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Journal articles on the topic 'Motivation et engagement'

Author: Grafiati

Published: 2 June 2025

Last updated: 31 July 2025

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1

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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Matthews, Gerald, Sian E. Campbell, and Shona Falconer. "Assessment of Motivational States in Performance Environments." Proceedings of the Human Factors and Ergonomics Society Annual Meeting 45, no. 13 (2001): 906–10. http://dx.doi.org/10.1177/154193120104501302.

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The development of a new measure of operator motivational state is described, within the framework of a model of subjective stress that distinguishes Task Engagement, Distress and Worry as fundamental aspects of state (Matthews et al., 1999). Previous work on task motivation suggests that strivings for success should be distinguished from interest in the task. Factor analysis of items representing these constructs in a sample of 880 supported the development of reliable, psychometrically distinct scales for Success and Interest Motivation. Both dimensions relate to Task Engagement, but Success

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Shaleha, Rinanda, Nelson Roque, and Erin Harrell. "LEVELING UP ADHERENCE PREDICTION: MOTIVATION’S INFLUENCE ON ENGAGEMENT WITH TECH-BASED COGNITIVE INTERVENTIONS." Innovation in Aging 8, Supplement_1 (2024): 1106–7. https://doi.org/10.1093/geroni/igae098.3553.

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Abstract In this study, comprising a sample size of N=118 older adults with an age range of 65 years and above, we investigated the impact of individual motivation on adherence behavior within a technology-based cognitive training intervention. Despite previous research indicating limited effects of framing conditions (negative, positive, and disabled) on adherence (Harrell et al., 2021), we hypothesized that individual motivation levels would significantly influence adherence behavior. Motivation is operationally defined based on participants’ performance in cognitive training games, where hi

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Kaur, Amrita, and Mohammad Noman. "Investigating students’ experiences of Students as Partners (SaP) for basic need fulfilment: A self-determination theory perspective." Journal of University Teaching and Learning Practice 17, no. 1 (2020): 108–21. http://dx.doi.org/10.53761/1.17.1.8.

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There is sufficient evidence that suggests Student as Partners’ (SaP) practices promote student motivation, engagement, and learning outcomes. This study attempts to understand the underlying mechanism of SaP and its potential to provide the motivational foundation for the students who engage in it and produce quality outcomes. We employ the self-determination theory’s (SDT) framework to explain how the processes of partnership lead to students’ psychological need satisfaction (autonomy, competence, and relatedness) in order to develop and maintain motivation. The data for this proposition was

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Leone, Elsa, Audrey Deudon, and Philippe Robert. "Motivation, engagement et stimulation verbale et motrice dans les démences sévères. Étude STIM-EHPAD." Revue de neuropsychologie 4, no. 2 (2012): 114. http://dx.doi.org/10.3917/rne.042.0114.

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Leone, Elsa, Audrey Deudon, and Philippe Robert. "Motivation, engagement et stimulation verbale et motrice dans les démences sévères. Étude STIM-EHPAD." Revue de neuropsychologie Volume 4, no. 2 (2012): 114–22. http://dx.doi.org/10.1684/nrp.2012.0216.

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Pupion, Pierre-Charles, Hae-Ok Pyun, Kwang-Jai Yun, et al. "De la motivation à l’engagement pour le service public : étude comparative entre la France, la Chine et la Corée du Sud." Les nouvelles frontières du management public 21, no. 2 (2018): 60–79. http://dx.doi.org/10.7202/1052687ar.

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Depuis la théorie de la motivation à l’égard du service public (MSP) de Perry et Wise (1990), de nombreux travaux de recherche ont été menés afin d’identifier des dimensions de la MSP et d’élaborer les échelles de mesure. L’objectif de notre étude est de modéliser le processus motivation-engagement à l’égard du service public, à la lumière de la théorie du comportement planifié (Ajzen, 1991) et du management interculturel (Hofstede, 1984, 1997; Hofstede et Hofstede, 2005). Une étude conduite en France, en Corée du Sud et en Chine montre la spécificité de la MSP par pays et son influence sur l’

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Rudnova, Natalia A., Elena N. Volkova, and Dmitry S. Kornienko. "Characteristics Motivation of Work in the Context of Work Engagement Among Preschool Teachers." RUDN Journal of Psychology and Pedagogics 20, no. 3 (2023): 650–68. http://dx.doi.org/10.22363/2313-1683-2023-20-3-650-668.

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Being a specific group of educators due to the specifics of the organization as well as the pedagogical and psychological content of their activities, preschool teachers show both similar and different characteristics in comparison with their peers from other educational institutions. At the same time, data on their work engagement, as well as on its connection with autonomous and controlled motivation, are scarce. The purpose of this study was to identify the connection between the professional motivation of the preschool teachers and their work engagement. The research involved 260 female pa

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Richardson, Donnamey, and Harlyn Mae S. Ompoc. "The Role of Motivation Towards Sports Participation among Student-Athletes." ACPES Journal of Physical Education, Sport, and Health (AJPESH) 4, no. 1 (2024): 23–28. https://doi.org/10.15294/ajpesh.v4i1.4594.

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This study aimed to investigate the role of motivation in the sports participation of student-athletes in Iligan City, Philippines. The Motivation for Sports Measure–Revised (MSM-R), adapted from the Motivation for Physical Activity Measure-Revised developed by Ryan et al. (1997), was utilized to assess motivation, while the Sports Participation Model Questionnaire (SPMQ) developed by Aicenena (2012) was employed to evaluate athletes' sports involvement. A total of 1015 college student-athletes from various Colleges and Universities in Iligan City participated by completing a series of questio

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IDRIS, NOR ZAIDI, and MUSTAFFA HALABI AZAHARI. "THE IMPACT OF INFORMATION TECHNOLOGY ON MIDDLE SCHOOL STUDENT ENGAGEMENT." INTERNATIONAL JOURNAL OF RESEARCH IN EDUCATION HUMANITIES AND COMMERCE 05, no. 02 (2024): 144–51. http://dx.doi.org/10.37602/ijrehc.2024.5213.

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The purpose of this research is to look into how middle school students' engagement is affected by information technology. The study will investigate how students' motivation, participation, and engagement levels are impacted by the use of technology in the classroom. This article will investigate the relationship between information technology and student involvement in middle school settings by doing a thorough literature review. Information technology has a variety of effects on middle school pupils' engagement. Research has demonstrated that integrating technology, especially in STEM educa

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Lothary, Allura F., Tara L. Queen, and Thomas M. Hess. "MOTIVATION AS A MECHANISM: THE LONGITUDINAL RELATIONSHIP BETWEEN PERSONAL RESOURCES AND ACTIVITY ENGAGEMENT." Innovation in Aging 3, Supplement_1 (2019): S812. http://dx.doi.org/10.1093/geroni/igz038.2994.

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Abstract Past research has demonstrated an association between health and cognitive resources, intrinsic motivation, and activity participation in older adulthood, both cross-sectionally and from a daily perspective (e.g., Queen & Hess, 2018; Hess et al., 2018). This highlights the potential importance of motivation as a mediator of the impact of changing personal resources on engagement in cognitively beneficial activities. This study expanded on prior research by examining these relationships longitudinally in a large representative sample of adults over 50. Specifically, we used data fr

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Potanina, Anna M., and Varvara I. Morosanova. "Differential aspects of regulatory and personality resources of students with different profiles of school engagement." Theoretical and experimental psychology 16, no. 4 (2023): 218–39. http://dx.doi.org/10.11621/tep-23-37.

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Background. Presented research was carried out in the context of relevant in modern psychology differential approach to the study of the psychological characteristics ensuring students’ academic achievement. Objective. The study had its purpose to identify differential features of regulatory and personality resources of academic performance in the students with different profiles of school engagement. Sample. The sample consisted of 1056 schoolchildren of 5-11 grades. Methods. V.I. Morosanova’s “The Self-Regulation Profile of Learning Activity Questionnaire (SRPLAQ)”; “A Multidimensional Schoo

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Zaouani-Denoux, Souâd. "La formation générale des adultes non bacheliers à l’université : déterminants de l’engagement et de la persévérance." Revue des sciences de l’éducation 40, no. 2 (2015): 419–38. http://dx.doi.org/10.7202/1028427ar.

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Cet article présente une recherche exploratoire visant à connaître certaines caractéristiques et le profil des inscrits à la préparation au diplôme d’accès aux études universitaires et à identifier les motivations qui président à leur engagement dans ce processus. Nous y examinerons aussi la contribution de certains facteurs à l’explication de leur persévérance ou abandon. Les données proviennent de 24 entrevues semi-dirigées et de trois corpus de données quantitatives. Les résultats montrent que la motivation et l’engagement relèvent de motifs intrinsèques et extrinsèques. Ils montrent aussi

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Portento, Karlo May B., Arianne Mae T. Borboran, and Erich A. Paredes. "Self-Efficacy as a Mediator between Motivation and Engagement and Academic Performance." Journal of Mathematics and Statistics Studies 3, no. 2 (2022): 37–41. http://dx.doi.org/10.32996/jmss.2022.3.2.4.

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This study aims to determine the relationship of Self Efficacy as a mediator between Motivation and Engagement and Academic Performance in Mathematics. In order to determine the students’ assessment of their self-efficacy, motivation, and engagement, the researcher used the survey method. The researcher utilized The Revised Study Process Questionnaire developed by Biggs et al. (2001), and the grades the students got from their most recent Mathematics course were used. The data were analyzed using SPSS 20.0 software program using Andrew Haye’s Model 4. Based on the results, it is revealed that:

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Noori Nigjeh, Roya, Mehrnaz Azad Yekta, and Farhad Jomehri. "Compilation of students' academic performance model based on personality traits and academic involvement with the mediation of self-efficacy and academic motivation." Shenakht Journal of Psychology and Psychiatry 11, no. 06 (2025): 18–34. https://doi.org/10.32598/shenakht.11.6.18.

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Introduction: The academic performance of students is an index by which their learning and progress is judged, and many individual and environmental factors are effective in academic performance. Aim: The present study aimed to develop a model of student's academic performance based on personality traits and academic engagement with the mediation of self-efficacy and academic motivation. Methods: The research method was descriptive correlational and the statistical population of the present study included all students of Azad University, Science and Research Branch in 2018 and 2019 among them,

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Ben Kahla, Karim, and Fadia Ben Hassen. "La reconnaissance et l’engagement des cadres dans les services publics en période de transition politique : Le cas des directeurs des administrations régionales tunisiennes." @GRH Pub. anticipées (January 28, 2025): I3—XXIV. https://doi.org/10.3917/grh.pr.0003.

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Considérée comme l’un des thèmes majeurs de la recherche critique en sciences sociales, la reconnaissance au travail a été relativement négligée en sciences de gestion. Notre recherche qualitative se propose d’étudier la relation entre l’engagement et la perception de la reconnaissance des directeurs de l’administration régionale tunisienne dans un contexte de changement politique et institutionnel qualifié de révolutionnaire. Trois configurations ont été discutées : l’intensification de l’engagement, la tendance au désengagement (engagement limité, engagement calculé) et la permanence de l’en

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Wabule, Alice. "Professional Institutional Engagement as a Framework for Negotiating Space for Teacher Autonomy in Authoritarian Work Environments." Journal of Science and Sustainable Development 7, no. 1 (2021): 51–60. http://dx.doi.org/10.4314/jssd.v7i1.5.

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Teacher involvement in decision making at school leads to increased motivation, engagement and empowerment. Using the Participatory Action Research (PAR) framework to increase opportunities for teacher participation in school affairs, we found that traditional hierarchical power relations and bureaucracy are barriers to teachers’ autonomy, participation and engagement in the day-to-day decision making process. The conceptual model of Professional Institutional Engagement (PIE) was used to enable teachers to frame the challenges to autonomy and decision making within their professional practice

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Soldatova, G., and E. Rasskazova. "Anxiety of pandemic and distance learning as predictor of decrease in satisfaction, competence and engagement in students during digital education period." European Psychiatry 65, S1 (2022): S341. http://dx.doi.org/10.1192/j.eurpsy.2022.867.

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Introduction Transition of educational institutions to distance learning in pandemic was found to be associated with students’ complaints about difficulties, decrease in effectiveness, interest and well-being (Herbert et al., 2021, Almomani et al., 2021, Puljak et al., 2020). Objectives The aim was to reveal psychological predictors of decreased academic satisfaction, competence, and engagement among students in the digitalization of education during a pandemic. Methods In December 2020 220 students 18-33 years old were asked about their learning difficulties, academic satisfaction, competence

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KaJuan, M. Billings. "Performance Management: What is an Organization's Responsibility in the Prevention of Underperformance in its Employees?" International Journal of Innovative Science and Research Technology (IJISRT) 9, no. 3 (2024): 13. https://doi.org/10.5281/zenodo.10781522.

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This paper analyzes organizational roles in mitigating employee underperformance, merging insights from key literature like Armstrong & Taylor (2020) and recent studies by Kuvaas et al. (2017). It critiques traditional performance management systems, particularly their focus on monetary incentives, based on Aguinis et al. (2013), and suggests a shift towards engagement and psychological well-being, as emphasized by the Corporate Leadership Council (2004). The study explores the shift towards modern, feedback-oriented performance management as proposed by Buckingham & Goodall (2015) and

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Salvador Ferrer, Carmen María, Magdalena Pilar Andrés Romero, Mercedes Fernández Torres, and Darío Salguero García. "<p>Competencies, motivation and engagement of university students through service-learning experiences <sub>Competencias, motivación y compromiso con el trabajo de estudiantes universitarios a través de experiencias de Aprendizaje-Servicio</sub></p>." ESPIRAL. CUADERNOS DEL PROFESORADO 16, no. 33 (2023): 25–40. http://dx.doi.org/10.25115/ecp.v16i33.9192.

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Abstract: Throughout the present work we intend to know if Service-Learning experiences causes positive consequences in the acquisition of competences knowledge (conceptual, procedural and attitudinal), as well as in motivation and engagement of university students. For this purpose, we analyzed the SL experiences of a group of 198 students, using the Fernández-Torres et al. (2017) questionnaire. The results indicate that students present high scores in the three types of competencies, especially in attitudinal ones, also, in motivation and engagement. In addition, we appreciate the influence

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Gao, Zan, and Ping Xiang. "College Students’ Motivation Toward Weight Training: An Application of Expectancy-Value Model." Journal of Teaching in Physical Education 27, no. 3 (2008): 399–415. http://dx.doi.org/10.1123/jtpe.27.3.399.

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Guided by an expectancy-value model of achievement choice (Eccles et al., 1983; Wigfield & Eccles, 2000), the relationships among expectancy-related beliefs, subjective task values (importance, interest, and usefulness), and achievement outcomes (intention, engagement, and performance) were examined in a college-level beginning weight training class. A total of 156 students (73 males, 83 females) completed questionnaires assessing their expectancy-related beliefs, subjective task values, and intention for future participation. Their engagement was measured via self-recorded workout log ent

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Loi, Michela, Barbara Barbieri, Manuel Castriotta, and Maria Chiara Di Guardo. "Strive towards a good performance or avoid a failure performance in entrepreneurship education: a look into growth and independence-oriented intentions." Education + Training 63, no. 4 (2021): 513–29. http://dx.doi.org/10.1108/et-08-2020-0254.

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PurposePrior studies on entrepreneurial intention have shown that different orientations exist regarding entrepreneurial engagement: one looking at the growth of a venture (growth-oriented) and the other looking at the maintenance of an entrepreneurial autonomy (independence-oriented). Filling a gap in the literature concerning the reasons why individuals develop different orientations of entrepreneurial intention, this study revolves around achievement goal motivation (mastery, performance and avoidance approaches) and self-regulatory modes (locomotion and assessment), since both are thought

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Sewell, Yvonne. "Language learner motivation, where it’s been and where it’s going." Journal of Language Teaching 2, no. 2 (2022): 1–6. http://dx.doi.org/10.54475/jlt.2022.002.

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Since 2005 there has been a surge in empirical and theoretical research in second language (L2) motivation. This phenomenon has been quantified as the equivalent of one paper being published every twenty-two days in 2005, and one paper every five days in 2014 (Boo, Dörnyei, & Ryan, 2015). This unprecedented boom is still on an incline, meriting the unique domain status of L2 motivation (Boo et al., 2015). This paper will give an overview of previous research in L2 motivation, discuss if such claims are still valid twenty-two years later, and discuss developments in the L2 motivation regar

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GNANGA, Gildas Walter. "le rôle de la motivation personnelle dans la réussite académique." Hal science 1 (November 3, 2023): 8. https://doi.org/10.5281/zenodo.10070398.

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Cet article scientifique examine l'importance cruciale de la motivation personnelle dans la réussite académique des étudiants, mettant en lumière son rôle déterminant dans la distinction entre la réussite et l'échec. L'auteur se base sur sa propre expérience, depuis les étapes éducatives de base jusqu'à l'enseignement supérieur, pour illustrer comment la motivation personnelle a été un moteur essentiel de son parcours académique malgré les obstacles et le manque de soutien financier. L'article insiste sur le lien étroit entre la passion et la motivation personnelle, soulignant que la passion p

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Desbiens, Jean-François, Anastassis Kozanitis, and Sèverine Lanoue. "Qu’est-ce qui influence la participation en classe d’étudiants en enseignement de l’éducation physique et à la santé et en kinésiologie ?" Canadian Journal of Higher Education 43, no. 2 (2013): 100–131. http://dx.doi.org/10.47678/cjhe.v43i2.182445.

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 Engaging university students in classroom activities represents a growing challenge for university teachers. This questionnaire survey was conducted with 1,021 physical education and kinesiology undergraduate students. It aimed to improve our understanding of the links between verbal participation, and sociodemographic, context, interaction, and motivation variables. The multivariate analysis show that verbal participation is better understood if the factorial solution combines in a specific manner some motivation, interaction, environment and personal variables. The results presented r

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Cardu, Hélène. "Engagement et identité : une analyse interculturelle de la représentation identitaire professionnelle du cadre d’entreprise." L’Orientation scolaire et professionnelle 27, no. 1 (1998): 47–75. http://dx.doi.org/10.3406/binop.1998.1220.

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Cet article explore le phénomène d’engagement envers l’organisation de travail, qui désigne l’attachement et l’identification à l’entreprise et un désir de s’y impliquer, puis ses liens avec l’identité professionnelle et sociale et, enfin, la médiation culturelle ethnique face à l’entreprise. L’approche adoptée offre des possibilités de description de la dynamique identitaire qui rejoignent la signification de la réalité sociale et de travail, les images référentielles et la motivation propre à la personne. Les représentations de l’organisation de travail et de la vie professionnelle de cadres

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Meisyah Mutiara, Junita Lubis, and Mulkan Ritonga. "Pengaruh Employee Engagement, Budaya Organisasi dan Work-Life Balance Terhadap Kinerja Karyawan PT. Tolan Tiga Indonesia." JUMBIWIRA : Jurnal Manajemen Bisnis Kewirausahaan 4, no. 1 (2025): 120–33. https://doi.org/10.56910/jumbiwira.v4i1.2062.

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This study aims to analyze the influence of employee engagement, organizational culture, and work-life balance on employee performance. This study uses a descriptive quantitative method with survey techniques and uses linear regression analysis to test the relationship between these variables. Data was collected from respondents who were employees at PT. Tolan Tiga Indonesia by using research instruments in the form of online questionnaires. The results show that employee engagement, organizational culture, and work-life balance have a positive and significant influence on employee performance

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Liu, Ru. "University Students’ Attitudes Affecting Their engrossments in Physical Education Activities in a University in China." Journal of Education and Educational Research 9, no. 1 (2024): 197–201. http://dx.doi.org/10.54097/xr77sf34.

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Recent advances in technology have dramatically changed students' lifestyles, diverting their attention away from physical activity. This study examines students' attitudes towards physical activity and its impact on engrossments in a Chinese university. Using a description-comparation-correlation study design, a questionnaire was used, adapted from previous studies by Zeng et al. and Khan et al. The sample consisted of selected first-year to third-year students from a Chinese university. Statistical analysis including percentage, weighted mean, standard deviation, T-test, ANOVA, and Pearson c

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Satrio Budiman Rastanim, Lisa Widawati, and Ayu Tuty Utami. "Pengaruh Work Life Balance terhadap Work Engagement pada Ibu Bekerja." Bandung Conference Series: Psychology Science 4, no. 1 (2024): 257–63. http://dx.doi.org/10.29313/bcsps.v4i1.10024.

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Abstract. Work engagement is motivation, positivity, fulfillment, and an individual's perspective which is characterized by vigor, dedication, and absorption (Schaufeli et al., 2002). Work life balance is the ability to achieve goals and fulfill various demands of work and life and achieve satisfaction in all aspects of life (Fisher and Bulger, 2012). The aim of this research is to determine the effect of work life balance on work engagement in working mothers. The subjects in this study were 105 working mothers. The data analysis technique used is simple linear regression. The work life balan

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Bozeman, Pamela L., and Daniel W. Eadens. "Understanding value and motivation: analysis of alumni from a US undergraduate business degree." Education + Training 63, no. 1 (2020): 51–69. http://dx.doi.org/10.1108/et-10-2019-0235.

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PurposeAs young people are seeking degrees that will help them with employment and as universities seek ways to increase enrollment and retention, the emphasis of the value of higher education has emerged as an important aspect in achieving these goals. The focus of this particular study, where a paucity currently exists, was to examine the concepts of value in relation to undergraduate business education. A main aim of this study was to identify values (beyond economic), based on time since graduation, and the motivating factors that help to define those values. One of the key trends this stu

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Cam Hoang, Trang, and Yen Thi Tran. "Leadership transformationnel et performance des salariés du public : les rôles médiateurs de la participation des employés et de la motivation de service public." Revue Internationale des Sciences Administratives 90, no. 4 (2025): 763–80. https://doi.org/10.3917/risa.904.0763.

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Malgré l’attention croissante accordée au lien entre le leadership transformationnel (LT) et le rendement au travail (RT), les mécanismes précis à l’origine de cette association restent mal compris. Cette recherche examine les divers facteurs de causalité qui permettent d’élucider la relation entre le LT et le RT. En s’appuyant à la fois sur la théorie du LT et sur la théorie de l’autodétermination, l’étude explore le rôle médiateur de la participation des employés à l’élaboration de mesures de performance (participation MP) et de la motivation de service public dans la relation LT-RT. L’enquê

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Shlaka, Souhad. "La motivation autodéterminée des étudiant-es universitaires inscrits à un SPOC : quel type de régulation ? Cas de la Faculté des Sciences de Rabat." L’éducation en débats : analyse comparée 10, no. 2 (2021): 151–71. http://dx.doi.org/10.51186/journals/ed.2020.10-2.e344.

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La présente étude s’inscrit dans le cadre d’un projet de recherche portant sur l’impact du dispositif de formation de type Small Private Online Course (SPOC) sur la motivation des étudiant-es universitaires marocain-es. Nous exposons l’expérience d’un SPOC portant sur la terminologie scientifique, destiné aux étudiant-es (N=792) inscrit-es en première année (S1) à la Faculté des Sciences de Rabat (FSR) et programmé dans le cadre du module « Langue et Terminologie ». Le cours a été conçu par une équipe d’enseignant-es chercheurs à la FSR et dispensé à travers la plateforme OpenEdx de l’Universi

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Soughati, Najemeddin, Kaoutar El Hadi, and Avazbakiyeva Flyura. "Technopedagogical Making Workshop and Writing / Programming." XLinguae 18, no. 1 (2025): 153–69. https://doi.org/10.18355/xl.2025.18.01.12.

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This article explores the impact of technopedagogical workshops, specifically the use of Scratch software, on the writing skill in French of Moroccan middle school students. Written production, while fundamental in the school curriculum, presents major challenges, especially regarding motivation and competency. The authors implemented writing and programming workshops to encourage active student participation in their written tasks. The article focuses on writing skill assessment. It highlights that the use of digital tools, such as Scratch, can enhance students' skills and involvement by fost

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Raimondi, Thomas, Heather Lawrence, and Norm O'Reilly. "The Prescription for Wellness Is Fun!" Sports Innovation Journal 2 (October 26, 2021): 73–90. http://dx.doi.org/10.18060/25160.

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Understanding individual behavioral choices and the role individual motivation plays for initial and sustained engagement in physical activity and sport is important to increasing participation rates (Bernard et al., 2005). Using Self-Determination Theory and Achievement Goal Theory framework, this research explored the role of motivation related to participation in sport and physical activity. Specifically, this study focused on the CrossFit® Games Open, a non-traditional virtual mass participation sporting event (MPSE). Prior research has established that non-elite MPSEs are effective events

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Gremion, Christophe, Laurent Perriard, and Fabrice Schüsselé. "La liberté spatiotemporelle comme facteur d'engagement des étudiants? : Étude de deux cas (peut être pas si uniques). = Using Spatial Freedom to Engage University Students: Two Case Studies (Possibly not so Unique)." Revue internationale des technologies en pédagogie universitaire RITPU 2020, vol. 17, no. 3 (January 1, 2020): p. 25–31. https://doi.org/10.5281/zenodo.5760827.

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Résumé Cet article présente le compte-rendu de deux expériences d’enseignement à distance réalisées lors de la période de confinement liée à la crise de la COVID-19. Au moment de ce changement rapide et imprévu de mode d’enseignement, les deux formateurs impliqués ont pu observer des modifications importantes et surprenantes de la part de certains étudiants en matière d’implication et de motivation : alors que ces derniers ne s’impliquaient que peu pendant les formations en

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Rabiou Abdou, Oumarou. "Les entrepreneurs informels en Afrique et les freins à la formalisation d’activités : le cas du Niger." Marché et organisations Pub. anticipées (December 31, 2024): 1–30. https://doi.org/10.3917/maorg.pr1.0139.

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Cet article a pour objectif de contribuer à comprendre la dynamique de formalisation de l’entrepreneur informel qui est un acteur important de l’activité économique en Afrique en général et au Niger en particulier. Une étude qualitative auprès de 12 micro-entrepreneurs informels au Niger montre que les caractéristiques saillantes de l’entrepreneur informel qui contraignent sa disposition à se formaliser concernent la taille très réduite de ses activités, l’inertie qu’il manifeste dans leur réalisation, sa motivation entrepreneuriale par nécessité, son engagement simultané dans plusieurs activi

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Luspa, Diana. ""MY BUNCEE" : A WEB-BASED PRESENTATION TOOL TO IMPROVE ET-12 STUDENTS’ MOTIVATION,ENGAGEMENT, AND ACHIEVEMENT." Esteem Journal of English Education Study Programme 3, no. 1 (2020): 19. http://dx.doi.org/10.31851/esteem.v3i1.4626.

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Soni, Manjari, Kokil Jain, and Isha Jajodia. "Mobile health (mHealth) application loyalty in young consumers." Young Consumers 22, no. 3 (2021): 429–55. http://dx.doi.org/10.1108/yc-10-2020-1236.

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Purpose The emergence of mHealth applications has led to the rise of health-based services delivered over smartphones. Younger people are often found to be more innovative toward technology, especially related to smartphones (Rai et al., 2013). Most mHealth application downloaders are continually shifting between applications because of the hyper-competition making achieving loyal consumers challenging (Racherla et al., 2012). The purpose of this paper is to study the determinants that help increase young consumers mHealth application loyalty. This study integrates self-determination theory (S

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Boisgontier, Matthieu, and Boris Cheval. "Promouvoir une activité physique régulière chez les patients : l’importance de la perception de l’effort." Staps N° 146, no. 3 (2024): 115–34. http://dx.doi.org/10.3917/sta.146.0115.

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L’activité physique est associée à un large éventail de bénéfices pour la santé. Cependant, de nombreux patients n’atteignent pas les niveaux d’activité physique recommandés. À ce jour, les interventions visant à promouvoir l’activité physique chez les patients s’appuient majoritairement sur les modèles de motivation et de santé qui présentent les processus cognitifs comme un déterminant essentiel des comportements. Cependant, les méta-analyses indiquent que ces interventions sont plus efficaces pour modifier les intentions que pour modifier le comportement lui-même. Il est donc nécessaire de

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Cheval, Boris, and Matthieu Boisgontier. "Promouvoir une activité physique régulière chez les patients : l’importance de la perception de l’effort." Staps Pub. anticipées (June 1, 2023): I91—XIX. http://dx.doi.org/10.3917/sta.pr1.0091.

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L’activité physique est associée à un large éventail de bénéfices pour la santé. Cependant, de nombreux patients n’atteignent pas les niveaux d’activité physique recommandés. À ce jour, les interventions visant à promouvoir l’activité physique chez les patients s’appuient majoritairement sur les modèles de motivation et de santé qui présentent les processus cognitifs comme un déterminant essentiel des comportements. Cependant, les méta-analyses indiquent que ces interventions sont plus efficaces pour modifier les intentions que pour modifier le comportement lui-même. Il est donc nécessaire de

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Annisa Dinda Zaytuna and Dinda Dwarawati. "Pengaruh Work Life Balance terhadap Work Engagement pada Guru SLB." Bandung Conference Series: Psychology Science 4, no. 1 (2024): 7–14. http://dx.doi.org/10.29313/bcsps.v4i1.9717.

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Abstract. Work engagement (Schaufeli and Bakker, 2004; Schaufeli, 2012) is a state of affective motivation or positive thinking in which employees feel energetic (vigor), enthusiastic (dedication), and immersed in their activities (absorption). Work life balance (Fisher et al., 2009) defines the balance between work and personal life that affects individual well-being. This study aims to determine the effect of work life balance on work engagement in special school teachers. This study used a sample of 214 permanent special school teachers. The hypothesis in this study is that work life balanc

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