral thesis, Karlstads universitet, Handelshögskolan, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-34919.
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Agile methods for Information Systems Development (ISD) projects are claimed to encourage developers to be more flexible and efficient by means of arrangements in the development team’s physical and social environment. Research has, however, not yet answered the questions of how, why, and in what contexts agile methods work. ISD can be understood as a highly complex undertaking, which requires the developers’ creativity. The creative process is susceptible to the individual’s task motivation, which in turn is affected by the physical and social environment. In view of this, I argue that theories of motivation, such as the Self-Determination Theory, and theories of creativity could be usefully applied in such research. This study analyses Scrum, one of the most popular agile methods. Empirical data were collected through focused interviews with developers who had extensive experience of working in projects using various agile methods. Narratives of work episodes with perceived high and low motivation were analyzed in terms of motivation theory. Interview data were classified according to the type of motivation experienced and analyzed in relation to the agile method arrangement involved. The results of the investigation demonstrate how agile methods affect developers’ motivation in ways that are conducive to creative performance. The most pronounced effects are related to the individuals’ perceived work-related competence, autonomy, and sense of belonging to the team. Several agile arrangements in combination affect motivation in the positive direction, the single most influential factor being the team’s daily stand-up meetings. The agile arrangement that seems most difficult to implement without causing episodes of low motivation is the product owner role. The analytical approach taken in this study contributes to a better understanding of the aspects that are critical to the successful implementation of agile methods.Agila metoder för systemutvecklingsprojekt syftar till att öka utvecklarnas flexibilitet och effektivitet genom arrangemang av utvecklarnas fysiska och psykosociala arbetsmiljö. Forskning om hur, varför och i vilka sammanhang agila metoder fungerar är dock ännu otillräcklig. Systemutveckling kan beskrivas som en komplex uppgift som fordrar utvecklarnas kreativitet. Individens kreativa process påverkas av individens uppgiftsmotivation, vilken i sin tur påverkas av faktorer i den fysiska och psykosociala arbetsmiljön. Mot den bakgrunden framhålls psykologisk teori om motivation, som Self-Determination Theory, och teori om kreativitet, som relevant för forskning om agila metoder. I avhandlingen analyseras Scrum, en av de mest populära agila metoderna. Empiriska data har hämtats från fokusintervjuer med utvecklare med lång erfarenhet av arbete i agila projektmiljöer. Deras berättelser om episoder med starka motivationsupplevelser har analyserats med stöd av teorin. Intervjudata har klassificerats avseende motivationstyp och i relation till inverkande agila arrangemang. Resultaten visar hur agila metoder inverkar på utvecklares motivation i avseenden med relevans för kreativa prestationer. Starkast var inverkan relaterad till utvecklarnas upplevelse av arbetsrelaterad kompetens, autonomi och samhörighet med utvecklingsteamet. Flera samverkande agila arrangemang inverkade positivt på motivationen; allra starkast inverkan hade teamets dagliga stå-upp-möte. Det agila arrangemang som var svårast att implementera utan att bidra till uppkomsten av negativt inverkande episoder var rollen produktägare. Studien bidrar med kunskap relevant för implementering av agila metoder i systemutvecklingsprojekt.
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Harlén, Mattias. "Motiverande lektionsformer i matematik : - En enkätstudie om vilka lektionsformer och medierande redskap som mellanstadieelever upplever gynnar deras lärande och motivation till matematik." Thesis, Örebro universitet, Institutionen för naturvetenskap och teknik, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-69669.
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I dagens skola har många elever en oroskänsla inför matematik, vilket påverkar prestationerna negativt. Genom att öka motivationen förväntas prestationerna göra detsamma. Om elever får arbeta genom lektionsformer de känner att de lär sig av ökar motivationen. Syftet med denna enkätstudien var att ur ett elevperspektiv undersöka vilka lektionsformer som elever i mellanstadiet upplever att de lär sig bra av och därmed blir motiverade av. 189 elever deltog i studien. För att analysera resultatet valdes det sociokulturella perspektivets medierande redskap för att skapa ett analysverktyg. Resultatet visade att matteboken, matematiska spel samt lärarledd genomgång uppskattades något mer av eleverna än de resterande lektionsformerna. Det fanns inga samband mellan dessa vad gällde vilka medierande redskap som används. Enda sambandet som hittades var att många elever från urvalsgruppen använt dessa lektionsformer till skillnad från vissa andra. Slutsatsen antyder att en varierad undervisning bestående av olika lektionsformer samt olika medierande redskap gynnar elevernas lärande och motivation samt hur ofta en lektionsform praktiseras i klassrummet.In today's school, many pupils have anxiety towards mathematics, which negatively affects their performance. By increasing the pupils’ motivation, their performance is expected to do the same. If the pupils work with methods they feel that they can learn from, their motivation will increase. The purpose of the survey was to investigate, from a pupil perspective, what methods middle school pupils experience have a positive effect on their learning and motivation in math. To analyze the result the mediating tools of the sociocultural perspective was chosen to support the analysis of the result. The result showed that the math book, mathematical games and teacher-led instructions were estimated slightly better than the remaining methods by the pupils. There was no correlation between the methods according to which mediation tools that was used. The only relationship found was that most pupils of the sample group have used these methods, unlike some of the others. The conclusion suggests that a varied teaching consisting of diverse types of methods and various mediating tools favors the pupils’ learning and motivation but also how often a method is used.
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Svensson, Jessica, and Josefin Johansson. "”De vill kunna, men inte lära sig det” : Metoder och motivation i engelskundervisning." Thesis, Högskolan för lärande och kommunikation, Högskolan i Jönköping, HLK, Ämnesforskning, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-1282.
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Syftet med detta arbete är att undersöka hur engelskundervisning kan bedrivas i år 4, 5 och 6. Vi är intresserade av att se hur olika lärare i olika skolor arbetar och vilka undervisningsmetoder de använder sig av samt hur förutsättningarna i elevgruppen inverkar på valet av metod. Vi vill också undersöka hur valet av undervisningsmetod påverkar elevernas intresse och motivation i ämnet. Frågeställningarna är följande: • Vilka metoder använder engelsklärare i sin undervisning och hur kan detta se ut i praktiken? • Hur tar engelsklärarna hänsyn till elevgruppen och varje elevs individuella behov när det gäller val av undervisningsmetod? • Vilken påverkan har valet av undervisningsmetod på eleverna vad gäller deras intresse och motivation i engelskämnet? Skiljer sig lärarnas uppfattningar om elevernas inställning från elevernas egna? För att kunna genomföra studien har vi valt att intervjua fem engelsklärare i år 4-6 i en och samma kommun i Sverige. För att få reda på elevernas motivation och intresse i ämnet har vi gjort en enkätundersökning i de klasser där intervjurespondenterna undervisar. Resultatet visar att lärarna är ganska lika då det gäller val av undervisningsmetod. Samtliga lärare är kommunikativt inriktade men är inte särskilt insatta i olika undervisningsmetoder utan grundar sig istället på styrdokumentens syn. Vi kan dock se att de har influenser av metoden Communicative Language Teaching i sin undervisning. Eftersom lärarna inte medvetet använder sig av någon specifik metod blev vår andra frågeställning svår att besvara och vi fick istället inrikta oss på hur de gör för att individualisera undervisningen. Lärarna och eleverna har inte alltid samma uppfattning om elevernas motivation. Vi upptäckte att ett bra klassrumsklimat, höga men rimliga krav samt användandet av flera material än läromedlet har en positiv inverkan på motivationen.The aim with this study is to see how English education can be practiced in the Swedish grades 4, 5 and 6. We are interested in seeing how different teachers in different schools work and what teaching methods they use. At the same time we want to see how the pupils’ needs and interests affect the choice of teaching method. We also want to study how the choice of method influences the pupils’ motivation in the English subject. Our question formulations are: • What methods do English teachers use in their teaching and how can they be practiced? • How do English teachers take every pupil’s individual needs in consideration when it comes to the choice of teaching method? • What effect does the choice of teaching method have on the pupils when it comes to their interest and motivation in the English subject? Do the teachers’ opinions about the pupils’ attitudes differ from the pupils’? To implement this study we have chosen to interview five English teachers in the Swedish grades 4-6 in the same commune in Sweden. To find out about the pupils’ motivation and interest in the subject we have done a questionnaire study in the classes where the respondents in the interview are teaching. The result shows that the teachers are similar when it comes to the choice of teaching method. All teachers have a communicative approach but are not particularly conversant in different methods. Instead they base their thoughts on the view of the curriculum and the syllabus. However, we can see that they in their teaching, have influences from the method Communicative Language Teaching. Due to the fact that the teachers do not use a specific method, our second question formulation was difficult to answer and instead we had to focus on how they implement individualization. The teachers and the pupils do not always have they same opinion about the motivation of the pupils. We discovered that a good classroom climate, high but reasonable demands and the use of more materials than the teaching aid have positive affects on the motivation.
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Kumlin, Terese. "Social science students’ perceptions of motivational methods and approaches in science class." Thesis, Malmö högskola, Fakulteten för lärande och samhälle (LS), 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-36394.
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How to motivate students effectively is a question teachers have asked for thousands ofyears. In my teaching program at Malmö University, a variety of teaching methods andapproaches, that also increase motivation, have come into focus. These include:teaching at the right level, using a variety of teaching methods, seeing every student,being enthusiastic about the material, using formative evaluation, connecting lessons tostudents’ everyday life, and adapting classes to students’ interests. The aim of this studyis to find out how secondary students in a social science program perceive teachingmethods and approaches aimed at increasing motivation, and determine which methodsthey perceive as most/least effective. The study used both qualitative and quantitativemethods. 23 upper-secondary students from a class at a school in southern Swedenwere interviewed in four focus groups, where participants were purposefully sampled.10 of these students were also asked to complete a questionnaire ranking the teachingmethods and approaches on a scale of 1-7 (where 1 was most effective at increasingmotivation and 7 least effective), and the mean values of these scores were used in theanalysis. A phenomenological approach and content analysis were used to code andanalyze the data. Students perceived all of the motivational methods to be effective, themost effective being teaching lessons at the right level, followed by using a variety ofteaching methods, with mean values of 1.9 and 3.2, respectively. Adapting lessons tostudents’ interests and connecting them to everyday life were the least effective, withmean values of 5.6 and 5.7, respectively. The categories of teachers having a positiveattitude towards the material and the students, and seeing every student, had the samemean value, 3.8, while formative evaluation had a mean value of 3.9. When trying tomotivate students, it would thus appear more effective to make sure that lessons aretaught at the right level and that teachers vary the lessons, than to adapt lessons tostudents’ interests or connect the material to everyday life. While this was a small studyand the findings cannot be generalized to school populations, they are of high interestfor the researcher.
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Moutoux, Steven Merrill. "The discovery and development of motivational means and methods for the stimulation of proper worship in the congregation of Trinity Bible Church." Theological Research Exchange Network (TREN), 1994. http://www.tren.com.
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Ricotta, Anthony G. "Motivation Strategies for Improving Consistency in Live-Entertainment Employees' Performances." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5409.
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The lack of discrete motivation strategies to improve the consistency of employees' performances was the problem that instigated this research. The purpose of this single-case study was to explore the motivation strategies live-entertainment artistic directors (ADs) use to improve consistency in the artists' performances. Data were collected within an international live-entertainment company to uncover whether artists self-determined the approach to improving consistency in performance or whether consistency occurred from strategies developed by the ADs. Data were collected from face-to-face interviews with ADs and senior ADs and performance evaluations of employees, and then analyzed using Miles, Huberman, and Saldana's data analysis method. The 2 emergent themes indicated that the ADs achieved consistency from performers through strategies supporting well-being and technical proficiency. Analysis of employee evaluations indicated the use of alternative motivational strategies for achieving and improving consistency at the show level. Some ADs rely on artists to self-determine consistency when working in environments perceived as conducive to consistent behavior. These findings might result in a mutual understanding between employers and employees of the role of consistency in employees' live performances, which may also improve employer-to-employee relationships in the live-entertainment sector. Such understanding might lead to positive social change by improving cultural output to the community and improving employees' economic viability and ability to contribute to society.
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Issa, Olivia, and Adai Dogan. "Motivation och intresse i matematikundervisningen : En kvalitiativ studie kring hur åk 1-3 lärare arbetar för att skapa motivation och intresse hos sina elever." Thesis, Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-53402.
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Syftet med den här studien är att undersöka hur lärare i årkurs 1–3 skapar motivation och ett intresse hos eleverna i ämnet matematik. Undersökningen har genomförts med hjälp av en kvalitativ metod i form av semistrukturerade intervjuer med fyra åk 1–3 lärare. Resultatet indikerar på att motivation och intresse skapas med hjälp av en varierad matematikundervisning som bemöter alla elevers behov och intressen. Lärarens pedagogiska egenskaper samt val av arbetsmetoder i form av elevinkludering, vardagsanknytning samt konkret material har visat sig skapa intresse och motivation för matematikämnet. Resultatet visar även att läraren och dennes inställning till ämnet är av vikt i matematikundervisningen. Slutsatsen är att en engagerad lärare med positiv inställning till ämnet skapar motivation och intresse hos sina elever i matematikämnet.The purpose of this study is to examine how grade 1-3 teachers create motivation and interest for the students in mathematics. The survey was conducted using a qualitative method in the form of semi-structured interviews with four teachers in grade 1-3. The result indicates that motivation and interest are created with the help of a varied mathematics teaching that meets the needs and interests of all students. The teacher's pedagogical characteristics and choice of working methods such as student inclusion, connection to everyday life of the pupil and concrete material has been shown to create interest and motivation for the subject of mathematics. The results also show that the teacher and his/her attitude to the subject is of great importance in mathematics teaching. The conclusion is that a committed teacher with a positive attitude to the subject creates motivation and interest in the subject of mathematics.
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Wormén, Mikael. "Samtal med matematiklärare och elever : Induktiv intervju med matematiklärare och elever med koncentrationssvårigheter och om dessa elevers möjligheter att utveckla god taluppfattning." Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-45805.
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Number sense is a basic concept within Mathematics. This basic knowledge is developed and often mastered in early compulsory school settings. The purpose of this thesis is to examine the different conceptions of mathematics teachers and students with attention difficulties in regards to the possibilities of these students to develop good number sense. The theory used to analyse this data is twofold. One perspective of it is directly connected to previous research on the topic therefore a literature overview is included in the paper. The second perspective is current research about educative methods and the field of special education. Special education and current research is discussed in relation to interdisciplinary fields of study such as Psychology and Sociology. The paper is a case study where three mathematics teachers and three students with attention difficulties participated to explain their conceptions and thoughts regarding the topic. A thematic overview was created using the collected data. The result shows that the majority of the students and the teachers believe there is a connection between difficulties in developing good number sense and attention difficulties. Both groups explain that consequences of attention difficulties often are low work input during mathematics lessons and low motivation regarding the lessons. The groups also suggested educational methods in the classroom and the approach or attitude of the teacher made a difference.
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Erbstoesser, Richard James. "Student motivation: instilling a desire to learn in middle school students." CSUSB ScholarWorks, 1997. https://scholarworks.lib.csusb.edu/etd-project/1302.
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Kessing, David, and Manuel Löwer. "Vergleich der Motivationsprofile von Scrum-Teammitgliedern mit dem Agilen Manifest zur Entwicklung von Gamification-Strategien." Thelem Universitätsverlag & Buchhandlung GmbH & Co. KG, 2021. https://tud.qucosa.de/id/qucosa%3A75929.
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Agile Methoden sind in der industriellen Anwendung Stand der Technik, wobei Scrum das am häufigsten verwendete Prozess-Framework zur effektiven Entwicklung komplexer Produkte ist. Entworfen wurde Scrum von Ken Schwaber und Jeff Sutherland, die ebenfalls 2001 das agile Manifest mitentwickelten, welches die vier Werte und zwölf Prinzipien für die Arbeit mit agilen Methoden definiert. Scrum zeichnet sich unter anderem durch flache Hierarchien aus. Hierdurch erhalten Mitarbeitende zunehmend Verantwortung und es entsteht aufgrund der vermehrt stattfindenden Kommunikation eine erhöhte Transparenz in allen Prozessen. Diese Eigenschaften bringen viele Vorteile aber auch Herausforderungen mit sich. Einerseits kann hohe Transparenz durch Offenlegung der Arbeit zu Unsicherheit seitens der Mitarbeitenden führen, andererseits sorgt die erhöhte Verantwortung auch für einen größeren Einfluss der einzelnen Team-Mitglieder auf das Ergebnis der Arbeitsprozesse. Die Motivation und Leistungsbereitschaft der Mitarbeitenden sind demzufolge ausschlaggebend für die erfolgreiche Produktentwicklung mit Scrum. Gamification ist ein neuer, vielversprechender Ansatz zur Steigerung der Motivation und wird dabei definiert als „die Verwendung von Spiel-Designelementen in Nicht-Spielkontexten“. Die dieser Veröffentlichung zugrundeliegende Forschung bildet die Grundlage zur Entwicklung von dedizierten Gamification-Strategien mit dem Ziel der Optimierung von Motivation und folglich der Leistung der Mitarbeitenden im Scrum-Entwicklungsprozess.
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Hershner, Jessa Rae. "Exploring Nontraditional Learner Engagement and Motivation through Music Integration." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5877.
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The increase in population of nontraditional adult learners paired with a demand for multisensory learning created a need for further research in best pedagogy in higher education. Thus, the purpose of this qualitative case study was to explore the central question on how the integration of music, lyrics, or music videos into higher education classrooms affected the motivation and engagement levels of nontraditional adult learners. The conceptual framework was based upon self-determination theory, andragogy, multiple intelligences, and visual literacy. A multiple case design was used to collect data from 8 nontraditional higher education students. Data were collected via telephone interviews and responses to the Activity Perceptions Questionnaire. Data analysis used Yin's cross-case analysis procedures, including familiarization, development of word tables, and examination of cross-case patterns. Results revealed that the use of music in the classroom positively impacts learner engagement and promotes intrinsic motivation. This study is expected to contribute to social change by exploring music as an innovative instructional tool and providing a deeper understanding of how music engages and motivates the increasing number of nontraditional students in higher education.
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Dittrich, Christine Edwards. "A Comparison of the Academic Intrinsic Motivation of Gifted and Non-gifted Fifth Graders Taught Using Computer Simulations and Traditional Teaching Methods." Thesis, University of North Texas, 1998. https://digital.library.unt.edu/ark:/67531/metadc278001/.
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This study investigated the use of interdisciplinary computer-based simulations compared to traditional teaching methods. The academic intrinsic motivation of gifted and non-gifted students was analyzed using a quasi-experimental design, similar to a pretest/posttest design.
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Wiggins, Jason Earl. "Exploring Generation Y Leaders' Motivation and Retention Within the Service Industry." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/3013.
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The retention of millennial leaders continues to be a concern for executive leadership. The problem addressed in this study was the gap in research regarding how the motivation of Generation Y leaders affects employee satisfaction and retention factors. The purpose of this phenomenological inquiry was to explore the retention rate for 20 Generation Y service leaders in the southwestern United States to illuminate patterns of satisfied millennial leaders by drawing from employers' role in motivating and retaining millennial leaders in the service industry. Herzberg's 2-factor theory, Vroom's expectancy theory, Adams's equity theory, and Maslow's hierarchy of needs comprised the conceptual framework. Data analysis involved coding semistructured interviews, which helped with the development of themes through content analysis by implementing Moustakas's modified Van Kaam method. The results indicated a disparity among the millennial leaders and other generations in terms of how the different generations viewed motivational factors of millennial leaders in the workplace. The results of this study could contribute to positive change by providing human resource personnel and executive stakeholders with insight to enhance retention methods among millennial leaders in the service industry.
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Marberry, Jody A. "A Mixed-Methods Study of Middle School Students' Perceptions of Teacher Feedback and its Effects on Metacognition and Motivation." Thesis, Lindenwood University, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13427624.
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The purpose of the study was to investigate middle school students' perceptions of teacher feedback, middle school teachers' perceptions of the same feedback, and the extent to which those perceptions matched. While research into feedback practices was rich, few studies investigated middle school students' perceptions and experience with feedback practices. The study aimed to address possible miscommunication between teachers and students which may negatively impact middle school students' learning trajectories. Middle school students and teachers from a Midwestern Independent school participated in the study. Student data was examined in aggregate and by race, gender, grade level, years of experience at the school, and student academic self-ratings. Data was acquired using surveys, focus groups, questionnaires and interviews comparing middle school student and teacher responses to 1) clarity of feedback messages, 2) effectiveness of feedback messages, 3) feedback delivery systems and 4) how feedback is used by middle school students. The study also compared trimester grade point averages of middle school students who participated in a 6-week feedback training session intended to improve feedback engagement. A quantitative and qualitative analysis of data revealed that while there were significant differences in how middle school students and teachers view and interpret teacher feedback, middle school students find teacher feedback to be highly valuable and crave instructive rather than evaluative feedback to help improve their work. The evidence also revealed the advantages and limitations of instructing middle school students on how to be better interpreters and users of teacher feedback. The researcher suggests educators need to incorporate explicit feedback protocols in their classrooms including providing reflection time and opportunities for middle school students to practice becoming better receivers of feedback. The researcher also recommends educators proactively seek middle school student input concerning the type of feedback desired and how to deliver that feedback.
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Carr, Saundra Elizabeth. "Racial Microaggressions, Faculty Motivation, and Job Satisfaction in Southeastern Universities." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/4603.
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For racial minority faculty, racism is associated with adverse outcomes, including poor job satisfaction and less motivation, which may lead faculty to leave the teaching profession. It is unknown what relationships, if any, exist among perceived racial microaggression, job satisfaction, and employee motivation among African American (AA) faculty and other faculty of color in colleges and universities in the southeastern United States. Critical race theory provided a framework to investigate the relationship of perceived racial microaggressions toward AA faculty and other faculty of color with motivation and job satisfaction. This study involved a correlational design using multiple linear regressions to determine the relationships between the variables in a sample of 42 AA faculty and other faculty of color. In the multiple linear regression analysis, the predictor variables were 6 microaggression subscales (assumptions of inferiority, second-class citizen and assumption of criminality, microinvalidations, exoticization/assumptions of similarity, environmental microaggressions, and workplace and school micro-aggressions). The outcome variables were employee motivation and job satisfaction. The results of the analysis indicated no significant relationships between perceived level of microaggressions and job satisfaction or between perceived level of microaggressions and employee motivation. To determine possible bivariate relationships, Pearson's correlations were performed. Assumptions of inferiority and microinvalidations were negatively correlated with job satisfaction, which suggests that when examined in isolation, higher assumptions of inferiority and microinvalidations were associated with lower levels of job satisfaction. Implications for positive social change pertain to ways that oppression and racism can be eliminated in colleges and universities.