Relevant bibliographies by topics / Motivation autonomes

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

Academic literature on the topic 'Motivation autonomes'

Author: Grafiati
Published: 4 June 2021
Last updated: 5 February 2022

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Journal articles on the topic "Motivation autonomes"

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Koch, Klemens, and Patrik S. Locher. "Autonomes Chemielernen im Fernunterricht und darüber hinaus!" CHIMIA International Journal for Chemistry 75, no. 1 (February 28, 2021): 67–73. http://dx.doi.org/10.2533/chimia.2021.67.

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Autonomous Distance Learning in Chemistry and Beyond! Using specific examples, some of which originate from online teaching in school during the COVID-19 lockdown in spring 2020, it is demonstrated how autonomous learning in chemistry can be supported, also in the long-term. Examples include the use of electronic media, experiments carried out at home, and discussion of current topics in the media that relate to chemistry to show how learning can be encouraged and the student motivation maintained. The aim is to encourage, on the one hand, self-guided learning to fulfill given study goals and on the other, autonomous learning out of curiosity and, later in life, to have the toolset to meet professional challenges.
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Park, JiHyeon, and JaeYoon Chang. "Exploration of work motivation structure and profiles based on self-determination theory among Korean employees." Korean Journal of Industrial and Organizational Psychology 29, no. 1 (February 28, 2016): 27–60. http://dx.doi.org/10.24230/kjiop.v29i1.27-60.

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The Self-determination theory (SDT) posits the existence of distinct taxonomy of motivation (i.e., amotivation, external, introjected, identified, integrated, and intrinsic motivation). The purpose of this study was to explore whether SDT’s work motivation structure can be applied to the understanding that of Korean employees, and to identify the motivational profiles for Korean employees together with their relationships with a variety of organizational outcomes. Data was collected from two separate samples of Korean employees(Study 1: 509 employees; Study 2: 153 employees). The results showed that unlike SDT taxonomy, autonomous motivations were not classified into three distinctive categories(identified, integrated, and intrinsic motivation). The results also revealed that there were three distinct motivational profiles(i.e., autonomous motivated, controlled motivated, and amotivated), and the largest proportion of Korean employees was covered by controlled motivated cluster. The autonomous motivated cluster had the most favorable levels of adaptive organizational outcomes(i.e., organizational commitment, job satisfaction), whereas the amotivated cluster was strongly related to non-adoptive organizational outcomes(i.e., turnover, emotional exhaustion). Based on these results, discussion was made regarding the distinct features of work motivation structure and motivational profiles in Korean work setting, and also future research directions were suggested.
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Raposo, Frederico Zarazaga, David Sánchez-Oliva, Eliana Veiga Carraça, António Labisa Palmeira, and Marlene Nunes Silva. "The Dark Side of Motivational Practices in Exercise Professionals: Mediators of Controlling Strategies." International Journal of Environmental Research and Public Health 17, no. 15 (July 26, 2020): 5377. http://dx.doi.org/10.3390/ijerph17155377.

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According to the Self-Determination Theory, perceived job pressures can coerce professionals to develop more controlled motivations towards their work, and consequently increase the probability of using controlling motivational strategies. This study sought to analyze work-related motivations as mediators between two types of perceived job pressures: organizational constraints and perceptions of clients’ controlled motivation and the use of controlling motivational strategies by exercise professionals. Using a cross-sectional design, involving 366 exercise professionals (172 women), mediation paths were assessed following Preacher and Hayes statistical procedures. Models were adjusted for gender, work experience (years), and the internal tendency to feel events as pressuring. Organizational constraints were associated with lower autonomous motivation for work and the use of controlling strategies. Perceptions of clients’ controlled motivation were associated with work-related amotivation and the use of controlling strategies. Amotivation mediated the association between organizational constraints and controlling strategies. Overall, results support theoretical predictions and previous research, extending it to the exercise domain, highlighting the interplay between job pressures, work-related motivations, and the use of controlling strategies. The understanding of what influences exercise professionals’ motivation, and consequently the motivational strategies they use, is of paramount importance for exercise promotion and the benefit of those who seek their expert guidance.
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Miežienė, Brigita, Liuda Šinkariova, and Eglė Adomavičiūtė. "SUVOKTOS AUTONOMIJOS PARAMOS IR ELGESIO PATIRTIES SVARBA SERGANČIŲJŲ PIRMOJO TIPO DIABETU AUTONOMINEI MOTYVACIJAI." International Journal of Psychology : a Biopsychosocial Approach 17 (2015): 57–78. http://dx.doi.org/10.7220/2345-024x.17.4.

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Muñoz-Restrepo, Ana, Marta Ramirez, and Sandra Gaviria. "Strategies to Enhance or Maintain Motivation in Learning a Foreign Language." Profile: Issues in Teachers´ Professional Development 22, no. 1 (January 1, 2020): 175–88. http://dx.doi.org/10.15446/profile.v22n1.73733.

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Motivation is one of the most important factors in the enjoyment and success in learning any subject, especially a foreign language. Many students approach the learning of a language based on academic mandates, family impositions, job requirements, and so on. These non-intrinsic motivations make learning a more difficult, frustrating, and non-pleasurable experience, both for students and teachers. Therefore, skills in motivating learners should be seen as central to teaching effectively. In this article, we provide a series of strategies for teachers to gradually lead students from an extrinsic motivation to a more internal and autonomous motivation. This approach is framed within one of the most recent and well-known theories of motivation: self-determination theory.
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Jensen, Ulrich Thy, and Louise Ladegaard Bro. "How Transformational Leadership Supports Intrinsic Motivation and Public Service Motivation: The Mediating Role of Basic Need Satisfaction." American Review of Public Administration 48, no. 6 (March 27, 2017): 535–49. http://dx.doi.org/10.1177/0275074017699470.

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Motivating public service employees to greater effort is a key issue for managers and scholars. Transformational leadership concerns behaviors to develop, share, and sustain a vision for the organization and has been suggested as an important lever in this respect. However, we know little about the processes by which transformational leadership may stimulate work motivation. Integrating transformational leadership, public service motivation (PSM), and self-determination theory, this article sheds light on the psychological mechanisms underlying the motivational effects of transformational leadership. According to structural equation modeling, the relationships between transformational leadership and two types of autonomous work motivation—intrinsic motivation and PSM—are mediated by the satisfaction of the basic psychological needs for autonomy, competence, and relatedness. Our findings support the claim that the motivational effects of transformational leadership are mediated by need satisfaction, but also that satisfaction of individual needs is not equally important for intrinsic motivation and PSM, respectively.
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Mouratidis, Athanasios, Maarten Vansteenkiste, Willy Lens, and Georgios Sideridis. "The Motivating Role of Positive Feedback in Sport and Physical Education: Evidence for a Motivational Model." Journal of Sport and Exercise Psychology 30, no. 2 (April 2008): 240–68. http://dx.doi.org/10.1123/jsep.30.2.240.

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Based on self-determination theory (Deci & Ryan, 2000), an experimental study with middle school students participating in a physical education task and a correlational study with highly talented sport students investigated the motivating role of positive competence feedback on participants’ well-being, performance, and intention to participate. In Study 1, structural equation modeling favored the hypothesized motivational model, in which, after controlling for pretask perceived competence and competence valuation, feedback positively predicted competence satisfaction, which in turn predicted higher levels of vitality and greater intentions to participate, through the mediation of autonomous motivation. No effects on performance were found. Study 2 further showed that autonomous motivation mediated the relation between competence satisfaction and well-being, whereas amotivation mediated the negative relation between competence satisfaction and ill-being and rated performance. The discussion focuses on the motivational role of competence feedback in sports and physical education settings.
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Lopes, Sílvia, Maria José Chambel, and Francisco Cesário. "Linking perceptions of organizational support to temporary agency workers’ well-being." International Journal of Organizational Analysis 27, no. 5 (November 4, 2019): 1376–91. http://dx.doi.org/10.1108/ijoa-08-2018-1502.

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Purpose This research focused on agency work. Previous studies highlighted the importance of motivations to understand workers’ attitudes, behaviors and well-being. Thus, the purpose of this paper is to analyze the contribution of perceptions of support from organizations to autonomous motivation for temporary agency employment, the relationship of motivations with workers’ well-being and the mediating role of motivations between perceptions of organizational support (POS) and workers’ well-being. Design/methodology/approach The hypotheses were tested with a sample of 3,983 temporary agency workers and using structural equation modeling. Findings The authors verified that POS from the agency contributed to both autonomous motivation and controlled motivation for temporary agency employment, whereas POS from the client company only contributed to autonomous motivation for temporary agency employment. Moreover, autonomous motivation for temporary agency employment was positively associated with workers’ well-being. Contrary to expectations, controlled motivation for temporary agency employment was not significantly associated with workers’ well-being. As predicted, autonomous motivation for temporary agency employment was a mediator in the relationship between POS and workers’ well-being. Research limitations/implications The study relies on self-reported data, and it does not have a longitudinal design. Practical implications An important implication of this research study is that organizations, through the support provided to the workers, may contribute positively to increase workers’ autonomous motivation for temporary agency employment, and, in turn, more autonomous motivation for temporary agency employment relates to higher levels of workers’ well-being. Originality/value The study innovates by including in the same model variables that may contribute to workers’ motivation for temporary agency employment as well as the outcomes that may arise from workers’ motivation for temporary agency employment.
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Liu, W. C., C. K. John Wang, Johnmarshall Reeve, Ying Hwa Kee, and Lit Khoon Chian. "What Determines Teachers’ Use of Motivational Strategies in the Classrooms? A Self-Determination Theory Perspective." Journal of Education 200, no. 3 (October 15, 2019): 185–95. http://dx.doi.org/10.1177/0022057419881171.

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This study examined the antecedents of teachers’ use of motivational strategies in the classroom using self-determination theory. It was found that teachers’ autonomous causality orientation, perceived job pressure, and perception of student self-determined motivation influenced their need satisfaction. In turn, their need satisfaction had a positive direct impact on autonomous motivation. In addition, teachers’ perception of their students’ self-determined motivation directly predicted teachers’ use of three motivational strategies in the classroom. Finally, their autonomous motivation positively predicted providing instrumental help and support and meaningful rationale, whereas controlled motivation negatively predicted providing instrumental help and support.
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THOMAS, M., L. FORTUN-LAMOTHE, M. JOUVEN, M. TICHIT, E. GONZÁLEZ-GARCÍA, J. Y. DOURMAD, and B. DUMONT. "Agro-écologie et écologie industrielle : deux alternatives complémentaires pour les systèmes d’élevage de demain." INRAE Productions Animales 27, no. 2 (June 1, 2014): 89–100. http://dx.doi.org/10.20870/productions-animales.2014.27.2.3057.

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L’agro-écologie et l’écologie industrielle, qui mobilisent les concepts de l’écologie, sont deux approches complémentaires pour répondreaux enjeux économiques et environnementaux auxquels sont confrontés les systèmes d’élevage. L’agro-écologie cherche à amplifier les processus naturels pour promouvoir des systèmes productifs moins dépendants des intrants, valorisant la diversité animale et végétale et produisant différents services écosystémiques. L’écologie industrielle explore le bouclage des cycles (matière, énergie) pour économiser les ressources nécessaires à la production, et diminuer les pollutions dans des systèmes très contrôlés et ayant un faible lien au sol. Jusqu’ici, les systèmes d’élevage ont été largement écartés des démarches agro-écologiques. Nous proposons et analysons cinq principes agro-écologiques applicables à l’élevage : i) développer des pratiques de gestion intégrée pour améliorer la santé animale, ii) utiliser des ressources naturelles et des coproduits pour diminuer les intrants nécessaires à la production, iii) optimiser le fonctionnement des systèmes d’élevage pour réduire les pollutions, iv) valoriser la diversité dans les élevages pour renforcer leur résilience, et v) adapter les pratiques d’élevage pour préserver la biodiversité dans les agro-écosystèmes et les services écosystémiques associés. A partir de quatre études de cas, nous décrivons comment ces principes se combinent et permettent d’atteindre de meilleures performances économiques et environnementales. Les opportunités et freins actuels pour le développement de systèmes relevant de l’agroécologie ou de l’écologie industrielle sont ensuite discutés en évoquant la motivation des éleveurs à développer des systèmes autonomes et la réorganisation du travail nécessaire pour que s’opèrent de tels changements.
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Dissertations / Theses on the topic "Motivation autonomes"

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Frezza-Buet, Hervé. "Un modèle de cortex pour le comportement motivé d'un agent neuromimétique autonome." Nancy 1, 1999. http://www.theses.fr/1999NAN10246.

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Nous proposons une approche du problème de contrôle d'un agent autonome fondée sur une architecture connexionniste et inspirée de données biologiques concernant le cortex cérébral. L'ensemble du comportement du robot est géré par un réseau, dont les unités sont des automates complexes, modélisant les maxicolonnes corticales et effectuant des traitements plus élaborés que le neurone formel classique. Nous insistons sur la nécessité de modéliser le rôle de notions comme la motivation et la récompense dans l'élaboration du comportement du robot. Cette prise en compte suppose la capacité de construire des représentations au niveau du réseau qui soient utilisables par le robot pour tirer profit de son environnement. Ces représentations se fondent principalement sur la capacité d'apprendre des corrélations temporelles ainsi que sur la gestion de séquences perceptivo-motrices au niveau de l'architecture corticale. Cet apprentissage est non supervisé, il a lieu en permanence, et les relations apprises sont exploitées au fur et à mesure de leur élaboration au sein du réseau. [. . . ]
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Ingnäs, Gustav, and Kasper Heikkilä. "Motivating Millennials : A study on generation Y motivation." Thesis, Uppsala universitet, Företagsekonomiska institutionen, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-243213.

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This thesis explores generation Y motivators. They are a growing group of young people among the general workforce, and they have different behavior and motivators at work. This paper explores effective motivating factors for this group of employees by studying a company, LinkedIn, which successfully motivates generation Y employees. Data is gathered through several interviews done with LinkedIn employees working at their Dublin office. The data is analyzed with the help of a motivational theory called self-determination theory and its main concepts autonomy, relatedness and competence. Other insights from earlier studies done on generation Y motivation are used to support the analysis as well. The results and analysis are consistent with theory and earlier studies, and can even show some interesting factors generation Y employees value, such as high value for manager flexibility and sharing similar values with the company they work for.
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Santos, Marta Sofia Vitorino. "Relação entre a motivação intrínseca para a Matemática e o suporte do professor, desempenho académico, género e ano de escolaridade." Master's thesis, ISPA - Instituto Universitário, 2012. http://hdl.handle.net/10400.12/2312.

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Dissertação de Mestrado em Psicologia Educacional
No presente estudo tivemos como objetivos analisar as relações entre a motivação para a Matemática e a perceção que os alunos têm do suporte à autonomia dado pelos seus professores, assim como analisar a relação entre a motivação para a Matemática e o ano de escolaridade, desempenho académico e o género dos alunos. Participaram neste estudo 179 alunos que frequentavam o 6º e 9º ano de escolaridade de uma escola pública de Lisboa. Os instrumentos utilizados foram a escala “Eu e a Matemática” (IMI) e o “Suporte do professor em sala de aula” (LCQ). Os resultados obtidos demonstraram que os alunos atribuem valor e utilidade à Matemática mas não se percecionam como muito competentes nesta disciplina. A motivação para a Matemática e o suporte à autonomia apresentou uma relação positiva, significativa e moderada, excetuando a dimensão Escolha Percebida que apresentou um valor correlacional baixa. O suporte à autonomia dado pelo professor está relacionado com a motivação dos alunos. Constatou-se que os alunos que apresentavam melhores níveis de desempenho académico demonstraram níveis de motivação intrínseca para a Matemática superiores. Verificou-se também que os níveis de motivação intrínseca para a Matemática diminuem com o aumento do ano de escolaridade. Quanto ao género, em todas as dimensões avaliadas, os rapazes apresentaram níveis de motivação intrínseca para a Matemática mais elevados que as raparigas. ------- ABSTRACT ------- The present study’s objectives were to analyze the relation between motivation in Mathmatics and the perception that students have of autonomy support given by their teachers, as well as to analyze the relation between motivation in Mathematics and grades, academic performance and students’ gender. The sample had 179 students who attended the 6th and 9th grade at a public school in Lisbon. The instruments used were the scale "Me and Mathematics" (IMI) and "Teacher’s support in the classroom" (LCQ). The results showed that students attribute value and utility to Mathematics but don’t perceive themselves as very competent in this subject. Motivation in Mathematics and autonomy support had a positive, significant and moderate correlation, except in Perceived Choice that had a low correlation value. The autonomy support given by the teacher is related to student motivation. It was found that students who had higher levels of academic performance showed higher levels of intrinsic motivation in Mathematics. It was also found that intrinsic motivation levels for Mathematics decreases with the increase of the school year. As to gender, in all dimensions evaluated, boys had higher levels of intrinsic motivation for Mathematics higher than girls.
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Gottstein, Raphaël. "Système délibératif d'un robot autonome : planification probabiliste hiérarchique basée sur des motivations et prise en compte de ressources." Thesis, Paris 6, 2017. http://www.theses.fr/2017PA066412/document.

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Si les travaux menés dans le domaine des sciences de la décision ont permis de résoudre des problèmes variés, la capacité pour un agent à être autonome dans le choix de ses objectifs reste un problème difficile à traiter. Cette capacité est pourtant indispensable à l'autonomie dans son environnement pour un agent. Cette thèse a pour objectif de permettre à un robot de planifier ses actions pour de multiples objectifs contradictoires, dans un environement probabiliste et avec des ressources. La première contribution de ce travail est la proposition d'un nouveau modèle pour les objectifs, la motivation, constitué à partir d'un automate. Celui-ci décrit l'évolution de chaque objectif à l'aide d'états et de transitions correspondant à la réalisation de tâches, et définit les gains de récompenses. La deuxième contribution concerne une méthode de planification utilisant les motivations. Cette méthode est hiérarchique, proposant de résoudre la réalisation des tâches déterminantes pour les motivations dans un premier temps. En exploitant le contexte spécifique de chaque tâche, nous pouvons calculer rapidement leur politique et calculer leur modèle d'exécution, que nous appelons macro-action. Nous utilisons ensuite ces macro-actions dans un processus de planification local de haut-niveau, permettant de retourner un plan conditionnel des macro-actions à exécuter, que nous appelons agenda des macro-actions. Pour résoudre un problème dans sa longueur, nous proposons d'incluer ce système de planification dans une architecture délibérative qui permettra de contrôler l'exécution des agenda et d'en produire de nouveaux
If the litterature of ​​decision-making has addressed a variety of problems, the ability to make an agent autonomous in the choice of its goals remains a difficult issue to address. This capacity is nevertheless essential for an agent in order to be automous in its environment. This thesis aims at allowing a robot to plan its own actions for multiple concurrent objectives, in a probabilistic environment and with resources. The first contribution of this work is the proposal of a new model for the objectives, the motivations, constituted from an automaton. Motivations describe the evolution of each objective using states and transitions corresponding to the realisation of tasks, and define the reward gains. The second contribution concerns a planning method that makes use the motivations. This method is hierarchical and proposes at first to solve the realisation of the tasks that are relevant for the motivations. By exploiting the specific context of each task, we can quickly compute their policy and calculate their execution model, which we call macro-action. We then use these macro-actions in a high-level local planning process, allowing us to return a conditional plan of the macro-actions to be executed, which we call macro-actions agenda. To solve a problem over time, we propose to include this planning system in a deliberative architecture that will control the execution of the agenda and produce new ones
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Kirchhoff, Tobias, and Eddie Riffo. "Hierarki eller autonomi, hur yttrar sig motivationen? : En jämförelse av motivation hos ledare och självstyrda." Thesis, Malmö universitet, Malmö högskola, Institutionen för Urbana Studier (US), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-41631.

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Denna studie kombinerar enkätundersökning med kvalitativa intervjuer i syftet att identifiera och jämföra motivationsfaktorer för eget ledarskap i självstyrande organisationer kontra formella ledare. I studien ingår åtta respondenter från en självstyrande organisation och för att identifiera vilka drivkrafter och psykologiska behov dessa besitter genomfördes en enkätundersökning. Underlaget för studien baserar sig på MyNeeds, ett analysverktyg utvecklat från Self-Determination Theory. Utifrån denna teori har de identifierat sex psykologiska behov som ofta är omedvetna och genom verktyget kan mätas på individnivå. Analysresultatet från studien har därefter jämförts med data från en kontrollgrupp som tagits fram vid Malmö Universitet genom det samarbete som finns med MyNeeds. I syfte att närmare undersöka hur respondenterna själva ser på sitt ledarskap i en självstyrande organisation och vad de motiveras utav i sin befattning, genomfördes semistrukturerade intervjuer. Resultat av studien visar att det finns skillnader i hur drivkrafterna fördelar sig i jämförelse mellan respondenter och kontrollgrupp, studiens deltagare hade större benägenhet att drivas av ett behov av samhörighet än de formella ledarna som ingick i studiens jämförelseunderlag.
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Munroe, Steve. "Motivation and autonomy for pre-negotiation." Thesis, University of Southampton, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.422987.

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Heilman, Mark A. "Relationship Between Autonomous Motivation and Ego-Depletion." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2213.

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Previous research has shown that exerting self-control on a demanding task can impair performance on a subsequent demanding self-control task. This phenomenon is known as ego-depletion; however, its underlying mechanisms are not well understood. Notable gaps in the literature exist regarding whether participants’ motivation levels can attenuate the depletion effect, and whether trait self-control is related. Drawing from the process model of depletion and the self-determination theory, the goal of the study was to examine whether motivational incentives in the form of autonomy can impact performance on tasks in an ego-depleted state, and the potential relationship of trait self-control. Amazon Mechanical Turk was utilized to conduct this experimental quantitative study with a 2 (ego-depletion: yes or no) x 2 (autonomous reward motivation: incentivized or nonincentivized) between-subjects factorial design. The effects of an autonomous motivational incentive were compared with the effects of no incentive on a convenience sample of online participants (N = 211), half of whom performed a task designed to be depleting of self-control resources, and half of whom performed a non-depleting task instead. Multivariate ANCOVAs showed no significant differences for performance on a subsequent self-control task for any of the experimental groups, and no co-variance of trait self-control was found (as measured by the Brief Self-Control Scale). This study will contribute to social change by increasing understanding of the factors contributing to self-control. This knowledge will be useful to anyone intending to strengthen their own willpower and achieve their goals, and may enable practitioners to better assist clients struggling with addictions and other maladaptive behaviors.
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Sjögren, Fazad. "Transformellt ledarskap och autonom motivation- Finns det ett samband och medieras detta samband av behoven autonomi, relaterande och kompetens?" Thesis, Umeå University, Department of Psychology, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-35314.

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Denna studie undersökte om det fanns ett positivt samband mellan transformellt ledarskap och autonom motivation samt medierande effekter på, autonomi, relaterande och kompetens (Deci & Gagné, 2005). 104 personer har deltagit i studien, 54 kommer från en kyrka i Norra Sverige och 49 kommer från ett försäkringsbolag. 67 (64.4 %) av deltagarna är män och 37 (35.6 %) kvinnor. Det transformella ledarskapet mättes genom instrumentet (TLI) Transformellt Ledarskaps Inventorium (Tjärnberg, 2007). Den autonoma motivationen mättes genom en anpassad variant av (SRQ) Self Regulation Questionnare (Ryan & Connell, 1989). De medierande behoven mättes genom en version av (BPNS) Basic Psychological Needs Scales. För att undersöka det positiva sambandet mellan transformellt ledarskap och autonom motivation gjordes först en korrelationsmatris mellan samtliga variabler, därefter gjordes en multipel regressionsanalys enligt Baron & Kenny´s (1986) fyrstegs modell för att testa mediation. Av resultaten framkom det att det råder en svag positiv korrelation mellan transformellt ledarskap och autonom motivation. Vidare framkom att enbart behovet autonomi fullt ut medierar relationen mellan transformellt ledarskap och autonom motivation.

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Kjellebäck, Sara. "Elevers mindset i matematik : En studie om undervisningsmetoder för att utveckla elevers mindset i matematik i årskurs 4-6." Thesis, Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-78851.

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Elevers mindset har en stor roll i hur elever tar till sig ny kunskap och utvecklas i skolan. Detta är något som ställer till det för lärare och deras roll som utbildare. Syftet med studien är att undersöka om lärare anser att elever har olika mindset och hur det kan ge sig till uttryck. Vidare är syftet att ta reda på om lärarna upplever att olika arbetsmetoder är effektiva för att utveckla elevers mindset. Undersökningen genomfördes med hjälp av den kvalitativa metoden intervju där 10 matematiklärare intervjuades. Den insamlade data analyserades med hjälp av self-determination theory, self-efficacy theory och målorienteringsteorin vilka alla är motivationsteorier. Resultatet visar att många lärare arbetar med de metoder som anses framgångsrika vilka är feedback eller återkoppling, grupparbete, EPA-modellen och autonomi, de försöker även ta hjälp av föräldrar vilket även det ses som en framgångsfaktor. Resultatet visar även att det är svår att nå de elever som inte tror att de kan och låser sig men att de eleverna med detta mindset, statiskt, inte är så många. Studien har öppnat ögonen för många lärare som har ökat sin förståelse för de eleverna med ett statiskt mindset och att de eleverna behöver ytterligare stöd.
The student mindset plays a major role in how students acquire new knowledge and develop in school. This is something that complicates things for teachers and their role as educators. The purpose of the study is to investigate whether teachers believe that students have different mindsets and how it can be expressed. Furthermore, the purpose is to find out if teachers feel that different working methods are effective in developing students' mindset. The survey was conducted using the qualitative method interview in which 10 mathematics teachers were interviewed. The data collected were analyzed using self-determination theory, self-efficacy theory and goal orientation theory which are all motivation theories. The result shows that many teachers work with the methods that are considered successful which are feedback, group work, the EPA model and autonomy. They also try to take help from parents which is also seen as a success factor. The result also shows that it is difficult to reach the students who do not think they can, but that the students with this mindset, statically, are not so many. The study has opened the eyes of many teachers who have increased their understanding of those students with a static mindset and that those students need additional support.
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Hildingsson, Malin. "Upplevda motivationsfaktorer hos damfotbollsspelare i samband med rehabilitering efter en idrottsskada." Thesis, Linnéuniversitetet, Institutionen för pedagogik, psykologi och idrottsvetenskap, PPI, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-26778.

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Vid rehabilitering efter en idrottsskada kan man se dålig följsamhet av rehabiliteringsträningen och en av de främsta orsakerna som påverkar hur rehabiliteringen efterföljs och utgången av den är idrottarens motivation. Här kan man se hur det framförallt är en autonom motivation som resulterar i att rehabiliteringsträningen utförs. Syfte: Syftet med denna studie var att undersöka upplevda motivationsfaktorer hos damfotbollsspelare i samband med rehabilitering efter en idrottsskada och i vilken utsträckning som dessa motivationsfaktorer sågs som autonoma. Metod: Kvalitativa intervjuer utifrån en semi-strukturerad intervjuguide med damfotbollsspelare som genomgår en rehabilitering efter en idrottsskada analyserade med innehållsanalys och utifrån självbestämmande teorin. Resultat: Motivationsfaktorerna som upplevdes var motiven till varför de utförde rehabiliteringsträningen, sina målsättningar, ett socialt stöd samt av en extern och intern press. Den upplevda autonomin varierade något men överlag var det en yttre motivation som drev dem varpå beteendet därmed inte var helt självbestämt. Resultat är tänkt att ge en ökad förståelse för damfotbollsspelarnas motivation i samband med deras rehabilitering så att sjukgymnaster, tränare m.fl. som är en del i rehabiliteringsprocessen kan bidra till att öka den autonoma motivationen och på så sätt förbättra följsamheten och utgången av rehabiliteringen.
When rehabilitating after a sports injury poor adherence of the rehabilitation program can be seen and one of the main causes that affects if the rehabilitation is followed and the outcome of it is the athlete’s motivation. Here you can see how it is primarily an autonomous motivation that results in a rehabilitation training that is performed. Aim: The aim of this study was to investigate the perceived motivations of female football players during rehabilitation after a sports injury and the extent to which these motivators were seen as autonomous. Method: Qualitative interviews based on a semi-structured interview guide with female football players undergoing rehabilitation after a sports injury analyzed with content analysis and the basis of the self-determination theory. Results: The players were motivated by the reasons to why they performed the rehabilitation, their goals, social support and an external and internal pressure. The perceived autonomy varied somewhat but overall it was an external motivation that drove them whereupon behavior therefore was not entirely self-determined. Results are supposed to provide a better understanding of women's football players' motivation in relation to their rehabilitation so physical therapists, coaches, etc. which is part of the rehabilitation process can contribute to increasing the autonomous motivation and thus improve compliance and outcome of rehabilitation.
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Books on the topic "Motivation autonomes"

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Germany) Bremer Symposion zum Autonomen Fremdsprachenlernen (2nd 2009 Bremen. Autonomie und Motivation: Erträge des 2. Bremer Symposions zum autonomen Fremdsprachenlernen. Bochum: AKS-Verlag, 2011.

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Identity, motivation and autonomy in language learning. Bristol: Multilingual Matters, 2011.

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Murray, Garold, Xuesong Gao, and Terry Lamb, eds. Identity, Motivation and Autonomy in Language Learning. Bristol, Blue Ridge Summit: Multilingual Matters, 2011. http://dx.doi.org/10.21832/9781847693747.

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Richard, Flaste, ed. Why we do what we do: The dynamics of personal autonomy. New York: Putnam's Sons, 1995.

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Passe, Jeff. When students choose content: A guide to increasing motivation, autonomy, and achievement. Thousand Oaks, Calif: Corwin Press, 1996.

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M, Ryan Richard, ed. Intrinsic motivation and self-determination in human behavior. New York: Plenum, 1985.

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Ziviani, Jenny, Anne A. Poulsen, and Monica Cuskelly. The art and science of motivation: A therapist's guide to working with children. London: Jessica Kingsley Publishers, 2012.

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Anita, Szabó, ed. Learner autonomy: A guide to developing learner responsibility. Cambridge: Cambridge University Press, 2000.

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Gupta, Vishal. Leadership and creativity in the Indian R&D laboratories: Examining the role of autonomous motivation, psychological capital and justice perceptions. Ahmedabad, India: Indian Institute of Management, 2013.

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Vallerand, Robert J. Motivation chez les personnes âgées: Conséquences pour la santé physique et mentale. [Québec]: J. Vallerand, 1990.

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Book chapters on the topic "Motivation autonomes"

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Müller-Schloer, Christian, and Sven Tomforde. "Motivation." In Autonomic Systems, 1–11. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-68477-2_1.

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Anderman, Eric M., and Lynley H. Anderman. "Promoting Autonomy in the Classroom." In Classroom Motivation, 159–82. Third edition. | New York, NY : Routledge, 2021.: Routledge, 2020. http://dx.doi.org/10.4324/9781003013600-8.

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Pelletier, Luc G., and Meredith Rocchi. "Teachers’ Motivation in the Classroom." In Building Autonomous Learners, 107–27. Singapore: Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-287-630-0_6.

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Schaub, Alexander. "Motivation." In Robust Perception from Optical Sensors for Reactive Behaviors in Autonomous Robotic Vehicles, 1–11. Wiesbaden: Springer Fachmedien Wiesbaden, 2017. http://dx.doi.org/10.1007/978-3-658-19087-3_1.

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Ushioda, Ema. "Motivation, autonomy and metacognition." In Motivation and Foreign Language Learning, 31–49. Amsterdam: John Benjamins Publishing Company, 2014. http://dx.doi.org/10.1075/lllt.40.02ush.

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Liu, Woon Chia, John Chee Keng Wang, and Richard M. Ryan. "Understanding Motivation in Education: Theoretical and Practical Considerations." In Building Autonomous Learners, 1–7. Singapore: Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-287-630-0_1.

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Grolnick, Wendy S. "Parental Involvement and Children’s Academic Motivation and Achievement." In Building Autonomous Learners, 169–83. Singapore: Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-287-630-0_9.

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Sun, Ron. "Intrinsic Motivation for Truly Autonomous Agents." In Foundations of Trusted Autonomy, 273–92. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-64816-3_15.

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Wijsman, Lindy, Tim Mainhard, and Mieke Brekelmans. "Stimulating Autonomous Motivation in the Classroom." In Interpersonal Relationships in Education, 231–49. Rotterdam: SensePublishers, 2014. http://dx.doi.org/10.1007/978-94-6209-701-8_14.

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Assor, Avi. "An Instruction Sequence Promoting Autonomous Motivation for Coping with Challenging Learning Subjects." In Building Autonomous Learners, 153–68. Singapore: Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-287-630-0_8.

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Conference papers on the topic "Motivation autonomes"

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Hiemstra, Djoerd, and Anne Carine Zagt. "Developing Communication Competencies Through E-Learning: The Motivating Potential of Adaptive Video Role Play." In Third International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.5264.

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Abstract To develop competence through e-learning tools, students must be motivated to use these tools. Hence, we conducted two empirical studies to explore the motivating potential of an adaptive video role playing game (AVR) for training communication competencies. In Study 1 (N = 54), we used a within-person design to examine students’ motivation in three learning conditions: in the classroom, when playing the AVR, and when doing homework. The results showed that, relative to the homework condition, in the AVR condition students were higher in perceived competence, relatedness, intrinsic motivation, and flow. No difference between the classroom condition and the AVR condition were found. In Study 2 (N = 150), we used a randomized experimental design to examine the motivational consequences of using videos (AVR) rather than photos (APR) in the adaptive role playing game. We found that, relative to students in the APR condition, students in the AVR condition were higher in relatedness and flow. No differences in perceived competence, autonomy, and intrinsic motivation were observed. We conclude that an AVR may have considerable motivational benefits relative to common homework assignments, and some motivational benefits relative to an APR. Keywords: e-learning, video role play, games, motivation, flow
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Valenzuela, Rafael, Nuria Codina, Jose Vicente Pestana, and Joan González-Conde. "Is student procrastination related to controlling teacher behaviours?" In Third International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.5530.

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Even motivated students procrastinate, for procrastination is triggered by a volitional (rather than by a motivational) problem. However, many factors, such as learning context, teacher interpersonal style, and also type of motivation may influence the occurrence of procrastination. The aim of the present study was to assess the relations between first-year university students’ procrastination and controlling teacher behaviour. Four types of controlling teacher behaviour and three distinct measures of procrastination were ecvaluated and their correlations assessed. Findings revealed small but significant associations between (a) conditional use of rewards and decisional procrastination, and between (b) excessive personal control and procrastination linked to avoiding tasks. Results suggest that controlling teacher behaviours might influence students’ psychological experiences in learning negatively. Teachers who do not refrain from constant use of conditional rewards may deffer students’ decision processes regarding their own autonomous academic learning, and excessive personal control may favour students’ perceptions of external regulations, decreasing intrinsic motivation and autonomous self-regulated learning and, thus, making it more likely to engage in alternative activities, procrastinating academic learning.
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Bobková, Marcela, and Ladislav Lovaš. "THE RELATIONSHIP BETWEEN AUTONOMOUS VERSUS EXTERNAL MOTIVATION AND REGULATORY FOCUS." In International Psychological Applications Conference and Trends. inScience Press, 2021. http://dx.doi.org/10.36315/2021inpact060.

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"The objective of the study is to investigate the relationship between different forms of motivation mindsets. The integrative model of motivated behavior (Meyer, Becker, & Vandenberghe, 2004) indicates relations between the forms of motivation identified in the self-determination theory (Deci & Ryan, 1985) and the regulatory focus theory (Higgins, 1997, 1998). A concept of goal regulation proposes relations between autonomous versus external motivation and promotion versus prevention focus. The research involved 288 university students. Participants rated their motivation for three personal goals on scales assessing self-concordance (Sheldon & Elliot, 1999). The regulatory focus was assessed by the Regulatory Focus Questionnaire (RFQ, Higgins et al., 2001). It was found that autonomous motivation was significantly positively related to promotion focus. Furthermore, autonomous motivation predicted promotion focus. Between external motivation and prevention focus a significant relationship was not confirmed. However, external motivation significantly negatively correlated with promotion focus."
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Drackert, Anastasia. "Autonomie, Motivation und Aufgabenerfüllung im Anfangsunterricht Russisch." In Innsbrucker Beiträge zur Fachdidaktik 4. innsbruck university press, 2018. http://dx.doi.org/10.15203/3187-11-5-04.

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Noll, John, Mohammad Abdur Razzak, and Sarah Beecham. "Motivation and Autonomy in Global Software Development." In EASE'17: Evaluation and Assessment in Software Engineering. New York, NY, USA: ACM, 2017. http://dx.doi.org/10.1145/3084226.3084277.

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Rafique, Umair, Shell Ying Huang, and Chun Yan Miao. "Motivation Based Goal Adoption for Autonomous Intelligent Agents." In 2011 IEEE/WIC/ACM International Joint Conferences on Web Intelligence (WI) and Intelligent Agent Technologies (IAT). IEEE, 2011. http://dx.doi.org/10.1109/wi-iat.2011.243.

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Zhang, Ling. "Research on Learning Motivation and Autonomous L2 Learning." In 2013 International Conference on Educational Research and Sports Education. Paris, France: Atlantis Press, 2013. http://dx.doi.org/10.2991/erse.2013.21.

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Haseltalab, A., V. Garofano, and MR Afzal. "The Collaborative Autonomous Shipping Experiment (CASE): Motivations, Theory, Infrastructure, and Experimental Challenges." In International Ship Control Systems Symposium. IMarEST, 2020. http://dx.doi.org/10.24868/issn.2631-8741.2020.014.

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The future autonomous ships will be operating in an environment where different autonomous and nonautonomous vessels with different characteristics exist. These vessels are owned by different parties and each uses its owned unique approaches for guidance and navigation. The Collaborative Autonomous Shipping Experiment(CASE) aims at emulating such an environment and also stimulating the move of automatic ship control algorithms towards practice by bringing together different institutes researching on autonomous vessels under an umbrella to experiment with collective sailing in inland waterways. In this paper, the experiments of CASE 2020 are explained, the characteristics of different participating vessels are discussed and some of the control and perception algorithms that are planned to be used at CASE 2020 are presented. CASE 2020 will be held in parallel to iSCSS 2020 at Delft University of Technology, the Netherlands.
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Hayashi, Eiji, Takahiro Yamasaki, and Koichiro Kuroki. "Autonomous behavior system combing motivation with consciousness using dopamine." In 2009 IEEE International Symposium on Computational Intelligence in Robotics and Automation - (CIRA 2009). IEEE, 2009. http://dx.doi.org/10.1109/cira.2009.5423223.

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Salgado, Rodrigo, Abraham Prieto, Francisco Bellas, Luis Calvo-Varela, and Richard J. Duro. "Neuroevolutionary Motivational Engine for Autonomous Robots." In GECCO '16: Genetic and Evolutionary Computation Conference. New York, NY, USA: ACM, 2016. http://dx.doi.org/10.1145/2908961.2931676.

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Reports on the topic "Motivation autonomes"

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Tian, Xiaoling. Preschool Teachers' Perspectives on Caring Relationships, Autonomy, and Intrinsic Motivation in Two Cultural Settings. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.470.

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