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Journal articles on the topic 'Motivation (psychology)'

Author: Grafiati

Published: 4 June 2021

Last updated: 25 July 2025

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1

Grabiec, Olimpia, and Joanna Jędraszczyk-Kałwak. "Motivating factors applied in small and medium enterprises." Zeszyty Naukowe Wyższej Szkoły Humanitas Zarządzanie 18, no. 3 (2017): 37–49. http://dx.doi.org/10.5604/01.3001.0010.6384.

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This article presents a discussion of issues connected with motivating employees to work. It contains theoretical principles of psychology of motivation, as well as a self-study connected with the presented topic. The theoretical part of this article presents a detailed definition of motivation, the scope of interest of motivational psychology as well as different types of motivation drivers applied by managers. On the other hand, the empirical part presents results of the research related to motivational systems applied in Silesian enterprises. This article aimed at showing different ways of

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Chintalapti, Neelima Rani. "Impact of employee motivation on work performance." ANUSANDHAN – NDIM's Journal of Business and Management Research 3, no. 2 (2021): 24–33. http://dx.doi.org/10.56411/anusandhan.2021.v3i2.24-33.

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This paper endeavors to understand how an employee work performance could be influenced by the motivation ,as the employee work performance excel or fail depends upon the motivation .The research aims to define and understand the role of motivation on employees performance. To determine the motivation's root cause in employee's efficiency various theories of motivations are studied and their correlation with employee performance are detailed. The findings justified the influence on employees psychology and its high influence on employee work efficiency and effectiveness. The research will prov

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Poltorak, Anastasiia. "Позитивна психологія як інструмент мотивації персоналу підприємств". Modern Economics 38, № 1 (2023): 132–38. http://dx.doi.org/10.31521/modecon.v38(2023)-20.

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Abstract. Introduction. In the conditions of martial law in Ukraine, the problem of effective application of positive psychology as a tool for motivating the personnel of enterprises is relevant and important. The general state of stress from the existence of a constant threat to the national security and territorial integrity of Ukraine affects the psychological state of enterprise personnel, in particular, the motivation to work. The use of positive psychology as a tool for motivating staff can contribute to raising the morale of employees, strengthen their faith in their own strength and th

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Grubi, T., and A. Strelchenko. "Psychology of university students' motivation." Fundamental and applied researches in practice of leading scientific schools 33, no. 3 (2019): 25–29. http://dx.doi.org/10.33531/farplss.2019.3.06.

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The article considers the main aspects of student’s motivation, the authors compare the main motives of university students with the main motives of 11th grade students for attending university. The levels of need for approval between university students and 11th grade students were compared. In the article, an author’s questionnaire is presented. The practical recommendations were presented based on questionnaire results.

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KOTOV, Svyatoslav Vasilyevich. "POSITIVE MOTIVATION DETERMINANTS IN PSYCHOLOGY." Historical and social-educational ideas 6, no. 6_1 (2015): 196. http://dx.doi.org/10.17748/2075-9908-2014-6-6_1-196-199.

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Frost, Robin M. "Terrorist psychology, motivation and strategy." Adelphi Papers 45, no. 378 (2005): 41–62. http://dx.doi.org/10.1080/05679320500519039.

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Basińska, Beata A. "Work Motivation Profiles and Work Performance in a Group of Corporate Employees: A Two-Step Cluster Analysis." Roczniki Psychologiczne 23, no. 3 (2021): 227–45. http://dx.doi.org/10.18290/rpsych20233-3.

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Few studies have applied a person-centered approach to work motivation using cluster or profile analyses. Thus, little is known about which configurations of work motivations characterize professionals. The aim of this study is to establish the structure of work motivation profiles under the framework of self-determination theory and to examine the relationship between work motivation and subjective work performance. The study involved 147 corporate employees who completed the Multidimensional Work Motivation Scale and self-rated their work performance. The two-step cluster analysis was applie

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Kispál-Vitai, Zsuzsanna. "Comparative analysis of motivation theories." International Journal of Engineering and Management Sciences 1, no. 1 (2016): 1–13. http://dx.doi.org/10.21791/ijems.2016.1.25.

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The aim of the article is to compare motivation theories from the view of general psychology and work psychology. The research was done by using secondary sources and by analyzing motivation from both views. The difference between the two lines lies in outcome orientation. Psychology is more descriptive work psychology tends to focus on the results of the motivation process. In comparison, both have their values. The relevance of the research is to provide a theoretical basis for improving the development of more relevant motivation theories.

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Liu, Xin, and Ni Jia. "How Is Motivation Generated? Exploring The Truth About Motivation Generation from A Psychological Perspective." International Journal of Education and Humanities 12, no. 1 (2024): 216–19. http://dx.doi.org/10.54097/s3ds1b15.

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"As long as there is motivation, nothing is difficult." "There is no motivation today." - In life, we often hear the word "motivation." With motivation, we can start every day's activity. However, although motivation is important, it often makes people feel frustrated because it is not something that can happen casually. How can people make themselves full of motivation? Under what circumstances will one lose motivation? Let's take a look at what experts in motivational psychology say.

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ARAKELYAN, ANNA, and ANI AVAGYAN. "CHARACTERISTICS OF THE HIERARCHY OF MOTIVES IN STUDENTS’ EDUCATIONAL MOTIVATION." Scientific bulletin 2, no. 47 (2024): 121–31. https://doi.org/10.24234/scientific.v2i47.168.

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ANNA ARAKELYAN, ANI AVAGYAN The article discusses the issues of students' educational motivation and the effectiveness of educational activities, presents the results of the research conducted among the students of ASPU after Kh. Abovyan. There were 115 second- and third-year students of the Department of Psychology of the Faculty of Educational Psychology and Sociology who took part in the research. In order to study the peculiarities of students' educational motivation, the motivation studying methodology was used for educational activities (changed by A. A. Ryan, V. A. Yakunin). As a result

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Altunina, Inna R. "MOTIVATION PROBLEMS IN FOREIGN PERSONALITY THEORIES." RSUH/RGGU Bulletin. Series Psychology. Pedagogics. Education, no. 4 (2020): 12–28. http://dx.doi.org/10.28995/2073-6398-2020-4-12-28.

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Foreign author’s psychological theories of personality from the point of view of formulating and solving issues related to the field of motivation of human behavior are examined in the article. The theories are mainly presented, which are usually considered both in monographs devoted to theoretical issues of personality psychology, and in books, the purpose of which is to illuminate motivational issues. The provisions of these theories related to the topic of motivation are revealed and discussed. Particular attention is paid to the lack of clear scientific criteria for classifying a particula

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Islamy, Athoillah. "DIALECTIC MOTIVATION, BEHAVIOR AND SPIRITUAL PEAK EXPERIENCE IN THE PERSPECTIVE OF ISLAMIC PSYCHOLOGY." Alfuad: Jurnal Sosial Keagamaan 3, no. 2 (2019): 35. http://dx.doi.org/10.31958/jsk.v3i2.1759.

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This study aims to find the correlation of motivation, behavior and spiritual peak experience in the view of Islamic psychology. This type of research, namely qualitative research in the form of literature study. The primary data source of this research, namely the theory of hierarchy of human basic needs from Abraham Maslow. Meanwhile, secondary research data sources, namely various other relevant western motivational theories. The theory is used as a knife of analysis, namely the theory of motivation of the human soul from al-Ghazali which includes dimensions of heart, reason and lust. This

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Woloszyn, André Luís. "Psicologia do Terrorismo: O que Motiva Pessoas a se Radicalizarem e Aderirem a Grupos Terroristas?" Cadernos de Psicologia 5, no. 1 (2025): 01–17. https://doi.org/10.9788/cp2025.1-08.

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This article aims to discuss the diff erent constructs in psychology, regarding the possible motivations for ordinary people to become involved with terrorist groups, in the practice of indiscriminate attacks against civilian populations. It addresses diff erent aspects of the topic. From those who defend the existence of psychological disorders to those who believe in the condition of normality in terms of mental health. It presents studies that seek to explain, in part, the behavior and motivation of suicide terrorists, the psychological impacts of conditioning and manipulation carried out b

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Elliott, Julian, Neil Hufton, Eric Anderman, and Leonid Illushin. "The psychology of motivation and its relevance to educational practice." Educational and Child Psychology 17, no. 3 (2000): 122–38. http://dx.doi.org/10.53841/bpsecp.2000.17.3.122.

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This paper briefly outlines a number of key theories in the psychology of motivation (reinforcement, attribution, self-efficacy, expectancy and goal orientation theories) and considers their relevance to educational practice. It then considers the impact of pedagogy upon motivation with particular reference to practice in Russia. In the light of this discussion, it is argued that much work in motivational theory has neglected to consider to a sufficient degree important cultural and pedagogical factors. The paper concludes by considering implications for professional educational psychology pra

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Adnan, Muhammad, Ali Khan, and Muhammad Raheel. "Effects of Selfâ€Determination and Selfâ€Efficacy on Employees' Psychological Performance and Organizational Behaviour." Global Management Sciences Review IX, no. II (2024): 31–46. http://dx.doi.org/10.31703/gmsr.2024(ix-ii).04.

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Selfâ€determination and associated selfâ€efficacy are broad theories of human motivations that have grown in importance in many domains of psychology, particularly organizational psychology, during the last four decades. This has been in development for more than four decades, with the original focus on internal motivation and its antecedents and implications. This rapidly led to a study of the relationships among motivational factors, as well as the classification of extrinsic motivation kinds in terms of autonomy. The objectives of the following research are: to evaluate the private organi

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Dr. Syed Shujaat Ali, Mr. Salman Nasir, Dr Mansoor Ali,. "Focusing on English Learners' Concerns: Investigating De-Motivational Sources of ESL Learners in Classroom Setting of a Public Sector University of Pakistan." Psychology and Education Journal 58, no. 1 (2021): 5782–94. http://dx.doi.org/10.17762/pae.v58i1.1987.

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L2 de-motivation has considerable role in diminishing or slowing down the second/L2 (English) learning outcomes. However, L2 de-motivation in general and the context of Pakistan in particular is under-researched. So, the main purpose of the study is to identify various L2 de-motivational factors of the BS Undergraduate L2 learners of the Department of English of a remote and under-researched Kohat University of Science and Technology, Khyber Pakhtunhwa, Pakistan. Drawing upon the questionnaires of the well referenced L2 de-motivation experts and also adding some items related to gender and anx

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King, Ronnel B., and Dennis M. McInerney. "Culturalizing motivation research in educational psychology." British Journal of Educational Psychology 86, no. 1 (2016): 1–7. http://dx.doi.org/10.1111/bjep.12106.

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Freeman, Stephanie. "The Material and Social Dynamics of Motivation." Science & Technology Studies 20, no. 2 (2007): 55–77. http://dx.doi.org/10.23987/sts.55212.

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Volunteer motivation has been a central theme in Free/Libre/Open Source Software (FLOSS) literature. This research has been largely dominated by economists who rely in their surveys on the distinction between intrinsic and extrinsic motivations and the ‘hacker ethic’ – for profi t juxtaposition. The paper argues that survey-based analytical frameworks and research designs have led to a focus on some motivational attributions at the expense of others. It then presents a case study that explores dynamic, non-individualistic and content-sensitive aspects of motivations. The approach is based on s

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Dolgaya, A. A. "Motivational Delegation in Intellectual Production: a Model and its Validation." Economics and Management 26, no. 3 (2020): 284–90. http://dx.doi.org/10.35854/1998-1627-2020-3-284-290.

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The study presents a motivational delegation model and provides its validation with allowance for the results of recent studies in educational psychology, neurobiology, and pedagogy. In this model, delegation is a communication process serving to transform the intrinsic motivation of employees to align it with business goals and objectives.Aim. This study aims to validate and verify a model of motivational delegation based on studies in neurobiology, psychology, and pedagogy.Tasks. The authors analyze studies on the subject of motivation in neurobiology, social psychology, and pedagogy, identi

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Chen, Yueping. "Activation and Continuation of Student Motivation in E-Learning: Perspectives from Educational Psychology." Lecture Notes in Education Psychology and Public Media 85, no. 1 (2025): 158–62. https://doi.org/10.54254/2753-7048/2025.21308.

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This study explores the key factors involved in activating and sustaining student motivation in e-learning environments, viewed through the lens of educational psychology. The research begins by thoroughly analyzing various elements that influence student motivation, including individual differences, learning environment design, and external motivational mechanisms. The paper then presents a series of targeted strategies aimed at igniting students' intrinsic motivation, such as nurturing curiosity, setting achievable learning goals, and providing timely feedback. Additionally, the study emphas

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Salamin, Alain. "Rewards characteristics and intrinsic motivation: An exploratory study on homeostatic mechanisms." Swiss Journal of Psychology 59, no. 1 (2000): 3–15. http://dx.doi.org/10.1024//1421-0185.59.1.3.

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A limited number of studies have addressed the effects of pay characteristics on both intrinsic and extrinsic types of motivations within an organizational setting. While the relationships have been documented in a number of studies, research has been confined to academic and laboratory settings, and a number of key questions remain unanswered. Based on a sample of 400 employees from a large Swiss financial institution, quantitative and qualitative results show that material rewards have no unilateral effect on intrinsic/extrinsic and total motivation. Instead, homeostatic mechanisms keep the

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Kavussanu, Maria, and Glyn C. Roberts. "Motivation in Physical Activity Contexts: The Relationship of Perceived Motivational Climate to Intrinsic Motivation and Self-Efficacy." Journal of Sport and Exercise Psychology 20, no. 3 (1998): 264–80. http://dx.doi.org/10.1123/jsep.20.3.264.

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This study examined the relationship between perceived motivational climate and intrinsic motivation and self-efficacy and determined the role of goal orientation and perceived motivational climate in predicting intrinsic motivation and self-efficacy. College students (N= 285) enrolled in beginning tennis classes completed a battery of questionnaires assessing perceived motivational climate, goal orientation, intrinsic motivation, self-efficacy, and perceived ability. Perceptions of mastery climate were positively associated with enjoyment, effort, perceived competence, and self-efficacy and w

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Upmane, Anda, Anda Gaitniece-Putāne, and Agita Šmitiņa. "PSYCHOLOGY STUDENTS PERSONALITY TRAITS AND MOTIVATION TO CHOOSE STUDIES." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 1 (May 26, 2016): 540. http://dx.doi.org/10.17770/sie2016vol1.1525.

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The sample consisted of 83 first course academic and professional psychology program students aged 18-43 years. Research instruments: 1) Demographic survey; 2) BFI (Big Five Inventory, Benet – Martinez & John, 1998), adapted version in Latvian (Austers, 2007); 3) The assessment of psychology studies motivation. Key findings: The most important motivating factors for psychology studies in this sample are interest in psychology and the desire to help. Personality traits are related to the choice of profession motives: Agreeableness and Conscientiousness are positively correlated with the des

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Dolgaya, A. A. "MOTIVATING DELEGATION MODEL AND ITS RATIONALE." Vestnik Universiteta, no. 5 (July 16, 2020): 5–11. http://dx.doi.org/10.26425/1816-4277-2020-5-5-11.

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The model of motivating delegation has been proposed and its justification by the results of recent studies in educational psychology, neurobiology and pedagogy has been presented. The actualization of the employee’s personal effectiveness lies in his internal, inherent and characteristic motivational model only for him. To build the model, the theory of self-motivation and the phenomenon of self-determination, recent discoveries in neurobiology have been used, a sequence of communication interactions between the director and the employee, which makes it possible to include the motivation of a

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Huang, Hsin-Chou. "Motivational Changes in an English Foreign Language Online Reading Context." Social Behavior and Personality: an international journal 41, no. 5 (2013): 715–20. http://dx.doi.org/10.2224/sbp.2013.41.5.715.

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This study investigated how reading online affects English foreign language (EFL) learners' motivation to read all-English texts. Two classes of intermediate Taiwanese EFL learners in a college reading course participated. Each student read one online story every week during the semester-long experiment. A pre- and postreading motivation questionnaire, adapted from Mori's study, was administered to ascertain students' motivational changes. Results from a t test showed that reading using an e-book had a positive effect on students' motivations for reading in terms of several dimensions: reading

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Lampusova, V. B., L. Yu Orekhova, and L. I. Shalamay. "Educational motivation of the senior students of Dental faculty." Scientific Notes of the Pavlov University 26, no. 4 (2020): 34–39. http://dx.doi.org/10.24884/1607-4181-2019-26-4-34-39.

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Introduction. The question of learning motivation turns out to be the leading one in psychology of study. The content and structure of motivation form a certain motivational level of a student as well as the degree of his educational activity. During the years of study at the university, the correlation of motives changes, influencing the academic progress of the students.The objective of our study was to investigate the motivation peculiarities of educational activity in 4th year-students of the Faculty of Dentistry.Methods and materials. Forty-eight 4th year – students of the Faculty of Dent

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Wang, Yake, and He Yang. "Language Learning Motivations among Turkish Learners of Chinese as a Foreign Language: A Survey of Five Universities in Turkey." Behavioral Sciences 13, no. 10 (2023): 808. http://dx.doi.org/10.3390/bs13100808.

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Research on language learning motivations has been extensive. However, research on learners’ motivations for learning Chinese has been underexplored compared to that for learning English. The current study aimed to investigate the motivations among 256 Turkish learners of Chinese as foreign language (CFL) who studied at five universities in Turkey. Participants completed an adapted questionnaire based on Gardner’s Attitude/Motivation Test Battery (AMTB). A series of statistical analysis revealed three major findings. First, integrativeness, attitudes towards learning situation and attitudes to

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Ikulayo, Philomena B., and Johnson A. Semidara. "Culturally Informed Sport Psychology Practice: Nigeria in Perspective." Journal of Clinical Sport Psychology 5, no. 4 (2011): 339–49. http://dx.doi.org/10.1123/jcsp.5.4.339.

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This article discusses unorthodox sport psychology practices typical with Nigerian athletes, which differ from Western mainstream practice models. These practices are specific Nigerian cultural approaches to sport psychology and are based on two broad types of motivation: intrinsic and extrinsic motivation. The intrinsic aspects include prayers, chanting of songs, verbalization of incantations, psyching verses, and juju and spirits in motivational processes. The extrinsic strategies include praise singing, audience verbalization, drumming effects, persistent silent audiences’ effects, and pres

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Priyanti, Maya Dwiayu, and Ida Ayu Mela Tustiawati. "An Analysis of Psychological Aspect of The Main Character in Shadow and Bone Movie." Austronesian: Journal of Language Science & Literature 4, no. 1 (2025): 20–29. https://doi.org/10.59011/austronesian.4.1.2025.20-29.

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This study investigates the psychological dimensions of the main character in the film Shadow and Bone using Bernhardt’s (1953) theory of human motivation. The analysis focuses on five key motivational categories: organic needs, desire, emotions as motives, feelings and attitudes as motives, and social motives. Through qualitative descriptive methods, 24 instances of psychological motivation were identified from the film. The findings indicate that desire-related motivations (33.3%) and organic needs (29.1%) are most dominant in shaping the character of Alina, the protagonist. These motivation

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Huang, Jen-Hung, and Yi-Chun Yang. "The Relationship Between Personality Traits and Online Shopping Motivations." Social Behavior and Personality: an international journal 38, no. 5 (2010): 673–79. http://dx.doi.org/10.2224/sbp.2010.38.5.673.

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In this study we investigated the relationship between personality traits and online shopping motivations by comparing Big Five model of personality (McCrae & Costa, 1987) and motivations for Internet shopping. Data were collected from 216 participants using a questionnaire. Regression analysis results indicated that openness was positively associated with adventure and idea motivation, and conscientiousness was positively associated with convenience motivation. Furthermore, extraversion was positively associated with sociality motivation, and neuroticism was positively related to lack of

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Petrosyan, Laura. "THE INTERRELATION OF MAGISTRACY LEARNING MOTIVES AND STUDENTS’ PERSONAL FEATURES." International Journal of Research -GRANTHAALAYAH 6, no. 4 (2018): 274–80. http://dx.doi.org/10.29121/granthaalayah.v6.i4.2018.1651.

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Psychologic features of learning activities’ motives have paramount importance for the process of mastering a profession and they’re a guarantee of professional’s personal development. The problem of learning motivation is analyzed and is actively researched by specialists in the educational psychology, pedagogical psychology and professional activity’s psychology. The goal of our research was to find out interrelation of motives of taking a master’s degree and personal features of students. The study was conducted with the 1st and 2nd year students of master’s program of Public Administration

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Sultanmuratova, Dilfuza. "THE ROLE OF PSYCHOLOGY IN THE ACADEMIC ACHIEVEMENT OF FOREIGN LANGUAGE LEARNING." Journal of Universal Science Research 2, no. 12 (2024): 206–11. https://doi.org/10.5281/zenodo.14569186.

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The role of psychology in the academic achievement of foreign language learning is multidimensional, encompassing cognitive, emotional, and social factors that shape the language acquisition process. Psychological principles provide insights into how learners process, retain, and apply new linguistic knowledge, highlighting the importance of motivation, memory, and anxiety management. Motivation, a key psychological factor, drives learners' engagement and persistence. Intrinsic motivation, such as personal interest or cultural appreciation, often leads to better outcomes, while extrinsic motiv

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Sturman, Ted S. "Achievement Motivation and Type A Behavior as Motivational Orientations." Journal of Research in Personality 33, no. 2 (1999): 189–207. http://dx.doi.org/10.1006/jrpe.1999.2242.

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S., Zolotareff, Yu. Antokhin E., and I. Palaeva R. "La psychologie de la motivation, une science fondamentale." Neurodynamics. Journal of clinical psychiatry and psychiatry 1, no. 2 (2019): 76–92. https://doi.org/10.5281/zenodo.3488859.

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This paper continues a series of lectures on the psychology of motivation, a theory developed by Paul Diel. The article presents the key conceptual aspects of the psychology of motivation. The basic "mental functions" presented in the Diel theory are described. The lecture contains many diagrams illustrating the basic psychology of motivation.

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Marie Magnifico, Alecia. "“Well, I Have to Write That:” A Cross-Case Qualitative Analysis of Young Writers’ Motivations to Write." International Journal of Educational Psychology 2, no. 1 (2013): 19–55. http://dx.doi.org/10.4471/ijep.2013.17.

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Hickey (2003), taking a “stridently sociocultural” position on motivation, notes that conceptualizations of motivation must shift to successfully study “motivation-in-context” (p. 401). This study represents an attempt to navigate such a shift. Rather than taking established understandings of achievement goals and motivation orientations as given, this interview-based, qualitative analysis examines three creative writing environmentsâ€”a secondary classroom, an extracurricular arts program, and an online game communityâ€”and analyzes adolescent participants’ understandings of their writing goa

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Sanjarbek, Abduvaitov. "The Psychology of Motivation: What Drives Student Success?" Multidisciplinary Journal of Science and Technology 4, no. 12 (2024): 1074–78. https://doi.org/10.5281/zenodo.14566468.

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In this article, we will review the psychology of motivation and why it is heavily relied upon for the success of student. This paper examines key psychological theories: Self-Determination Theory, Goal-Setting Theory, and the concept of a Growth Mindset so as to understand which factors influence student motivation. Finally, the roles of intrinsic and extrinsic motivation, social influences and motivation strategies are reviewed. These findings imply that psychological drivers of motivation can improve educational outcomes and student wellbeing.

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Stansbury, Jessica A., and David R. Earnest. "Meaningful Gamification in an Industrial/Organizational Psychology Course." Teaching of Psychology 44, no. 1 (2016): 38–45. http://dx.doi.org/10.1177/0098628316677645.

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Motivation and game research continue to demonstrate that the implementation of game design characteristics in the classroom can be engaging and intrinsically motivating. The present study assessed the extent to which an industrial organizational psychology course designed learning environment created with meaningful gamification elements can improve student perceptions of learning, course experience, and learning outcomes compared to a traditional course. A mixed analysis of covariance revealed that those in the gamified condition showed significantly higher perceptions of learning, engagemen

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Nguyen Phuc, Loc, and Thu Tran Thi Le. "LEARNERS' ACADEMIC MOTIVATION IN PSYCHOLOGY: A SYSTEMATIC REVIEW." Journal of Science Educational Science 65, no. 12 (2020): 75–84. http://dx.doi.org/10.18173/2354-1075.2020-0112.

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A systematic review was conducted to evaluate the learning motivation of pupils and students in psychology field. The databases in Vietnamese and English were systematically searched for review from the inception in 1981. The result of 36 studies indicated six research categories in analysing academic motivation as follows (1) Academic motivation and academic achievement, (2) Learning motivation by educational levels, (3) Impacting factors on academic motivation such as basic psychological needs, teachersstudents relationship, class climate, student mindset, self-efficacy and personality trait

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Bakhtiar, Aishah, and Allyson F. Hadwin. "Motivation From a Self-Regulated Learning Perspective: Application to School Psychology." Canadian Journal of School Psychology 37, no. 1 (2021): 93–116. http://dx.doi.org/10.1177/08295735211054699.

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Self-regulation of learning involves developing metacognitive awareness (planning, monitoring, and evaluating) of (a) cognition—motivational beliefs, (b) behaviors—persistence, effort, engagement, and (c) affect—enjoyment, interest, and other emotions. Metacognitive awareness creates opportunities to exert metacognitive control as needed, which may involve sustaining or manipulating motivational cognition, behavior, and affect. By adopting a self-regulation perspective, this paper discusses the ways motivation develops within and across academic tasks and situations, as well as the ways learne

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Usoltseva, V. V., O. S. Vtyurina, and Yu N. Deichman. "Reflexive Attitude to the Profession of Students Studying in a Psychological Specialty with Different Types of Motivation." Herald of Omsk University. Series: Psychology, no. 3 (2023): 48–57. http://dx.doi.org/10.24147/2410-6364.2023.3.48-57.

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The article contains a description of the characteristics of reflexive behavior of psychology students with different motivational complex describing readiness for professional activity. The structure of psychological readiness contains motivational, cognitive, operational and emotional components, the greatest value of which for the formation of a positive attitude to the profession is usually allocated motivational. The main purpose of the study was to study the distinctive characteristics in the emotionally positive / negative and active / passive attitude to the profession of students with

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Tripathi, Ritu, Daniel Cervone, and Krishna Savani. "Are the Motivational Effects of Autonomy-Supportive Conditions Universal? Contrasting Results Among Indians and Americans." Personality and Social Psychology Bulletin 44, no. 9 (2018): 1287–301. http://dx.doi.org/10.1177/0146167218764663.

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In Western theories of motivation, autonomy is conceived as a universal motivator of human action; enhancing autonomy is expected to increase motivation panculturally. Using a novel online experimental paradigm that afforded a behavioral measure of motivation, we found that, contrary to this prevailing view, autonomy cues affect motivation differently among American and Indian corporate professionals. Autonomy-supportive instructions increased motivation among Americans but decreased motivation among Indians. The motivational Cue × Culture interaction was extraordinarily large; the populations

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Gabriel, Rami. "The motivational role of affect in an ecological model." Theory & Psychology 31, no. 4 (2021): 552–72. http://dx.doi.org/10.1177/0959354321992869.

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Drawing from empirical literature on ecological psychology, affective neuroscience, and philosophy of mind, this article describes a model of affect-as-motivation in the intentional bond between organism and environment. An epistemological justification for the motivating role of emotions is provided through articulating the perceptual context of emotions as embodied, situated, and functional, and positing perceptual salience as a biasing signal in an affordance competition model. The motivational role of affect is pragmatically integrated into discussions of action selection in the neuroscien

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Tikhomirova, Tatiana N., Kirilka S. Tagareva, Yulia V. Kuzmina, and Sergey B. Malykh. "Adaptation of the Russian-Language Version of the Questionnaire “Intrinsic Motivation and Ability of Self-Perception”." Sibirskiy Psikhologicheskiy Zhurnal, no. 84 (2022): 27–47. http://dx.doi.org/10.17223/17267080/84/2.

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Introduction. Motivation is one of the most reliable predictors of success in school, confirmed by the results of meta-analyses controls for intelligence and previous academic achievements. Goals and objectives. This article gives the results of the adaptation of the Russian version of the self-reported questionnaire, “Intrinsic motivation and Ability of self-perception”. It was aimed at measuring two aspects of a student's motivational sphere: their desire to study certain academic disciplines and self-assessment of their educational achievements in certain subjects at school. The age range a

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Findley, Michael R. "The Relationship between Student Learning Styles and Motivation during Educational Video Game Play." International Journal of Online Pedagogy and Course Design 1, no. 3 (2011): 63–73. http://dx.doi.org/10.4018/ijopcd.2011070105.

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Educational video games allow for a level of intrinsic motivation and engagement that is not found in other forms of learning. This study determines if students found educational video game play to be a motivating experience and if a relationship existed between student learning styles and levels of motivation. High school psychology students played two short online educational video games and, upon completion of the activity, their intrinsic motivation levels were determined using an evaluation questionnaire. The data, as determined by the evaluation questionnaire, revealed that students foun

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Beymer, Patrick N., and Kristy A. Robinson. "Motivating by measuring motivation? Examining reactivity in a diary study on student motivation." Contemporary Educational Psychology 70 (July 2022): 102072. http://dx.doi.org/10.1016/j.cedpsych.2022.102072.

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Bozorbrevna, Mahmudova Darmonjon. "Motivation of psychology of students’ educational activity." ACADEMICIA: An International Multidisciplinary Research Journal 12, no. 4 (2022): 135–41. http://dx.doi.org/10.5958/2249-7137.2022.00256.7.

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Pajares, Frank. "Toward a Positive Psychology of Academic Motivation." Journal of Educational Research 95, no. 1 (2001): 27–35. http://dx.doi.org/10.1080/00220670109598780.

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Bruno, Bruna. "Reconciling economics and psychology on intrinsic motivation." Journal of Neuroscience, Psychology, and Economics 6, no. 2 (2013): 136–49. http://dx.doi.org/10.1037/npe0000006.

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Chu, Qian, and Jing Zhang. "The Psychology of Inequity: Motivation and Beliefs." Journal of Psychology in Africa 33, no. 4 (2023): 424–25. http://dx.doi.org/10.1080/14330237.2023.2233206.

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Dweck, Carol S. "Personal perspectives on mindsets, motivation, and psychology." Motivation Science 10, no. 1 (2024): 1–8. http://dx.doi.org/10.1037/mot0000304.

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