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Relevant bibliographies by topics / Motivation and emotion

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Academic literature on the topic 'Motivation and emotion'

Author: Grafiati

Published: 10 September 2021

Last updated: 28 January 2023

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Journal articles on the topic "Motivation and emotion"

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Pyrev, E. A. "Motivational Function of Emotions: Theoretical Approach to Study." Вестник практической психологии образования 16, no. 2 (2019): 47–55. http://dx.doi.org/10.17759/bppe.2019160207.

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The article reveals the problems of human emotional motivation. The definition of this phenomenon is given. The theoretical aspect of emotional motivation is represented by an analysis of domestic and foreign literature on emotions and motivation. Also, the theoretical part of the study is devoted to the nature of emotions and the content of their motivational potential. The origins of this phenomenon are seen in the subjectivity of emotions, manifested in the relationship of a person with various aspects of his life. Emotion as an unconscious motive induces unintentional actions towards the subject of communication. There is emotion at several levels of human functioning: neural, physiological, psychological and behavioral. The first two levels provide the appearance of emotion, which is then realized in motor reactions and detailed behavior towards the subject of communication. The implementation of the motor program over time leads to awareness of emotions and a decrease in their motivational potential.

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Buck, Ross. "Conceptualizing motivation and emotion." Behavioral and Brain Sciences 23, no. 2 (2000): 195–96. http://dx.doi.org/10.1017/s0140525x00262420.

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Motivation and emotion are not clearly defined and differentiated in Rolls's The brain and emotion, reflecting a widespread problem in conceptualizing these phenomena. An adequate theory of emotion cannot be based upon reward and punishment alone. Basic mechanisms of arousal, agonistic, and prosocial motives-emotions exist in addition to reward-punishment systems.

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Pavelescu, Liana Maria. "Motivation and emotion in the EFL learning experience of Romanian adolescent students: Two contrasting cases." Studies in Second Language Learning and Teaching 9, no. 1 (2019): 55–82. http://dx.doi.org/10.14746/ssllt.2019.9.1.4.

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The aim of this study was to investigate the language learning motivation of two EFL teenage students in Romania and the link between motivation and the emotional dimensions of these adolescents’ learning experiences. While language learning motivation has been widely researched, its relationship with emotion in the learning experience has not been examined in depth thus far. To gain deep insight into this relationship, the present study used various qualitative methods: a written task, multiple semi-structured interviews with the students and their teachers, and prolonged lesson observation. The findings showed that the learners’ motivation and emotions were closely intertwined in their learning experiences in idiosyncratic ways. Mika (pseudonym) experienced the prevalent emotion of love of English and was a highly motivated learner. In her out-of-class learning experience, her motivation was linked to her emotions towards her favorite singer. In her classroom learning experience, her motivation was shaped by her teacher’s encouragement and support. Kate (pseudonym) did not reportedly experience a dominant emotion towards English and had a rather weak motivation. The absence of an expressed dominant emotion towards English was linked to her classroom learning experience before high school, namely to her teacher’s lack of encouragement, which hindered her motivation. By focusing on two contrasting cases of learners, this study has foregrounded the role of the emotional aspects of the language learning experience in shaping motivation, showing how strong positive emotions enhance and sustain motivation and how the lack of such emotions hinders motivation.

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Stotland, Ezra, and Kyle D. Smith. "Empathy, Imagining and Motivation." Imagination, Cognition and Personality 13, no. 3 (1994): 193–213. http://dx.doi.org/10.2190/nuqa-4qqw-kdkp-q9dd.

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Empathy consists of experiencing an emotion as a consequence of observing its occurrence in another person. This conceptualization indicates a much broader range of empathized emotions than the usually researched ones of pain or distress. The process generating empathy entails attention to the other's emotion and imagining what the other is experiencing emotionally. Because people can learn from experiencing empathy and its consequences, they may be motivated to empathize in some situations, to avoid empathizing in others, or to escape from empathy-eliciting situations. A wide range of motivations—prosocial, asocial, or antisocial—may be involved. Throughout, the article presents new hypotheses and areas of research suggested by this approach. We propose that people regulate then-social relationships so as to optimize empathized emotional experiences, on the one hand, and regulate empathic experiences to serve social relationships, on the other.

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D’Arms, Justin. "Challenges for the Dynamic Functional Model of Jealousy." Emotion Review 10, no. 4 (2018): 288–89. http://dx.doi.org/10.1177/1754073918790058.

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This comment on Chung and Harris presses for a clearer account of the motivational role of jealousy within the dynamic functional model of jealousy. It also calls into question the inclusion of “elaborated” jealousy within the emotion itself. It argues that differentiating emotional motivation from motivation toward the same goal that an emotion has requires additional resources.

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Artino, Anthony R., and Jason M. Stephens. "Beyond Grades in Online Learning: Adaptive Profiles of Academic Self-Regulation Among Naval Academy Undergraduates." Journal of Advanced Academics 20, no. 4 (2009): 568–601. http://dx.doi.org/10.1177/1932202x0902000402.

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Educational psychologists have long known that students who are motivated to learn tend to experience greater academic success than their unmotivated counterparts. Using a social cognitive view of self-regulated learning as a theoretical framework, this study explored how motivational beliefs and negative achievement emotions are differentially configured among students in a self-paced online course. Additionally, this study examined how these different motivation-emotion configurations relate to various measures of academic success. Naval Academy undergraduates completed a survey that assessed their motivational beliefs (self-efficacy and task value); negative achievement emotions (boredom and frustration); and a collection of outcomes that included their use of self-regulated learning strategies (elaboration and metacognition), course satisfaction, continuing motivation, and final course grade. Students differed vastly in their configurations of course-related motivations and emotions. Moreover, students with more adaptive profiles (i.e., high motivational beliefs/low negative achievement emotions) exhibited higher mean scores on all five outcomes than their less-adaptive counterparts. Taken together, these findings suggest that online educators and instructional designers should take steps to account for motivational and emotional differences among students and attempt to create curricula and adopt instructional practices that promote self-efficacy and task value beliefs and mitigate feelings of boredom and frustration.

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Wirth, Lina, Poldi Kuhl, and Timo Ehmke. "Relationships Between Language-Related Variations in Text Tasks, Reading Comprehension, and Students’ Motivation and Emotions: A Systematic Review." Journal of Language and Education 8, no. 2 (2022): 179–91. http://dx.doi.org/10.17323/jle.2022.13572.

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Background. There is consensus in research that students' motivation and emotions are important for learning and achievement processes in the educational context, as are language competencies that, related to the demands of academic language, enable participation in education. However, the interrelationships between these aspects have hardly been empirically investigated in depth. Purpose and Methods. This systematic review addresses this research need, and aims to synthesise the existing evidence on the interrelationship between motivational/emotional and language-related variables. First, the relationship between learners’ motivation and emotions, and their language competencies is considered. Second, findings on how motivation and emotion depend on language-related factors are compiled. Results. A systematic data search conducted for this purpose yields seven studies. Five studies relate to the first concern, and confirm the effects of motivational and emotional variables on reading comprehension. Emotions, in particular, emerge as strong predictors. Two studies relate to the second concern, and report significant effects of language-related variations in text tasks on students’ motivation; however, neither study considers emotions. Implications. The findings are used to derive implications for language design in the educational context and identify important research gaps.

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Pyrev, E. A. "Motivational Function of Emotions: Experimental Approach to Study (continued)." Вестник практической психологии образования 16, no. 3 (2019): 83–93. http://dx.doi.org/10.17759/bppe.2019160305.

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The article presents an experimental study of human emotional motivation. Practical aspects of emotional motivation are considered on the example of educational and professional activities of university students. Emotion as an unconscious motive induces unintended actions of university students against different aspects of educational and professional activities. The practical part of the study was implemented by the author’s methodology “Test of Color Associations”. In terms of content and performance, the test meets the main provisions of the theoretical content of the stated topic. The experimental study identified four groups of emotions, reflecting their specific motivational capabilities, manifested in negative and positive unintended actions towards learning. Experimentally identified “creative emotions” (joy and interest), “emotions overcoming obstacles” (anger), “emotions that save energy” (pleasure, indifference), “emotions that destroy relationships” (fear, sadness, disgust).

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Fanselow, Michael S. "Emotion, motivation and function." Current Opinion in Behavioral Sciences 19 (February 2018): 105–9. http://dx.doi.org/10.1016/j.cobeha.2017.12.013.

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Li, Minjia, Lun Xie, Anqi Zhang, and Fuji Ren. "Reinforcement Emotion-Cognition System: A Teaching Words Task." Computational Intelligence and Neuroscience 2019 (May 2, 2019): 1–13. http://dx.doi.org/10.1155/2019/8904389.

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The goal of this paper is to suggest a system for intelligent learning environments with robots modeling of emotion regulation and cognition based on quantitative motivation. A detailed interactive situation for teaching words is proposed. In this study, we introduce one bottom-up collaboration method for emotion-cognition interplay and behaviour decision-making. Integration with gross emotion regulation theory lets the proposed system adapt to natural interactions between students and the robot in emotional interaction. Four key ideas are advocated, and they jointly set up a reinforcement emotion-cognition system (RECS). First, the quantitative motivation is grounded on external interactive sensory detection, which is affected by memory and preference. Second, the emotion generation triggered by an initial motivation such as external stimulus is also influenced by the state in the previous time. Third, the competitive and cooperative relationship between emotion and motivation intervenes to make the decision of emotional expression and teaching actions. Finally, cognitive reappraisal, the emotion regulation strategy, is introduced for the establishment of emotion transition combined with personalized cognition. We display that this RECS increases the robot emotional interactive performance and makes corresponding teaching decision through behavioural and statistical analysis.

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Dissertations / Theses on the topic "Motivation and emotion"

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Waninge, Freerkien. "Emotion and motivation in language learning." Thesis, University of Nottingham, 2017. http://eprints.nottingham.ac.uk/47639/.

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This thesis investigates the interaction of emotion and motivation in language learning. By means of three independent research studies, I analyse the interaction of affective, motivational, and cognitive factors as they appear in relation to the context of a classroom. Rather than studying motivation, affect, or cognition in relative isolation in terms of their impact on language development, I argue that it is worthwhile to study the amalgams formed by these three forces by means of a dynamic systems–based research methodology. The research methodology employed for the first research study is primarily based on the concept of attractor states: salient and relatively stable states of a dynamic system. I demonstrate the existence of four main classroom states: interest, boredom, neutral attention, and anxiety. The factors forming the attractor basin for these states are cognitive, affective, motivational, and contextual in nature. This indicates that affect and motivation have an impact on language learners via the state they produce through their interaction with cognitive and contextual factors. In the second research study of this thesis, I analyse the self-regulation and perseverance of ten language learners from various backgrounds. I argue that a learner’s attractor basin produces a stronger and more positive attractor when there are strong motivational elements present, such as a well thought-out goal orientation. Although other factors may diminish in strength due, for example, to a new teacher with whom the learner does not get along, or a new topic that is no longer enjoyable, a well-defined and sufficiently internalised goal orientation can be the key to successful self-regulation and, ultimately, greater success in learning the target language. In the final research study, I demonstrate that the factors that contribute to the construction of the aforementioned state in the classroom are different for younger and older learners. For older learners, the motivational element plays a significantly more prominent part, while for younger learners the affective, cognitive, and contextual elements are more important. Furthermore, the older learners have the ability to analyse and deconstruct their classroom state, while this is not the case for younger learners. Instead, the experience of the classroom for younger learners is made up of an indistinguishable combination of affective, cognitive, and contextual elements, which combine into an overall feeling of “I like it” or “It is difficult”. Although this can result in the impression that a young learner’s state is determined entirely by affective elements, this is not, in fact, the case; rather, these states are most likely a combination of affective, cognitive, and contextual elements.

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Robertson, James Thomas. "Motivation and emotion regulation : a grounded theory analysis." Thesis, University of Canterbury. Department of Psychology, 2004. http://hdl.handle.net/10092/2473.

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The present research examines the field of research in Emotion Regulation (ER) - in particular, theoretical matters. Problems affecting this type of research pertain to matters such as definition, measurement, and a lack of unifying theory. A grounded theory investigation was used to attempt to generate a theory with substantive and predictive value. Thirty-five participants were interviewed and questioned about their ER patterns. Analysis of this data showed that the motivations individuals have form a broad unifying construct through which to look at ER. As such, a theory is posited which looks at ER in terms of twin motivations - one primarily present for the self, and the other primarily occurring for social reasons. Such an approach is new to the field of ER. The theory is evaluated in terms of current research and future research directions. Overall, the presented theory is found to be able to unify current research on ER, as well as having the potential to push research efforts in new, more meaningful directions.

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Hogan, Lee M. "Relationships among alcohol use, emotion, motivation, and goals." Thesis, Bangor University, 2008. https://research.bangor.ac.uk/portal/en/theses/relationships-among-alcohol-use-emotion-motivation-and-goals(0e4b9237-5b51-4ed8-9c75-28a6bf355455).html.

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The purpose of the thesis is twofold (a) to review the relationship between alcohol use and emotion regulation, and (b) to develop and evaluate a newly designed questionnaire calIed the Brief Aspirations and Concerns in Life Inventory (BACLI) for measuring the structure of an individuals motivation for obtaining their life goals. First, this thesis presents a review of alcohol's roles in regulating emotions. This review paper proposes an integration of Cox and Klinger's (1988, 1990,2004) motivational model of alcohol use and Gross and Thompson's (2007) model of emotion regulation strategies. It aims to further the understanding of alcohol's role in regulating emotions. Tentative conclusions are made that alcohol can be used to enhance some emotion regulation strategies, albeit in many cases maladaptively. The empirical paper compares the outcomes and relationships between the BACLI questionnaire and a well-established and comprehensive Personal Concerns Inventory (PCI; Cox & Klinger, 2000). It also examines the relationship between other motivational and emotional variables and alcohol use and problems. The BACLI provided a good alternative to the PCI. In line with previous research, motivational variables were predictive of alcohol use and problems. Difficulties with emotion regulation also predicted greater drinking problems. Finally, these papers are discussed in terms of their implications for clinical psychology.

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Damm, Lisa Marie. "The architecture of emotion experience." Diss., [La Jolla] : University of California, San Diego, 2009. http://wwwlib.umi.com/cr/ucsd/fullcit?p3352255.

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Thesis (Ph. D.)--University of California, San Diego, 2009.<br>Title from first page of PDF file (viewed May 8, 2009). Available via ProQuest Digital Dissertations. Vita. Includes bibliographical references.

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Peterson, C. Mark. "The Motivation-Emotion-Matching (MEM) model of television advertising effects." Diss., Georgia Institute of Technology, 1994. http://hdl.handle.net/1853/30653.

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Hilles, Emery K. "Emotion and Inhibition: Pride Versus Happiness." Scholarship @ Claremont, 2012. http://scholarship.claremont.edu/scripps_theses/51.

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The central question of my thesis is how different positive emotions affect inhibition. Katzir, Eyal, Meiran, and Kessler (2010) addressed this question using an antisaccade task and found that happiness decreased inhibition compared to pride, which they attribute to the links between pride and long-term goals and happiness and short-term goals. I attempted to generalize their results to a color-naming Stroop task and predicted that their results would not generalize because their study had little supporting research and their method had several limitations. I tested 45 students of the Claremont Colleges and found partial support for Katzir et al. Participants in the pride condition showed better inhibitory function than participants in the neutral condition, but I was unable to find differences in inhibitory function between participants in the pride and happiness or happiness and neutral conditions. The results suggest that pride improved inhibitory function compared to neutral emotion, but happiness had no effect. I conclude that further research is needed to confirm the supposed distinction between pride and happiness, the strength of the links between happiness, pride, and different goals, and the motivational role of emotion in inhibition.

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Ask, Karl. "Criminal investigation : motivation, emotion and cognition in the processing of evidence /." Göteborg : Dept. of Psychology Göteborg Univ, 2006. http://www.gbv.de/dms/spk/sbb/recht/toc/513716297.pdf.

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Buchanan, Joshua. "I Feel Your Pain: Social Connection and the Expression and Perception of Regret." Miami University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=miami1436928483.

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Rothkirch, Marcus [Verfasser]. "Der Einfluss von Emotion und Motivation auf die visuelle Informationsverarbeitung / Marcus Rothkirch." Berlin : Medizinische Fakultät Charité - Universitätsmedizin Berlin, 2013. http://d-nb.info/1035406373/34.

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Luo, Ying. "Motivation, emotion, attitude, & gratification in the use of online video media." HKBU Institutional Repository, 2015. https://repository.hkbu.edu.hk/etd_oa/260.

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Online video media share a great part of similar attributes with traditional mass media. They also bear some fresh features of Web 2.0, such as integration, interactivity, both synchrony and asynchrony, which break the traditional pattern of media viewing and using. They allow for new forms of user activities and offer the user a participatory experience/role so as to facilitate the evolution and dynamic reintegration of the networked society as well as the whole social environment. Online video media have therefore been drawing lots of attention from both the industry and academic field since the emergence. The aims of this research are to: 1) investigate uses and gratifications theorizations in the era of Web 2.0, with online video media the typical target, by finding out the wide and coherent spectrum of online video media usage motivations and gratifications; 2) construct a comprehensive framework of online video media uses and gratifications from integrated and interdisciplinary perspectives; 3) verify the interactive relationships between or among the variables presented in the framework. Survey is adopted for data collection in this study. Convenient sampling and snowball sampling are used. A total of 470 respondents in mainland China complete the questionnaire online, in which 462 are online video media users and the rest 8 are non-users. The online video media uses and gratifications items are then subject to principal components factoring with varimax rotation. Seven factors are identified to explain 67.31% of the variance. Results indicate that the nature of device is a potential source of resulting in unique media outcomes, and habitual behavior of mobile video use has become a part of netizens’ life. More importantly, significant differences in both motivation and gratification between the two user identities are found. Besides, different genres of media contents are related to different motivations and gratifications, and may predict different degrees of interactivity. Moreover, results show that, people in different types of emotions (positive and non-positive) tend to arouse different motivations and attempt to seek different gratifications. Investigation also detect the relationships among dependency, activities after use and attitudes during the motivation and gratification process. It is concluded that, online video media usage is a spiral feedback process of dependency, activities after use and attitudes. During the process of motivation and gratification, people gain experience and derived perceptions, and the beliefs/loyalty gradually forms. Online video media usage is an interactive and dynamic process. During the process, user interacts with the media as well as with other users in the networked society. Though media culture, media literacy and social participation are still weak and limited in the domestic networked society, online video media user exhibits more active, intentional and conscious actions, which is distinguished from traditional mass media audience. In general, this study contributes to the understanding of user’s behaviors, needs and the effects of the new media.

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Books on the topic "Motivation and emotion"

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Motivation and emotion. Routledge, 1989.

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Brandstätter, Veronika, Julia Schüler, Rosa Maria Puca, and Ljubica Lozo. Motivation und Emotion. Springer Berlin Heidelberg, 2018. http://dx.doi.org/10.1007/978-3-662-56685-5.

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Brandstätter, Veronika, Julia Schüler, Rosa Maria Puca, and Ljubica Lozo. Motivation und Emotion. Springer Berlin Heidelberg, 2013. http://dx.doi.org/10.1007/978-3-642-30150-6.

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1958-, Parkinson Brian, and Colman Andrew M, eds. Emotion and motivation. Longman, 1995.

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Buck, Ross. Human motivation and emotion. 2nd ed. Wiley, 1988.

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Reeve, Johnmarshall. Understanding motivation and emotion. 3rd ed. Harcourt College Publishers, 2000.

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Reeve, Johnmarshall. Understanding motivation and emotion. 2nd ed. Harcourt Brace College Publishers, 1997.

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T, Spence Janet, Izard Carroll E. 1923-, and International Union of Psychological Science., eds. Motivation, emotion, and personality. North-Holland, 1985.

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Understanding motivation and emotion. 5th ed. John Wiley & Sons, Inc., 2009.

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Reeve, Johnmarshall. Understanding motivation and emotion. Harcourt Brace Jovanovich College Publishers, 1992.

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Book chapters on the topic "Motivation and emotion"

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Deckers, Lambert. "Introduction to Motivation and Emotion." In Motivation, 6th ed. Routledge, 2022. http://dx.doi.org/10.4324/9781003202646-1.

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Rothermund, Klaus, and Andreas Eder. "Emotion." In Allgemeine Psychologie: Motivation und Emotion. VS Verlag für Sozialwissenschaften, 2011. http://dx.doi.org/10.1007/978-3-531-93420-4_5.

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Bekerman, Zvi, and Michalinos Zembylas. "Emotion, Emotional Intelligence and Motivation." In Psychologized Language in Education. Palgrave Macmillan US, 2017. http://dx.doi.org/10.1057/978-1-137-54937-2_8.

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Jänig, W., and N. Birbaumer. "Motivation und Emotion." In Physiologie des Menschen. Springer Berlin Heidelberg, 2010. http://dx.doi.org/10.1007/978-3-642-01651-6_11.

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Schmidt, Robert F. "Motivation und Emotion." In Springer-Lehrbuch. Springer Berlin Heidelberg, 2001. http://dx.doi.org/10.1007/978-3-642-56501-4_9.

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Birbaumer, N., and W. Jänig. "Motivation und Emotion." In Physiologie des Menschen. Springer Berlin Heidelberg, 1997. http://dx.doi.org/10.1007/978-3-662-00485-2_9.

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Schmidt, Robert F. "Motivation und Emotion." In Springer-Lehrbuch. Springer Berlin Heidelberg, 1999. http://dx.doi.org/10.1007/978-3-642-98024-4_9.

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Birbaumer, N., and R. F. Schmidt. "Motivation und Emotion." In Springer-Lehrbuch. Springer Berlin Heidelberg, 1993. http://dx.doi.org/10.1007/978-3-662-08941-5_18.

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Beckstead, Robert M. "Motivation and Emotion." In A Survey of Medical Neuroscience. Springer New York, 1996. http://dx.doi.org/10.1007/978-1-4419-8570-5_24.

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Hayward, Sheila. "Motivation and Emotion." In Biopsychology. Macmillan Education UK, 1997. http://dx.doi.org/10.1007/978-1-349-13885-2_5.

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Conference papers on the topic "Motivation and emotion"

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Dorner, Dietrich, and Jurgen Gerdes. "Motivation, emotion, intelligence." In 2012 International Conference on Systems and Informatics (ICSAI). IEEE, 2012. http://dx.doi.org/10.1109/icsai.2012.6223088.

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Schutz, Paul. "Is Motivation Distinguishable From Cognition and Emotion?" In 2022 AERA Annual Meeting. AERA, 2022. http://dx.doi.org/10.3102/1885506.

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"ATTENTION, MOTIVATION AND EMOTION IN COGNITIVE SOFTWARE AGENTS." In 3rd International Conference on Agents and Artificial Intelligence. SciTePress - Science and and Technology Publications, 2011. http://dx.doi.org/10.5220/0003179304260429.

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Sun, Huan, and Guangquan Dai. "Examining the Relationships among Eventscape, Motivation and Emotion." In Proceedings of the 2018 8th International Conference on Management, Education and Information (MEICI 2018). Atlantis Press, 2018. http://dx.doi.org/10.2991/meici-18.2018.24.

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Wang, Chen-Ya, Seng-cho T. Chou, and Hsia-Ching Chang. "Emotion and Motivation: Understanding User Behavior of Web 2.0 Application." In 2009 Sixth International Conference on Information Technology: New Generations. IEEE, 2009. http://dx.doi.org/10.1109/itng.2009.205.

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WILSON, PAUL A., and BARBARA LEWANDOWSKA-TOMASZCZYK. "EMOTION, APPROACH-AVOIDANCE MOTIVATION, AND BLENDING IN THE EVOLUTION OF LANGUAGE." In Proceedings of the 9th International Conference (EVOLANG9). WORLD SCIENTIFIC, 2012. http://dx.doi.org/10.1142/9789814401500_0132.

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Zhu, Chunjie. "Temporal Stability of Teachers' Judgment Accuracy of Students' Motivation, Emotion, and Achievement." In 2020 AERA Annual Meeting. AERA, 2020. http://dx.doi.org/10.3102/1572581.

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Shin, Youngjoon, Hae-Ae Seo, and Jun-Euy Hong. "DEVELOPMENT OF AN ASSESSMENT TOOL FOR POSITIVE EXPERIENCES ABOUT SCIENCE (PES)." In 3rd International Baltic Symposium on Science and Technology Education (BalticSTE2019). Scientia Socialis Ltd., 2019. http://dx.doi.org/10.33225/balticste/2019.211.

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This research aimed to develop an assessment tool for students’ Positive Experiences about Science (PES). A preliminary version of PSE was developed through literature review, consisting of academic emotion, self-concept, learning motivation, career aspiration, and attitude in science. A pilot test was conducted with 198 students and a main test was then conducted with 1,841 students. The PES test found to have good validity and reliability. There were significant (p<.05) differences by students’ grade, gender, and participation in science activities. Keywords: positive experiences about science (PES), science academic emotion, science-related self-concept, science-related motivation.

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Shvo, Maayan, Jakob Buhmann, and Mubbasir Kapadia. "An Interdependent Model of Personality, Motivation, Emotion, and Mood for Intelligent Virtual Agents." In IVA '19: ACM International Conference on Intelligent Virtual Agents. ACM, 2019. http://dx.doi.org/10.1145/3308532.3329474.

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Goltz, Nachshon, and Tracey Dowdeswell. "‘The Law of the Dog’ — Emotion and Motivation in Teaching Children About New Media." In 2021 IEEE Conference on Norbert Wiener in the 21st Century (21CW). IEEE, 2021. http://dx.doi.org/10.1109/21cw48944.2021.9532530.

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Reports on the topic "Motivation and emotion"

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Badmus, Lanre, and Andre Roca. A systematic review exploring the effects os sport coaches’ pre-game motivational speech on athlete’s emotions and performance. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, 2022. http://dx.doi.org/10.37766/inplasy2022.7.0112.

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Nezhyva, Liudmyla L., Svitlana P. Palamar, and Oksana S. Lytvyn. Perspectives on the use of augmented reality within the linguistic and literary field of primary education. [б. в.], 2020. http://dx.doi.org/10.31812/123456789/4415.

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The article analyzes the scientific sources on the problem of augmented reality in the educational field. There is a fragmentary rationale for new technology in primary school, to a greater extent the experience of scientists and practitioners relate to the integrated course “I am exploring the world”. The peculiarities of Ukrainian and foreign writers’ works with AR applications, which are appropriate to use during the classes of literary reading, are analyzed. The authors substantiated the prospect of augmented reality technology for mastering the artistic image of the world of literary work, the relevance of use of AR to modern educational challenges, and also demonstrated the possibility of immersion into the space of artistic creation and activation of students’ imagination with the help of AR applications. The article demonstrates the possibilities of use AR-technology for the development of emotional intelligence and creative thinking, solving educational tasks by setting up an active dialogue with literary heroes. The basic stages of the application of AR technologies in the literary reading lessons in accordance with the opportunities of the electronic resource are described: involvement; interaction; listening, reading and audition; research; creative work; evaluation. It is confirmed that in the process of using augmented reality technology during the reading lessons, the qualitative changes in the process of formation of the reader’s culture of the students of experimental classes appears, as well as the increase of motivation, development of emotional intelligence and creative thinking.

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Styugina, Anastasia. Internet game "Sign me up as an astronaut" for the formation of the social and psychological experience of younger adolescents with disabilities by means of game psychocorrection. Science and Innovation Center Publishing House, 2020. http://dx.doi.org/10.12731/sign_me_up_as_an_astronaut.

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In the practice of a teacher-psychologist at the School of Distance Education, the game “Sign me up as an astronaut”, developed by the author, was tested, aimed at developing the skills of social and psychological interaction in younger adolescents with disabilities through the awareness and strengthening of personal resources by means of game psychocorrection. The specifics of the work of a psychologist at the School of Distance Education are determined by the following circumstances: - students have a severe disability and the corresponding psychophysical characteristics: instability of the emotional-volitional sphere, lack of motivation, severe physical and mental fatigue, low level of social skills, etc. - the use of distance educational technologies in psychocorrectional work; - lack of methodological recommendations for psychocorrectional work in conditions of distance technologies with school-age children. Such recommendations are available mainly for adults, they relate to the educational process, but they do not cover the correctional process. There is enough scientific and methodological literature on psychological and pedagogical correction, which is the basis for ensuring the work of a practicing psychologist, but there are difficulties in transferring these techniques, games, etc. - to the remote mode of correctional and developmental work, especially in the form of group work. During the game, various social and psychological situations are solved, which are selected strictly according to the characteristics of the social experience of the participants.

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TETINA, S. V., Yu V. GUTROVA, I. E. ZHIDKOVA, et al. BUSINESS DIDACTIC GAME "INDIVIDUAL METHODOLOGICAL STYLE OF TEACHER'S ACTIVITY". SIB-Expertise, 2022. http://dx.doi.org/10.12731/er0543.17032022.

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Abstract: the proposed business didactic game is aimed at developing the creative attitude of the teacher to his own professional activity. The motivational material of a business didactic game allows the teacher to understand that his activity has sometimes elusive pedagogical algorithms and strategies, the totality of which can be called such a concept as an individual methodological style of activity. In addition to pedagogical strategies, this concept reflects the unique psychological qualities of the individual, which allow the teacher to influence the quality of the acquired knowledge. It is also emphasized that the concept of an individual style of activity is the result of the teacher's internal hard work, the result of a long search, value. On this basis, the individual style of activity rejects the concept of "charisma", since it is self-sufficient and does not need to be theatrically announced to any audience. All the value bases of an individual methodological style of activity are aimed not at narcissism, but at helping students in mastering the internal content of a particular academic subject. The leading sign of the formation of an individual methodological style of activity is the ability to correctly combine one's original author's position on the content principles of the taught subject with the guiding and prescriptive lines of the work program. The author's position of the teacher, which combines the emotional and rational components, is also reflected in external behavioral mechanisms. At the same time, expressive forms of behavior are not a mandatory feature of the individual style of methodological activity. A special style of preparing educational material, a list of methods and forms of teaching is structured on the basis of a situational understanding of the subtle mechanisms of teaching, educating and developing schoolchildren

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