Relevant bibliographies by topics / Motivation et engagement

Contents

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

Academic literature on the topic 'Motivation et engagement'

Author: Grafiati
Published: 2 June 2025
Last updated: 19 July 2025

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Journal articles on the topic "Motivation et engagement"

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Bourgeois, Étienne. "Apprentissage, motivation et engagement en formation." Éducation Permanente N° 236, no. 3 (2023): 37–46. http://dx.doi.org/10.3917/edpe.236.0037.

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Qu’est-ce qui peut pousser l’adulte à s’engager en formation ? D’un certain nombre de travaux de recherche sur la motivation scolaire ou l’engagement en formation, il ressort que la signification (ou « valeur ») attribuée au sujet à son engagement en formation et aux apprentissages qu’il y réalise constitue une des composantes essentielles du processus de motivation. Parmi les travaux qui se sont penchés sur la question, certains mettent en relation la signification attribuée à la formation par le sujet et la dynamique identitaire qui accompagne sa trajectoire de vie. Plusieurs hypothèses de t
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Sourie, Julien, and Edoardo Ferlazzo. "Motivation, engagement et sens du travail." Action publique N° 17, no. 2 (2023): 42. http://dx.doi.org/10.3917/aprp.017.0042.

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Lemoine, Claude. "Motivation, engagement et sens du travail." Le Journal des psychologues 402, no. 1 (2022): 30–34. http://dx.doi.org/10.3917/jdp.402.0030.

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Hu, Shanshan, and Xin Ma. "Affect, Motivation, and Engagement in the Context of Mathematics Education: Testing a Dynamic Model of Their Interactive Relationships." Alberta Journal of Educational Research 68, no. 3 (2022): 372–95. http://dx.doi.org/10.55016/ojs/ajer.v68i3.72509.

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The present analysis aimed to test the dynamic (interactive) model of affect, motivation, and engagement (Linnenbrink, 2007) in mathematics education with a nationally representative sample. Self-efficacy, self-concept, and mathematics anxiety were indicators of pleasant and unpleasant affect. Intrinsic and extrinsic motivation were indicators of mastery and performance approach. Educational persistence and cognitive activation were indicators of behavioral and cognitive engagement. The 2012 Programme for International Student Assessment (PISA) supplied a sample of 4,978 students from the Unit
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Neigel, Alexis R., Victoria L. Claypoole, Kristen M. Waldorf, Daryn A. Dever, and James L. Szalma. "Motivational Correlates of Vigilance Task Engagement." Proceedings of the Human Factors and Ergonomics Society Annual Meeting 61, no. 1 (2017): 1524–28. http://dx.doi.org/10.1177/1541931213601865.

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There is relatively little research on the intersection of state and trait motivation measures and vigilance task engagement. The present research demonstrates and catalogs the correlation between several measures of self-reported motivation and task engagement factors on the short- and long-form versions of the Dundee Stress State Questionnaire (DSSQ; Matthews et al., 2002; Matthews, 2016). Data was collected from 200 participants across three vigilance studies. Evidence from correlational analyses indicated that state intrinsic motivation, trait achievement motivation, and trait self-esteem
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Heim, Katrin, and Kurtis Marshall. "Reframing Teacher Engagement: A Framework for Improving Workplace Conditions to Foster Teacher Engagement." Alberta Journal of Educational Research 68, no. 4 (2022): 561–80. http://dx.doi.org/10.55016/ojs/ajer.v68i4.74708.

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Historically, the factors contributing to teacher engagement have been premised on the idea that engagement is grounded in intrinsic motivation and intrapersonal characteristics. This narrative literature review offers an alternative perspective, whereby teacher engagement is enhanced through creating policies to improve workplace conditions and foster engagement. Within the findings, three essential conditions to foster teacher engagement were identified: a supportive organization, active leadership, and healthy interpersonal relationships. A conceptual framework based on these findings is co
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Iacovides, Ioanna, James Aczel, Eileen Scanlon, Josie Taylor, and Will Woods. "Motivation, Engagement and Learning through Digital Games." International Journal of Virtual and Personal Learning Environments 2, no. 2 (2011): 1–16. http://dx.doi.org/10.4018/jvple.2011040101.

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Digital games can be powerful learning environments because they encourage active learning and participation within “affinity groups” (Gee, 2004). However, the use of games in formal educational environments is not always successful (O’Neil et al., 2005). There is a need to update existing theories of motivation and engagement in order to take recent game-related developments into account. Understanding the links between why people play games, what keeps them engaged in this process, and what they learn as a result could have a significant impact on how people value and use games for learning.
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Lau, Patricia Yin Yin, Christina Kwai Choi Lee, and ChyeKok Ho. "University student engagement in learning." Education + Training 61, no. 3 (2019): 342–58. http://dx.doi.org/10.1108/et-02-2018-0045.

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Purpose The purpose of this paper is to explore how university fieldtrips progressively deepen student engagement, and explain that stage-by-stage using the organismic integration theory. Design/methodology/approach Using reflective logs, follow-up focus groups after two years and facilitator observations, this Malaysian qualitative study followed 12 business students across two three-day rainforest fieldtrips. Findings Students progressed toward greater – and enduring – engagement, and transferable socio-cognitive skills, via three thematic stages. Voice and self-reflection – motivated by pro
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Roche, Marine, Hugues Pentecouteau, and Jérôme Eneau. "Demande d’aide et engagement en formation." Éducation Permanente N° 238, no. 1 (2024): 129–36. http://dx.doi.org/10.3917/edpe.238.0129.

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L’article présente une étude empirique destinée à identifier et à décrire les pratiques des apprenants qui demandent de l’aide lors de l’utilisation d’une plateforme d’apprentissage en ligne. Comprendre le parcours d’apprenants durant une formation pour adultes nécessite également de s’intéresser à leur motivation. L’engagement en formation dans une perspective sociocognitive permet d’analyser les stratégies métacognitives mises en place par les apprenants et les raisons pour lesquelles ils se sont inscrits dans la formation. Il s’agit de relier demande d’aide, engagement des sujets dans la fo
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KRYSTALLI, Pénélope. "Revue des plateformes de gamification pour l'enseignement des langues étrangères." Langues & Cultures 5, no. 01 (2024): 161–73. http://dx.doi.org/10.62339/jlc.v5i01.231.

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Motiver les apprenants est un défi constant pour les enseignants. La gamification, utilisée comme outil pédagogique, présente un fort potentiel pour engager et motiver les apprenants. Cet article présente et analyse quatre plateformes ludifiées qui peuvent être particulièrement utiles dans l'enseignement et l'apprentissage des langues étrangères afin de stimuler la motivation et l'engagement des apprenants. Abstract Motivating learners presents a persistent challenge for educators. Gamification, when implemented as an educational tool, demonstrates considerable potential to engage and motivate
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Dissertations / Theses on the topic "Motivation et engagement"

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Simard, Stéphane. "Programme d'intervention sur les déterminants et les indicateurs de la motivation : (P.I.D.I.M.) /." Thèse, Chicoutimi : Université du Québec à Chicoutimi, 1999. http://theses.uqac.ca.

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Racine, Chantal. "Stratégies pédagogiques et leur effet sur la motivation et l’engagement des étudiants en sciences au collégial." Mémoire, Université de Sherbrooke, 2016. http://hdl.handle.net/11143/9796.

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Résumé : Cette recherche descriptive a pour origine une question de praticienne-chercheure : Quels sont les stratégies et les actes pédagogiques à privilégier par un enseignant en sciences au collégial, afin de stimuler la motivation des étudiants à s’engager dans leurs activités d’apprentissage? Les enjeux pédagogiques au niveau collégial sont d’importance. Les études scientifiques sont caractérisées par un grand nombre d’abandons, un faible niveau de motivation et d’engagement des étudiants dans leurs études et un taux de réussite sous les seuils visés. L’enseignant peut jouer un rôle-clef p
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Boiché, Julie. "Motivation autodéterminée et perceptions de conflit et d'instrumentalité liées au rôle de pratiquant sportif : relations et influence sur l'engagement et le désengagement sportif." Université Joseph Fourier (Grenoble), 2006. http://www.theses.fr/2006GRE10227.

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Le conflit d'intérêt ou le manque de temps font partie des explications les plus souvent avancées par les adolescents ou les adultes afin de justifier l'arrêt de la pratique d'une activité sportive ou l'absence d'activité physique régulière. Ce travail doctoral vise à enrichir un modèle motivationnel de l'engagement sportif basé sur la théorie de l'autodétermination (Ryan & Deci, 2002), en y intégrant les perceptions de conflit et d'instrumentalité liées au rôle de pratiquant. Un programme de recherche articulé autour de 5 études et impliquant plus de 2500 participants a été conduit. L'étu
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Carbonnel, Anne. "Connaissances du métier et engagement dans le travail. Le cas d'une mutuelle d'assurance." Montpellier 1, 2003. http://www.theses.fr/2003MON10052.

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Face aux impératifs de compétitivité, les métiers se transforment. La réussite de ces changements repose pour une part sur la mobilisation du personnel (souvent altérée par ces mutations) et une de ses conséquences : l'engagement dans le travail. L'objet de cette thèse est donc la recherche d'un mode d'amélioration de l'engagement, à partir de l'étude du cas des Conseillers en Assurance d'une mutuelle française. Un projet a été conçu pour régénérer les connaissances du métier. Les conseillers ont été invités à réfléchir en groupe sur leur métier. L'analyse des discours a permis de construire u
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Zio, Brahima. "L’engagement psychologique des adultes en formation professionnelle au Burkina Faso : influences des motivations de formation, des motivations de carrière, des perceptions de soutiens et d’autonomie." Thesis, Paris, CNAM, 2018. http://www.theses.fr/2018CNAM1198/document.

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Cette thèse porte sur l’engagement psychologique optimal (Brault-Labbé et al., 2008, 2009, 2010), des adultes en formation continue au Burkina Faso. Il s’agit d’identifier les contributions des facteurs de motivations de formation (Fenouillet et al., 2015), de motivations de carrière (London, 1983), de soutiens sociaux perçus (Zimet et al.,1988), de soutiens organisationnels perçus (Eisenberger et al, 1986) et de perception d’autonomie (Vallerand et al., 1997), dans l’engagement psychologique en formation.La première étude qualitative est conduite à partir du verbatim de vingt-sept (27) entret
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Lacroux, Alain. "Implication au travail et relation d'emploi atypique : le cas des salariés intérimaires." Aix-Marseille 3, 2008. https://tel.archives-ouvertes.fr/tel-00527251.

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Le développement des formes d’emploi atypiques (intérim, CDD, temps partiel…) constitue l’un des traits marquants de l’évolution récente du marché du travail en France. Ce développement, qui résulte en partie des besoins de flexibilité dans la gestion de la main d’oeuvre exprimés par les entreprises, suscite des interrogations dans le champ de la gestion des ressources humaines. Les questions principales portent sur les impacts possibles de ces nouvelles relations d’emploi sur les attitudes et les comportements des salariés qui s’y trouvent confrontés. Notre travail porte plus spécifiquement s
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Ben, Hassen Fadia. "La relation « engagement-reconnaissance » : conséquences et déterminants : cas des directeurs des administrations régionales." Thesis, Aix-Marseille, 2019. http://www.theses.fr/2019AIXM0489.

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Notre recherche se propose d’étudier en profondeur la relation « engagement – reconnaissance » des directeurs de l’administration régionale tunisienne dans un contexte révolutionnaire qui, marqué par plusieurs changements, conduit l’État à miser sur ses ressources humaines locales afin de garantir un service de qualité et de répondre au mieux aux besoins des citoyens. Afin de pouvoir comprendre la relation « engagement – reconnaissance », nous nous référons à la théorie de la lutte pour la reconnaissance d’Axel Honneth (1992) ainsi qu’à la théorie du « don contre don » de Mauss. En considérant
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Estay, Christophe. "La participation financière des salariés dans l'entreprise : approche quantitative et qualitative." Bordeaux 4, 1995. http://www.theses.fr/1995BOR40015.

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Les limites des travaux, tant théoriques, qu'empiriques, semblent accréditer la thèse d'un développement de la participation financière fondé sur des incitations fiscales, lesquelles sont motivées par des raisons plus idéologiques que scientifiques. Toutefois, ce régime de rémunération est parfois adopté en dehors des mesures prises par les pouvoirs publics et, historiquement, la participation est apparue avant que l'Etat ne s'y intéresse. En effet, les études menées sur l'actionnariat des salariés indiquent une liaison positive entre ce type de régime et la satisfaction, ou l'implication des
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Labbé, Sabrina. "Engagement et implication professionnelle dans la construction d'une éthique d'entreprise : le cas de cinq recherches-actions menées dans le mileu industriel." Toulouse 2, 2005. http://www.theses.fr/2005TOU20046.

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Cinq recherches-actions menées simultanément dans le monde industriel montrent que l'engagement des employés peut être optimisé par l'engagement comportemental. Le recueil des 438 questionnaires met en lumière l'activation de l'implication pour les personnes engagées, dans le sens d'un resserrement des trois composantes du modèle Sens/Repères/Contrôle de l'implication professionnelle. L'analyse de 105 entretiens semble révéler une quête existentielle des employés dans l'exercice de leur vie professionnelle tendant soit à préserver la sphère personnelle par une gestion rigoureuse du temps de tr
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Bijeire, Gérard. "Intéressement et attachement professionnel : contribution à l'analyse de l'intéressement des salaries perçu comme outil de développement de l'attachement professionnel." Toulouse 1, 1996. http://www.theses.fr/1996TOU10011.

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Cette recherche évalue la pertinence d'un système d'intéressement à la française dans le contexte environnemental et managérial actuel, elle analyse ses modalités de mise en œuvre et son impact sur l'attachement professionnel des individus. Une enquête préliminaire effectuée auprès des employeurs et des salariés d'un échantillon diversifié d'entreprises a permis d'élaborer une typologie des résultats de ces pratiques. Le concept d'attachement professionnel utilise est celui défini par G. Blau en 1993, qui propose une approche en quatre dimensions de l'implication. Son questionnaire a été tradu
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Books on the topic "Motivation et engagement"

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Lüthi, Pierre-Alain. Motivation, Valeurs et Engagement. Independently Published, 2018.

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Gibson, Craig. Student Engagement And Information Literacy. Association of College & Research Libraries, 2006.

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Clarke, Timothy. Aristotle and the Eleatic One. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780198719700.001.0001.

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This book examines Aristotle’s response to Eleatic monism, the theory of Parmenides of Elea and his followers that reality is ‘one’. The book argues that Aristotle interprets the Eleatics as thoroughgoing monists, for whom the pluralistic, changing world of the senses is a mere illusion. Understood in this way, the Eleatic theory constitutes a radical challenge to the possibility of natural philosophy. Aristotle discusses the Eleatics in several works, including De Caelo, De Generatione et Corruptione, and the Metaphysics. But his most extensive treatment of their monism comes at the beginning
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Album de Motivation: Développement Personnel, Exercice Facile, Efficace Dans la Réalisation de Vos Buts et Engagements. Motivation et Visualisation 100 Pages 17 X 25 Cm. Independently Published, 2019.

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Les dissidenciés guadeloupéens dans les forces françaises libres (1940-1945): Historique, motivations et enjeux d'un engagement. Harmattan, 2002.

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Les "anonymes" de la Résistance en France: 1940-1942 : motivations et engagements de la première heure. SPM, 2019.

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Album de Motivation: Développement Personnel, Exercice Facile, Efficace. développez Votre Motivation Dans la Réalisation de Vos Buts et Engagements. 100 Pages 17 X 25 Cm. Independently Published, 2019.

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Objectifs, Coach. Album de Motivation: Développement Personnel, Exercice Facile, Efficace. développez Votre Motivation Dans la Réalisation de Vos Buts et Engagements. Guide 100 Pages 17 X 25 Cm. Independently Published, 2019.

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Book chapters on the topic "Motivation et engagement"

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Zenga, Mariangela. "Gender and Information and Communication Technologies interest: results from PISA 2018." In Proceedings e report. Firenze University Press, 2021. http://dx.doi.org/10.36253/978-88-5518-461-8.07.

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ICT engagement has become an important key driver regarding the competence for the adults, but even more for young people. As it was pointed out in 2015, ICT interest (a component of ICT engagement) is defined as “content-specific motivational disposition” and describes ”individuals’ long-term preference for dealing with topics, tasks, or activities related to ICT” (Goldhammer et al., 2017). Using data from 2018 Programme for International Student assessment (PISA), this work will show the gender difference in ICT interest for 15-years old students of 23 OECD countries. Moreover a three-level multilevel model will explain the effects of the characteristics of the student, of the school in which the student learns and of the country in which the student livis on the ICT interest.
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Williams, Nina, and Thomas Keating. "From Abstract Thinking to Thinking Abstractions: Introducing Speculative Geographies." In Speculative Geographies. Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-0691-6_1.

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AbstractWriting at a time in which speculative ways of thinking appear to be undergoing a reprise across the social sciences and humanities – whether through engagements with speculative cosmology (Stengers, 2006), speculative empiricism (Debaise, 2017), speculative fabulation (Haraway, 2011), speculative research (Wilkie et al., 2017), or speculative realism (Bryant et al., 2011) – in this chapter we introduce Speculative Geographies and our motivation for assembling the collection as a way of considering what concepts and practices of speculation might mean for geography, and how speculation might itself be conceived as geographical. In approaching the relationship between speculation and geography, we introduce the book as a collective desire to complicate the modes of thought used to evaluate experience by crafting alternatives, pluralising perspectives, and thereby problematising the immediately given. Far from abstract thinking, in this chapter we conceptualise speculation, after A.N. Whitehead, as a task of thinking abstractions – a style of thinking that prioritises an openness to what thought might become, and which therefore reconfigures empirical problems beyond what seems given in an immediate experience. The chapter traces key genealogies of this speculative practice including speculative philosophy, speculative fiction, and speculative design. Finally, we provide an overview of how the three themes of the book – ethics, technologies, aesthetics – speak to the chapters making up this edited collection.
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Ramirez Aranda, Nohemi, and Rubén Vezzoni. "Technology as a Tool for Environmental Engagement. The Case of Digital Participatory Mapping (DPM)." In Co-Creativity and Engaged Scholarship. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-84248-2_14.

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AbstractThe conservativeness of traditional scientific methods, which nevertheless still tend to dominate much of the (social) sustainability sciences, is challenged by technological progress when untested tools of research are proposed as innovative scientific methods. This is the case of online platforms. The knowledge creation process in the digital era, including forms of research communication, can be profoundly different from traditional research methods. We already know how digital tools may influence the performance of research methods, mainly by maximizing the efficiency of data collection and elaboration. However, the original and collaborative practices in which they can develop, as well as their possibilities towards more democratic and inclusive participation processes, remain an unexplored domain. This chapter is an attempt to include digital technologies, and particularly the case of online participatory platforms based on geographic information systems (GIS), in the array of creative and visual research methods.We discuss software packages and current online approaches, such as web apps and native apps (Klettner & Huang, 2011, Scholte et al., 2018). The exploration of the innovative opportunities offered by digital tools starts with a concise review of their application from an historical perspective and its progression until recent times. The review focuses mostly on the options that digital platforms offer to involve citizens in the co-creation of research studies by enabling peer-to-peer environments that may inspire democratic discussions. The adoption of different types of online platforms is then discussed, not only presenting their virtues but also their downsides. This takes the form of an open discussion between the two authors, informed by each critically reflecting on their first-hand practical experiences in adopting digital tools in their research.We are entering a new era, in which access to big data—through platforms using GIS—provides resources and power to bring to the table the silent majority that is often overlooked in decision-making processes. The many possibilities offered by this unprecedented access to information are yet to be tested. Whether digital platforms will turn out to be a solution for improving the inclusiveness of research studies or not will likely depend on the consciousness and motivations of the designers and developers of these tools.
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Anderson, Janice L. "Games and the Development of Students’ Civic Engagement and Ecological Stewardship." In Gamification for Human Factors Integration. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-5071-8.ch012.

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In recent years, researchers and classroom teachers have started to explore purposefully designed computer/video games in supporting student learning. This interest in video and computer games has arisen in part, because preliminary research on educational video and computer games indicates that leveraging this technology has the potential to improve student motivation, interest, and engagement in learning through the use of a familiar medium (Gee, 2005; Mayo, 2009; Squire, 2005; Shaffer, 2006). While most of this early research has focused on the impact of games on academic and social outcomes, relatively few studies have been conducted exploring the influence of games on civic engagement (Lenhart et al, 2008). This chapter will specifically look at how Quest Atlantis, a game designed for learning, can potentially be utilized to facilitate the development of ecological stewardship among its players/students, thereby contributing to a more informed democratic citizenry.
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Micheaux, Andrea. "Motivations intrinsèques et engagement." In Leadership spirituel en pratiques. EMS Editions, 2021. http://dx.doi.org/10.3917/ems.voynn.2021.01.0221.

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Padmore, Kiara, Maritza Lazo Clara, Leslie Simon, and Milton A. Fuentes. "Students' Perspectives on Culturally Responsive Instruction (or Lack Thereof) in Higher Education." In Developing Culturally Responsive Curriculum in Higher Education. IGI Global, 2025. https://doi.org/10.4018/979-8-3373-2955-0.ch021.

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In recent years, there has been an influx of diverse students entering higher education (Mishra, 2019). Though the representation of students is widening, the curriculum has not adapted to the population it purports to serve. When academia disregards students' cultural influences, there is an opportunity to miss connections that foster learning, growth, equity, and inclusion (Fuentes et al., 2019). Depriving diverse students of a versatile multicultural learning environment has been shown to decrease their academic performance, perceived social status, engagement, and motivation. (Blume, 2016; Phillips et al, 2020). Not only are students involuntarily subjected to a homogenized perspective, but emerging research surrounding decolonizing the curriculum tends to exclude underrepresented students' voices. This chapter provides narratives by minoritized students who have navigated academia in hopes of advancing those currently pursuing higher education. The authors' aim is to enhance the book by including student voices to ensure the curriculum is truly culturally responsive.
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Zadorozhnyy, Artem, and Baohua Yu. "Uncovering the role of learning ecology in explaining students’ engagement in informal L2 learning activities in digital online environments." In Proceedings of the XXIst International CALL Research Conference. Castledown Publishers, 2022. http://dx.doi.org/10.29140/9781914291050-2.

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Given the expanding scale of Internet access and ample language learning opportunities associated with the emergence of new digital resources and out-of-class digital environments, SLA researchers started to pay more attention to the language learning experiences of students beyond the classroom level (Lai et al., 2018; Soyoof et al., 2021; Toffoli, 2020). Particular interest is aligned to the perception that while formal education may not satisfy all individual expectations, informal language learning practices might grant students opportunities to engage in cross-cultural communication (Lee & Lee, 2021) and construct their own self-directed authentic learning situations (Lai & Zheng, 2018). Expanding this line of thinking, learning patterns are known to be greatly determined by the members of students’ social milieu who can exhibit a favorable or detrimental impact (Niemiec & Ryan, 2009). Ryan and Deci (2016), for instance, numerously stressed out that the nature of relationships between language teachers and students could have an impact on satisfaction of students’ fundamental psychological needs and as a consequence influence students’ motivation, affecting students’ engagement in learning activities. However, researchers underline that EFL students' exposure to authentic language patterns and direct interaction with other people in their online vicinity should be scrutinized more closely nowadays (Noels et al., 2019). Owing to the complex mechanisms behind these processes and interactions, we aim to apply the sub-theory of Basic Psychological Needs (BPN) to consider the impact of significant others (i.e., language instructors, peers, and target language community members) and the perspective of learning ecology (Barron, 2006) to focus on the apparent differences in contextual factors pertaining to formal and informal language learning environments. Based on these frameworks, the data obtained via the mixed-methods research approach is set to provide valuable conclusions that could shed some light on the determinants of EFL students’ informal language learning activities among prospective EFL teachers of one Central Asian country, Kazakhstan.
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Mikus, Jenna, Janice Rieger, and Deanna Grant-Smith. "Eudaemonia-Focused Design as Intentional Praxis: An Inclusive Approach to Realising Flourishing." In Studies in Health Technology and Informatics. IOS Press, 2024. http://dx.doi.org/10.3233/shti240988.

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In this paper, the authors consider a novel eudaemonic approach to spatial design, proposed by Mikus et al., and examine how researchers and practitioners can co-design with participants to achieve a flourishing interpretation of Aristotle’s concept of eudaemonia (i.e., being one’s best self). The approach was tested in doctoral research conducted during 2021 at a time when many areas were under lockdown, necessitating a virtual approach. The research engaged nine older adults, aged 65–80 and living alone in Australia, and nine design professionals via creative methods including interviews, cultural probes, and co-design workshops. Combining these methods in concert with respectful engagement was found to produce not only the aimed-for principles to guide eudaemonic home design but also unintended yet beneficial consequences resulting from meaningful inclusive praxis. Here, the authors reflect on the importance of recognising eudaemonic design as a means of careful methodological praxis to precipitate promising participant outcomes, ranging from individual intrinsic motivation to collective mutual inspiration, to enhance the research experience, and to promote flourishing.
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Lade, Clare, Paul Strickland, Elspeth Frew, et al. "Events of the Future." In International Tourism Futures. Goodfellow Publishers, 2020. http://dx.doi.org/10.23912/9781911635222-4749.

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Events in their simplest form can be viewed as gatherings of people. Events have always existed as they allow people to gather for one or more of the following reasons: To solve problems individuals are not able to solve on their own; To celebrate; To mourn; To mark transitions; To make decisions because we need one another; To show strength; To honour and acknowledge; To build companies and schools and neighbourhoods; To welcome; To say goodbye (Parker, 2018). Thus, a gathering can be described as the ‘conscious bringing together of people for a reason’ and it ‘shapes the way we think, feel and make sense of our world’ (Parker, 2018: i). This highlights the importance of events in society and confirms that the motivation to attend an event in the future is likely to remain the same because we are likely to continue to have the basic human need for inclusivity and contact (Hari et al., 2015). As human beings, the importance of social interaction is evident in our everyday life, we are shaped by other people and we crave social contact to the extent that ‘isolation is used as punishment and even as torture’ (Hari et al., 2015). Such face-to-face engagement may become more prevalent in the future because we spend ‘more and more time in front of a screen each year’ and so are spending less time engaging in face-to-face contact. As a result, ‘face-to-face time has become a more treasured commodity in our modern world’ (Social Tables, 2019).
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Ann Udeh, Chioma. "Background of the study." In Deep Science Publishing. Deep Science Publishing, 2025. https://doi.org/10.70593/978-93-49307-40-7_1.

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The automotive industry has indeed been making significant strides towards sustainability, with a focus on eco-friendly practices and the adoption of green technologies (Sun et al., 2018). This shift has also extended to the maintenance and repair sector, giving rise to the green spare parts industry, which plays a pivotal role in promoting sustainability by offering environmentally friendly alternatives for vehicle maintenance and repair (Sun et al., 2018). The green spare parts industry encompasses components and materials designed, manufactured, and utilized with a focus on minimizing environmental impact (Sun et al., 2018). This includes spare parts made from recycled materials, energy-efficient manufacturing processes, and components contributing to fuel efficiency and emissions reduction (Sun et al., 2018). The industry aligns with the global effort to reduce the carbon footprint of transportation and mitigate the adverse effects of vehicle-related pollution (Sun et al., 2018). One of the key elements that distinguish the green spare parts industry is its contribution to the circular economy, reducing waste and conserving resources through reusing and recycling materials (Sun et al., 2018). As automotive manufacturers increasingly adopt green initiatives, the demand for eco-friendly spare parts has grown, driving innovation and research in this emerging sector (Sun et al., 2018). Customer engagement emerges as a critical factor in the success of green spare parts initiatives, emphasizing interactions, communication, and shared values between businesses and customers (Rachbini, 2018). As customers become more environmentally conscious, businesses in the green spare parts industry need to connect with their audience on a deeper level, aligning their values with those of their customers (Rachbini, 2018). The automotive industry is one of the largest contributors to environmental pollution, primarily due to the production and use of vehicles (Olabi, Wilberforce & Abdelkareem, 2021, Ogunkunle & Ahmed, 2019). As a response to this, there has been a growing trend towards sustainability in the industry, including the promotion of green initiatives such as the use of green spare parts. Green spare parts are environmentally friendly components that are either recycled, remanufactured, or made from sustainable materials. These parts help reduce the environmental impact of vehicle maintenance and repair by minimizing waste and energy consumption (Cenci, et. al., 2022, Sinha & Modak, 2021). However, the success of green spare parts initiatives relies heavily on customer engagement. Customers play a crucial role in adopting and promoting these initiatives, as their choices and behaviours influence the demand for sustainable products and services (Lim, 2022, TM, et. al., 2021). Engaging customers effectively in green spare parts initiatives requires understanding their attitudes, preferences, and motivations towards sustainability, as well as implementing tailored engagement strategies that resonate with them (Nygaard, 2024, Riley, et. al., 2021). Despite the importance of customer engagement in green spare parts initiatives, there is limited research on the topic, particularly in the context of the automotive industry (Adelakun et al., 2024). This study aims to address this gap by examining the customer engagement techniques used in green spare parts initiatives and their effectiveness. By understanding how customers can be effectively engaged in these initiatives, automotive companies can enhance their sustainability efforts and contribute to a more environmentally friendly industry (Oyinkansola,2024).
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Conference papers on the topic "Motivation et engagement"

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Fomina, T. G., E. V. Filippova, N. V. Goryuk, and E. A. Maksimova. "Experience of implementing «multidimensional school engagement scale» in russian sample." In INTERNATIONAL SCIENTIFIC AND PRACTICAL ONLINE CONFERENCE. Знание-М, 2020. http://dx.doi.org/10.38006/907345-50-8.2020.314.325.

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The article substantiates the relevance of studying school engagement for research and practical perspectives. The authors analyze foreign psychologists’ experience of using various methods for diagnostics of school engagement, considering their advantages and disadvantages. The study presents the results of adapting “Multidimensional School Engagement Scale” (Wang et al., 2019) on the sample of Russian school students. The questionnaire is used for diagnostics of two global factors — school engagement and disengagement, each assessed by four components: behavioral, cognitive, emotional, and s
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de St Jorre, Trina Jorre. "Deakin Launch Network: an employability network that improves engagement, graduate outcomes and wellbeing by connecting and leveraging the expertise of diverse students and alumni." In ASCILITE 2021: Back to the Future – ASCILITE ‘21. University of New England, Armidale, 2021. http://dx.doi.org/10.14742/ascilite2021.0141.

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Graduates require opportunities to gain experience and develop professional networks to enhance their employability and career progression. However, students’ access to relevant networks and opportunities to gain experience is not equitable, and this contributes to gaps in employment outcomes at graduation and beyond (Harvey et al., 2017; Tomaszewski et al., 2019). This paper showcases key principles underpinning the design and success of a student and alumni-led network designed to enhance employability. In addition to creating networks between students and alumni, Deakin Launch Network, leve
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Alokla, Mosa, Mais Alkhateeb, and Dipl Mohammad Alokla. "Improving Learning Management Systems to Better Assist Computer Science Teaching in Qatar Higher Education Institutions [ABSTRACT]." In InSITE 2023: Informing Science + IT Education Conferences. Informing Science Institute, 2023. http://dx.doi.org/10.28945/5169.

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Hybrid learning first appeared in the late 1990s as a new way of teaching for distance learning that used computers and the internet to improve students' learning and encourage teachers to change their teaching techniques, resulting in a shift in learning from a teacher-centered model to a more student-centered model. This study contributed to theory, practice, empirical and policy. Theoretically, the study considered the investigate the mediating effect of human resource information system on effect of perceived usefulness, perceived enjoyments, hybrid attitude, hedonic motivation, learning e
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Animashaun, Aisha, and Gilberto Bernardes. "Noise promotes disengagement in dementia patients during non-invasive neurorehabilitation treatment." In 4th Symposium on Occupational Safety and Health. FEUP, 2021. http://dx.doi.org/10.24840/978-972-752-279-8_0009-0014.

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Introduction:The lack of engagement and the shortage of motivation and drive, also referred to as apathy, negatively impacts the effectiveness and adherence to treatment and the general well-being of people with neurocognitive disorders (NCDs), such as dementia. Methodology:The hypothesis raised states that the engagement of people with dementia during their non-invasive treatments for NCDs is affected by the noisy source levels and negative auditory stimuli present within environmental treatment settings. An online survey was conducted with the study objectives to assess 1) the engagement lev
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Georg, Kadi, and Katrin Poom-Valickis. "Measuring Student Teachers Level of Situation-Specific Skills for Need-Supportive Teaching." In ATEE 2022 Annual Conference. University of Latvia Press, 2023. http://dx.doi.org/10.22364/atee.2022.07.

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In the contextual model of teacher competence by Blömeke et al. (2015), teachers’ situation-specific skills, like perception, interpretation, and decision-making (PID-skills) are regarded as central aspects that determine the performance of teachers in a classroom and are deemed as processes that revolve around student thinking and learning (Santagata & Yeh, 2016). Teachers’ ability to notice and meet students’ needs, in turn, influences their motivation and engagement in learning. In need-supportive teaching, teachers use instructional behaviors that support students’ basic psychological
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Menkhoff, Thomas, and Benjamin Gan. "Engaging Students through Conversational Chatbots and Digital Content: A Climate Action Perspective." In 9th International Conference on Human Interaction and Emerging Technologies - Artificial Intelligence and Future Applications. AHFE International, 2023. http://dx.doi.org/10.54941/ahfe1002960.

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In this case study, we report experiences deploying a conversational chatbot as a pre-class and post-class engagement tool for undergraduate students enrolled in sustainability-related courses aimed at educating them about the severity of climate change and the importance of climate action by offsetting one’s carbon footprint (e.g, by planting trees or mangroves in SEA). The intitiative supports the university’s sustainability efforts in general and our new sustainability major in particular aimed at helping students to achieve sustainability-related learning outcomes with reference to climate
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Wessels, Antoinette, Nick Kearns, and Craig Robertson. "Learner engagement with where-to-next feedback in early tertiary studies." In Rangahau: Te Mana o te Mahi Kotahitanga / Research: The Power of Collaboration. Unitec/MIT Research Symposium 2022. Unitec ePress, 2023. http://dx.doi.org/10.34074/proc.2301008.

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Learners on the New Zealand Diploma in Business are early tertiary learners and do not perform as well as it is believed that they should. In addition, there is a disparity between ethnicities and age groups. This study researched the use of where-to-next (WTN) feedback as a possible tool to address this disparity and prepare learners better for future study and employment. WTN uses focused feedback directing students to specific areas of improvement and is therefore effective (Hattie & Timperley, 2007). It also enables rich and motivational dialogue between faculty and learner (Elbra-Rams
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Nastasia, Iuliana, and Romain Rives. "Occupational health and safety and sustainable return to work management in small and medium-sized enterprises." In 13th International Conference on Applied Human Factors and Ergonomics (AHFE 2022). AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1002653.

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BackgroundThe sustainable retention of workers after a work-related injury poses particular challenges for small and medium-sized enterprises (SMEs). Although studies on SMEs have multiplied over the past 30 years and some of them have led to the emergence of new concepts and theories in occupational health and safety (OHS), little is known about what can be done in SMEs to improve the OHS management of absences caused by work-related injuries. The objective of this presentation will be to overview strategical elements (resources, structures, activities) that could also benefit to the sustaina
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Jayakody, A. N. A., and S. Samarawickrama. "Bridging accessibility gaps for lazy eye disease patients in Sri Lanka through Gamified vision therapy." In Integrated Design Research Conference 2024, edited by S. Samarawickrama. Department of Integrated Design, Faculty of Architecture, University of Moratuwa., 2024. https://doi.org/10.31705/idr.2024.9.

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Amblyopia, commonly referred to as lazy eye, is a primary cause of visual impairment among children and remains largely preventable if diagnosed and treated in a timely manner (Blair et al., 2024). Characterised by poor coordination between the eyes, amblyopia typically arises when the brain suppresses the input from one eye, leading to a gradual decline in its functionality. Early intervention through continuous vision therapy is essential; however, current treatment practices in Sri Lanka face significant obstacles. Access to therapy is restricted primarily to urban centres, posing a barrier
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Braun, Franziska, Sebastian Stegmüller, and Antonino Ardilio. "Enhancing the user experience of children in family vehicles." In 6th International Conference on Human Systems Engineering and Design Future Trends and Applications (IHSED 2024). AHFE International, 2024. http://dx.doi.org/10.54941/ahfe1005537.

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The advent of SAE L4 automated vehicles transforms drivers into passengers, enabling engagement in non-driving related activities (NDRAs) and eliminating traditional interior design constraints. This shift entails new, complex requirements for vehicle interiors to enhance NDRA experiences, crucial for future product differentiation. However, limited knowledge in NDRA-centered interior development introduces significant design uncertainty. How will future interiors look like? This paper, as part of the KAI project (Bonerz et al., 2023), shall help car concept developers answer this question. It
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Reports on the topic "Motivation et engagement"

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Samochowiec, Jakub. S’engager ici et maintenant: quatre exemples de mobilisation de nouveaux bénévoles réussie. Gdi-Verlag, Gottlieb Duttweiler Institute, 2024. http://dx.doi.org/10.59986/ikwm9114.

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Le fonctionnement de notre société repose sur l’engagement de nombreuses personnes dans le bénévolat. Mais bien des organisations ont aujourd’hui du mal à trouver des volontaires, parce que l’individualisme progresse et que les gens ont plus de possibilités de façonner leur vie à leur guise dans notre monde varié. Comment réussit-on à promouvoir l’engagement social? L’étude de cas du GDI «S’engager ici et maintenant: quatre exemples de mobilisation de nouveaux bénévoles réussie» s’intéresse à quatre organisations qui soutiennent avec succès un engagement ponctuel et peu contraignant: Critical
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Boyd, John-Paul. Le polyamour au Canada : étude d’une structure familiale émergente. L’Institut Vanier de la famille, 2017. http://dx.doi.org/10.61959/sxof3911f.

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En juin 2016, l’Institut canadien de recherche sur le droit et la famille a commencé à s’intéresser aux diverses perceptions concernant la notion de polyamour au Canada. Le projet n’en est encore qu’à mi-parcours, mais les données colligées jusqu’ici pourraient avoir une incidence importante sur la législation et les politiques au cours des prochaines décennies, suivant l’évolution constante de la notion de famille. Le terme polyamour est formé du préfixe grec poly (qui signifie « plusieurs » ou « en abondance ») et du mot d’origine latine amour. En accord avec cette étymologie, les polyamoure
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Vultur, Mircea, Lucie Enel, Louis-Pierre Barette, and Simon Viviers. Les travailleurs des plateformes numériques de transport de personnes et de livraison de repas au Québec : profil et motivations. CIRANO, 2022. http://dx.doi.org/10.54932/xpzk8254.

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Cette étude vise deux objectifs : a) établir un profil des travailleurs qui utilisent une plateforme numérique de transport de personne et/ou de livraison de repas au Québec et b) d’analyser les motifs sous-jacents à leur engagement dans le travail sur une plateforme numérique. La structure des analyses se décline comme suit : dans une première partie, sur la base d’une revue de la littérature, nous présentons les caractéristiques des travailleurs des plateformes et divers types de motivations pour s’engager dans l’emploi sur les plateformes. Nous y exposons également le protocole méthodologiq
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Rarasati, Niken, and Rezanti Putri Pramana. Giving Schools and Teachers Autonomy in Teacher Professional Development Under a Medium-Capability Education System. Research on Improving Systems of Education (RISE), 2023. http://dx.doi.org/10.35489/bsg-rise-ri_2023/050.

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A mature teacher who continuously seeks improvement should be recognised as a professional who has autonomy in conducting their job and has the autonomy to engage in a professional community of practice (Hyslop-Margison and Sears, 2010). In other words, teachers’ engagement in professional development activities should be driven by their own determination rather than extrinsic sources of motivation. In this context, teachers’ self-determination can be defined as a feeling of connectedness with their own aspirations or personal values, confidence in their ability to master new skills, and a sen
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