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Journal articles on the topic 'Motivation elements'
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Hassan, Idrisa, and Tanveer H. Bhat. "Student Motivation-Five key elements." International Journal of Scientific Research 3, no. 6 (June 1, 2012): 35–37. http://dx.doi.org/10.15373/22778179/june2014/184.
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Buckley, Jim, Tabea DeWille, Chris Exton, Geraldine Exton, and Liam Murray. "A Gamification–Motivation Design Framework for Educational Software Developers." Journal of Educational Technology Systems 47, no. 1 (June 20, 2018): 101–27. http://dx.doi.org/10.1177/0047239518783153.
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Gamification is the use of game design elements in nongame contexts and has been shown to be effective in motivating behavior change. By seeing game elements as “motivational affordances,” and formalizing the relationship between these elements and motivational affordances, it is the position of this article that gamification can be effectively applied to improve software systems across many different application domains. The research reported here aims to formalize the relationship between game elements and motivation, toward making gamification’s use more systematic. The focus is on the development of a framework linking commonly occurring game elements with the components of a psychological motivational model known as the self-determination theory, coupled with a proposed framework of commonly occurring game elements. The goal is to inform system designers who would like to leverage gamification of the game elements they would need to employ as motivational affordances.
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Dolgalova, O., and T. Remesnik. "Application of foreign methods of labor motivation at Ukrainian enterprises." Galic'kij ekonomičnij visnik 70, no. 3 (2021): 140–47. http://dx.doi.org/10.33108/galicianvisnyk_tntu2021.03.140.
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This paper is devoted to the investigation of the motivation concept, study and analysis of foreign experience in motivating employees and the selection of elements that can be adapted in Ukrainian enterprises. The theoretical foundations of the staff motivation concept are considered in this paper. It is found that the staff motivation has significant impact on the staff and enterprise efficiency. The main tasks of employee motivation are determined. They are as follows: the formation of understanding of the employees motivation system, the establishment of psychological climate in the team; creating democratic approaches to personnel management. The main types of staff motivation are identified as tangible and intangible. The main means of material and intangible employees motivation are considered. Since without the staff interest it is impossible to solve the enterprise problems, motivation becomes an important task for the enterprise. In order to increase the material and moral interest of employees, to develop and improve the incentive mechanism the experience of developed countries in this area is taken into account in this paper. Foreign experience is considered to identify the optimal model of employee motivation at Ukrainian enterprises. Motivation systems of such leading countries as Japan, France, USA and Germany are studied. The ways of motivating employees in such leading companies as Google, Zappos, Huffington Post, Procter & Gamble, Apple, IBM and AT&T, Nihon Shokken are considered. Elements of French, German, American and Japanese motivation systems are generalized. The main elements of these foreign systems of employee motivation are identified: individualization of wages; incentives for staff training, arrangement of recreation areas, motivational monitoring, etc. From foreign experience, we can seen that motivation makes it possible to solve the problems related to the improvement of employee productivity. Therefore, the elements that can be adapted to national traditions of personnel management and used in Ukrainian enterprises for effective human resource management are highlighted in this paper.
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Zeng, Zhiyuan, Jian Tang, and Tianmei Wang. "Motivation mechanism of gamification in crowdsourcing projects." International Journal of Crowd Science 1, no. 1 (March 6, 2017): 71–82. http://dx.doi.org/10.1108/ijcs-12-2016-0001.
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Purpose The purpose of this paper is to study the participation behaviors in the context of crowdsourcing projects from the perspective of gamification. Design/methodology/approach This paper first proposed a model to depict the effect of four categories of game elements on three types of motivation based upon several motivation theories, which may, in turn, influence user participation. Then, 5 × 2 between-subject Web experiments were designed for collecting data and validating this model. Findings Game elements which provide participants with rewards and recognitions or remind participants of the completion progress of their tasks may positively influence the extrinsic motivation, whereas game elements which can help create a fantasy scene may strengthen intrinsic motivation. Besides, recognition-kind and progress-kind game elements may trigger the internalization of extrinsic motivation. In addition, when a task is of high complexity, the effects from game elements on extrinsic motivation and intrinsic motivation will be less prominent, whereas the internalization of extrinsic motivation may benefit from the increase of task complexity. Originality/value This study may uncover the motivation mechanism of several different kinds of game elements, which may help to find which game elements are more effective in enhancing engagement and participation in crowdsourcing projects. Besides, as task complexity is used as a moderator, one may be able to identify whether task complexity is able to influence the effects from game elements on motivations. Last, but not the least, this study will indicate the interrelationship between game elements, individual motivation and user participation, which can be adapted by other scholars.
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Kozłowski, Waldemar. "Employee Motivation as an Element of the Development Process in an Enterprise." Olsztyn Economic Journal 15, no. 3 (November 30, 2020): 205–13. http://dx.doi.org/10.31648/oej.6539.
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Motivation is one of the most important elements from an enterprise development perspective which, in turn, provides a basis for the development of other strategic perspectives. However, several barriers may distort the positive correlation between staff motivation and the development perspective of the enterprise. The research problem concerns the location of employee motivation in the development perspective as one of the key elements of the strategic scorecard. The research objectives within the research problem are the analysis of the level of employee motivation and the correlation of the level of motivation with the results of the organization.
The aim of the article is to analyze the level of motivation of employees in a production and trade company. The subject of research is the motivational system. The basic research method was a survey. The research results demonstrated which elements of the motivational process, and to what extent, should be analysed and improved, as required by the evaluation. There exists a close relationship between employee motivation and the perspective of internal processes, the client’s perspective and, consequently, the financial perspective.
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Creek, Jennifer, and Cathy Ormston. "The Essential Elements of Professional Motivation." British Journal of Occupational Therapy 59, no. 1 (January 1996): 7–10. http://dx.doi.org/10.1177/030802269605900103.
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This article explores how the continuing development of occupational therapy has been fuelled by three essential elements: philosophy, theory and practice. It examines how the interplay between these elements maintains and drives the profession and discusses the part that individual therapists play in sustaining the progress of the whole. The profession is vulnerable. Philosophy, theory and practice are becoming disconnected, leading to dampening of energy and distraction from our professional purpose. Possible explanations are suggested, including internal factors, such as the widening split between academics and clinicians, and external factors, such as changes in health policy. Strengthening the links between philosophy, theory and practice will ensure that occupational therapy remains healthy and progressive. The article concludes with some practical recommendations about what can be done to bring the philosophers, theorists and practitioners together, to fire individual motivations and re-energise the profession.
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Juric, Petar, Marija Brkic Bakaric, and Maja Matetic. "Motivational Elements in Computer Games for Learning Mathematics." International Journal of Emerging Technologies in Learning (iJET) 16, no. 10 (May 25, 2021): 275. http://dx.doi.org/10.3991/ijet.v16i10.20417.
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One of the main drawbacks of delivering new teaching lessons in e-learning systems is the lack of motivation for using those systems. This paper analyses which elements of computer games for learning mathematics have a beneficial effect on intrinsic motivation and give students continuous feedback in order to improve the learning process. While the control group has access to the basic version of the educational computer game, the experimental group uses the version enriched with additional motivational elements which include enhanced graphics for indulging in the game, messages of support while playing the game, and the possibility to compare results with fellow peers in terms of trophies and medals won.
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Autio, Ossi. "Elements in Students Motivation in Technology Education." Procedia - Social and Behavioral Sciences 29 (2011): 1161–68. http://dx.doi.org/10.1016/j.sbspro.2011.11.350.
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Dolgaya, A. A. "MOTIVATING DELEGATION MODEL AND ITS RATIONALE." Vestnik Universiteta, no. 5 (July 16, 2020): 5–11. http://dx.doi.org/10.26425/1816-4277-2020-5-5-11.
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The model of motivating delegation has been proposed and its justification by the results of recent studies in educational psychology, neurobiology and pedagogy has been presented. The actualization of the employee’s personal effectiveness lies in his internal, inherent and characteristic motivational model only for him. To build the model, the theory of self-motivation and the phenomenon of self-determination, recent discoveries in neurobiology have been used, a sequence of communication interactions between the director and the employee, which makes it possible to include the motivation of aspiration in the employee’s own motivational model, has been formulated. The main elements of the model are unconscious and conscious desires, and regulatory motives of both the leader and subordinate. Their hierarchy and interaction provide effective employee`s self-motivation in terms of setting the task, developing criteria for assessing the performance of the task. Motivating delegation allows you guaranteed to activate both the emotional part of the performer’s brain, which provides energy for the execution of the task, and the prefrontal complex, which is responsible for the thoughtfulness, creativity and consistency of the result and the process of the performance of the task.
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Zilincikova, Maria, and Katarina Repkova Stofkova. "Motivational Elements of Employees as a Competitive Advantage of Companies in the Conditions of Globalization." INTERNATIONAL JOURNAL OF MANAGEMENT SCIENCE AND BUSINESS ADMINISTRATION 6, no. 5 (2020): 16–24. http://dx.doi.org/10.18775/ijmsba.1849-5664-5419.2014.65.1002.
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The article analyzes with the analysis of the influence of incentive elements on the motivation of workers to better performance and satisfaction, across the whole active population in the context of the new economy. For specific generations, motivational incentives are diverse. The main reasons of using the award, recognition of the performance and motivation are long-term sustainable good relationships in the workplace, as well as demonstrable work successes and, last but not least, an increase in the success of the whole company. Different incentive elements also used in the Slovak Republic and other European Union countries. A majority motivation characterizes Slovakia through financial evaluation. However, recent years indicate a change of mindset of employers and employees. The population of the Slovak Republic is ageing, the retirement age is increasing, which demographically affects the development of the labour market. The age structure of the society suggests that everyone has a better performance stimulant. Motivating incentives that can offset the employee’s financial remuneration become a competitive advantage for businesses. Recently, the state has been helping businesses to stimulate employees properly through holiday vouchers. In the future, it expected that it would be just incentive elements that will attract potential employees to companies and secondly it will be the financial evaluation of the employee. Slovak society can be inspired in many ways by other European Union countries. In contrast, the Slovak Republic still has many professionals in the areas of health, education, engineering, and many others. The paper points to changes related to the demographic development of the company, the change of motivation for permanent and new employees. The aim is to anticipate the possible development of incentives and the incorporation of new elements of motivation into human resource management in companies. Autoregres prepared in MATLAB. The article deals with the prediction of the selection of individual incentives for specific age groups of employees.
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Кибанов, Ардальон, and Ardalon Kibanov. "Motivational core of the organization´s staff: mechanisms of formation." Russian Journal of Management 2, no. 4 (September 1, 2014): 165–78. http://dx.doi.org/10.12737/10878.
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The article presents a retrospective analysis of the development of motivation and incentives from the beginning of the industrial revolution. The author studies the basic elements of the process of motivation and characteristics of their interaction, gives a definition of motivational core of the organization´s staff and analyzes its characteristics. The article examines the issue of management of motivational core of the organization´s staff and factors affecting its performance.
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Baldwin, Claire, Jose Arturo Garza-Reyes, Vikas Kumar, and Luis Rocha-Lona. "Personal development review (PDR) process and engineering staff motivation." Journal of Manufacturing Technology Management 25, no. 6 (July 1, 2014): 827–47. http://dx.doi.org/10.1108/jmtm-01-2013-0001.
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Purpose – The academic literature and motivational theory recognise the positive role of motivation on organisational performance and considers personal development as a key motivational factor. In practice, most organisations employ a personal development review (PDR) process to drive and plan the development of their staff. The purpose of this paper is to investigate the interrelation and impact of the PDR process, and its elements, on staff motivation. Design/methodology/approach – The study is based on a case study research approach carried out in two large manufacturing-engineering departments of a world-class manufacturing organisation. A survey questionnaire was designed, validated and distributed to the engineering staff and its results were analysed using descriptive statistics. Findings – The study's results indicate that in most of the cases, a PDR process does not by itself motivate staff. But it argues that a poorly designed and conducted PDR process may make motivation, through personal development, difficult to achieve. Practical implications – This paper provides manufacturing managers with an opportunity to understand whether a common business process (i.e. PDR), and the elements that comprise it, can be employed as a method to aid in the motivation of their staff. Originality/value – This research expands the current knowledge on motivational and manufacturing management theory by performing an initial and exploratory study that establishes the impact of the PDR process on staff motivation. It is among the very first investigations that correlate the PDR process and motivation, especially in the manufacturing industry.
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AlSugair, Balsam, Gail Hopkins, Elizabeth FitzGerald, and Tim Brailsford. "AnswerPro." International Journal of Mobile and Blended Learning 6, no. 4 (October 2014): 22–38. http://dx.doi.org/10.4018/ijmbl.2014100102.
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This paper describes the design and initial testing of AnswerPro, a mobile academic peer support system for school pupils aged 11-16 years. AnswerPro is a mobile optimised web application that enables pupils to seek support with school work from knowledgeable peers on various subjects. This paper presents research findings from the project, and in particular, details the design elements embedded within AnswerPro that are based upon teacher and pupil interviews examining motivation, and also from research into academic motivation. A pilot study was conducted with 7 school pupils over 3 weeks. Participants then engaged in a focus group, which discussed their experience using AnswerPro and the motivational elements embedded within it. The authors' findings highlighted some problems with the embedded motivational features. These findings have resulted in potential solutions for the next version of AnswerPro and design implications for practitioners intending to embed motivational elements in their own mobile learning tools.
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Jafari Pazoki, Saeedeh, and Minoo Alemi. "Engineering Students’ Motivation to Learn Technical English in ESP Courses: Investigating Iranian Teachers’ and Students’ Perceptions." RELC Journal 51, no. 2 (January 4, 2019): 212–26. http://dx.doi.org/10.1177/0033688218811371.
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Needs analysis is the key step to designing relevant and useful courses in English for Specific Purposes (ESP), but finding ways to deliver needs in a motivating and interesting way is also paramount. Therefore, investigating students’ motivation to learn ESP is central in needs analysis. Few studies have investigated needs from the perspective of ESP learners’ motivation. Focussing on engineering fields at three Iranian state universities, this study aimed to identify factors that affect engineering students’ motivation for learning technical English in ESP courses. Using a mixed method design, this study was conducted in two phases. In the first phase, semi-structured interviews with 40 undergraduate students helped to identify motivational variables, select a theoretical framework and develop instruments for the second phase. In the second phase, a survey using a 28-item questionnaire with 152 students, semi-structured interviews with 60 students, in-depth interviews with eight ESP practitioners and non-participant observation in seven ESP classes were done in parallel. Principal Component Analysis on survey data resulted in five motivational components of main sources of engineering students’ motivation to learn technical English: 1) ideal-self, 2) ought-to self, 3) instrumentality promotion motivation, 4) learning conditions, and 5) learning experience. These components were in agreement with Dӧrnyei’s L2 Motivational Self-system. Further quantitative and qualitative data analyses revealed that long-term goals and the practicalities of using technical English in every day life promote motivation more than a sense of obligation to learn technical English. Moreover, the results showed that Engineering students had negative attitudes towards elements of ESP learning experience, which best explained the reasons for students’ low motivation. The findings also supported the significant effect of academic levels on motivation. The factors that motivated students call for modifications in ESP courses which are discussed as pedagogical implications.
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Mamekova, Assem Tanirbergenovna, Nurgul Korgadjanovna Toxanbayeva, Khapiza Tanirbergenovna Naubaeva, Slushash Sabitovna Ongarbayeva, and Kulmariya Nurtaevna Akhmediyeva. "A Meta-Analysis on the Impact of Gamification over Students’ Motivation." Journal of Intellectual Disability - Diagnosis and Treatment 9, no. 4 (August 26, 2021): 417–22. http://dx.doi.org/10.6000/2292-2598.2021.09.04.9.
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Controversy surrounds the effectiveness of educational gamification on learners’ motivation to study. Prior papers attempting to summarize the available empirical evidence on the topic encompass too many additional domains like the academic performance so that the motivational point is discentrated. Hence, the current meta-analysis aimed to synthesize research findings limited to the clearly stated impact of gamification on higher education students’ academic motivation. Results from random effects proportion meta-analysis applied to seven relevant studies with a total of 368 students showed a pooled proportion of 29.68%. In other words, game design elements incorporated into the learning activities were significantly motivating for only about one-third of participants. The assumption of homogeneity was violated for certain reasons. As part of the discussion, previous scholars’ efforts to identify moderating factors of successful gamification were overviewed, and their practicality was questioned. It is concluded that the issue of whether educational gamification can amplify students’ learning motivation remains an area for further research.
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Mayo, Andrew. "The individualism of motivation." Strategic HR Review 18, no. 3 (June 10, 2019): 96–103. http://dx.doi.org/10.1108/shr-03-2019-0016.
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Purpose The purpose of this paper is to examine the components that drive employee engagement and show how important it is to understand the individualism of motivation as against generic assumptions. Design/methodology/approach This paper defines employee engagement and takes four drivers that influence it in turn. These are analysed and discussed, particularly as to the individualistic elements of them. Two approaches to understanding individual goals and priorities are illustrated. Findings There are four drivers of engagement, namely, the absence of dissatisfaction or irritation factors, intrinsic motivation (inner driven) and extrinsic motivation (external stimulation) and personal well-being. Each of these have highly individualistic elements, and models based on a generic human condition do not work effectively. Two instruments for understanding this individualism are illustrated, one based on goal theory and another based on the psychological contract. Practical implications Many motivational efforts fail because of an assumed commonality in what motivates people. The reality is that different personalities and different personal goals and values require individual approaches. Successful engagement demands that leader/managers make it a priority to understand each one of their people in these terms. Originality/value This paper is based mostly on the writing, models and experience of the author.
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Javed, Fareeha, Najam Us Saher, and Sana Baig. "Investigating ESL Learners' Motivation through ARCS Motivational Design Model." Global Regional Review IV, no. III (September 30, 2019): 524–34. http://dx.doi.org/10.31703/grr.2019(iv-iii).56.
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This research aimed to determine whether there exists a relationship between the four elements of Keller's ARCS motivation framework and undergraduate students' motivation to learn English as a second language. ARCS' is the acronym for Attention, Relevance, Confidence and Satisfaction. This study employed a quantitative approach and used a survey questionnaire for collecting data from 300 students enrolled in the undergraduate programs in four universities (two public sectors and two private sectors). The questionnaire was adapted from Keller (1987), Loorbach et al. (2015), Instructional Materials Motivation Survey (IMMS) and Wimolmas, (2013). The items were rated on a 5-point Likert Scale. SPSS software (v.23) was used to analyze the data. Demographic/background data was analyzed by running descriptive statistics. Overall, two main statistical analysis tests that are Pearson correlation analysis and Regression analysis were used in this study to determine the relationship among the variables of the study. The findings revealed that there is a significant positive relationship between all of the four factors of the ARCS model (attention, relevance, confidence and satisfaction) and undergraduate students' motivation to learn English as a second language.
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Juhász, Csilla. "Motivation in various agricultural organizations." Acta Agraria Debreceniensis, no. 1 (May 27, 2001): 87–91. http://dx.doi.org/10.34101/actaagrar/1/3591.
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As a PhD student I have studied the role of motivation within Hungarian agriculture among leaders of different levels and in several kind of organisations in order to find out the significance of various elements contributing to a motivated leaders and manpower.450 respondents were asked to describe their motivational situation by filling in a questionnaire.
Pecuniary rewards are the most important incitement to motivation within all categories of leaders followed by responsibility and result feedback. The possibility of punishment and job enrichment however, was not essential. Among limited corporation leaders result feedback and improvement of work conditions were the outmost source to motivation. Among cooperative leaders aim definitions and improvement of work condition were considered as the most important contribution to motivation. In their opinion punishment and job enrichment could not motivate.
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Zeng, Howard Z., and Wen-Yan Meng. "A Study of Youth Volleyball Players’ Participation Motivation and Relate Elements*." JOURNAL OF SOCIAL SCIENCE RESEARCH 11, no. 2 (September 10, 2017): 2424–35. http://dx.doi.org/10.24297/jssr.v11i2.6300.
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The present study examined the essential factors that truly motivated youth athletes participated in Volleyball practices and competitions using the Adapted Questionnaire of Volleyball Athlete’s Motivation-Chinese Version. Participants were 92 youth volleyball athletes (age 14-17) from 15 schools of Nanjing City, China. Data analysis was done by a 2 Gender (boy or girl) x 2 Education-levels (high-school or middle-school) x 2 School-types (sport-school or regular-school) multivariate analysis of variance (MANOVA). Findings included: the top five higher scores from the 19 RFs were: RF1 “Technical-content and unique-value†M ± SD = 4.30 ± .83; RF17 “For extraordinary-skills†M ± SD = 4.24 ± 1.04; R3 “For health†M ± SD = 4.11 ± 1.02; RF12 “Improve own-literacy†M ± SD = 4.00 ±1.26; RF9 “become healthier†M ± SD = 3.58 ±1.13. These RFs possess significant higher impact on the participants’ motivations. The results of the MANOVA revealed that: two out of three independent variables reached meaningful significantly difference level (p < .00), wherein in ‘Gender’ aspect, Λ = .37, F = 5.92 with boys athletes’ motivation score significantly higher (p < .00) than the girls athletes; (2) in ‘School-types’ aspect, Λ = .24, F =11.17 with sport-school players’ motivation score significantly higher (p < .00) than the regular-school players.
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MacKinnon, Marjorie M. "CORE Elements of Student Motivation in Problem-Based Learning." New Directions for Teaching and Learning 1999, no. 78 (1999): 49–58. http://dx.doi.org/10.1002/tl.7805.
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Reeve, Johnmarshall, and Edward L. Deci. "Elements of the Competitive Situation that Affect Intrinsic Motivation." Personality and Social Psychology Bulletin 22, no. 1 (January 1996): 24–33. http://dx.doi.org/10.1177/0146167296221003.
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Autio, Ossi, Jenni Hietanoro, and Heikki Ruismäki. "Taking part in technology education: elements in students’ motivation." International Journal of Technology and Design Education 21, no. 3 (May 22, 2010): 349–61. http://dx.doi.org/10.1007/s10798-010-9124-6.
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Ermakov, S. S. "Modern e-learning technologies: analysis of the impact of gamification methods on student engagement in the educational process." Современная зарубежная психология 9, no. 3 (2020): 47–58. http://dx.doi.org/10.17759/jmfp.2020090304.
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The article presents the factors influencing the learning outcomes in distance format, modern types of e-learning and factors that affect the educational motivation of users in online courses. The features of educational motivation are considered and the process of motivational design in e-learning is presented. As a key method of increasing motivation and involvement in the educational process of online courses, the article describes the technology of gamification. The paper also presents the «Octalize» method, developed and applied for the balanced and effective use of gamification techniques, assessment of the main motivational factors, as well as for the analysis and design of optimal conditions for the presence of game elements in the educational process.
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Кибанов and Ardalon Kibanov. "Methodology of Motivation and Stimulation of Organization’s Personnel." Management of the Personnel and Intellectual Resources in Russia 3, no. 1 (February 10, 2014): 5–10. http://dx.doi.org/10.12737/2619.
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Theoretical and methodological issues of motivation and stimulation of labor activity are discussed, including such concepts, as «motive», «incentive», «motivation » and «stimulation». The essence of interrelating and interconditioning processes of motivation and stimulation is defined along with their constituent elements. In-depth meaning of motivational core as a system of incentives and motives, driving labor activity at a given stage of the organizational life, is revealed. Motivational core, as a cohesion of interrelated incentives and motives, is characterized by the following features: several motives, affecting simultaneously the worker; different incentives corresponding to different kinds of resources being at the disposal of management system; consistent robust cause and effect relationship between motives and incentives; motivational core steadiness; can be modernized based on motives and incentives priority changes; ability to autonomous settlement of differences among motives and between incentives and motives. Major drivers of motivational core creation are discussed. The need for personnel motivational core is reasoned and key ways of motivational core managing are highlighted. Motivational core managing helps to lay down priorities and to range incentives in terms of their effect on motives. In the process certain motives are enhanced and others are weakened. Factors of motivation and stimulation effectiveness and of motivational core efficiency are characterized.
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Díaz-Agea, José Luis, María José Pujalte-Jesús, César Leal-Costa, Juan Antonio García-Méndez, María Gracia Adánez-Martínez, and Diana Jiménez-Rodríguez. "Motivation: bringing up the rear in nursing education. Motivational elements in simulation. The participants' perspective." Nurse Education Today 103 (August 2021): 104925. http://dx.doi.org/10.1016/j.nedt.2021.104925.
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Karimi, Kianoosh, and Javad Nickpayam. "Gamification from the Viewpoint of Motivational Theory." Emerging Science Journal 1, no. 1 (July 8, 2017): 34. http://dx.doi.org/10.28991/esj-2017-01114.
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Gamification is defined as the use of game elements and game design techniques in non-game contexts. It is expected that global gamification market will grow to USD $5.5 Billion by 2018. This tremendous market growth relies on basic human instinct to get enticed by both extrinsic and intrinsic motivations. This study aims to provide insights into gamification approach from motivation perspective. For this purpose, conceptual foundations of gamification described, including the structure and Benefits of Gamification, and then related motivation theories reviewed.
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Пугачев, В., and V. Pugachyev. "Conceptual Foundations of Organizational Motivation." Management of the Personnel and Intellectual Resources in Russia 8, no. 2 (May 13, 2019): 30–35. http://dx.doi.org/10.12737/article_5cb6fe6731f7d1.08242112.
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The article is devoted to the development of the conceptual framework of motivational work in organization. Based on the critical analysis of the fundamental categories of motivation theories presented in modern literature, their failure to render the whole process of determination and understanding of the employees’ behavior is revealed. The necessity for using the broad concept of ‘staff motivation’ is confirmed, it allows covering the diversity of processes that encourage the particular behavior of personnel. The strengths and weaknesses of the motivational-stimulation approach to the determination of the behavior of employees that has become the dominating one in the recent years are revealed. The necessity of transition from the traditional stimulation paradigm which is inherent to industrial society to a modern integrative paradigm that meets the requirements of the information society at the digital stage of its development is confirmed. For standardization and systematization of the major categories of the motivation theory the activity approach is applied; it allows presenting all components of the motivation process in a comparable manner as the various elements and types of the ‘hard’ (past) and soft (‘alive’, present), material and ideal (spiritual) activities. The activity structure of motivational process is considered, it helps to highlight its key components and to take them into account in the practical motivational work. The need for the further development and concretization of the settings and imperatives of the integration paradigm of motivation in its relation to the organizational system of motivation is pointed out. This issue will be considered in the author’s following article ‘Integration paradigm in the study of the organizational system of motivation and motivational practices’ which is planned to be presented in the immediate issue.
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Muthmainnah, Nur. "A Descriptive Analysis of Learning Motivation Taken From Laskar Pelangi Novel." Register Journal 3, no. 1 (July 1, 2016): 89. http://dx.doi.org/10.18326/rgt.v3i1.89-102.
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This paper informs us some motifs that motivate someone learning something taken from Laskar Pelangi novel. There are four research problems proposed of Laskar Pelangi novel; what are the literary elements of Laskar Pelangi novel; what are the motivations in learning presented in the novel of Laskar Pelangi; what are the reasons of Andrea Hirata took the motivation of learning in Laskar Pelangi novel; what are the implications of Laskar Pelangi novel toward its readers. This research uses descriptive research in analyzing, collecting the data. After analyzing the novel Laskar Pelangi the writer draws some conclusions as follows: the novel uses some figurative language to express some expressions and describe something; its main character is Ikal. Laskar Pelangi tells us some motifs of learning. The motivations which are pointed out are to enrich knowledge, to reach dream, to win a competition, and so on. The reason Andrea Hirata took learning motivation as the theme of Laskar Pelangi novel are to break Melayunese stereotype, to motivate all learner to be motivated in learning, and so on. The implication of Laskar Pelangi story toward its reader are Laskar Pelangi story motivated reader to study abroad, Laskar Pelangi teaches reader to admire the life.Keywords: learning motivation; Laskar Pelangi ; literary elements
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KARABELA, PAWEŁ. "STRUCTURE AND FUNCTIONS OF THE FORMALISED MOTIVATION SYSTEM IN THE POLICE." PRZEGLĄD POLICYJNY 141, no. 1 (July 12, 2021): 136–50. http://dx.doi.org/10.5604/01.3001.0015.0403.
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The purpose of this article is to present the elements of a formalised system of motivation in the Police, to determine the role of individual elements of this system in the process of motivating offi cers and to determine the degree of adjustment of the system’s structure to the specifi city of the service functioning. The article is based on the literature in the fi eld of human resources management and legal acts in the fi eld of the police law. The study also used the results of surveys on job satisfaction among police offi cers and police employees from 2012, as well as the post-audit report of the Supreme Chamber of Control on the functioning of motivation system in the Police.
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Witoszek-Kubicka, Aleksandra. "The Use of Game Elements in Higher Education in the Context of Motivating Different Types of Users of Gamified Systems." Horyzonty Wychowania 19, no. 51 (September 26, 2020): 57–67. http://dx.doi.org/10.35765/hw.1897.
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RESEARCH OBJECTIVE: The main purpose of the article is to select the elements of games that increase the student’s external and internal motivation tailored to the specific type of player he/she represents.
THE RESEARCH PROBLEM AND METHODS: The research problem is the issue of motivating students using gamification. The author addresses the issue of preparation of classes that will actually translate into motivation to learn practical skills, but also to develop, pose difficult questions and engage in the learning process. The research is based on the Self-Determination Theory and Marczewski gamification users typology. The basic method used in the presented research is an analysis of a questionnaire conducted among students of the Cracow University of Economics.
THE PROCESS OF ARGUMENTATION: The article consists of two main parts. The first presents the concept of gamification and its use in motivating. Second part of the article is divided into three subsections. First of them contains characteristics of different participants types in gamification projects. Second of them presents assumption and research hypotheses, the other one includes analysis of the results and conclusions of the study.
RESEARCH RESULTS: Thanks to the conducted research and based on the subject literature, the predispositions of students to accept the use of selected mechanisms known from games were determined. The conducted research confirmed the assumed hypothesis that the legitimacy of using particular elements of gamification depends on the target group of participants. However, the hypothesis of ineffectiveness of the use of elements specific to the type of player was not confirmed.
CONCLUSIONS, INNOVATIONS, AND RECOMMENDATIONS: Further research is needed to verify this assumption, e.g. using a gamification project. Due to the limited research sample, the results do not reflect the entire population, but provide a basis for further research on the motivational elements of individual participants.
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Jamaludin, Nurul Fasihah, Tengku Siti Meriam Tengku Wook, Siti Fadzilah Mat Noor, and Faizan Qamar. "Gamification Design Elements to Enhance Adolescent Motivation in Diagnosing Depression." International Journal of Interactive Mobile Technologies (iJIM) 15, no. 10 (May 25, 2021): 154. http://dx.doi.org/10.3991/ijim.v15i10.21137.
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Depression is a critical public health problem, mainly when it affects young people (adolescents). This condition is most challenging to detect in this group because they tend to think about other people's negative assumptions. Adolescents with depressive symptoms refuse to seek professional help due to their stigma and their future if they were labeled as depressed teenagers. Depression is a severe mental issue that should be detected from an early stage so that the problem can be curbed and resolved immediately. Diagnosis should be carried out to assess mental health, followed by referral to professional help. This study aims to motivate adolescents to diagnose depression levels through gamification techniques. Fifty-three secondary students participated in a survey designed in this study to measure motivation enhancement factors. The result of this study was used to develop a depression diagnosis model. The proposed model applied a gamification design technique consisting of three main ideas: gamification elements, user types, and motivational elements. This model will serve as the foundation to develop a mobile application system that can benefit users, especially adolescents, in self-diagnosing depression.
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Afzal, Awais, Khyzer Bin Dost, Ehsan Bhutta, and Syed Adnan Ali. "The Role of Job Stress on Employee Motivation and Performance in the Electric Power Organization of Pakistan." Review of Economics and Development Studies 6, no. 4 (December 31, 2020): 759–72. http://dx.doi.org/10.47067/reads.v6i4.276.
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The aim of these studies that decreases the stress factors and improve the motivational level and performance of the organization. Job stress creates the role conflict, lake of feedback, unregularly, disordering, psychological and physical effect. In this study, we minimize the stress level and improve the motivational level and performance. The questioners have distributed among employee contribution the information of the seniors, graduate employee, including customer’s service and manager of a well-reputed rising organization in Pakistan. The 300 questioners distributed response of questioner was 255 the information was got through the close-ended questionnaire. The statistical test of regression, correlation, reliability were also measured. The significances are remarkable with the negative correlation between job stress and motivation and disclose that job stress prominently shortens the motivation of a specific. The consequences propose to the organization that they have maintained a very healthy cooperative and amicable atmosphere within the group for best motivation. In this study, the author was limited by a low response rate. Shortage of time which has been defined to deal this study is very limited for the collection of lots of data and this is the limitation which has to be parted with the central academic task which concluded and getting ready in confronted discussion and trials. The carelessness answerable people to answer the questioner in the proses of gathering knowledge information and data. It is the main issue in offering the requirements efforts for the investigated information. Few answerable people did not help the investigator in the time information data and knowledge collection and assembling. The consequences are remarkable with the negative correlation between job stress and motivation and disclose that job stress prominently shortens the motivation of a specific. The consequences propose to the institution that they have maintained a very healthy cooperative and amicable atmosphere within the group for best motivation. The value of this study is to disclose stress full and motivational elements for the workers in the organization. So to complete this purpose further sub-objective are maintained to find out the element that can cause job stress and elements that can motivate the workers' institution and highlight the influence of job stress and availability of motivational elements on the performance of the workers in the organization.
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Mendez, David, Miriam Mendez, and Juana Maria Anguita. "The effect of digital platforms in the motivation of future primary education teachers towards mathematics." New Trends and Issues Proceedings on Humanities and Social Sciences 7, no. 3 (December 7, 2020): 112–23. http://dx.doi.org/10.18844/prosoc.v7i3.5240.
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Motivation is a key element of daily life. At present, ICTs are considered to be highly motivating elements that are of great importance in all sectors of the society. The objective of this research study is to measure and assess the intrinsic motivation level of university students aiming to become Elementary School teachers regarding the use of digital platforms in their math classes. Using the Self-Determination Theory and the Intrinsic Motivation Theory, these students were given a test with 20 questions based on the Intrinsic Motivation Inventory. The results support the conclusion that all participants had a high level of intrinsic motivation, which was highest in students with no previous experience in the use of said resources. It is important to improve, through motivation, the knowledge and skills of future teachers regarding the use of ICTs to enable them to awaken their students’ interest in mathematics and facilitate their learning process.
Keywords: Intrinsic motivation, ICTs, digital platforms, math classes, school teachers.
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Bitrián, Paula, Isabel Buil, and Sara Catalán. "Gamification in sport apps: the determinants of users' motivation." European Journal of Management and Business Economics 29, no. 3 (May 14, 2020): 365–81. http://dx.doi.org/10.1108/ejmbe-09-2019-0163.
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PurposeGamification is a tool with great potential to motivate individuals to increase their physical activity. That is why sport apps for mobile devices, such as Nike+ or Strava, have integrated game elements. There is, however, little evidence of gamification's effectiveness in this field. Therefore, the aim of the present study is to analyze the impact of game elements included in gamified sports' apps on the satisfaction of basic psychological needs (i.e. competence, autonomy and relatedness). Similarly, the research analyzes the impact of these needs on autonomous motivation.Design/methodology/approachTo achieve these goals, data were collected from users of gamified sport apps, using an online questionnaire. The data were analyzed using partial least squares structural equation modeling.FindingsThe results showed that interaction in the app with achievement-related game elements satisfied the needs for competence, autonomy and relatedness; social-related elements satisfied the need for relatedness; and immersion-related elements satisfied the needs for competence and autonomy. Similarly, satisfaction of the needs for autonomy and relatedness while using the app is crucial to experience autonomous motivation.Practical implicationsThe findings of this study provide guidelines for practitioners and app developers.Originality/valueBased on self-determination theory, the paper provides new insights into the relationship between game elements included in sport apps and individuals' basic psychological needs and motivation.
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Hama, Farhad Majeed, Diaman Abdulrahman Ismael, and Aram Kamil Noori. "Possible Motivations for Learning English amongst Kurdish EFL Undergraduate Learners at the University Level." Journal of University of Human Development 7, no. 1 (February 7, 2021): 35. http://dx.doi.org/10.21928/juhd.v7n1y2021.pp35-42.
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It can be argued that integrative and instrumental kinds of motivation are two prominent factors in learning new languages. Each kind of motivation works differently in various contexts. Besides, several studies have been investigated in EFL (English as a foreign language), and ESL (English as a second language) settings. There are also external factors that have impacts on different types of motivation and learners. There are also obvious reasons for learning English as a foreign language. This study focused on integrative and instrumental kinds of motivation amongst Kurdish EFL undergraduate learners at the University of Sulaimani in the Iraqi Kurdistan Region. The finding showed that getting a job is a major motivator for learning English amongst learners. However, cultural and communication goals were two other important goals that encouraged learners to learn English. In general, the results revealed that instrumental motivation was more significant than integrative motivation. Additionally, some elements affected and increased learner's motivation such as parental aids, teachers, social, personality, and university environment.
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Sheburakov, I. B., and O. N. Sheburakova. "Motivation of civil servants: the need for a systematic approach." RUDN Journal of Public Administration 5, no. 3 (December 15, 2018): 295–304. http://dx.doi.org/10.22363/2312-8313-2018-5-3-295-304.
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In this article the questions of motivation are considered through the prism of motivation management on the basis of understanding the specifics of the state of motivational and need sphere of civil servants. The results of the analysis of the features of labor motivation during the personnel audit in the regional authorities of one of the subjects of the Russian Federation, which confirms the thesis of the need to distinguish motivation from satisfaction. The paper presents an analysis of studies of domestic and foreign authors on the specifics of the motivation of civil servants. It is concluded that most of the studies contain recommendations aimed at improving the satisfaction of employees, rather than improving the efficiency and effectiveness of their activities. Based on the analysis, the main elements of the system of incentives for civil servants were developed.
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Rahmah, Yuliani. "Minat Dan Motivasi Belajar Bahasa Jepang (Studi Kasus Terhadap Mahasiswa Jurusan Sastra Indonesia 2016/2017 FIB Undip)." KIRYOKU 3, no. 1 (June 14, 2019): 1. http://dx.doi.org/10.14710/kiryoku.v3i1.1-7.
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(Title: Interest and Motivations in Japanese Learning) This article is the result of a case study for Japanese learners as the second foreign language. The large number of students taking Japanese language courses is the basis for this qualitative research. The respondent in this research was 70 Indonesian Literature students in 2016/2017. The purpose of this study research was to determine the interests and motivations of their interest in learning Japanese. There are four elements of interest and two types of motivation that are the focus of this research. With the questionnaire and interview methods, as a result it is known that the interest of the respondents is quite high based on the element of pleasure as the most answer. This element of pleasure includes the respondents' interest in the Japanese things such as anime,manga and festivals. In terms of motivation, it is indicated that the most of the respondent reason refers to type of integrative motivation. The emergence of that integrative motivation is based on their interest in the uniqueness of Japanese language and the attractiveness of Japanese cultural arts.
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Monderna, Emanuele, and Natalia Voinarovska. "Promoting Personal Motivation within Professional Education." Journal of Educational and Social Research 9, no. 2 (May 1, 2019): 1–7. http://dx.doi.org/10.2478/jesr-2019-0007.
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Abstract Current research is dedicated to the issues of apprising personal and professional motivation of youth in the process of their training in higher educational institutions. Principal components of the motivational field of a personality, beneficial for professional success and productivity, have been examined, including such prominent types of motives as cognitive, social, professional, material and achievement. Individual dispositions have been scrutinized as the integral elements of the motivational scope of a person. Consistent patterns and missions of cognitive motivation within the educational process raised as one of the key questions throughout the research. Analyzing of meaningful and dynamic characteristics of personal motives enabled the authors of this paper to classify personal motives for self-development in the process of education, among which there are self-realization, self-affirmation, self-expression and self-actualization. Central assumption here is the correlation between an individual’s professional and personal activity and transformation of the tasks of professional and personal development. Theoretical framework consists of A.Leontiev’s, A.Maslow’s and C.Sanderson’s approaches to the notion of “motivation” as the inside encouraging reason for individual’s motions and activities.
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Trstenjak, Ani, Anita Stilin, and Ljerka Tomljenović. "INVESTIGATION OF MOTIVATION OF EMPLOYEES IN THE CHARTER ENTERPRISES OF NAUTICAL TOURISM." ЗБОРНИК РАДОВА ЕКОНОМСКОГ ФАКУЛТЕТА У ИСТОЧНОМ САРАЈЕВУ 1, no. 11 (May 4, 2016): 39. http://dx.doi.org/10.7251/zrefis1511039t.
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The paper includes the theoretical and empirical analysis of the elements that determine the motivation of employees in the charter companies of nautical tourism. The purpose of the research is to highlight the importance of identifying and selecting the adequate motivator to ensure achievement of desired objectives. The aim is to determine the importance that employees attach to individual motivational factors. Thus, valuable information are obtained that can help companies in selecting appropriate strategies for achieving motivated and satisfied employees. The survey was conducted from 15th to 26th February 2014 on a sample of 53 respondents, employees in charter companies mostly in Croatia, to a lesser extent in Slovenia and Greece. The results confirm previous studies which suggest that a satisfactory income increasingly ceases to be the most important motivator so the respondents give the highest importance to good relationships, and good social conditions while satisfying income is ranked third place. Only respondents from Greece value most satisfying income.
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Petrova, Irina, and Mohamed Albdrane. "Peculiarities of staff motivation at small food industry enterprises." Social and labour relations: theory and practice 9, no. 1 (October 4, 2019): 27–36. http://dx.doi.org/10.21511/slrtp.9(1).2019.03.
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A leading force in successful Human Resource Management is a sound motivation system that can significantly improve the efficiency of employees and companies. However, there are significant differences in the motivation of the small business staff. The article aims to identify the peculiarities of this type of motivation and develop recommendations for their practical application. More specifically, motivation process in small food businesses is identified as a subject of research. Using the methods of theoretical and statistical analysis, the article also focuses on the behavioral approach and pays special attention to individual aspirations, performance, engagement and all those vital moments that shape motivation as a psychological process. Besides, the article has described the impact of socio-economic factors on work activity, set the basic principles for small business staff motivation, outlined the prevailing financial and moral incentives and substantiated the main components of an effective motivational system for small enterprises. Most elements of this system can be applied to any small company, not only the food industry.
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Abd. Rashid, Muhammad Haziq, Nur Maisarah Mohd. Mukhlizam, and Puteri Nur Marissa Mohd. Fauzi. "An Analysis of Motivating Factors at the Workplace: The Case for Hospitality and Education Industry." International Journal of Modern Languages And Applied Linguistics 4, no. 1 (April 1, 2020): 1. http://dx.doi.org/10.24191/ijmal.v4i1.8695.
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The study explores the factors influencing motivation of employees in organization. It focuses on two different professional industries; hospitality and education. This study also denotes the importance of certain elements that can help to build the fundamental cores of an organization. There are three main motivational factors that can be considered as important variables in achieving the organization’s goals; leadership styles, organisational environment and reward system. In the context of working in a professional setting, achieving the organizational goals is a vital step in sustaining the organization’s performance. Motivation at the workplace was seen as one of the crucial elements that help in achieving organizational goals. Hence this study was conducted to analyse the three main motivational factors and how they influence an organization. Furthermore, a theoretical framework was also designed to cater to research requirements. Future studies may apply the theoretical framework designed in this study to explore other areas that are relevant to other factors that can drive organizational members into achieving the goals set.
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Jones, Brett D., Jessica R. Chittum, Sehmuz Akalin, Asta B. Schram, Jonathan Fink, Christine Schnittka, Michael A. Evans, and Carol Brandt. "Elements of Design-Based Science Activities That Affect Students' Motivation." School Science and Mathematics 115, no. 8 (December 2015): 404–15. http://dx.doi.org/10.1111/ssm.12143.
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Švrakić, Suvada, Amer Ovčina, and Elvedin Dervišević. "Motivation of health professionals and associates to perform daily job activities." Journal of Health Sciences 2, no. 3 (December 15, 2012): 215–19. http://dx.doi.org/10.17532/jhsci.2012.45.
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Introduction: Motivation is one of the most complex elements of human behavior, it is the subject of debates by which we answer to the question of why someone behaves in a certain way. The aim of this study wasto examine the factors of motivation for health workers and staff in working with diffi cult patients in intensive care units and to evaluate implementation of motivation factors by managers in their daily work with a team of health professionals.Methods: The study was designed as prospective. It was conducted on 27 employees who work in intensive care units in Clinical Center of Sarajevo University. The survey questionnaire was used with a clear andconcise questions , aimed at testing the factors of motivation for daily work with diffi cult patients, as well as implementation of motivational factors by managers in the organizational unit (OU).Results: Respondents indicated that motivates them, good organization of work - 10 of them (37%), while 26% of respondents indicated that they are motivated by fi nancial gain. In our study 21 (77%) of respondentssaid that their managers infuenced the motivation for a better job. Mobbing at the workplace did not had 80% of respondents, while 8% of respondents stated that they had some form of mobbing, and 12% of respondents give partial response.Conclusions: The survey showed that most respondents have a good motivation factors for the performance of daily activities to work with diffi cult patients. As the main motivating factors respondents reportedgood organization of work, as well as positive examples of their managers.
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K.V., Kudrynska. "MOTIVATIVE MEANS FOR DEVELOPING OF FOREIGN LANGUAGE COMMUNICATIVE COMPETENCE OF PROSPECTIVE PROGRAMMERS." Collection of Research Papers Pedagogical sciences, no. 91 (January 11, 2021): 74–80. http://dx.doi.org/10.32999/ksu2413-1865/2020-91-10.
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The relevance of the research topic consists in the fact that in the context of globalization, the proper level of foreign language proficiency of young people is an important criterion for successful self-realization and the key to a successful career, especially for prospective programmers. Purpose. The research is devoted to the analysis of the effective motivational ways of development of foreign language communicative competence of future programmers. Methods: method of theoretical analysis, comparison method; substantiation and systematization of scientific investigations on the researched subject and generalization of the obtained research results. Results. The article considers the essence of the concept of foreign language communicative competence, the term motivation and motive. The structure of foreign language communicative competence and its’ structure are reviewed and important subcompetences are singled out, particularly: linguistic, sociocultural, sociolinguistic, pragmatic, discursive and strategic. The types of motivations (external, internal, direct, indirect, causative) and the types of structural elements of motivation (cognitive and social motives) are highlighted.Founded on the analysis of the theoretical basis of scientific and methodological literature, the author proposes an integrated distribution of types of motivation and corresponding motives that are part of it into two main groups: 1) external indirect causative motivation, which is based on general socially necessary motives and student’s responsibilities; 2) internal direct motivation, which is based on cognitive personality-oriented motives of the student. Methods that stimulate students’ motivation to study, including active and interactive teaching methods, as well as methods of forming cognitive interests and methods of stimulating duty and responsibility are considered. Based on the analysis of scientific research on methodology of teaching, in particular on the topic of our investigation, effective motivational ways of developing of foreign language communicative competence of prospective programmers were selected.Thus, the author of this article, following the proposed methods of stimulating motivation, identified the subsequent five main motivational ways to improve the explorable competence: 1) the way of educational discussion method; 2) mode of modeling situations / situational method; 3) the means of motivational conversation; 4) mode of a role play / business game; 5) means of a collective / group studying. Conclusions. Each of the proposed means: will promote the development of previously acquired skills of foreign language communication; will improve students’ knowledge of a foreign language; will immerse them into a close to natural “professional world”; will ensure the development of all types of speech activities and diversify the educational process, which will maintain the student’s interest in studying.Key words: competent, foreign language communicative competence, subcompetence, motivation, motive, motivational means, prospective programmers.
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K.V., Kudrynska. "MOTIVATIVE MEANS FOR DEVELOPING OF FOREIGN LANGUAGE COMMUNICATIVE COMPETENCE OF PROSPECTIVE PROGRAMMERS." Collection of Research Papers Pedagogical sciences, no. 91 (January 11, 2021): 74–80. http://dx.doi.org/10.32999/ksu2413-1865/2020-91-10.
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The relevance of the research topic consists in the fact that in the context of globalization, the proper level of foreign language proficiency of young people is an important criterion for successful self-realization and the key to a successful career, especially for prospective programmers. Purpose. The research is devoted to the analysis of the effective motivational ways of development of foreign language communicative competence of future programmers. Methods: method of theoretical analysis, comparison method; substantiation and systematization of scientific investigations on the researched subject and generalization of the obtained research results. Results. The article considers the essence of the concept of foreign language communicative competence, the term motivation and motive. The structure of foreign language communicative competence and its’ structure are reviewed and important subcompetences are singled out, particularly: linguistic, sociocultural, sociolinguistic, pragmatic, discursive and strategic. The types of motivations (external, internal, direct, indirect, causative) and the types of structural elements of motivation (cognitive and social motives) are highlighted.Founded on the analysis of the theoretical basis of scientific and methodological literature, the author proposes an integrated distribution of types of motivation and corresponding motives that are part of it into two main groups: 1) external indirect causative motivation, which is based on general socially necessary motives and student’s responsibilities; 2) internal direct motivation, which is based on cognitive personality-oriented motives of the student. Methods that stimulate students’ motivation to study, including active and interactive teaching methods, as well as methods of forming cognitive interests and methods of stimulating duty and responsibility are considered. Based on the analysis of scientific research on methodology of teaching, in particular on the topic of our investigation, effective motivational ways of developing of foreign language communicative competence of prospective programmers were selected.Thus, the author of this article, following the proposed methods of stimulating motivation, identified the subsequent five main motivational ways to improve the explorable competence: 1) the way of educational discussion method; 2) mode of modeling situations / situational method; 3) the means of motivational conversation; 4) mode of a role play / business game; 5) means of a collective / group studying. Conclusions. Each of the proposed means: will promote the development of previously acquired skills of foreign language communication; will improve students’ knowledge of a foreign language; will immerse them into a close to natural “professional world”; will ensure the development of all types of speech activities and diversify the educational process, which will maintain the student’s interest in studying.Key words: competent, foreign language communicative competence, subcompetence, motivation, motive, motivational means, prospective programmers.
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Raihanah Ali Dokhykh, Raihanah Ali Dokhykh. "The Impact of Motivation on the Academic Performance of University Students: أثر التحفيز على الأداء الأكاديمي لطلبة الجامعة." Journal of Humanities & Social Sciences 5, no. 10 (August 28, 2021): 113–03. http://dx.doi.org/10.26389/ajsrp.r060221.
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This study evaluates how motivation influences the academic performances of university students. The sample includes 400 higher education students attending different universities in Saudi Arabia. The questionnaire was the data gathering method that was chosen by the researcher to complete this study. The study reveals that both intrinsic and extrinsic motivations positively impact the academic performance of students. Academic performance increased by a percentage increase of between 23% and 34 %. Overall, the model showed a significant jump (p<0,05). The researcher found that the individual elements associated with extrinsic motivation -- rejection of alternative options: increase by 17%; career and qualifications: increase by 9%; social enjoyment: increase by 7%; social pressure: increase by 4%. The researcher also found that both intrinsic and extrinsic motivations are critical elements in the academic success of students and student's performances that tend to consistently fluctuate between good and average/poor. Their performance seems to be guided by the presence of an external reward. Further studies are needed to determine if intrinsically motivated students can be further motivated.
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Tripak, Marian, and Iryna Harbarets. "MOTIVATION AND MANAGEMENT OF SUBJECT OF THE INCLUSIVE EDUCATIONAL INSTITUTION IN THE CONDITIONS OF GLOBAL ECONOMIC DEVELOPMENT." Economic Analysis, no. 30(4) (2020): 157–63. http://dx.doi.org/10.35774/econa2020.04.157.
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Introduction. In the modern Ukrainian inclusive educational space, the motivation of the scientific and pedagogical employee of the educational institution in the conditions of global economic development, which is extremely relevant today, acquires special importance. Purpose. It consists in carrying out appropriate measures of effective activity and motivation of the scientific and pedagogical employee of the inclusive institution. Results. The article identifies the priority of motivation of research and teaching staff, which includes a number of components, namely: motivation of work, motivating staff to work effectively, which provides the necessary rewards and meets existing needs; motivation for stable and productive employment; motivation for the development of employee competitiveness, etc. The motivational model of the relationship between the head and the teaching staff is method of calculating the term of the contract of the subject of educational services is represented. The management of the subject an inclusive educational institution in the conditions of global economic development is analyzed. It is determined that the structure of the educational sphere in particular inclusive education as a socio-economic model has a complex many profile character, the elements of the structure of the educational space are characterized by a complex system of relationships and interdependence. The characteristics of the main components of motivation individuals of higher education subjects, which determine the behavior of providing educational services and form its motivational structure are highlighted and given. It is individual for each subject of educational services and is determined by many factors: level of well-being, social status, qualification, position, value orientations, etc. The development of the educational system of each country as a socio-economic model is characterized on the one hand by internal (national) features and patterns of development and on the other hand, the development of national systems is directly influenced by the external environment, determined primarily by global processes. It is substantiated that globalization has become a challenge for higher education in which modern higher education institutions are becoming global institutions.
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Conrad, David, Amit Ghosh, and Marc Isaacson. "Employee motivation factors." International Journal of Public Leadership 11, no. 2 (May 11, 2015): 92–106. http://dx.doi.org/10.1108/ijpl-01-2015-0005.
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Purpose – Motivation is a widely explored topic and numerous studies have been done to determine motivation importance and implementation. However, no studies have been identified that investigate what motivators are most important to physicians and if physician leaders agree with the importance physicians place on specific motivational aspects. The purpose of this paper is to investigate this missed management learning opportunity. Design/methodology/approach – A fully inclusive sampling of all (n=2,547) public-practice physicians and physician leaders (clinic and hospital employed, non-private practice) in Minneapolis and St. Paul Minnesota was conducted in the summer and fall of 2013. The surveys were sent in a link via a web survey software program by the study researchers. The surveys were anonymous and minimally intrusive, asking only for perspectives regarding the most important motivational elements by physicians and physician leaders. Findings – Generally, the responses were surprisingly similar between physicians and physician leaders. The two statistically different motivators – interesting work and job security – were ranked as more important by physicians than the physician leaders. This suggests that leaders should be more attentive to ensuring variety, challenge, and engagement is an active part of the physicians’ work. This also suggests that managers should emphasize and reinforce the fact that – if it is the case – jobs are secure and that staffing stability is a key goal for management. As Kovach (1987) suggests, as employees’ income increases, money becomes less of a motivator and as employees get older, interesting work becomes more of a motivator. Research limitations/implications – Conclusions and generalizations can be made about the population sampled. Practical implications – The two statistically different motivators – interesting work and job security – were ranked as more important by physicians than the physician leaders. This suggests that leaders should be more attentive to ensuring variety, challenge, and engagement is an active part of the physicians’ work. This also suggests that managers should emphasize and reinforce the fact that – if it is the case – jobs are secure and that staffing stability is a key goal for management. Social implications – As this study reveals, physicians have clear preferences when it comes to workplace motivation. It is not unreasonable then to determine that the more satisfied the employee, the better he or she will perform. Accordingly, the environment that managers create for their employees must be one that is constructive to positive energy. If employees feel happy when they are working, then they will be naturally encouraged to work, thus producing improved quality healthcare for patients. Originality/value – What are the most important motivators for physicians and do physician leaders understand what motivators are to enhance physician productivity, well-being, and morale? Answers to this question may be beneficial to designing leadership education that enhances the understanding of the impact effectively identified and effectively applied motivation techniques may have on employee behavior and attitudes. Insights will also benefit the design of motivational structures and methods in the healthcare workplace.
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Khorunzhak, Nadiia. "Formalization of employee motivation model and assessment of its effectiveness." Herald of Ternopil National Economic University, no. 1(87) (January 30, 2018): 85–97. http://dx.doi.org/10.35774/visnyk2018.01.085.
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The subject matter of the research paper refers to theoretical and methodological principles of the practical performance of incentive function of payment for work. It is stressed that due to increasing competition and a shortage of highly skilled workers in a market economy, motivational tools constitute the basis for attracting skilled workforce to entities. Theoretical underpinning and practical proposals for developing an effective employee motivation model are urgent and important for personnel administration. The purpose of the article is to formalize an employee motivation model, which meets managerial and personalized needs, to describe its elements and assess effectiveness. The main objectives of the research paper refer to developing methods for constructing a formalized employee motivation model, and describing its constituent elements. The research and its results are based on the use of general scientific and special methods. The systemic approach enables to develop a concept for assessing the effectiveness of incentive function of remuneration, based on generalization, empirical estimates, analysis, evaluation, and formalization of factors that enhance employee motivation and can be obtained through questionnaires. As a result of using a wide range of material and research methods, a basic framework and a possible motivation model are developed and approaches to its assessment are proposed. Applying the classic approach to positioning effectiveness and its essential characteristics was the starting point. It is concluded that payment (salary / wages) is the key indicator for an employee motivation model and employee income model. Based on the views of various scholars and data obtained from questionnaires (including those available on the Internet), the main motivational factors are determined and an improved employee motivation model is proposed. According to the determined factors, a formalized mathematical model of motivation is developed, which makes it possible to take into account a degree of impact of each indicator on the resulting indicator (general motivation). Supplementing the proposed model with income indicators (by corresponding constituents), allowances and bonuses authorized by the existing legislation makes it possible to develop a generalized and formalized mathematical model for assessing employee motivation. The model can be used for carrying out comparative and predictive analysis, and choosing an algorithm for practical implementation of measures aimed at increasing employee motivation at an enterprise. The developed model also enables to take into account statistical, financial-economic and forecasting indicators for the identification of motivational purposes. For practical implementation of the developed model in a computerized environment, a structural scheme of its functioning is proposed; indicators and algorithms for calculation as well as necessary program modules are described.
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Mikhailova, Margarita, and Tatiana Shamovskaya. "Development of Motivation Sphere in 14- and 15-Year-Olds." Bulletin of Kemerovo State University. Series: Humanities and Social Sciences 2021, no. 1 (May 19, 2021): 11–20. http://dx.doi.org/10.21603/2542-1840-2021-5-1-11-20.
Full textAbstract:
The article deals with teenagers' motivation, which is important for education, project of life, etc. The research objective was to assess a set of measures aimed at increasing cognitive motivation and motivational awareness in learning process. The study focused on the development of motivational sphere in 14- and 15-year-olds. The article introduces an analysis of patterns and factors of the motivational development, as well as types of motives behind educational and cognitive activity. The empirical research featured the motivational sphere of teenagers, which demonstrated instability, failure avoidance, and a decrease in interest in learning. Their conscious cognitive interest in educational activity decreased as the leading activity shifted from educational to communicative. The article also describes a set of measures aimed at increasing the level of cognitive motivation and the motivational awareness of educational activities. The experiment included educational techniques that promote students' involvement in the learning process, as well as group sessions with elements of psychological training, aimed at raising self-esteem, improving communication skills, and building a friendly attitude towards peers. The empirical and statistical methods confirmed the effectiveness of the new method.