Dissertations / Theses: 'Motivation theories'

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Wellman, David Allen, and mikewood@deakin edu au. "Towards an integration of theories of achievement motivation." Deakin University. School of Psychology, 2001. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20051017.123821.

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This thesis investigated children's school achievement in terms of an integration of three theories of achievement motivation. The three theoretical outlooks were expectancy-value theory (EVT), implicit theories of intelligence (ITI), and flow theory (FT). The first of two studies was an exploratory investigation of the effectiveness of each theory independently and combined to predict children's achievement in four school subjects. The subject areas were maths, reading, instrumental music and sport. Participants were 84 children (40 females and 44 males) aged 9 to 10 years, one of each child's parents, and school teachers of each child in the four subject areas. All data were collected through questionnaires based on the three models. The results indicated that EVT and FT but not ITI accounted for a significant amount of the variance in children's achievement, including effects for subject area and gender. A second confirmatory study tested EVT, FT and an integrated model for the prediction of achievement in maths, reading and instrumental music. The participants were a further 141 children (74 females and 67 males) aged 10 to 11 years, and a parent and teachers of each child. Data collection using questionnaires occurred early in the school year (Timel) and approximately five months later (Time2). For EVT, children and parents competence beliefs were significant predictors of children's achievement in each subject area. Females tended to believe themselves more competent at reading and instrumental music and also valued these subjects more highly than boys. Modeling results for flow theory indicated that children's emotional responses to classes (happiness and confusion) were significant predictors of achievement, the type of emotion varying between subject areas and time periods. Females generally had a more positive emotional reaction to reading and instrumental music classes than males did. The integrated model results indicated significant relationships between EVT and flow theories for each subject area, with EVT explaining most achievement variance in the integrated model. Children's and parents competence beliefs were the main predictors of achievement at Timel and 2, Subject area and gender differences were found which provide direction for future research. Anecdotal reports of parents and teachers often attest to individual differences in children's involvement in various school domains. Even among children of apparently similar intelligence, it is not uncommon to find one who likes nothing better than to work on a mathematics problem while another much prefers to read a novel or play a musical instrument Some children appear to achieve good results for most of the activities in which they are engaged while others achieve in a less consistent manner, sometimes particularly excelling in one activity. Some children respond to failure experiences with a determination to improve their performance in the future while others react with resignation and acceptance of their low ability. Some children appear to become totally absorbed in the activity of playing sport while others cannot wait for the game to end. The primary research objective guiding the current thesis is how children's thoughts and feelings about school subjects differ and are related to their school achievement. A perusal of the achievement motivation literature indicates several possible models and concepts that can be applied to explain individual differences in children's school achievement. Concepts such as academic self-concept, multiple intelligences, intrinsic and extrinsic motivation, self-beliefs, competence beliefs, subjective task values, mastery and performance goals, Flow experiences and social motivation are just some of the constructs used to explain children's achievement motivation, both within and between various activity domains. These constructs are proposed by researchers from different theoretical perspectives to achievement motivation. Although there is much literature relevant to each perspective, there is little research indicating how the various perspectives may relate to each other. The current thesis will begin by reviewing three currently popular theoretical orientations cited in achievement motivation research: subjective beliefs and values; implicit theories of intelligence, and flow experience and family complexity. Following this review, a framework will be proposed for testing the determinants of children's school achievement, both within each of the three theoretical perspectives and also in combination.

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Judkins, Jill. "Time as Motivation: Selected Theories as Compared to Modern Revelation." BYU ScholarsArchive, 2002. https://scholarsarchive.byu.edu/etd/4843.

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This thesis proposes that human beings by virtue of living in each new present moment are motivated to develop strategies to secure the best possible outcome in their lived experience. A personal account of the phenomenological experience of time is presented and a brief history is given. The implications associated with being thrown into the present moment make apparent the weaknesses of the current assumptions that the slices of the present moment form a continuity of past and future and create a coherent synthesis of life. The assumption that human beings are intentional, goal-directed, and prone to seek meaning in their lives is explored. The ultimate nature of human beings and what their responsibility is in this life is re-examined.A personal experience that enlarged the author's understanding of the tentativeness of the present moment is investigated. In addition, five theorists are selected whose work is concerned with temporal constructs, existentialism, and the intentionality of each human being.It is concluded that a theory of linear time cannot account for the time phenomenon created by human beings being thrown into the present moment. The continuity of the present with the past and future to form a whole life is only assumed, but not explained by current theories. The five theorists cannot account for humanity's intentionality and search for meaning. Implications of the personal time experience are explained. Religious doctrines found in The Church of Jesus Christ of Latter-day Saints are examined to show how the gaps in the theories of time can be addressed by these beliefs. These doctrines include belief in pre-existence and an eternal afterlife, the reality of God and the Devil, and the power of faith and repentance.In summary, the thesis defends the conclusion that the theorists and humankind all have some level of faith in God, and that the theorists are limited in developing accurate theories about human beings because of the erroneous and incomplete understanding of the character and nature of God. God as the creator understands the whole process and it is only through His revelatory process can we understand humankind. God loves His children and has prepared a way through the atonement of Jesus Christ that all might return to Him.

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Periah, Joseph. "The role of the school management team in educator motivation." Thesis, University of Zululand, 2015. http://hdl.handle.net/10530/1476.

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A thesis submitted to the Faculty of Education in fulfilment of the requirements for the degree of Master of Education in the Department of Foundations of Education at the University Of Zululand, South Africa, 2015
The study dealt with the theories of motivation, causes of demotivation, the role of the school management team in educator motivation. In the study certain influential theories were briefly looked at such as the earlier theories of Maslow, McGregor and Hezberg. The empirical survey was used to gather information from educators on the following research questions: • What causes de-motivation of educators? • What is the role of the school management team in the motivation of educators? • What alternative theories, strategies and approaches can the school management team adopt to motivate educators? In the study it was found out that against the milieu in which most schools operate, there seems to be a great deal of de-motivation among educators. Educators are burdened with overload, limited resources, increased workloads, and financial constraints. The study concluded that in order for educators to perform at their best, they needed to be motivated. The responsibility lies heavily on the school management team to motivate educators. The study recommended that the school management team must provide sound visionary and creative motivational leadership in order for educators to perform.

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Donlin, Joanne Mac. "Memory for performance feedback : a test of three self-motivation theories /." Diss., This resource online, 1990. http://scholar.lib.vt.edu/theses/available/etd-08232007-111919/.

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Chan, Sau-yan, and 陳秀茵. "The interactive effects of competition and theories of intelligence on motivation." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2012. http://hdl.handle.net/10722/196504.

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Past research has revealed that both people’s beliefs and situational factors affected people’s goal orientation. This study investigated the interactive effects of competition and theories of intelligence on people’s goal orientation. A 2x2 between-subject factorial design was adopted. Seventh graders (N = 132) were primed with either incremental or entity theory of memory. The students were randomly assigned to either competitive or non-competitive condition. Motivational outcomes were measured after all the four groups received failure feedback. Findings showed that the effect of competition marginally overrode the effect of theories of intelligence in the entity condition. There were no statistical significant changes in self-efficacy and interest on the task before and after the setback in the groups.
published_or_final_version
Educational Psychology
Master
Master of Social Sciences

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Burnette, Jeni L. "Implicit Theories of Weight Management: A Social Cognitive Approach to Motivation." VCU Scholars Compass, 2006. http://scholarscompass.vcu.edu/etd/1492.

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Just as scientists develop general conceptual explanations of the phenomena they investigate, individuals also develop intuitive theories about such human characteristics as intelligence, personality, and athletic ability. These theories, unlike scientist's theories, are not explicitly articulated or documented, and so they are termed implicit theories. Implicit theories, in achievement motivation, distinguish between the belief that human attributes are fixed (entity theory) or malleable (incremental theory) and have been shown to have far-reaching consequences for motivation, goal-orientations, and regulatory strategies in an array of domains. This dissertation extended implicit theories research to the domain of body-weight management. Drawing from an elaborate theoretical framework on implicit theories and health behavior research, the present work predicted that (a) individuals differ systematically in their beliefs about the malleability of body weight and (b) these implicit beliefs are related to coping and self-regulation strategies following dieting setbacks. To test these hypotheses, I first developed the Implicit Theories of Weight Management Scale and examined its psychometric properties. Results revealed internal reliability and convergent and discriminant validity. Implicit theories of weight management were moderately related to health and dieting locus of control but were distinct from personality dimensions such as the Big Five and trait optimism. Psychometric properties of the scale are presented and discussed. Next, I tested the hypothesis that implicit theories of weight management would be related to adaptive regulatory strategies (e.g., increased motivation) and to maladaptive coping (e.g., avoidance) following dieting setbacks and that this relation would be mediated by feelings of helplessness and optimism, and by attributions. Results largely supported these conjectures, revealing that even after controlling for constructs related to successful dieting (e.g., dieting self-confidence, trait self-control), believing more strongly that weight is changeable was related to lower reported use of avoidance when coping with setbacks and more effort. Additionally, feelings of helplessness and optimism mediated the implicit theories-self-regulatory relations. Results are discussed in terms of how implicit theories create the structure in which meaning is assigned to events and are therefore important for achievement and motivation. Implications and avenues for future research are presented.

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Horne, Jason, Virginia P. Foley, and Bethany H. Flora. "Race to the Paycheck: Merit Pay and Theories of Teacher Motivation." Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etsu-works/2997.

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Recent reforms in teacher evaluation tie these evaluations to student performance as measured by test scores and merit pay has been offered as a way to reward high test scores and improve teacher performance. Thus, the federal Race to the Top program has led several states toward teacher evaluation instruments that incorporate outcome data in the form of student achievement. In most states, this is the first step in the plan to institute a pay for performance program for teachers, also known as merit pay. This paper analyzes the concept of merit pay through the lens of equity theory. Equity theory provides a framework to organize a workplace that is equitable, consistent, and free of self-interest. Readers are challenged to consider the implications of merit pay in light of equity theory and resultant issues for educational policy and practice.

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Flora, Bethany, Virginia P. Foley, and Jason Horne. "Race to the Paycheck: Merit Pay and Theories of Teacher Motivation." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/3057.

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Palizay, Richard A. "A comparison of Romans 7:14-25 and selected psychological theories of motivation." Theological Research Exchange Network (TREN), 1985. http://www.tren.com.

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Liu, Ying. "The effects of implicit theories on motivation and performance in creative tasks." Click to view E-thesis via HKUTO, 2006. http://sunzi.lib.hku.hk/hkuto/record/B37091220.

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Liu, Ying, and 劉穎. "The effects of implicit theories on motivation and performance in creative tasks." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2006. http://hub.hku.hk/bib/B37091220.

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Dyczewski, Elizabeth A. "Motivation and Counterfactual Thinking: The Moderating Role of Implicit Theories of Intelligence." Ohio University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1305329867.

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Meigher, Colleen Alexis. "Factors influencing and predicting motivation to learn : an empirical analysis of two theories /." Diss., ON-CAMPUS Access For University of Minnesota, Twin Cities Click on "Connect to Digital Dissertations", 2001. http://www.lib.umn.edu/articles/proquest.phtml.

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Andersson, Amanda, and Emma Ljungdahl. "Sustainable motivation? A qualitative study on dimensions of work motivation." Thesis, Malmö högskola, Fakulteten för kultur och samhälle (KS), 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-21613.

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Studien är genomförd med en kvalitativ metod och undersöker hur nyinträdda på arbetsmarknaden upplever arbetsmotivation och vad som driver dem i yrkeslivet. Vidare syftar studien till att undersöka om det går att urskilja några nya aspekter som inte tidigare uppmärksammats bland befintliga motivationsteorier. Empirin utgörs av tolv semistrukturerade intervjuer med personer i arbete födda på 1990-talet, där varje intervju var cirka 45 minuter lång. Resultatet visar att det finns en medvetenhet och ett hållbarhetsperspektiv hos intervjupersonerna som väger tyngre än exempelvis lön och omgivning. Vi kan med hjälp av det empiriska materialet se tendenser som pekar på att intervjupersonerna drivs och motiveras av faktorer som ligger långt fram i tiden, och att de kan finna mening i arbetsuppgifter som kanske inte generar någon direkt belöning. Intervjupersonerna har en långsiktig och hållbar syn på sitt arbete och motiveras av framtiden, och i de fall där arbetet inte är stimulerande har synsättet blivit en form av överlevnadsstrategi. Denna dimension av långsiktighet presenteras inte i tidigare motivationsteorier och vi vill därför mena att vi bidragit med viktiga insikter att vidare studera.
The following report is a qualitative study, and examines how newcomers to the labor market experiencing motivation and what drives them in their professional life. Furthermore, the study aims to investigate whether if it’s possible to discern some new aspects that is not mentioned in existing motivation theories. The empirical data consists of twelve semi-structured interviews with persons born in the 1990s, where each interview was approximately 45 minutes long. The result shows that there is an awareness and a kind of sustainability in the interviewees answers, that outweighs economic factors and surroundings. We can with the help of the empirical material see a trend that suggest that interviewees are driven and motivated by factors which lies further in the future, and that they can find meaning in the tasks that might not generate any direct reward. The interviewees have a long-term and sustainable approach to their work and are motivated by the future, and this point of view has become a form of survival strategy whenever the work is not stimulating enough. This dimension of sustainability is not presented in the earlier theories of motivation and we would therefore like to suggest that we contributed with important insights to further study.

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Gilbey, Wayne. "Effects of Religious Motivation on the Relationship between Religion and Well-Being." ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/1137.

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The purpose of this study was to examine whether intrinsic, extrinsic, and quest religious motivations mediate the relationship between the religious philosophy and perceived well-being of believers. The intrinsic-extrinsic-quest paradigm has been the dominant measure of religious motivation for more than 3 decades. However, the different effects of intrinsic, extrinsic, and quest motivation on the well-being of believers has not been tested on a stratified, purposeful sample of the major world religions. A quantitative, quasi-experimental research design was used with an online, self-report questionnaire and mediation analysis to examine the effects of religious motivation on the relationship between religious philosophy and well-being. A stratified, purposeful sample of 763 members of the major world religions completed assessments of religion and well-being. Linear regressions revealed that intrinsic, extrinsic, and quest religious motivations were three distinct constructs, that they do exist across the world religions, and that they mediated the relationship between different religions and well-being, depending on which predictor and outcome variables were being examined in the mediation triangle. Positive social change is possible for counselors, therapists, psychologists of religion, religious leaders, and laypersons at the individual and societal level through knowing which religious beliefs, motivations, and practices are associated with positive affect, satisfaction with life, the fulfilment of basic human needs, eudaimonic well-being, and better physical health. Individuals come to religion mainly during times of personal crises as a way of coping, expecting urgent results, and these findings illuminate the effectiveness of their chosen coping strategy.

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Lebedeva, Marina. "Business Applications of Typological Theories." Master's thesis, Vysoká škola ekonomická v Praze, 2011. http://www.nusl.cz/ntk/nusl-125071.

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The main goal of this thesis is to find out how typological theories can benefit human resource management and business overall and to introduce one particular typological theory developed in Russia -- socionics -- to European academic and business community highlighting its peculiarities and advantages. Referring to the purpose of this thesis, case study qualitative research of exploratory nature is applied. Thematic analysis is performed to analyze the study's findings, in which three areas are identified in order to help reaching the goals of this thesis. The thesis offers practicable solutions that can be applied by individuals in matters of career planning and companies in various areas of human resource management and other business spheres to increase the level of efficiency and satisfaction.

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Correia, Pedro. "Work motivation theories under contrasting cultural influences : an exploratory study in Macau and Portugal." Thesis, University of Macau, 1997. http://umaclib3.umac.mo/record=b1636709.

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Chan, Derwin King Chung. "Integrating social psychological theories of motivation and intention to explain health and safety behaviours." Thesis, University of Nottingham, 2012. http://eprints.nottingham.ac.uk/12826/.

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The work within the thesis aimed to integrate concepts from three psychological frameworks, including self-determination theory (SDT), the theory of planned behaviour (TPB), and the hierarchical model of motivation (HMM), into a model to understand the processes that underpin motivation and intention toward health and safety behaviours. The first tenet of the model (derived from SDT and HMM), namely the trans-contextual effect of motivation, hypothesised that self-determined motivation for a given activity related to self-determined motivation for undertaking health-promoting behaviour associated with the activity. The second tenet of the model (derived from the strength, limitation, and theoretical assumptions of SDT and the TPB) speculates that the effects of self-determined motivation for health and safety behaviour on intention and behaviour were mediated by social cognitive variables. A total of eight studies were employed to test the two tenets of the integrated model across various health contexts (i.e., sport injury rehabilitation and prevention (Study 1 to 5)), occupational injury rehabilitation and prevention (Study 6 and 7), and myopia prevention (Study 8), and these studies are presented in five related research chapters (Chapters 2 to 6) in this thesis. The results provided preliminary evidence in support of both tenets of the integrated model, in which motivation from a general life domain is transferred to motivation, and antecedent social cognitive variables, for behaviour in a health and safety domain. The final chapter (Chapter 7) of the thesis summarises the findings of the eight studies and offers explanations and interpretations of the overall pattern of results. Conclusions were then drawn with respect to the theoretical and practical implications of the findings. Consideration was also given to the methodological limitations of the thesis and the scope for further studies to improve the predictive power, utility, measurement reliability, and evidence base for the model.

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Bober, Edward. "What we are and what we may be : a political critique of motivation theories." Thesis, University of East Anglia, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.437894.

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Weatherston, David William. "An examination of the current status of psychological and sociological theories of terrorist motivation." Thesis, University of Newcastle Upon Tyne, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.399566.

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Bryant, Lauren H. "Self-Theories of Intelligence and Rural Middle School Students: Examining a Model of Achievement Motivation." Diss., Virginia Tech, 2012. http://hdl.handle.net/10919/26805.

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Psychosocial interventions to cultivate functional motivational beliefs in students are becoming increasingly popular. However, in education it is easy to prematurely place hope in promising, emerging techniques and ideas before they are fully explored through research. This study seeks to add to the body of knowledge examining psychosocial interventions by investigating one of the constructs popularly targeted in these interventions: self-theories of intelligence (STIs). Within this study, STIs are explored within a previously tested model of motivational variables (goal orientations, effort beliefs, interest, causal attributions, and failure response). The addition of metacognition to this model of achievement motivation is also investigated. Because research has suggested that STIs may be domain-specific, this study focused on STIs in the domain of science. Within this study, I used a self-report instrument comprised of seven subscales (each representing one motivational variable) to collect information on the achievement motivation of rural middle school students in the domain of science. Students from three schools in two counties in rural southwest Virginia participated in the study (n = 367). Independent and paired-samples t-tests, confirmatory factor analysis, mediational analyses, and structural equation modeling were used to answer the following four research questions. 1. To what extent are rural middle school studentsâ self-theories of intelligence fixed or malleable in the domain of science? 2. To what extent do rural middle schools students have metacognitive knowledge and skills in the domain of science? 3. Does metacognition mediate the relationship between a malleable belief of intelligence and positive effort beliefs? 4. To what extent does the Blackwell, Trzesniewski, and Dweck (2007) model fit data obtained from rural middle school students in the domain of science? The results showed that the participants expressed a significant malleable view of intelligence, and demonstrated moderate amounts of metacognitive knowledge and skills. Metacognition was shown to be a significant mediator of STIs and effort beliefs. Standardized path coefficients for the achievement motivation model were significant; however, model fit indices revealed that this model may not be an adequate fit for these studentsâ beliefs in the domain of science.
Ph. D.

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Němečková, Monika. "Motivační systém vybraného hotelu." Master's thesis, Vysoká škola ekonomická v Praze, 2010. http://www.nusl.cz/ntk/nusl-74665.

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The subject of this dissertation is "Employee motivation structure of a chosen hotel". It is an employee work satisfaction study done at hotel Palace in Prague, which belongs to the Vienna International Hotels & Resorts. Analysis of the current situation as well as recommendations for improvement are included. The paper consists of two parts. The first theoretical part focuses on various concepts in the area of motivation, development of motivational theories, impact of employee motivation on performance and the characteristics of factors affecting work satisfaction. The second part analyses employee work satisfaction and describes the current state of the hotel's motivational structure. The conclusion focuses on suggestions for improvement based on the analysis presented in this paper.

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Grant, Kevin O'Brien. "Leadership And Employee Engagement." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7801.

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Business leaders often encounter difficulties in achieving sustainable employee engagement in the work environment, yet employee engagement is critical to an organization's financial success. The purpose of this qualitative single case study was to explore strategies business leaders use to overcome or mitigate the challenges of employee disengagement. A purposeful sample of 6 leaders employed at an insurance company participated in the study based on their knowledge and experience in implementing successful employee engagement strategies. The conceptual framework for the study was Kahn's personal engagement theory. Data were collected using semistructured interviews, company documents, and archival information. Data were analyzed using thematic analysis. Four themes emerged: leader–employee relationship; effective internal communication and feedback; compensation, awards, benefits, and incentives; and professional training and development to improve employee engagement. The implications for positive social change include the potential to provide leaders with strategies to increase employee engagement, which may create employment opportunities for community members, which could lead to the stability and general well-being of the community.

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Berglund, Evelina, and Frida Sjödin. "Motivation inom ämnet Idrott och hälsa : En intervjustudie av lärares uppfattningar om motivationens betydelse för ämnet Idrott och hälsa." Thesis, Umeå University, Education, 2005. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-452.

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We wanted to study if and how students become motivated and stimulated towards a permanent interest for regular physical activity, from a pedagogical perspective. Our goal was to examine how physical education teachers create motivation for the students and how you, as a physical education teacher, can motivate those students who are physically inactive due to obesity or other various kinds of problems. In the theoretical background, we have made a summary of sports and development of the physical education subject over the years. We also describe society´s perspective on public health. The motivation concept is definded and we explain different motivational theories. The study shows how teachers can help motivate their students and we discuss earlier research concerning motivation. The examination consisted of semi-structured interviews interpreted on the basis of research questions. When it comes to creating motivation for physical activity among students, the result shows that physical education teachers are of utmost importance. The students´ motivation can be influenced in a positive way if teachers encourage and praise all children and vary the education, adapting it to needs of the students.

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Hill, Kim Charisc. "Managing Employee Motivation Through the Process of Government Furloughs." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/4858.

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Budget constraints will cause federal furloughs to continue through 2035. Federal furloughs such as the one in 2012-2013, affected 800,000 out of 2.7 million federal employees. This dramatic workforce reduction caused remaining employees to experience stress and morale issues in the workplace. The purpose of the research was to understand how managers comprehend and experience the impact of extrinsic and intrinsic motivation on remaining employees' performance and attitudes during the furlough process. The theoretical foundation and conceptual framework were designed using both intrinsic and extrinsic motivation concepts and theories. Aspects of self-determination theory and hierarchy motivation theory were used to describe intrinsic motivational concepts. Extrinsic workplace motivation was described through expectancy theory, equity theory, and goal-setting theory. The overarching question addressed the lived experiences of 15 government managers to understand their perceptions on employee motivation during a furlough in the workplace through a hermeneutic phenomenological approach. Through the use of Flick's method of data analysis, 5 themes emerged from the interviews with the participants. The most notable results described the perceptions that managers had about their challenges in maintaining employee motivation and trust in an organization where the managers felt powerless. Recommendations may support positive social change by enabling more local control for managers and to develop and implement policies and procedures to support motivation of employees. Additionally, this study outcomes may lead to sensitizing national leaders to the detrimental effects of furloughs and the impact to employees and their families.

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Al, Zamil Fawzi. "Kuwaiti housing legislation, with emphasis on interior architecture based on space syntax, motivation and adaptation theories." Thesis, University of Edinburgh, 2008. http://hdl.handle.net/1842/26579.

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From observational approaches to housing in Kuwait, it has been found that the people there are experiencing a housing crisis, specifically in interior architecture, as they are building and living in houses that do not fulfil their needs. This is evidenced by the fact that in a single year, almost every house owner in both private and governmental houses in Kuwait city has done two or three alterations, either adding a room or bathroom, enlarging a living room, or adding walls for privacy. For the above reasons, the aim of this study is to build a body of knowledge based on several theories, in order to enrich and improve the current Kuwaiti housing legislation with emphasis on interior architecture. By having access to authorized information, in theory Kuwaitis could improve their homes. This study therefore investigates theories such as Maslow's Motivation Theory that highlights the hierarchy of human needs, Adaptation theory to explore the cultural, social, and environmental adaptation processes humans experience within their houses, Space Syntax to provide a systematic approach to segregation and space integration within the house, and sustainability to provide guidelines for building houses that maintain the people's cultural values and house design traditions in a way that enriches their lives and well -being. In addition, this study focuses on planning and building legislation and the impact of neighbouring on the house design that in turn affects people's daily lives. This study begins by giving the reader a brief history of Kuwait and its urban development, along with the influence that the discovery of oil had on people's houses and their house design. This is followed by two parts: the first is the deductive part, which explores the theories outlined above, while the second is the inductive part and describes the author's empirical work in which extended interviews with open -ended questions were used to acquire data regarding people's feelings, problems and needs within their houses. The findings and conclusions from that work are presented together with recommendations for future housing design. The research findings and the deductive part of this study are then considered together to produce a framework which legislators and designers in Kuwait Municipality and the PAHC (Public Authority for Housing Care) could use to improve the current Kuwaiti housing legislation comprehensively, with emphasis on the interior architecture. In the conclusion a review of the main findings of the thesis is presented, together with a set of fundamental recommendations derived from the synthesis of the deductive and inductive parts of this research. The thesis concludes with a final message about the importance of interior architecture in the quality of people's lives.

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Santos, Adriele Valéria Pereira dos. "Análise do efeito do sistema de recompensas na motivação dos colaboradores do grupo “Good Gastronomy”." Master's thesis, Instituto Superior de Economia e Gestão, 2017. http://hdl.handle.net/10400.5/14910.

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Mestrado em Gestão de Recursos Humanos
Num ambiente caraterizado pela escassez de recursos valiosos, que encaixem nos objetivos estratégicos das organizações, torna-se fundamental a atração e retenção de colaboradores que acrescentem valor ao negócio da empresa. Atualmente a gestão de recompensas é reconhecida como um dos fatores que influenciam a motivação dos colaboradores e consequentemente a retenção dos mesmos. O presente estudo analisou o efeito do SR (sistema de recompensas) do grupo ?Good Gastronomy? e concluiu que a motivação dos colaboradores do grupo é determinada principalmente pela componente extrínseca proporcionada pelo SR do grupo.
ABSTRACT: In an environment characterized by the scarcity of valuable resources that fit the strategic objectives of organizations, it is fundamental to attract and retain employees who add value to the company's business. Rewards management is currently recognized as one of the factors that influence employees' motivation and consequently their intention to stay with the organization. The present study analyzed the effect of the SR (reward system) of the group "Good Gastronomy" and concluded that the motivation of the employees of the group is determined mainly by the extrinsic component provided by the SR of the group.
info:eu-repo/semantics/publishedVersion

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Tamulaitis, Algirdas. "Pučiamųjų orkestro darbuotojų motyvaciją skatinantys veiksniai." Master's thesis, Lithuanian Academic Libraries Network (LABT), 2014. http://vddb.library.lt/obj/LT-eLABa-0001:E.02~2014~D_20140603_161044-99842.

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Motyvacija mūsų sąvokų žodynuose atsirado dar visai neseniai, tik XIX a. pr. bet jau užima labai svarbią vietą žmonių gyvenime. Bet juk kiek egzistuoja žmonija, tiek laiko ir egzistavo motyvacija, tačiau kodėl viskas buvo įvardinta tik dabar? Motyvas, kuris yra skatinamoji priežastis sukelia daugeliui mokslininkų didžiulę terpę pamąstyti, paanalizuoti bei ištirti kas tai yra? Kas būtent žmones verčia veikti, dirbti, egzistuoti? Analizuojamos yra vidinės bei išorinės žmonių motyvacijos, sukurta daug įvairių mokslininkų motyvacijos teorijų ir netgi daugelis jų jau yra paneigtos. Nėra vienos motyvacijos teorijos, kuri būtų universali ir padėtų išsiaiškinti darbuotojų motyvaciją skatinančius veiksnius. Atsižvelgiant į šios temos aktualumą ir naujumą apibrėžta tyrimo problema – analizuojant mokslinę literatūrą pastebima, kad kaip kiekvienas žmogus yra skirtingas taip kiekvienam galima taikyti vis kitokią motyvacijos teoriją ir analizuoti darbuotojų motyvaciją skatinančius veiksnius.
The motivation appeared in the vocabularies of our conceptions just some time ago, in the beginning of the XIX century, but it occupies a very important place in people’s life. The motivation has existed for the same time as the mankind, but why was it named only now? The motive, which is the stimulus, causes a huge medium for thinking, analyzing and researching what it is. What makes people act, work and exist? The internal and external people’s motivations are analyzed, a lot of different theories of motivation were developed by scientists and lots of them were denied. There is no universal theory of motivation helping to ascertain the factors encouraging the workers’ motivation. Considering the relevance and newness of this topic, the research problem was defined – while analyzing scientific literature, it is noticed that every person is different and a different theory of motivation can be applied for each of them as well as analyzing the factors encouraging the workers’ motivation.

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Park, Sang Bok. "Using motivation theories to analyse students' perceptions of an examination and their inclination to study for it." Thesis, Lancaster University, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.619265.

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This thesis has systematically examined an issue which has been under-researched in language testing: students' perceptions of a high stakes examination in terms of their motivation and their inclination to study for the exam. I started this study with the assumption that students' perceptions of an examination may influence bow they study for the examination. I analysed Korean Overseas Students' perceptions of their high stakes examination in relation to the six variables generated by understanding what directs an individual 's motivation from three motivation theories: Flow Theory, Expectancy Value Theory and Attribution Theory. I investigated students' perceptions of each section of the UEEKOS English exam in interviews conducted in 2007. In order to complement students' perceptions of each section of the exam, I examined their perceptions of the whole exam in a questionnaire administered in 2011. I also studied the relationship between their perceptions of the examination and their motivation, as represented by their claims about the amount attention they paid when they studied for it and their explanations for their perceptions and claims. The analysis showed four significant relationships between the students' perceptions of each section of their high stakes examination and their motivation - as represented by their claims of the amount of attention they paid when they studied for it - and six cause and effect relationships between their perceptions and their motivation. Four significant relationships • 1: The students who liked studying vocabulary were more likely to pay most attention to it than those who disliked studying it (Section 5.3.2). • 2: The students who liked studying essay writing were more likely to pay most attention to it than those who disliked studying it (Section 5.3.5). • 3: The students who disliked studying essay writing most were more likely to pay least attention to it than those who liked studying it (Section 5.3.5). • 4: The students who believed the essay to be the least important section were more likely to pay least attention to it (Section 6.3.5). Six direct cause and effect relationships • I (3 out of 3): Some students paid least attention to the vocabulary section because they disliked studying it (Section 5.4.2.1). • 2 (3 out of 5): Some students paid most attention to the reading section because they liked studying it (Section 5.4.3. I). • 3 (4 out of 7): Some students paid least attention to the reading section because they believed it to be easy (Section 5.4.3.2). • 4 (19 out of 22); Some students paid most attention to vocabulary because they believed it to be the most important section (Section 6.4.2). • 5 (6 out of 6): Some students paid most attention to the essay section because they believed it to be the most important (Section 6.4.5). • 6 (5 out of 7): Some students paid least attention to the essay section because they believed it to be the least important (Section 6.4.5). These findings showed that there are some cause and effect relationships between the perceptions of students and their motivation as represented by their claims about the amount of attention they paid when they studied. This study may be considered as an empirical study to examine two points. The first is that what causes washback may not be the importance and difficulty of the exam itself but rather students' perceptions of its importance and difficulty (Watanabe 2001). The second is that there may be causal effects between students' perceptions and their behaviour (Cheng 2008). The study also answers Alderson's important questions (2004): What brings washback about? Why does washback exist? It is hoped that this thesis may contribute towards a better understanding of washback on students in terms of motivation, especially the direct and causal influence of testing on students' perceptions and their behaviour.

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Fox, Lena Franziska. "Biases in leadership perception : the role of implicit leadership theories, attachment style, attentional capacity, and accuracy motivation." Thesis, Durham University, 2018. http://etheses.dur.ac.uk/12569/.

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Previous work suggested that followers’ insecure attachment style might bias the accuracy of follower leadership ratings (Davidovitz, Mikulincer, Shaver, Izsak, & Popper, 2007; Hansbrough, 2012), possibly also via followers’ implicit leadership theories (ILTs; Berson, Dan, & Yammarino, 2006; Keller, 2003). We argue that both followers’ attachment anxiety and avoidance—due to non-constructive emotion regulation and hence limited attentional capacity—lead to a biased leadership perception due to a greater usage of ILTs when rating a leader. In three online studies with full-time employed participants from the US and UK, we assessed both followers’ ILTs and leadership ratings together with their attachment style. Using an experimental design, Study 1 (N = 218) had participants rate a fictitious leader presented in a written vignette. In Study 2 (N = 217), participants rated their own supervisor. In Study 3 (N = 260), participants were asked to watch a video of a team meeting before rating the leader. Results indicated that the higher participants’ attachment avoidance, the more they relied on their ILTs when rating a leader. Study 3 found support suggesting that this was due to a decrease of attentional capacity. However, when under high working memory demands, the higher attachment avoidance, the less they relied on their ILTs, probably due to a breakdown of their defense-mechanism of blocking out information related to social perception (Edelstein & Gillath, 2008; Mikulincer, Dolev, & Shaver, 2004). Perceptual biases related to attachment anxiety were inconsistent. Results from Study 3 suggest that this might have been due to the interplay of a lack of attentional capacity and heightened accuracy motivation for participants high in attachment anxiety.

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Lee, Jaeyong. "Understanding Knowledge Sharing Motivation in the Public Sector: Application of Self-Determination and Person-Environment Fit Theories." VCU Scholars Compass, 2018. https://scholarscompass.vcu.edu/etd/5426.

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Knowledge has been recognized as an important resource that should be carefully managed in order to enhance organizational competitiveness. Therefore, it is important to manage knowledge resources that have been learned and stored in organizations. Several scholars in the public administration literature have examined whether public service motivation (PSM) can help employees share their knowledge in ways that contribute to the effective functioning of public organizations. However, the mechanisms by which PSM influences individuals’ propensity to share knowledge have not been clarified by past research. Against this background, at first, this study contributes to understanding the relationship between PSM and knowledge sharing by applying self-determination theory with a logical insight of the intrinsic knowledge sharing motivation process. This study also examined that relationship by testing three competing psychological mechanisms based on person-environment (P-E) fit theory: (1) person-group (P-G) fit, (2) person-job (P-J) fit, and (3) person-supervisor (P-S) fit. The research questions for this study are as follows: Do individuals with higher levels of PSM have a higher propensity toward knowledge sharing? Does the congruence between employees and their work environment increase employees’ knowledge sharing behavior? Do PSM-driven employees have higher willingness to fit in the work environment? Does P-E fit theory help explain the causal relationship between PSM and knowledge sharing? Based on primary data of 1,094 occupationally diverse employees working in 33 local governments in South Korea, the current study found that caution should be exercised when making claims regarding the effects of PSM on individuals’ propensity to share knowledge and that greater emphasis should be placed on ways public sector organizations can foster P-G fit and P-J fit. However, this study also found that the relationship between PSM and knowledge sharing is not mediated by the extent to which employees perceive that their values are congruent with those of their supervisors. Keywords: public service motivation (PSM), person-environment fit (P-E fit), person-group fit (P-G fit), person-job fit (P-J fit), person-supervisor fit (P-S fit), knowledge sharing

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Vagner, Irena. "School-age children's implicit theories of intelligence and competence perception and their relation to motivation for learning." CSUSB ScholarWorks, 1994. https://scholarworks.lib.csusb.edu/etd-project/486.

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The purpose of this study was to demonstrate how a child's implicit theory of intelligence and perceived competence in self-concept domains deemed important to the child could predict the locus (intrinsic or extrinsic) of that child's motivation to learn.

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McGinty, Heather L. "Predicting Fear of Recurrence and Protective Health Behaviors Using Protection Motivation Theory." Scholar Commons, 2010. http://scholarcommons.usf.edu/etd/3631.

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Prior research suggests that fear of cancer recurrence is very common among cancer survivors. This study examined the extent to which Protection Motivation Theory variables of threat appraisal and coping appraisal accounted for differences in fear of recurrence and performance of health behaviors in cancer patients who recently completed treatment. It was hypothesized that greater fear of recurrence would be related to a combination of high threat appraisal and low coping appraisal. Also, it was hypothesized that higher rates of health behaviors would be related to higher threat appraisals for cancer recurrence and higher coping appraisals for reducing risk of recurrence by improving diet or exercising. A sample of 155 early-stage breast cancer patients (mean age = 59 years) who completed surgery, chemotherapy, and/or radiotherapy between 6-24 months previously (mean = 12 months) completed measures of fear of recurrence, threat appraisal (perceived risk and severity of a potential cancer recurrence), fruit and vegetable intake in the past month, exercise for the past week, and coping appraisal (perceived response efficacy and self-efficacy to perform diet and exercise recommendations to reduce recurrence risk). Basic demographic and clinical information was also collected. The study findings supported the hypothesis that the combination of threat and coping appraisal beliefs explain which breast cancer survivors report higher fear of recurrence. However, the observed results did not support the hypothesized interaction between threat and coping appraisal for predicting either diet or exercise habits. Instead, coping appraisal alone predicted both fruit and vegetable consumption and exercise habits. Future research should focus on examining these relationships longitudinally and further assess coping appraisal and how it impacts fear of recurrence.

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Ding, Ting. "Possible Selves, Goals and Dynamics of EFL Motivation of Non-English Major Students in a Newly Established Local Undergraduate Chinese University: A longitudinal qualitative investigation." Thesis, University of Sydney, 2020. https://hdl.handle.net/2123/24117.

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Informed by the corpus of psychological and language motivation research, this thesis seeks to identify, contextualise and understand non-English major students’ English as a foreign language (EFL) motivation in a newly established local universities (NELU), including their possible selves and goals, as they complete their last compulsory English subject. An extensive literature review suggests that motivation studies of Chinese (EFL) learners have paid disproportionally less attention to non-English major students in newly established local universities (NELU) which enrol approximately half of undergraduate students in China than their high status counterparts. The current thesis focuses on the stable and dynamic components of their L2 motivation system. A participant-selection variant of mixed methods design (Creswell & Clark, 2011) was used. There were two phases of data collections in this thesis. Phase One sought to establish students’ motivational profiles through quantitative cluster analysis. Questionnaire data were collected using (1) the Second Language Motivational Self System (L2MSS) developed by Taguchi, Magid, and Papi (2009) and (2) the Inventory of University Motivation – English as a Foreign Language (IUM-EFL) scales developed by Da Silva and his colleagues (Da Silva, 2006a; Da Silva & McInerney, 2005; Da Silva et al., 2006). Four hundred and eighty-three non-English major students from a NELU voluntarily completed the questionnaire. Cluster analysis of the questionnaire data identified three main groups. The first group comprised of students who studied English for predominantly instrumental reasons including for use within their future career (N =160). The second group included those studying to meet the required English achievement scores and these students had less instrumental motivation than the first group (N =198). The third group was comprised of students who were largely disengaged and amotivated to learn English (N =12). In Phase Two, five to six representative students from each cluster were invited to participate in semi-structured interviews (N = 15). Four interviews were conducted with each participant. Interviews one and two were conducted in the second semester of their first year; interviews three and four were conducted when interviewees were in the first semester of their second year. Interview data analysis revealed a number of significant and useful findings about student EFL motivation. Fulfilling one’s duty to parents, gaining face and, importantly, not losing face, provided powerful explanatory narratives for the EFL motivation. The pervasive Chinese social practices of the guanxi (关系) of parents-student-teachers in school and university, the belief of ‘a well-educated person is superior to others in society (万般皆下品，惟有读书高)’, the social phenomenon of ‘one examination determines one's whole life (一考定终身)’ and the context of ‘graduation is unemployment (毕业即失业)’ were found to shape and drive their EFL motivation, although the form of these practices changed from school to university. The thesis has contributed to a significant understanding of the nature of L2 motivation of non-English major students in Chinese NELU. L2 motivation was best understood as culturally-bounded, situation-specific and dynamic, deviating from the general understanding of L2 motivation presented in contemporary mainstream L2 motivation research. Limitations and recommendations for future research and pedagogical implications are articulated.

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Романова, Я. О. "Удосконалення системи мотивації та оплати праці (на прикладі діяльності підприємства ТОВ "Нова пошта")." Master's thesis, Сумський державний університет, 2018. http://essuir.sumdu.edu.ua/handle/123456789/71830.

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У роботі розглянуто теоретичні та методичні основи щодо формування мотиваційної системи в організації, яка функціонує у сфері надання логістичних послуг. На основі використання системного аналізу щодо вивчення мотиваційних засобів працівників виявлено основні форми та методи стимулювання праці. Визначено основні типи і види винагород, з’ясовано зміст матеріального та нематеріального стимулювання праці. Виявлено основні елементи, що складають структуру системи мотивації. Розглянуто основні теорії мотивації. Визначено напрямки удосконалення системи мотивації та оплати праці на прикладі організації та функціонування конкретного підприємства. Розроблено комплекс щодо підвищення ефективності застосування мотиваційних заходів. Виявлено можливість покращення результатів діяльності організації на основі застосування мотиваційного механізму його працівників.
В работе рассмотрены теоретические и методические основы по формированию мотивационной системы в организации, которая функционирует в сфере предоставления логистических услуг. На основе использования системного анализа по изучению мотивационных средств работников выявлены основные формы и методы стимулирования труда. Определены основные типы и виды вознаграждений, выяснено содержание материального и нематериального стимулирования труда. Выявлены основные элементы, составляющие структуру системы мотивации. Рассмотрены основные теории мотивации. Определены направления совершенствования системы мотивации и оплаты труда на примере организации и функционирования конкретного предприятия. Разработан комплекс по повышению эффективности применения мотивационных мероприятий. Выявлена возможность улучшения результатов деятельности организации на основе применения мотивационного механизма.
The theoretical and methodical foundations concerning the formation of a motivational system in an organization that functions in the field of provision of logistic services are considered in the paper. Based on the use of systematic analysis of the study of motivational means of workers found the basic forms and methods of stimulating labor. The basic types and types of rewards are determined, the content of material and non-material stimulation of labor is determined. The main elements that make up the structure of the system of motivation are revealed. The main theories of motivation are considered. The directions of the improvement of the system of motivation and wages are determined on the example of the organization and functioning of a particular enterprise. The complex for increasing the effectiveness of motivational measures is developed. The possibility of improving the organization's performance based on the application of the motivational mechanism of its employees has been identified.

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Lindqvist, Per Fredrik. "Sångelevers motivation : - Hur kan övningslusten upprätthållas?" Thesis, Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:ltu:diva-69349.

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Syftet med denna studie är att förstå hur sångelever och sångpedagoger vid svenska gymnasieskolans estetiska program förhåller sig till motivation som drivkraft i övning och undervisning och hur sedan denna kunskap nyttjas i arbetet i sångkurserna. Totalt har sex elever och en sångpedagog deltagit i undersökningen som genomförts i form av kvalitativa intervjuer. Resultatet av studien visar att kunskapsnivån om hur övningslusten kan upprätthållas är god men borde kunna höjas genom medvetandegörande av hur motivation fungerar både hos undervisande pedagoger och hos studenter då det finns mycket olika forskning i ämnet som refererats till i detta arbete. De känner till, men bör till viss del kunna höja den mer djupgående förståelsen för och kunskapen om begreppet motivation och de olika teorier som finns med didaktiska implementeringsmöjligheter i ämnet. Undersökningen har lett till djupare insikt om och förståelse för det komplexa samspel lärare elev emellan för att nyttja och vårda motivationen i undervisningen. Analys av resultatet visar att varje elev kräver en ny analys av läraren för att finna det optimala arbetssättet för att uppnå den optimala motivationen hos eleven då olika elever kräver olika arbetssätt.
The purpose of this study is to understand how vocalist students and vocalist teachers at the Swedish Upper Secondary School’s Aesthetic Program relate to motivation as a driving force in teaching and in practice and how this knowledge is used in the courses’ daily voice and song teaching. Six students and one song teacher have participated in the study which was done with qualitative interviews. The result of the study shows that the level of knowledge about how the desire to practice can be maintained is good. However this knowledge should be able to be improved on by increasing awareness of how motivation works with both teachers as well as students. There is a lot of research being done on the subject which is referred to in this study. Both teachers and students have the knowledge but should, to a certain degree, be able to raise the level of a deeper understanding of, and knowledge of the concept, and different theories of motivation as well as the usage of it, and further possibilities of didactic implementation. The study has led to a better insight and understanding of the complex interaction between teacher and student in using and caring for motivation in the teaching/learning situation. The analyses of the results have shown that each student demands a new analyses from the teacher to find the optimal way of teaching to reach the optimal motivation in the student as different students need different ways of learning.

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Novotná, Jana. "Motivace a spokojenost pracovníků organizace." Master's thesis, Vysoká škola ekonomická v Praze, 2015. http://www.nusl.cz/ntk/nusl-201683.

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The master thesis theme is motivation and satisfaction of employees in organization. Theoretical part focuses especially on motivation in relation to work motivation and performance. Its task is to define the theories and tools of motivation and factors that influence it. In the practical part there is summary and analysis of survey that has been done on the premises of specific company in Prague. This parts task is to find out whether employees are satisfied with the selected motivational factors and how are these factors important to them.

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Madarová, Kateřina. "Motivační program vybrané vzdělávací instituce." Master's thesis, Vysoká škola ekonomická v Praze, 2011. http://www.nusl.cz/ntk/nusl-125013.

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The diploma thesis aims to explore work motivation and satisfaction of employees in chosen company, based on the assumption that these are at the lower level. On the ground of gained information subsequently proposes a suitable motivational program for language school employees. Considering low number of respondents there are several research methods used in the thesis, including personal and written questioning of employees, interviews with former employees, Bales interaction analysis, and comparison with another institution of similar nature. Based on the research has been confirmed the hypothesis about dissatisfaction of employees on the workplace. Taking into account the structure of statements is whole research and its conclusions grounded in Herzberg theory of work motivation and proposed program includes both hygienic and motivational elements.

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Štrausová, Nikola. "Stimulace pracovníků." Master's thesis, Vysoká škola ekonomická v Praze, 2010. http://www.nusl.cz/ntk/nusl-75645.

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This thesis focuses on motivation and stimulation of employees. The aim is to define the main theoretical approaches to motivation of employees and to apply newly gained knowledge into practice. Practical part is represented by research based on questionnaire completed by employees of a concrete company.

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Kleinová, Martina. "Srovnání motivačního systému vybraných firem." Master's thesis, Vysoká škola ekonomická v Praze, 2010. http://www.nusl.cz/ntk/nusl-85792.

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The topic of the diploma thesis Comparison of incentive system of selected companies is a comparison of companies's motivation programmes and motivational factors in the company branches to improve the work performance of employees. The theoretical partdeals with a definition of terms. The practical part is focused on Move One Inc. In the research part, the employee satisfaction in the company and suitable ways of motivation are verified by using a questionnaire and a personal interview. In the conclusion of the thesis, a motivational programe is proposed, including changes which should contribute to a more effective motivation of the employees.

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Gibson, Bria Leigh. "The Impact of Physical Features On the Book Selection Process of Fourth and Eighth Graders." Bowling Green State University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1300468939.

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Rosa, Adriana dos Santos. "A motivação para o trabalho na perspectiva do bibliotecário: um estudo de caso na região Bahia e Sergipe." Instituto de Ciência da Informação, 2018. http://repositorio.ufba.br/ri/handle/ri/26223.

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O presente trabalho aborda as teorias sobre motivação para o trabalho e tem como objetivo geral: Avaliar a motivação para o trabalho na perspectiva dos bibliotecários inscritos no Conselho Regional de Biblioteconomia da 5ª Região (Bahia/Sergipe); e como objetivos específicos: Mensurar a motivação para o trabalho do bibliotecário;Identificar os elementos motivadores para o trabalho do bibliotecário; e Identificar os elementos desmotivadores destes profissionais para o trabalho.A Metodologia utilizada para o alcance dos objetivos destaca o tipo da pesquisa, a justificativa, o universo e amostra e adota o Inventário de Motivação e Satisfação para o Trabalho como o instrumento de coleta de dados. O universo foi constituído por 1941 bibliotecários registrados no CRB/5ª região, dos quais 910 estão ativos. Os inscritos no Conselho no período entre 2013 a 2014 que atuam nos estados de Bahia e Sergipe totalizam 435 bibliotecários. A amostra foi constituída pelos respondentes, ou seja, foram 45 questionários respondidos dentro da população de inscritos no CRB/5º região no período estipulado pela presente investigação. O baixo índice de retorno dos respondentes comparado ao número total de credenciados no período escolhido (45/435= 10,3%) pode ter ocorrido devido a uma possível desatualização de cadastro, pouca acessibilidade destes profissionais ao e-mail ou falta de interesse em responder a um questionário longo.Salienta-se que o recorte temporal, apontado pela investigação justifica-se pela necessidade de desvelar a realidade de profissionais experientes, mas que não tenham muito tempo de formação inicial que possivelmente estão atentos para as tendências e desafios do mercado atual. Conclui-se, dentre outras considerações finais, que os bibliotecários credenciados no CRB/5ª Região no período de 2004 a 2013, apresentam-se motivados por variáveis que perpassam diversos contextos, desde os de ordem econômica, os de características sociais, até as mais elevadas percepções cognitivas individuais.
ABSTRACT The present work addresses theories about motivation for work and has as general objective: To evaluate a motivation for the work from the perspective of the librarians enrolled in the Regional Council of Librarianship of the 5ªRegion (BAHIA / SERGIPE);and as specific objectives: Measure a motivation for the work of the librarian; Identify the motivating elements for the librarian's work; and Identify the de-motivating elements of these professionals for the job.The Methodology used to reach the objectives highlights the type of research, a justification, the universe and sample and adopts the Motivation and Satisfaction Inventory for Work as the data collection instrument of the research. The universe was constituted by 1941 registered librarians in the CRB / 5º region, of which 910 are active. Those enrolled in the council in the period between 2013 to 2014 that operate in the states of Bahia and Sergipe total 435 librarians. The sample consisted of respondents, that is, 45 questionnaires were answered within the population enrolled in the CRB / 5th region in the period stipulated for the present investigation. The low rate of return of the respondents compared to the total number of accredited in the chosen period (45/435 = 10.3%) may have occurred due to a possible outdated registration, poor accessibility of the professionals to the e-mail or lack of interest in answer a long questionnaire. It should be noted that the time cut, as pointed out by the research is justified by the need to unveil the reality of experienced professionals, but who do not have a lot of initial training time, possibly paying attention to current market trends and challenges. It is concluded, among other final considerations, that the librarians accredited in the CRB / 5ª Region from 2004 to 2013, are motivated by variables that cover different contexts, from variables economic and social, to the highest individual perceptions cognitive.

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Boháčová, Monika. "Motivace a stimulace zaměstnanců Restaurace U Pinkasů." Master's thesis, Vysoká škola ekonomická v Praze, 2014. http://www.nusl.cz/ntk/nusl-193493.

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The theoretical part of the Master's thesis deals with aspects, which influence job performance of employees. The thesis describes one of the most important parts of job performance, which is the motivation. It is also dealing with some of more or less known motivational theories, which help us to understand the motivation of each person. The thesis does not omit term of stimulation and work satisfaction as well. The background of specific company in tourisms, the U Pinkasů restaurant, is sketched in practical part of the thesis. The motivation of its employees as well as some improvement suggestions are studied close.

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Žejšková, Kristýna. "Systém odměňování v podniku." Master's thesis, Vysoké učení technické v Brně. Fakulta podnikatelská, 2017. http://www.nusl.cz/ntk/nusl-319416.

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The subject of the thesis "The system of remuneration in the chosen company" analyzes the current state of rewards and benefits in the company MARS Svratka as part of its remuneration system. It also defines their role and meaning and at the end it suggests possible recommendations which may lead to higher satisfaction of employees. The theoretical part focuses on findings from literature and it mainly addressed the motivation of employees and their remuneration. The practical part consists of an analysis of the current state of the company on its basis are outlined the results the recommendations for the company.

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Gomes, Cordeiro Pedro Miguel, Figueira Ana Paula Couceiro, da Silva José Tomás, and Lennia Matos. "School Motivation Questionnaire for the Portuguese Population: Structure and Psychometric Studies." Cambridge University Press, 2014. http://hdl.handle.net/10757/314342.

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It is presented the structure and psychometric studies of the “School Motivation Questionnaire”. The SMQ is a self-report questionnaire with 101 items, organized in sixteen scales that measure the students´ goal orientations, the perceived classroom goal structures, the perceived teacher’s autonomy support and the use of learning strategies. Twelve scales are adapted from the “Learning Climate Questionnaire”, “Perceptions of Instrumentality” and “Cuestionário a Estudiantes”. Four scales and five additional items are created new. The psychometric studies rely on a convenience sample consisting of 9th and 12th grade students ( = 485) of Portuguese schools. The factorial and construct validity, verified through several exploratory factorial analyses to the data, presents a final solution of six factors, labelled Strategies (F1), Teacher Extrinsic Goals (F2), Student Extrinsic Goals, Externally Regulated (F3) Teacher Intrinsic Goals (F4), Student Extrinsic Goals, Internally Regulated (F5), and Student Intrinsic Goals (F6). The six-factor solution explains a significant variance of the scale results (53.95%). Good coefficients of internal consistency are obtained for all factors, never below (.858; F6). In sum there is strong evidence to support the multi-dimensionality of SMQ, upholding that the data obtained is exploratory and applies for future validation studies.
Se presenta la estructura y los estudios psicométricos del “Cuestionario de Motivación Escolar“. El CME es un cuestionario de auto informe con 101 ítems, organizados en dieciséis escalas que miden las orientaciones de las metas de los estudiantes, la percepción de las estructuras de las metas de clase, las percepciones del apoyo del profesor a la autonomía y el uso de estrategias de aprendizaje. Doce escalas son una adaptación del “Learning Climate Questionnaire”, “Perceptions of Instrumentality” y “Cuestionario a Estudiantes”. Cuatro escalas y cinco frases adicionales se crearon para este estudio. Los estudios psicométricos se basan en una muestra de conveniencia compuesta por estudiantes de los grados 9 y 12 (N = 485) de las escuelas portuguesas. La validez factorial y la construcción ha sido verificada a través de varios análisis factoriales exploratorios de los datos, y presenta una solución definitiva de seis factores, siendo Estrategias (F1), Metas extrínsecas de los docentes (F2), Metas extrínsecas de los estudiantes, reguladas externamente (F3), Metas intrínsecas de los docentes (F4), Metas extrínsecas de los estudiantes ,reguladas internamente (F5), y Metas intrínsecas de los estudiantes (F6). La solución de seis factores explica una variación significativa de los resultados de la escala (53,95%). Se encontraron buenos coeficientes de consistencia interna para todos los factores, nunca por debajo de (.858; F6). En suma, hay una fuerte evidencia para apoyar la multidimensionalidad del CME. Estos resultados son exploratorios y servirán como una base para estudios de validación posteriores.

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Svobodová, Lucie. "Analýza stimulace a motivace pracovníků." Master's thesis, Vysoká škola ekonomická v Praze, 2010. http://www.nusl.cz/ntk/nusl-113831.

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The goal of diploma thesis is to analyze the motivation program of company ROSS Holding a.s. The thesis consists of theoretical and practical part. The theoretical part explains concepts of motivation and stimulation, introduces basic theories of motivation and outlines the usage of stimulation in practice. The practical part deals with introduction of examined company, her current motivation program, analysis of satisfaction of employees with this program and with development of discovered preferences in time horizon of two years.

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Zavadilová, Lucie. "Motivace zaměstnanců veřejné správy." Master's thesis, Vysoká škola ekonomická v Praze, 2009. http://www.nusl.cz/ntk/nusl-17078.

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The diploma thesis deals with work motivation particularly in public sector. Success of every company unreels from achievement of its employees. If a company wants from their workers the best achievement, it must motivate them sufficiently. The goal of this diploma thesis is to find out, how it is with work motivation in public sector, which factors of motivation motivate public servants the most, and also if there is a difference in a structure of motivation between public and private sector employees. In the theoretical part, there are compared theories of motivation and factors of motivation which are typical for private and public sector. In the analytical part, there are evaluated the answers gained on the basis of questionnaires survey, carried out in the offices of public sector. The most important factors for public servants are described and compared with the motivation structure of private sector.

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Johnson, Vicki D. "Growth Mindset as a Predictor of Smoking Cessation." Cleveland State University / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=csu1246034970.

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Moks, Edvin. "Motivation att lära : En studie om elever och lärares upplevelser kring att lära sig matematik på gymnasiet ur ett motivationsteoretiskt perspektiv." Thesis, KTH, Lärande, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-264223.

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Forskning har visat att motivation har en stor betydelse för elevens lärande och välmående i skolan. Motivation har en lång forskningshistoria vilket har skapat en stor mängd tankar och idéer kring vad motivation är och hur den på bästa sätt kan främjas hos individen. Under senare år har motivationsforskning övergått till att i större omfattning använda socio-kognitiva modeller vilket har bidragit till en ny förståelse av motivationens flerdimensionalitet. Ur ett socio-kognitivt perspektiv framstår inte en elevs motivation vara ett stabilt personlighetsdrag utan snarare reflektera det möte som uppstår mellan undervisningens kontext och vilka förutsättningar eleven tar med sig in i denna kontext. För att nå en förståelse för elevens motivation att lära behövs således både en insikt om vilka förutsättningar eleven tar med sig in i en undervisningssituation samt hur undervisningens kontext påverkar dessa förutsättningar.Syftet med detta examensarbete är att undersöka hur elevens lärande inom matematik samt lärarens arbete med att motivera elever att lära sig matematik kan förstås ur ett motivationsteoretiskt perspektiv. Ett motivationsteoretiskt perspektiv betyder för denna studie att elever och lärares redogörelser har analyserats utifrån ett ramverk bestående av åtta motivationsteoretiska aspekter framtagna ur en syntes av motivationsteorierna självbestämmandeteorin, målorienteringsteorin samt förväntningar och värdeteorin.Studien genomfördes på två kommunala gymnasieskolor i Stockholmsområdet och deltagarna bestod av elever från varierande årskurser och programinriktningar samt lärare med lång respektive kort tid i yrket. Studien tillämpade en blandad metod där data samlades in via en enkät och intervjuer med elever och lärare. Deskriptiv analys utfördes på studiens enkätresultat med hjälp av statistikprogrammet SPSS och en riktad innehållsanalys genomfördes utifrån studiens ramverk på intervjuresultatet för att se hur motivationsteoretiska aspekter kom till uttryck i elever och lärares redogörelser. Resultatet visade att ungefär hälften av de motivationsteoretiska aspekter som ingick i ramverket aktualiserades i låg grad hos eleverna. Många av eleverna hade en positiv inställning gentemot matematikämnet och upplevde att de vara motiverade att lära sig matematik, men det fanns även många elever som hade en motsatt uppfattning. Dessa elever verkade ha tappat tron på sig själva och upplevde inte att undervisningen tog hänsyn till deras mer utmanande situation. Likväl visade det sig att lärarna upplevde att det var svårt att förverkliga ett motivationsarbete i sin undervisning på grund av tidsbrist och begränsningar kopplade till styrdokumenten. En märkbar konsekvens av detta var att elevernas inflytande och deltagande i undervisningen blev väldigt begränsat. Med utgångspunkt i detta resultat och tidigare forskning presenteras förslag för hur matematikundervisning kan organiseras för att främja elevens motivation att lära sig matematik.
Research has shown that student motivation plays a significant part in students academic success and well-being in school. In the field of educational research, motivation has long been a topic of interest which has produced an large amount of thoughts and ideas about what motivation is and what learning environments promote motivation most effectively. In recent years, researchers have increasingly began to use social cognitive models to explain motivation which has produced a new understanding of motivation as a multifaceted phenomenon. From a socio-cognitive perspective it has become clear that motivation cannot be explained as a stable personality trait. Instead, motivation can be understood to reflect the meeting point between the classroom context and what unique circumstances each student brings with him or herself into this context. Thus, in order to understand student motivation, one must first seek to understand the conditions each student brings to the classroom and how the classroom context affects each students unique circumstances. The purpose of this thesis is to investigate how student accounts of learning mathematics and teachers classroom practices to motivate students to learn mathematics can be understood from a motivational theoretical perspective. In this study a motivational theoretical perspective refers to a framework that was developed from a synthesis of the three motivational theories, self-determination theory, goal orientation theory and expectancy-value theory.The study was conducted in two Swedish upper secondary schools with students from mixed grades and different educational programs and teachers with both short and long experience in the teacher profession. The study used a mixed method and the data was collected via a questionnaire that students participated in and through interviews with both students and teachers. Descriptive analysis was performed on the quantitative data using SPSS and a directed qualitative content analysis was performed using the developed framework on the qualitative data. The results showed that nearly half of the categories within the framework were satisfied in low levels within the students. Although many of the students had a positive attitude towards mathematics and felt that they were motivated to learn mathematics, there were also many students who had an opposite view. These students appeared to have had lost faith in themselves and did not experience that the learning environment took their more challenging circumstances into consideration. All of the teachers experienced a difficulty in including a motivational perspective in their teaching practice due to time constraints and limitations associated with the guidelines provided by the school system. A notable consequence of these circumstances was that student participation in learning activities and involvement in the decision making of the learning practices became very limited. Based on this result and previous research, suggestions were given on how the learning environment can be organized to promote student motivation in mathematics.

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Gareau, Alexandre. "An Examination of the Motivational Determinants of Academic Achievement Through a Dual-Process Perspective: The Case of the Integrative Process in Self-Determination Theory." Thesis, Université d'Ottawa / University of Ottawa, 2018. http://hdl.handle.net/10393/38587.

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Self-determination theory posits, through an organismic perspective of human development, that all humans are inherently curious to assimilate new information and all naturally behave for their psychological growth. Central to this natural tendency is the determinant role of the social environment in maintaining or hindering this inherent function of the self. Humans thus develop, through their life, motivational patterns that can be characterized as being either internalized or not. For SDT, this natural process of integrating one’s motives, values, and belief in the self can be observed through the internalization continuum of self-determination. The self-determination continuum describes the behavioral regulation of individuals and can be broke down in two large dimensions: autonomous vs controlled motivation. When applied to the educational context, the theory would say that students who invest themselves in their academic activities for more internalized and autonomous reasons will be more likely to experience positive educational outcomes (e.g., achievement, perseverance, deeper learning, well-being, and lower dropout intentions). However, recent meta-analyses revealed a small positive association between explicit self-evaluation of autonomous motivation (AM) and academic achievement (r ≈ .177; Cerasoli, Nicklin, & Ford, 2014; Richardson, Abraham, & Bond, 2012; Taylor et al., 2014). In those studies, the internalization dimensions have been mainly measured through self-report methodology, and even if those measures are valid and reliable they should only be interpreted as the accessible declared self-knowledge one individual has about his own motivational dispositions. As such, this thesis embarks on the premise that those explicit self-evaluations mainly tap into the reflective/conscious side on the human brain and that taking a dual-process perspective over the integration process could alleviate our understanding of human motivation. This thesis also acknowledges, as in most dual-process theories, the determinant role of working memory capacity (WMC) in the interplay between the explicit/reflective/controlled and implicit/impulsive/automatic processes. The ability to control and direct attention, as measured by WMC, is an important individual differences that can explain why some dual-process effect might be working for some individuals but not for the other (Barrett, Tugade, & Engle, 2004). In this dissertation, my hypotheses were anchored in SDT and inspired by the implicit social cognition approach. Accordingly, I aimed at exploring the internalization process of university students in the educational context. To that end, I proposed three original studies described in three different articles. In Article 1, I first developed a lexical decision task of implicit AM based on the preliminary work of Burton, Lydon, D'Alessandro, and Koestner (2006). I hypothesized that explicit and implicit AM should interact in a synergistic manner in the prediction of subsequent academic achievement. Moreover, this synergistic effect should depend on the WMC of the students, as the integrative process is likely to be cognitively challenging. A sample of 272 university students were recruited and participated in a lab study (INSPIRE lab). Results of moderated regression analysis revealed that explicit AM was a significant predictor of semester GPA, but only for students with high level of implicit AM, and average to high levels of WMC. This prediction was double the size of past meta-analyses estimate (β = .445), thus demonstrating that incorporating a dual-process perspective of AM enable a more precise account of internalization. In Article 2, I extended the lexical decision task with additional stimuli, replicated the effect of Article 1 with Bayesian estimation and tested a reciprocal hypothesis between academic AM and achievement. I hypothesized that the past academic achievements of students are likely to influence the development of AM for university studies. Again in the INSPIRE lab, 258 undergraduate students participated in this study. Results of a mediational model revealed a significant reciprocal effect of past academic achievement, explicit AM and subsequent academic achievement at university. Moreover, results from study 1 were included as informative prior in the Bayesian analysis of study 2. A moderated-moderation mediation model was tested and revealed a significant synergistic effect between explicit and implicit AM, thus replicating the effect found in study 1. This effect was also moderated by WMC, once again replicating the results of study 1, by demonstrating that sufficient WMC is needed for the synergistic effect of AM to be operant. Lastly, in Article 3 I developed an in-lab learning situation to evaluate if dispositions of AM could be activated outside of the students’ awareness and enable explicitly declared AM to be predictive of subsequent learning performance (math and verbal components). The beneficial effect of explicit AM on subsequent learning performance was only observed for the students who were subliminally primed with AM words. This experimental study thus stressed on the importance of the environment in shaping individuals’ behavior, even when that environment is unconsciously perceived. The findings of this experimental study were thus repositioned in a person x environment interpretation, as opposed to study 1 and 2 which were framed in a person x person interpretation. Of particular interest, contrary to studies 1 and 2, only students with low to average levels of WMC seemed to benefit from the situational priming of AM words. Students with lower levels of WMC can thus benefit from implicit situational cues of AM, as the results demonstrate that it can activate the synergistic effect of AM and ultimately help them perform better on the exam. Overall, this thesis has provided empirical evidence for adopting a dual-process perspective of AM combining motivation and cognitive research in the prediction of academic achievement.

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Dissertations / Theses on the topic 'Motivation theories'

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