Relevant bibliographies by topics / Motivation (Psychology) – Botswana – Case studies

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Academic literature on the topic 'Motivation (Psychology) – Botswana – Case studies'

Author: Grafiati
Published: 4 June 2021
Last updated: 16 February 2022

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Journal articles on the topic "Motivation (Psychology) – Botswana – Case studies"

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Ng, Eddy S. W., Charles W. Gossett, Samuel Chinyoka, and Isaac Obasi. "Public vs private sector employment." Personnel Review 45, no. 6 (September 5, 2016): 1367–85. http://dx.doi.org/10.1108/pr-10-2014-0241.

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Purpose The purpose of this paper is to explore the factors that may be related to a career choice in the public vs the private sector in a developing African country. Design/methodology/approach Using a sample of graduate management students, the authors tested reward preferences and altruism, elements of public service motivation, on their generalizability to a developing country in Africa. The authors also examine the role of career attitudes, individual personality factors, and cultural values on a career choice in public service. Findings The authors find that not all the factors associated with the choice of sector (public or private) found in previous studies apply in the Botswana context. Research limitations/implications Perry and Wise (1990) developed the concept of public service motivation to explain why individuals may be motivated to serve the public. However, two of the factors associated with public service, intrinsic motivation, and altruism, were not predictive of a career choice in the public sector in Botswana, and thus may limit its generalizability outside of western developed countries. Practical implications In Botswana and other developing economies, government jobs are considered to provide lucrative and stable employment, and attract educated citizens regardless of motivations. However, as the private-for-profit sector is emerging, these countries could soon be facing serious competition for top university students, and will need to develop a strategy for attracting the best talents to choose employment in the public sector over career options in the private sector. Originality/value The present study seeks to further the understanding on how individuals make a career choice between public vs private sector management in a developing country.
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Walker, Gordon J. "Motivation in Everyday Life: The Case of Chinese/Canadians." World Leisure Journal 50, no. 2 (January 2008): 116–26. http://dx.doi.org/10.1080/04419057.2008.9674540.

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Lindstrom, Lauren E., and Michael R. Benz. "Phases of Career Development: Case Studies of Young Women with Learning Disabilities." Exceptional Children 69, no. 1 (October 2002): 67–83. http://dx.doi.org/10.1177/001440290206900105.

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This study investigates the career development process for young women with learning disabilities. Case study methodology was utilized to understand the key elements influencing career choices for young women with learning disabilities who had graduated from high school and entered the workforce. Case study findings revealed three distinct phases of career development that were labeled (a) unsettled, (b) exploratory, and (c) focused. Phases of career development varied along two dimensions—stability of employment and clarity of career goals. Key elements that seemed to influence the phases of career development included individual motivation and personal determination, family support and advocacy, opportunities for career exploration, on-the-job or postsecondary vocational training, and supportive work environments.
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Zee, Katherine S., and Madoka Kumashiro. "Investigating mechanisms of social support effectiveness: The case of locomotion motivation." Personal Relationships 26, no. 4 (December 2019): 654–79. http://dx.doi.org/10.1111/pere.12298.

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LEHAN, VANESSA. "Early Studies in Human Reasoning: A Case Study of the Pitfalls of Interdisciplinary Work." Dialogue 57, no. 2 (April 20, 2018): 353–66. http://dx.doi.org/10.1017/s0012217317000518.

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In this paper, I describe some of the history of work on human reasoning done by philosophers and experimental psychologists. This particular interdisciplinary work is interesting because it shows the ways that interdisciplinary research can solidify pervasive preconceptions in a particular field. Work in experimental psychology has shown that certain normative systems fail to model reasoning in natural language contexts. Thus, I will argue, philosophers could instead take this psychological research as motivation to amend these normative models or radically change our ideas about how these models are applied to reasoning in natural language.
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Magee, Jonathan. "Disengagement, de‐motivation, vulnerable groups and sporting inclusion: a case study of the Homeless World Cup." Soccer & Society 12, no. 2 (March 2011): 159–73. http://dx.doi.org/10.1080/14660970.2011.548353.

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Pudo, Dorota. "Le soi de l’apprenant d’une langue étrangère : adaptation de certaines théories psychologiques en didactique de langues." Neofilolog, no. 56/1 (March 31, 2021): 23–38. http://dx.doi.org/10.14746/n.2021.56.1.3.

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As an interdisciplinary science, SLA studies are receptive to ideas formulated in other disciplines. Although the relevance of psychology for SLA is often underestimated, its influence has recently grown with the advent of neurosciences and the increased interest in learner variables. One f concept from psychology that is potentially interesting is theories of the self, some of which have recently been adapted into research on foreign language learner motivation. In this article, we examine two particular psychological concepts (possible selves and self-discrepancy) as sources of an influential L2 motivation model – Dörnyei’s L2 Motivational Self System – which is very little debated in French SLA literature. We outline the main points of the three theories, analyse them and try to assess the adaptation process. As in any case of transfer between disciplines, the source theories are altered, but the result has proven a meaningful and enriching addition to studies of L2 motivation.
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Kindermann, Thomas A. "Natural peer groups as contexts for individual development: The case of children's motivation in school." Developmental Psychology 29, no. 6 (1993): 970–77. http://dx.doi.org/10.1037/0012-1649.29.6.970.

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Vintere, Anna, Sarmīte Čerņajeva, and Jelena Koroļova. "Challenges in Work with Adults : the Situation Analysis in Latvia." SOCIETY, INTEGRATION, EDUCATION. Proceedings of the International Scientific Conference 2 (July 24, 2015): 248. http://dx.doi.org/10.17770/sie2014vol2.681.

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In the 21st century, people have to cope with continuous change and it is important that people could learn through-out their lives. To gain knowledge successfully throughout the lifetime, personality development psychology, personal needs and education motivation are seen as the more significant features. In order to identify the different age adults learning needs and motivation to learn, and to identify the learning characteristics, the article summarizes a number of case studies - situation analysis, which were done in the framework of Nordplus Adult Education Development project "How to challenge adults to teach adults".
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Längler, Manuel, Markus Nivala, and Hans Gruber. "Peers, parents and teachers: A case study on how popular music guitarists perceive support for expertise development from “persons in the shadows”." Musicae Scientiae 22, no. 2 (January 3, 2017): 224–43. http://dx.doi.org/10.1177/1029864916684376.

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“Persons in the shadows” may substantially affect how an individual acquires expertise, through, for example, guiding deliberate practice. In the domain of popular music, such persons in the shadows might be peers, parents and teachers. Little research exists on how individuals perceive the impact of persons in the shadows on expertise development, particularly in fields like popular music. This study investigates the perceived impact exerted by peers, parents and teachers on the expertise development of guitarists in the domain of popular music. Interviews were used to investigate nine case studies of guitarists with different expertise levels (experts, sub-experts, amateurs). The main focus was on the roles of “persons in the shadows” concerning practising, learning and motivation. The results show that experts differ from sub-experts and amateurs in the perception of support from persons in the shadows. In particular, peers and the formation of bands were thought of having a strong effect on practising, learning and motivation. The impact of parents and teachers on the expertise development in guitar playing was perceived as more ambiguous, and they were deemed as less important by the expert group.
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Dissertations / Theses on the topic "Motivation (Psychology) – Botswana – Case studies"

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Major, Thenjiwe E. "Perceptions of preservice primary student teachers of their preparatory program the case of Botswana /." Muncie, Ind. : Ball State University, 2009. http://cardinalscholar.bsu.edu/762.

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Lau, William, and 劉威倫. "Task motivation and student motivation in an English for occupational purposes course at the tertiary level in Hong Kong: a case study." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B27055255.

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O'Neil, Kathrine Pamela. "Case-based Lessons: A quantitative study of how case studies impact teacher efficacy for the application of principles of motivation." The Ohio State University, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=osu1343172952.

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Cestnik, Julia Catherine Ann. "Environmental motivation: a study of Canadianschools in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1999. http://hub.hku.hk/bib/B31960650.

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Fleming, Tracey Laura. "A goal-setting intervention with motocross racers : a case study investigating the effects of an intervention on perceived motivation, confidence, and self-efficacy." Thesis, Rhodes University, 2014. http://hdl.handle.net/10962/d1012996.

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This study aimed to investigate the effects that a specifically tailored goal-setting program would have on two motocross racers in terms of their self-efficacy and motivation, as well as the process of designing this intervention. This case-study approach involved a mixed methods approach, consisting of pre-intervention and post-intervention assessments, interviews, and performance profiles. The tools used include Vealey’s (1986) Competitive Orientation Inventory (COI), Gill and Deeter’s (1988) Sport Orientation Questionnaire (SOQ), performance profiles, and semi-structured interviews. The goal-setting intervention lasted a total of five weeks. The results from the preintervention and post-intervention assessments were compared to determine whether any changes in motivation or self-efficacy occurred during the intervention. For the first participant, significant changes in both motivation and self-efficacy were present in addition to significant changes in competitive orientation. For the second participant, there were no significant changes in either motivation or self-efficacy. However, for the second participant there was also no change in competitive orientation. Findings suggest that the focus and competitive orientation of an athlete have a significant influence on the types of goals set, and consequently on positive changes in motivation, confidence, and self-efficacy. The influence of the competitive orientation in athletes also highlighted the importance of attaining a balance between performance and outcome goal-related activities. It was also discovered through qualitative assessment that this program is suitable for particular groups of athletes such as those who are injured, display an external locus of causality or are otherwise not performing at their prime.
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McMahon, Robert Kieran. "Bureaucratic motivations : an examination of motivations in the US Environmental Protection Agency and the Environment Agency for England and Wales." Thesis, University of Oxford, 1999. http://ora.ox.ac.uk/objects/uuid:49d505fd-475f-4064-8591-0052c83d902a.

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This thesis examines the motivations of bureaucrats in two government agencies: the Environmental Protection Agency in the US, and the Environment Agency for England and Wales. The model employed in this work is a Trifocal Model which utilises Rational Choice, Institutional and Cultural approaches in answering the thesis question. The aim of this work is two-fold: one aim is to explain motivations in two agencies; the second aim is to suggest why the existing literature in the field of bureaucracy often fails to capture the diversity of bureaucratic motivations. The claim is that the adherence to one particular paradigmatic approach prevents scholars from attaining a comprehensive understanding of motivations. This work focuses on two elements of the Trifocal Approach, namely institutional and cultural explanations. Rational Choice explanations are given a limited explanatory role in this work, in large part because of the restricted usefulness of an approach which takes the preferences of agents as given. This thesis uses a scientific approach to the analysis of qualitative data, allowing other researchers to make use of, and indeed to question, the findings presented below. The argument in this thesis suggests why scholars must pay more attention to what those people within bureaucracies tell us about themselves and their motivations. To take the preferences of agents as givens is to ignore much of what is most important about the study of politics that is, where preferences come from, and how they shape the political behaviour we observe in bureaucracies. This thesis will show that public sector reforms are often flawed, often failing to consider the interplay of cultural and institutional effects, and how these effects have a bearing on the motivations of staff in organisations undergoing reform. Furthermore, cultural and institutional factors must be considered whenever one considers the question what is it that motivates bureaucrats.
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Cheung, Lin-sang, and 張連生. "Teachers' strategies for motivating students' learning in Hong Kong secondary schools: perspectives of teachersand students." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1999. http://hub.hku.hk/bib/B31960789.

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Page, Erin Elizabeth. "The Rate of Team Performance Change over Time." Thesis, Georgia Institute of Technology, 2004. http://hdl.handle.net/1853/4968.

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This study examined the growth patterns of action teams over time. Cognitive and non-cognitive (i.e., motivational) team composition variables were hypothesized to differentially predict initial levels of and changes over time in team performance. In order to test the hypotheses 78 two-person teams flew three equivalent missions on a low-fidelity computer-based Apache helicopter simulator. Random Coefficient Modeling analyses indicated that, as expected, team composition of general cognitive ability positively predicted initial team performance, whereas team composition of motivational traits did not. However, none of the team composition variables predicted team performance change. Implications, limitations and directions for future research are discussed.
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Chow, Tuen-yi, and 周端兒. "Verbal feedback as offered by secondary school Chinese language teachers." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2000. http://hub.hku.hk/bib/B31961551.

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Dolfi, Sharon A. Israel. "Correlates of union and organizational commitment : a survey of former Eastern Airlines employees." FIU Digital Commons, 1994. http://digitalcommons.fiu.edu/etd/3072.

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Former Eastern Airlines flight attendants were surveyed regarding their levels of union, organizational, and dual commitment, union participation, strike participation and support, and current feelings of job stress, job affect and job satisfaction. It was found that union commitment was positively correlated with union participation. Due to the unique situation at Eastern, it was also found that there was no difference in levels of strike participation and support between those dually committed and those unilaterally committed to the union. Strike participation and support also correlated positively with one measure of current job stress. Other findings included a positive correlation between job affect and satisfaction, and a negative correlation between both of these measures and job stress.
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Books on the topic "Motivation (Psychology) – Botswana – Case studies"

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Journal of a psychoanalysis. Boston: Shambhala, 1987.

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Simon, Sidney B. Getting unstuck. New York: Warner Books, 1989.

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Simon, Sidney B. Getting unstuck: Breaking through your barriers to change. New York, NY: Warner Books, 1988.

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Sayyid, ʻAzīzah Muḥammad. al- Dāfiʻīyah fī al-ḥayāh wa-mustawayāt al-iltizām: Taḥlīl naẓarī wa-baḥth maydānī. al-Zaytūn, al-Qāhirah: Dār al-Kitāb lil-Nashr wa-al-Tawzīʻ, 1987.

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Sayyid, ʻAzīzah Muḥammad. al- Dāfiʻīyah fī al-ḥayāh wa-mustawayāt al-iltizām: Taḥlīl naẓarī wa-baḥth maydānī. al-Zaytūn, al-Qāhirah: Dār al-Kitāb lil-Nashr wa-al-Tawzīʻ, 1987.

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Winning commitment: How to build and keep a competitive workforce. New York: McGraw-Hill, 1993.

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Anand, S. P. RCEB tools for secondary class students: Mental health scale, attitude towards studies, motivation for studies, study habits, personality development inventory. Bhubaneswar: Shovan, 1990.

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Thilagaraj, Dr R. Goal behaviour of delinquents. [Madras]: University of Madras, 1989.

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al-Nīl, Maḥmūd al-Sayyid Abū. al- Qiyam wa-al-intaj: Dirāsāt ʻArabīyah wa-ʻālamīyah. Bayrūt: Dār al-Nahdah al-ʻArabīyah, 1986.

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Smart girls, gifted women. Columbus, Ohio: Ohio Psychology Pub. Co., 1985.

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Book chapters on the topic "Motivation (Psychology) – Botswana – Case studies"

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Calvo, Rafael A., Dorian Peters, Karina Vold, and Richard M. Ryan. "Supporting Human Autonomy in AI Systems: A Framework for Ethical Enquiry." In Philosophical Studies Series, 31–54. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-50585-1_2.

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Abstract Autonomy has been central to moral and political philosophy for millennia, and has been positioned as a critical aspect of both justice and wellbeing. Research in psychology supports this position, providing empirical evidence that autonomy is critical to motivation, personal growth and psychological wellness. Responsible AI will require an understanding of, and ability to effectively design for, human autonomy (rather than just machine autonomy) if it is to genuinely benefit humanity. Yet the effects on human autonomy of digital experiences are neither straightforward nor consistent, and are complicated by commercial interests and tensions around compulsive overuse. This multi-layered reality requires an analysis that is itself multidimensional and that takes into account human experience at various levels of resolution. We borrow from HCI and psychological research to apply a model (“METUX”) that identifies six distinct spheres of technology experience. We demonstrate the value of the model for understanding human autonomy in a technology ethics context at multiple levels by applying it to the real-world case study of an AI-enhanced video recommender system. In the process we argue for the following three claims: (1) There are autonomy-related consequences to algorithms representing the interests of third parties, and they are not impartial and rational extensions of the self, as is often perceived; (2) Designing for autonomy is an ethical imperative critical to the future design of responsible AI; and (3) Autonomy-support must be analysed from at least six spheres of experience in order to appropriately capture contradictory and downstream effects.
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Holmes, Robyn M. "Motivation." In Cultural Psychology, 539–76. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780199343805.003.0014.

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Chapter 14 explores the ways culture shapes our thoughts and actions regarding motivation and achievement. It discusses motivation models including humanistic, learning, achievement, expectancy value, cognitive, and social cognitive approaches. It addresses the application of motivation models to everyday interactions and contexts, including school, the workplace, and job satisfaction. It also examines incentives and culture, factors impacting motivation in the classroom, extrinsic and intrinsic incentives, and motivation and stereotypical threat. Finally, it discusses the connection between achievement and culture, family values and educational outcomes, and presents indigenous, cross-cultural, and case studies on achievement. This chapter includes a case study, Culture Across Disciplines box, chapter summary, key terms, a What Do Other Disciplines Do? section, thought-provoking questions, and class and experiential activities.
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Bicalho, Camila Cristina Fonseca. "Sport Psychology and Resilience Applied to Dancers." In Advances in Media, Entertainment, and the Arts, 94–115. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-4261-3.ch005.

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This chapter addresses general aspects of applied sports psychology in dance performance with a focus on resilience development. Initially, the general context of sports psychology and the adaptations to the dance universe are addressed. Then the concepts and models of sports resilience are presented and a reflection on the aspects of dance performance is brought after each theory. Psychological aspects that are associated in high performance with resilience are also discussed, such as personality theory, motivation, stress, burnout, and coping. At the end, the authors present three case studies that show the relationship of the resilience component with the performance and mental health of the dancers.
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Rodrigues, Leonor Bettencourt, Manuela Calheiros, and Cícero Pereira. "The Psychosocial Process Underlying Residential Care Placement Decisions." In Decision-Making and Judgment in Child Welfare and Protection, 149–72. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780190059538.003.0007.

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Ecological models on decision-making in child protection determine how many different factors influence that process, starting with case-specific characteristics, organizational factors, and external factors, as well as decision-maker factors. However, how that psychosocial process occurs, how the decision-maker integrates those multiple factors from the decision-making ecology, is still empirically unclear. This chapter, first, reviews the state of the art in the study of caseworkers’ psychosocial process underlying the out-of-home placement decision. It summarizes cues from empirical studies sustaining the role played by caseworkers’ attitudes, social values, social norms, experience, emotions in out-of-home placement decisions. The authors, then, describe social psychology decision-making models and present the principal results of an empirically tested model of residential-care placement decision-making that, based on a dual version of the theory of planned behavior model, integrates those multiple psychosocial factors into the decision process. A structural equation modeling analysis revealed that the caseworker’s motivation (intention) to propose a residential care placement decision of a neglected child is highly explained by a positive evaluation of that behavior (Attitude), but also by significant others’ approval of that behavior (Subjective Norm) and by how much relevance the worker attributes to child’s interests and protection (Value of Child). Both theoretical and social policy implications are discussed.
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