Relevant bibliographies by topics / Motivational self system

Contents

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

Academic literature on the topic 'Motivational self system'

Author: Grafiati
Published: 4 June 2021
Last updated: 30 January 2023

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Motivational self system.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Journal articles on the topic "Motivational self system"

1

Haghani, Nader, and Mostafa Maleki. "“L2 Motivational Self System” and Learning German in Iran." Journal of Education and Learning 7, no. 4 (May 15, 2018): 136. http://dx.doi.org/10.5539/jel.v7n4p136.

Full text
Abstract:
Examining the reasons for the increasing number of Iranians learning German and creating of a first theoretical basis for that is the subject of this paper. In this regard, 370 Iranian learners of German from the German Language Institute in Tehran were questioned and their motivations were studied mainly based on the theory of “L2 Motivational Self System” (L2MSS). Investigating this research related to the psychological concept of “possible selves” and comparing it with the results of research conducted in the learning of English indicates that the motivation for learning German has a significant relationship with the components of the L2MSS, namely, L2 Ideal Self, L2 Ought-to Self, and L2 Learning Experiences. The achievement of this research can be effective in adopting foreign language policies in formal and informal educational areas in Iranian learning context.
APA, Harvard, Vancouver, ISO, and other styles
2

Takahashi, Chika, and Seongah Im. "Comparing self-determination theory and the L2 motivational self system and their relationships to L2 proficiency." Studies in Second Language Learning and Teaching 10, no. 4 (December 18, 2020): 673–96. http://dx.doi.org/10.14746/ssllt.2020.10.4.2.

Full text
Abstract:
This study empirically compares two often-utilized motivation theories in L2 studies: self-determination theory and the L2 motivational self system. It also examines the relationships among their motivational constructs, learners’ intended L2 learning effort, and L2 proficiency. While a number of studies have utilized these models in order to examine second language learners’ motivation, there has not been a thorough comparison of the two. Furthermore, while many studies have demonstrated the structural relationships between the motivational constructs of the two theories and the learner’s self-reported amount of effort, fewer studies have examined their L2 achievement. The results of this study indicated that the constituents in the two theories are correlated as predicted. Furthermore, while internalized types of motivation in self-determination theory predicted intended learning effort, which then led to L2 proficiency, the strength of the ideal L2 self was much weaker than the L2 learning experience, unlike what is argued in the theory.
APA, Harvard, Vancouver, ISO, and other styles
3

Yılmaz, Cevdet. "L2 motivational self system and its relationship with gender, proficiency and yea." New Trends and Issues Proceedings on Humanities and Social Sciences 4, no. 3 (October 15, 2017): 185–93. http://dx.doi.org/10.18844/prosoc.v4i3.2537.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

MacIntyre, Peter D., Ben Schnare, and Jessica Ross. "Self-determination theory and motivation for music." Psychology of Music 46, no. 5 (August 18, 2017): 699–715. http://dx.doi.org/10.1177/0305735617721637.

Full text
Abstract:
Learning the skills to be a musician requires an enormous amount of effort and dedication, a long-term process that requires sustained motivation. Motivation for music is complex, blending relatively intrinsic and extrinsic motives. The purpose of this study is to investigate the motivation of musicians by considering how different aspects of motivational features interact. An international sample of 188 musicians was obtained through the use of an online survey. Four scales drawn from Self-Determination Theory (intrinsic, identified, introjected, and extrinsic regulation) were utilized along with other motivational constructs, including motivational intensity, desire to learn, willingness to play, perceived competence, and musical self-esteem. To integrate the variables into a proposed model, a path analysis was conducted among the motivation variables. Results showed that the intrinsic motives are playing the major role in the maintenance of the motivational system, while extrinsic motives are less influential. Support was found for a feedback loop, whereby desire to learn feeds into increased effort at learning (i.e., motivational intensity), leading to the development of perceived competence, which is then reflected back into increasing desire to learn. Increases in these variables help to create a virtuous cycle of motivation for music learning and performance.
APA, Harvard, Vancouver, ISO, and other styles
5

Hughes, Leander, Stacey Vye, and Debjani Ray. "The L2 Motivational Self System: A Replication Study." JALT Journal 42, no. 1 (May 1, 2020): 5. http://dx.doi.org/10.37546/jaltjj42.1-1.

Full text
Abstract:
This study replicates research by Taguchi, Magid, and Papi (2009) regarding the L2 motivational self system, a framework for understanding second language learning motivation in terms of how learners view themselves as users of the second language (Dörnyei, 2005). The study was of 922 students at a national university in Japan who completed a questionnaire measuring 10 different L2 motivational and attitudinal factors. Correlation analyses and structural equation modeling (SEM) of the data supported the validity of the L2 motivational self system as a culture-independent explanation of the factors comprising L2 motivation. The differences that emerged in the strengths of relationships between factors for our sample compared to the Japanese sample in Taguchi et al. are postulated to be mainly due to differences between the two samples in their socioeconomic background and educational context. 本研究は、L2動機づけ自己システムに関する研究であるTaguchi, Magid, and Papi（2009）を追試したものである。L2動機づけ自己システムとは、第二言語学習における動機づけを、学習者が自分を第二言語使用者としてどのように見ているかという観点で理解するための枠組みである（Dörnyei, 2005）。本研究には日本の国立大学生922名が参加した。彼らはL2の動機づけ及び態度に関わる10個の異なる要因を測定するアンケートに回答した。相関分析と構造方程モデリング（SEM）を行った結果、L2動機づけの要因が文化的要因と独立したものであるとするL2動機づけ自己システムの妥当性が支持された。本研究とTaguchiらの研究で要因間の関係の強さに違いが生じたのは、主に社会経済的環境及び教育環境の違いが原因だと思われる。
APA, Harvard, Vancouver, ISO, and other styles
6

Alqahtani, Ali Falah. "A Study of the Language Learning Motivation of Saudi Military Cadets." International Journal of Applied Linguistics and English Literature 6, no. 4 (May 2, 2017): 163. http://dx.doi.org/10.7575/aiac.ijalel.v.6n.4p.163.

Full text
Abstract:
Using Dörnyei’s (2009) L2 Motivational Self System as the main theoretical framework, this paper reports a study of Saudi military cadets’ motivation to learn English. The study aimed to: a) investigate the usefulness of Dörnyei’s model for understanding and explaining English language motivation in this global context; b) capture other motivational factors seen to be relevant to the designated group’s motivation to learn English. A sample of 194 Saudi military cadets participated in the survey. Correlation and regression analysis of the data support the usefulness of the L2 Motivational Self System in assessing participants’ motivation to learn English. Language Learning Attitudes was found to be the best predictor of self-reported learning effort. In addition, Instrumentality Promotion and Instrumentality Prevention proved to be strong predictors of self-reported learning effort. Finally, the study hypothesised that a new construct ‘Religious Interest’ impacted on participants’ motivation to learn English, and regression analysis showed this was also a strong predictor of self-reported learning effort.
APA, Harvard, Vancouver, ISO, and other styles
7

Nguyen Khuong, Nhat-Anh. "A Review of L2 Learning Motivation Research Using L2 Motivational Self System." Journal of English Language Teaching and Applied Linguistics 4, no. 1 (February 4, 2022): 72–83. http://dx.doi.org/10.32996/jeltal.2022.4.1.7.

Full text
Abstract:
Since the initiation of Dörnyei’s (2009) L2 Motivational Self System model (L2MSS) in 2009, research on the second language (L2) learning motivation has witnessed unprecedented achievements. This recent study offered a brief review of significant research findings on L2 motivation that drew on the L2MSS framework from 2009 to 2021. Studies included in this review were categorized by two universal research approaches: quantitative and qualitative. Besides main research results that contributed to the L2 learners’ learning motivational profiles and the theoretical refinements of the L2MSS, brief descriptions of research instruments employed were included to provide insight into research methodologies currently used in L2 motivation and L2MSS studies. The reviewed research findings showed that while the quantitative paradigm remained dominant among studies that employed L2MSS, qualitative studies offered a deeper understanding of L2 motivation and emergent themes of the framework obtained by narrative data. The review provided theoretical and practical implications for future L2 motivation research drawn on the L2MSS.
APA, Harvard, Vancouver, ISO, and other styles
8

Al-Hoorie, Ali H. "The L2 motivational self system: A meta-analysis." Studies in Second Language Learning and Teaching 8, no. 4 (December 30, 2018): 721–54. http://dx.doi.org/10.14746/ssllt.2018.8.4.2.

Full text
Abstract:
This article reports the first meta-analysis of the L2 motivational self system (Dörnyei, 2005, 2009). A total of 32 research reports, involving 39 unique samples and 32,078 language learners, were meta-analyzed. The results showed that the three components of the L2 motivational self system (the ideal L2 self, the ought-to L2 self, and the L2 learning experience) were significant predictors of subjective intended effort (rs = .61, .38, and .41, respectively), though weaker predictors of objective measures of achievement (rs = .20, -.05, and .17). Substantial heterogeneity was also observed in most of these correlations. The results also suggest that the strong correlation between the L2 learning experience and intended effort reported in the literature is, due to substantial wording overlap, partly an artifact of lack of discriminant validity between these two scales. Implications of these results and directions for future research are discussed.
APA, Harvard, Vancouver, ISO, and other styles
9

Alzugaray, Francisco Javier Zarza. "Relación Entre Los Niveles Motivacionales Y La Autoeficacia En Estudiantes De Instrumentos De Cuerda Frotada De Nivel Superior." European Scientific Journal, ESJ 14, no. 8 (March 31, 2018): 85. http://dx.doi.org/10.19044/esj.2018.v14n8p85.

Full text
Abstract:
Motivation is one of the most important aspects in the development of a career of learning, even more so if one fits in a musical studies in which motivational levels must be sustained for many years. In this sense, the study of the motivation of musical achievement from the motivational theory of Weiner (2000) and its possible relation with the general self-efficacy described by Bandura (1986) is key to understanding both the formative process of the students and the possible ones pedagogical improvements to include in the Spanish educational system. Significant relationships have been found between the different motivational factors and self-efficacy. In the same way, the motivational factors related to the specific areas present a good explanatory capacity of self-perceived self-efficacy by the students. It is necessary to expand to other psychological constructs for a better understanding of the motivational event in higher musical studies.
APA, Harvard, Vancouver, ISO, and other styles
10

DERRYBERRY, DOUGLAS, and MARY K. ROTHBART. "Reactive and effortful processes in the organization of temperament." Development and Psychopathology 9, no. 4 (December 1997): 633–52. http://dx.doi.org/10.1017/s0954579497001375.

Full text
Abstract:
Self-organization can be approached in terms of developmental processes occurring within and between component systems of temperament. Within-system organization involves progressive shaping of cortical representations by subcortical motivational systems. As cortical representations develop, they feed back to provide motivational systems with enhanced detection and guidance capabilities. These reciprocal influences may amplify the underlying motivational functions and promote excessive impulsivity or anxiety. However, these processes also depend upon interactions arising between motivational and attentional systems. We discuss these between-system effects by considering the regulation of approach motivation by reactive attentional processes related to fear and by more voluntary processes related to effortful control. It is suggested that anxious and impulsive psychopathology may reflect limitations in these dual means of control, which can take the form of overregulation as well as underregulation.
APA, Harvard, Vancouver, ISO, and other styles
More sources

Dissertations / Theses on the topic "Motivational self system"

1

Taylan, Halit. "The language learning motivation of university-level students regarding the L2 motivational self system at a Turkish university context." Thesis, University of Exeter, 2017. http://hdl.handle.net/10871/32639.

Full text
Abstract:
The aim of this study is to understand whether Dörnyei’s (2005, 2009) motivational self system fits well with the language learning motivation of the participants in this Turkish university context The study has been carried out in a university in Western Turkey. In order to answer the research questions, the study has adopted a quantitative research design. The study has been conducted using a 109 item Likert scale questionnaire. The total number of participants in the study is 250. The study includes English prep class participants from the Department of Molecular Biology and Genetics, the Department of Environmental Engineering, the Department of English Language Teaching, the Department of English Language and Literature and the Department of Biology. The results of the study show that the motivational self system partially fits well with the language learning motivation of the participants in this Turkish university context. As the results suggest, the model needs some modifications in order to fit within this context. The three main components of the motivational self system (ideal L2 self, ought to L2 self, and attitudes toward learning English) are seen to be related to the intended learning efforts of the participants, and are confirmed as distinct independent constructs that measure the different dimensions of L2 motivation. However, the two standpoints, own and other, overlap in terms of instrumentality promotion, instrumentality prevention and family influence. The contribution of attitudes toward learning English to the intended learning efforts of the participants is higher than the ideal L2 self, and the effect of the ought to L2 self is questionable. In addition to this, the study shows that family influence is related to the ought to L2 self, rather than the ideal L2 self, but, contrary to Dörnyei’s (2005, 2009) model, milieu does not have any significant relationship with the ought to L2 self. The results also show that instrumentality has two foci: instrumentality promotion is related to the ideal L2 self, and instrumentality prevention is related to the ought to L2 self. Furthermore, imagination is found to be related to the ideal L2 self, as shown in the motivational self system. The results also suggest that the international community is important instrumentally for the imagined selves of the participants. This result supports the discussion that the international position of English attracts the participants’ future selves as suggested in the L2MSS. Key words: motivational self system; ideal L2 self; ought to L2 self; attitudes toward learning English; instrumentality promotion; instrumentality prevention.
APA, Harvard, Vancouver, ISO, and other styles
2

Alharbi, Fahad. "The Dynamics of the L2 Motivational Self System among Saudi Study Abroad Students." Scholar Commons, 2017. http://scholarcommons.usf.edu/etd/6672.

Full text
Abstract:
Adult second language acquisition takes time over an extended period of time during which the L2 motivation of learners goes through periods of ups and downs. Dörnyei, MacIntyre and Henry (2015) recognized the inherently dynamic nature of L2 motivation and called for adopting the Complex Dynamic System Theory (CDST) when studying this phenomenon. While using a CDST perspective, this mixed method study drew on Dörnyei’s (2009b) model of the Motivational Self System to examine the L2 motivation of 86 Saudi study-abroad students. Also, the construct of the Anti-ought to Self (Thompson, 2015) and aspects of the Appraisal Theory (Schumann, 2001) were adopted to guide this examination. The results of the study showed that the L2 motivation of the participants fell into four main motivational patterns. Also, some of the participants shifted into new attractor states over the course of their academic semester. Another important finding was that the Anti-ought to Self appeared as an important construct. The results of the standard multiple regressions showed that the amount of the variance in the Intended Learning Effort that was accounted for by the Anti-ought to Self alone exceeded the amount of the variance accounted for by the other explanatory variables put together. Also, the analysis of the quantitative and qualitative data showed that the use of the Appraisal Theory improved the construct validity of the Learning Experiences. The implications of these findings and future directions of the L2 motivational research were also discussed in the study.
APA, Harvard, Vancouver, ISO, and other styles
3

Larsson, Fredrik, and Kjellsson Nelly Strid. "The Potential Motivational Impact of 'Schoolifying' Extramural English Activities." Thesis, Malmö högskola, Fakulteten för lärande och samhälle (LS), 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-30620.

Full text
Abstract:
This research paper aims to investigate if the incorporation of students’ extramural English (EE) activities, such as watching movies or playing computer games, into the English classroom affect their motivation. This research was inspired by The School Inspectorate’s (Skolinspektionen, 2011) conclusion that too many Swedish students find English lessons un-motivating as well as boring. Partly to blame for this problem is the lack of perceived authenticity in the English classroom when compared to the activities that the students are engaged in outside of school (EE). Since this gap between school English and out-of-school English is creating un-motivated students in the classroom, this paper aims to describe learner motivation towards the English language, and whether incorporating students EE activities can increase their motivation. This is done with the support of different theories of motivation as well as the current globalized landscape, with English being considered a global language. One teacher and 25 of her students were interviewed to hear their thoughts on whether the incorporation of extramural English activities into the classroom would increase motivation. The study came to the conclusion that students wanted to learn English in order to become participants in the globalized world. Also, both teacher and students wanted to incorporate extramural English activities into the classroom and stated that this would increase their motivation in school. However, they also explained that it had to be incorporated, or ‘schoolified’, in a way that increased the students’ knowledge and proficiency, and was in line with the curriculum and its knowledge requirements.
APA, Harvard, Vancouver, ISO, and other styles
4

Magid, Michael. "A validation and application of the L2 motivational self system among Chinese learners of English." Thesis, University of Nottingham, 2011. http://eprints.nottingham.ac.uk/11971/.

Full text
Abstract:
This thesis consists of two mixed-methods studies: a validation study and an application study of Dörnyei's (2009a) L2 Motivational Self System with participants from China. The quantitative part of the validation study involved 1,154 Chinese middle school and university students from mainland China and the follow-up qualitative study consisted of ten Chinese university students at a British university from mainland China. Structural equation models and correlational analyses validated the L2 Motivational Self System in China. The issues of family, face, responsibility, and pressure clarified the motivational role of the Chinese family and explained the main relationships in the system. Differences in the motivational orientation of the two sub-groups demonstrated the ability of the system to represent different age groups. The application study involved an intervention programme that I developed at a British university in order to motivate my participants to put more time and effort into learning English by enhancing their vision of their Ideal L2 self. The programme contained 31 participants who were international students from China. The programme made most of the participants more motivated to learn English and all of them more confident in their English. There was a significant increase in the strength of the participants' Ideal L2 self as a result of the programme. The vision of the participants' Ideal L2 self and their goals for learning English became more clear and specific due to the programme. Motivation and confidence were found to mutually affect each other. Most of the participants' imagination improved as a result of the programme. They became more proficient in English, more aware of the importance of English in their lives, and their attitudes toward learning English became more positive due to the programme.
APA, Harvard, Vancouver, ISO, and other styles
5

Taguchi, Tatsuya. "The L2 Motivational Self System among Japanese University Learners of English: A Mixed Methods Approach." Thesis, University of Nottingham, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.523485.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Wang, Tianyi. "Constructing L3 selves : a study of undergraduate learners' motivation to learn a third language in China." Thesis, University of Cambridge, 2019. https://www.repository.cam.ac.uk/handle/1810/285105.

Full text
Abstract:
This study conceptualises Chinese language-major undergraduates' motivation to learn a third language (L3) from a self perspective. Two overarching aims were adopted to guide the research: how learners' L3 motivation was formulated and reformulated over the course of one year of learning an L3 and whether classroom intervention could help learners to construct their L3 motivation. This research adopted a longitudinal case study design and was situated in a state university in China. Students who had chosen to learn an L3 as their major and English majors who were required to learn an L3 participated in the research. To achieve the two principal research aims, the data collection process was divided into two phases. The goal of the first phase was to explore the development of my participants' L3 motivation without any intervention. Qualitative research methods were employed during this phase and data were gathered from open questionnaires, interviews, class observation and written journals. In the second phase, an intervention was carried out to explore how to construct my participants' ideal L3 selves. A quasi-experimental design was employed and mixed methods were adopted. Analysis was primarily guided by the L2 Motivational Self System and was carried out at both at class level and individual level. At a class level, findings suggest that both L3 majors' and English majors' L3 motivation was mainly constituted on the basis of their ideal L3 selves, ought-to L3 selves and L3 learning experiences, which were constantly constructed and reconstructed over the course of learning. Notably, learners' motivational trajectories did not display a homogenous pattern at the group level. In total, six different motivational patterns were identified, three from English majors and three from L3 majors. It was also interesting to identify that a few learners developed a type of multilingually oriented motivation during their L3 learning. Data collected at the second phase of fieldwork revealed that the intervention was effective in helping English majors to construct their ideal L3 selves but less useful in the case of L3 majors. At the individual level, six cases were analysed in depth to investigate how the trajectories identified at the group level developed temporally and contextually. The analysis shows that the construction of these learners' L3 motivation involved a complex interplay between their future L3 selves and current L3 learning experience. It was through this process that learners explored the relationship between the L3 and their self-identification, and attempted to develop their personal meaning of learning an L3. On the basis of the empirical evidence, this thesis argues that the construction of learners' L3 motivation hinges on exploration of the position of the L3 in their self-identification, and that class intervention might help learners to realise the importance of learning an L3 by helping them to develop their ideal L3 selves, at least in the case of non-L3-major students. Moreover, this study suggests that it is crucial for L3 learners in China to recognise the value of being multilingual, which plays an essential role in constructing their L3 selves and sustaining their L3 motivation.
APA, Harvard, Vancouver, ISO, and other styles
7

Islam, Muhammad. "L2 motivational self system and relational factors affecting the L2 motivation of Pakistani students in the public universities of Central Punjab, Pakistan." Thesis, University of Leeds, 2013. http://etheses.whiterose.ac.uk/5054/.

Full text
Abstract:
This thesis presents a study of Pakistani undergraduate students’ motivation to learn English, using Dörnyei’s (2009) L2 Motivational Self System as the main theoretical framework, while including some context-specific factors. This study has two primary aims; firstly to analyse the usefulness of Dörnyei’s model for describing the L2 motivation of a sample of Pakistani students, and secondly to capture other contextual and relational motivational factors which may be salient in this under-researched context. The study applied a mixed method approach. A structured questionnaire survey was designed and administered to over 1000 undergraduates in seven public sector universities of Central Punjab, Pakistan. Both descriptive and inferential statistics were used to analyse the questionnaire data. In addition, twenty semi-structured interviews were also conducted and their data was analysed using thematic analysis. The study provided considerable support for the validity and effectiveness/relevance of the L2 Motivational Self System in the Pakistani context. Participants’ L2 learning attitudes and ideal L2 selves emerged as the strongest contributors to their reported learning efforts. Both quantitative and qualitative data revealed that Milieu strongly influences participants’ future selves and L2 motivation. The qualitative data further elaborated that English-related social values and pressures were also mediated by significant others. Moreover, a proposed new construct – National Interest – was also found useful in capturing the in-depth view of the contemporary L2 motivation of the participants, highlighting the need to understand the association of English with their national identities and interests. The data revealed that these Pakistani learners’ image of themselves as future English-users is associated with a desire for the socioeconomic development, internal harmony and the international reputation of their country in a challenging global context. Overall, the study presented a combination of personal and relational factors strongly affecting participants’ L2 motivation.
APA, Harvard, Vancouver, ISO, and other styles
8

Li, Rui. "Differences in the Motivations of Chinese Learners of English in Different (Foreign or Second Language) Contexts." BYU ScholarsArchive, 2017. https://scholarsarchive.byu.edu/etd/6299.

Full text
Abstract:
This study employed the L2 Motivational Self-System (Dörnyei, 2005) as a framework to compare differences in the types of motivation reported by Chinese learners of English in a foreign language context (China) and a second language context (USA). It followed up on studies by Taguchi, Magid, and Papi (2009) and You and Dörnyei (2016). The participants consisted of 61 current students at an American university who come from Mainland China. This study adopted a mixed-method approach, using an internet-based questionnaire followed by an individual interview. The investigation aimed to explore what types of English learning motivation Chinese students have in different contexts, as well as to compare the shift in Chinese students' motivation when they move from an EFL (China) to an ESL (USA) context. A recent study conducted by You & Dörnyei (2016), provided a solid empirical description of the main features of language learning motivation in China. The detailed information presented in You & Dörnyei's study serves as a baseline to further explore the differences in English learner motivation in different settings. The findings of this study can be used as a reference to align English language learners' motivational self-system with their own pattern of development.
APA, Harvard, Vancouver, ISO, and other styles
9

Cabrita, Ana Miriam Meireles Ferreira. "Enhancing physical activity coaching through personalized motivational strategies and self-adaptive goal-setting: development of self-adaptive processes in a monitoring and coaching smartphone application." Master's thesis, Faculdade de Ciências e Tecnologia, 2013. http://hdl.handle.net/10362/10725.

Full text
Abstract:
Dissertação para obtenção do Grau de Mestre em Engenharia Biomédica
The rising age of the European population brings increased costs in healthcare mainly related to the management of chronic diseases. Regular physical activity has been shown to help in the prevention and control of disease risk. Mobile phones have provided promising and emergent ways of promoting healthy lifestyles, allowing real-time monitoring and coaching to be delivered at any time and any place. The presented work adds new features to the Activity Coach, an ambulatory feedback system that aims to encourage physical activity. The Integral of the Modulus of Body Acceleration (IMA) is the unit used as an estimate for energy expenditure. Although previous research demonstrated the potential of this system, results also showed that adherence drops after a few weeks. The primary goal of this research was to design, implement, and test adaptive goal-setting and personalized feedback strategies in order to encourage physical activity. Regarding the self-adaptive goal-setting feature, the goal for each day is defined automatically based on the physical activity performed at that day of the week since the beginning of the intervention. Hence, the intention is to help the user to increase or maintain his level of physical activity taking his daily routine as a reference. The second element added to the system regards motivational feedback messages, a key factor in interventions aiming at behavior change. Based on the levels of self-efficacy, stage-of-change, and daily activity, the user is assigned to one of the six pre-defined feedback strategies in the system. The content of the motivational cues depends on the selected feedback strategy. The evaluation of the system focused on providing better understandable and more accurate feedback to the user. To do so, we evaluated the challenge and attainability of the goals provided to the user with (1) data acquired during previous studies, and (2) newly gathered data from a single-subject study. As part of the evaluation, we translated IMA counts into ‘steps’, a commonly understandable measure for physical activity, comparing the data acquired from the Activity Coach sensor with a Fitbit, a commercially available pedometer. Although further tests with more subjects and different activities should be performed, we suggest that the default values set to the system are in agreement with the Goal-Setting Theory providing challenging and attainable goals. The results from this research will be used in future experiments using the Activity Coach and can be adapted to other ambulatory feedback systems regarding promotion of physical activity.
APA, Harvard, Vancouver, ISO, and other styles
10

Jiang, Yu. "Gender differences and the development of L2 English learners' L2 motivational self system and international posture in China." Thesis, Birkbeck (University of London), 2013. http://bbktheses.da.ulcc.ac.uk/66/.

Full text
Abstract:
The study is based on Dörnyei's (2009a) L2 Motivational Self System and Yashima's (2009) International Posture (IP) with L2 English learners in China, and focuses on gender issues with regards to L2 motivation. A longitudinal research design with a mixed methods approach was used. The statistical analysis from the quantitative data of 240 participants (F = 178; M = 62) showed significant gender differences for ten motivational variables (criterion measures, ideal L2 self, ought-to L2 self, instrumentality A(promotion), instrumentality B (prevention), travel orientation, attitude to learning English, integrativeness, cultural interest and attitudes to the L2 community) within the L2 Motivational Self System and three variables within IP (intergroup approach avoidance tendency, interest in international news and having things to communicate to the world). Over a 12-month period, the repeated measure analysis revealed that female learners had more significant changes in motivational variables than male learners: eight variables for female learners (ought-to L2 Self, family influence, instrumentality A, instrumentality B, integrativeness, attitudes to the L2 community, fear of assimilation and English anxiety) and one variable for male learners (English anxiety). Both female and male learners had significant decrease in two IP variables: intergroup approach avoidance tendency and interest in international vocation/activities. The interactive relationships, over the 12-month period, between ideal L2 self and ought-to L2 self, and between ideal/ought-to L2 self and other motivational/IP variables were also different between female and male learners. Embedding the participants in their social values and L2 English learning contexts, we highlighted the influences of collectivism and social factors on the gender issues of the learners' L2 motivation. Within the L2 Motivational Self System, the social perception of gender bias in language learning and the dominant number of female L2 English learners positively affected female learners but negatively affected male learners' attitudes toward learning English. We argue that collectivistic social values enhanced female learners' ideal L2 self images and built a bond between the female learners' possible selves and their parents' hopes. Within IP, collective social values could prevent female learners from discussing contentious issues while the male learners' inherent interest in politics was also reflected in their L2 English learning.
APA, Harvard, Vancouver, ISO, and other styles
More sources

Books on the topic "Motivational self system"

1

Lichtenberg, Joseph D. The clinical exchange: Techniques derived from self and motivational systems. Hillsdale, NJ: Analytic Press, 1996.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
2

Lichtenberg, Joseph D. Self and motivational systems: Toward a theory of psychoanalytic technique. Hillsdale, NJ: Analytic Press, 1992.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
3

The selfish gene pool: An evolutionarily stable system. Lanham, Md: University Press of America, 1996.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
4

Erpenbeck, John. Die Kompetenzbiographie: Strategien der Kompetenzentwicklung durch selbstorganisiertes Lernen und multimediale Kommunikation. Münster: Waxmann, 1999.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
5

Tracy, Brian. Maximum achievement: The proven system of strategies and skills that will unlock your hidden powers to succeed. New York: Simon & Schuster, 1993.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
6

George, Wright, and Fergus Bolger. Expertise and decision support. New York: Plenum Press, 1992.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
7

Neuroeconomics. Bingley, U.K: Emerald, JAI, 2008.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
8

H, Johnson Beverley, ed. Privileged presense: Personal stories of connections in health care. Boulder, Colo: Bull Pub., 2006.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
9

Crocker, Liz. Privileged Presence. Chicago: Bull Publishing, 2008.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
10

Eddington, Kari M., Timothy J. Strauman, Angela Z. Vieth, and Gregory G. Kolden. Self-System Therapy for Depression. Oxford University Press, 2017. http://dx.doi.org/10.1093/med-psych/9780190602482.001.0001.

Full text
Abstract:
Self-system therapy (SST) for depression is a structured, short-term, evidence-based treatment approach that targets motivational deficits in depression. The treatment is grounded in an extensive research literature on self-regulation, and it translates that empirical work into therapeutic strategies aimed at enhancing effective goal pursuit in clients with depression. Studies have shown that SST is superior to cognitive therapy for depressed clients with specific self-regulatory deficits and that SST works in part by restoring adaptive self-regulation. Presented in a simplified format, the Therapist Guide provides clinicians with the critical theoretical background that forms the foundation of SST. It includes worksheets to aid therapists in treatment planning. Detailed descriptions of the core SST interventions, which are conducted during a 16-week course of therapy, are provided along with an optional module for managing perfectionism, which is prevalent among clients with depression. The accompanying Client Workbook explains the core SST concepts using concrete examples; it includes worksheets that can be used by the client to enhance learning and at-home application of the skills.
APA, Harvard, Vancouver, ISO, and other styles
More sources

Book chapters on the topic "Motivational self system"

1

Csizér, Kata. "The L2 Motivational Self System." In The Palgrave Handbook of Motivation for Language Learning, 71–93. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-28380-3_4.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Kovač, Velibor Bobo. "The Self-expression Motivational System." In Basic Motivation and Human Behaviour, 133–68. London: Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1057/978-1-137-47056-0_5.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Dörnyei, Zoltán. "2. The L2 Motivational Self System." In Motivation, Language Identity and the L2 Self, edited by Zoltán Dörnyei and Ema Ushioda, 9–42. Bristol, Blue Ridge Summit: Multilingual Matters, 2009. http://dx.doi.org/10.21832/9781847691293-003.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Nitta, Ryo, and Kyoko Baba. "21. Self-Regulation in the Evolution of the Ideal L2 Self: A Complex Dynamic Systems Approach to the L2 Motivational Self System." In Motivational Dynamics in Language Learning, edited by Zoltán Dörnyei, Peter D. MacIntyre, and Alastair Henry, 367–96. Bristol, Blue Ridge Summit: Multilingual Matters, 2014. http://dx.doi.org/10.21832/9781783092574-023.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Nguyen, Nhung. "Motivation in Language Learning and Dornyei’s L2 Motivational Self System." In Multidisciplinary Research Perspectives in Education, 67–72. Rotterdam: SensePublishers, 2016. http://dx.doi.org/10.1007/978-94-6300-615-6_9.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Magid, Michael. "18 A Motivational Programme for Learners of English: An Application of the L2 Motivational Self System." In TheImpact of Self-Concept on Language Learning, edited by Kata Csizér and Michael Magid, 333–56. Bristol, Blue Ridge Summit: Multilingual Matters, 2014. http://dx.doi.org/10.21832/9781783092383-019.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Mackay, Jessica. "20 Applications and Implications of the L2 Motivational Self System in a Catalan EFL Context." In TheImpact of Self-Concept on Language Learning, edited by Kata Csizér and Michael Magid, 377–400. Bristol, Blue Ridge Summit: Multilingual Matters, 2014. http://dx.doi.org/10.21832/9781783092383-021.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Taguchi, Tatsuya, Michael Magid, and Mostafa Papi. "4. The L2 Motivational Self System among Japanese, Chinese and Iranian Learners of English: A Comparative Study." In Motivation, Language Identity and the L2 Self, edited by Zoltán Dörnyei and Ema Ushioda, 66–97. Bristol, Blue Ridge Summit: Multilingual Matters, 2009. http://dx.doi.org/10.21832/9781847691293-005.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Ma, Jie, and Pan Dong. "Chinese College Students’ L2 Motivational Self System in the Context of Artificial Intelligence." In Advances in Computer Science for Engineering and Education IV, 411–22. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-80472-5_34.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Polat, Nihat. "15 The Interaction of the L2 Motivational Self System with Socialisation and Identification Patterns and L2 Accent Attainment." In TheImpact of Self-Concept on Language Learning, edited by Kata Csizér and Michael Magid, 268–86. Bristol, Blue Ridge Summit: Multilingual Matters, 2014. http://dx.doi.org/10.21832/9781783092383-016.

Full text
APA, Harvard, Vancouver, ISO, and other styles

Conference papers on the topic "Motivational self system"

1

Outhaichute, Miss Pacharin, and Asst Prof Dr Sarintip Raksasataya. "An Instructional Model Using English Motivational Self System." In 2nd Annual International Conference on Education and e-Learning. Global Science Technology Forum, 2012. http://dx.doi.org/10.5176/2251-1814_eel12.116.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Lv, Jinfeng. "Establishing Motivation Model Based on the L2 Motivational Self System to Promote English Learning Enthusiasm." In Proceedings of the 4th International Conference on Contemporary Education, Social Sciences and Humanities (ICCESSH 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/iccessh-19.2019.132.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Banshchikova, T. N., and M. L. Sokolovskii. "The significance of conscious self-regulation and labor motivation in adapting to the situation of changing the type of professional activity." In INTERNATIONAL SCIENTIFIC AND PRACTICAL ONLINE CONFERENCE. Знание-М, 2020. http://dx.doi.org/10.38006/907345-50-8.2020.380.391.

Full text
Abstract:
Data on the types of labor motivation, features of conscious selfregulation and adaptive abilities of subjects who are in a situation of changing the type of professional activity are presented. The role of these indicators in adapting to the situation of changing the type of professional activity is revealed. The purpose of the series of empirical studies is to test the model of the relationship between regulatory and motivational predictors of successful adaptation. The hypothesis of the research is the assumption that conscious self-regulation makes a significant contribution to the adaptation of the subject to a change in the type of professional activity and mediates the influence of motivational predictors. We discuss the empirical materials collected on a sample of subjects in a situation of changing the type of professional activity (unemployed, students of professional retraining programs, undergraduates) (N = 137). The analysis of the obtained data showed that the respondents, in the situation of changing the type of professional activity, have a predominant instrumental type of motivation (the validity of the labor price is important) and a predominantly low level of adaptive abilities. Conscious self-regulation is a system-forming factor in the system of predictors of adaptation. On the one hand, it allows you to compensate and overcome some limitations of work motivation, on the other — to act as a mediator of the influence of motivation on the results of adaptation
APA, Harvard, Vancouver, ISO, and other styles
4

Shin, Weonjin. "Measuring and Examining L2 Motivational Self-System and L2 Achievement Among Korean EFL Learners." In 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1573667.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Molaee, Zohreh, Esmaeil Sadipour, Fariborz Dortaj, and Amir Reza Vakilifard. "Construction of a Motivational Self-System Instrument for the Learning of Persian as a L2." In ICEEPSY 2016 International Conference on Education and Educational Conference. Cognitive-crcs, 2016. http://dx.doi.org/10.15405/epsbs.2016.11.93.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Yuan, Zhuojie. "A Study on the Relationship Between English Learning Anxiety and L2 Motivational Self-system Among Chinese College Students." In 4th International Conference on Arts, Design and Contemporary Education (ICADCE 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/icadce-18.2018.226.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Musaoglu, Seda. "The Effects of a Game-Enhanced Language Learning Intervention on Students' L2 Development and L2 Motivational Self-System." In 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1580175.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Kaziz, Bibigul, Botagoz Aidarbekova, and Roza Zhussupova. "PROVIDING MOTIVATIONAL STRATEGIES FOR STUDENTS VIA THE DISTANCE LEARNING." In Modern pedagogical technologies in foreign language education: trends, transformations, vectors of development. ACCESS Press, 2021. http://dx.doi.org/10.46656/proceeding.2021.foreign.language(19).

Full text
Abstract:
The article discusses the practical aspects of implementing e-learning technologies as a factor of various types of motivation for students in the higher education system. It shows acute problems of nowadays distance learning and the importance of motivation in the condition of distance learning. Distance learning - a wide range of educational services in which students learn from a distance, rather than being located in the classroom. It solves problems that traditional training can not solve, it is, first of all: strengthening the active role of students in their own education; the use of available educational resources; increase motivation to learn; use of interactive forms of classes; strengthening the creative component of education; availability of conditions for self-expression; saturation and intensity of training; the possibility of obtaining an expert opinion on the results of their training activities without wide publicity
APA, Harvard, Vancouver, ISO, and other styles
9

Kolesnikova, I. A., and I. E. Lilienthal. "To the question of self-regulation of aggressive behavior in adolescent teenagers." In INTERNATIONAL SCIENTIFIC AND PRACTICAL ONLINE CONFERENCE. Знание-М, 2020. http://dx.doi.org/10.38006/907345-50-8.2020.853.862.

Full text
Abstract:
The data of an experimental study of the features of aggressive behavior in teenage drug addicts, as well as the possibility of controlling and self-regulation of aggressive manifestations in this category of individuals are presented. The growth of aggressive trends in adolescence reflects one of the most acute social problems of modern societies, where drug addiction, alcoholism, and juvenile delinquency have risen sharply in recent years. To study the features of aggressive behavior of teenage drug addicts, we used a battery of valid methods and methods aimed at assessing the specifics of aggressive manifestations, personal, motivational, strong-willed and other features of teenage drug addicts. The article shows that, indeed, the aggressive behavior of teenage drug addicts has its own distinctive features, determined by the presence of accentuation or psychopathy of character, inadequate self-esteem, self-centeredness; violations of attitudes, motivation, affective sphere of personality, with irritability and increased excitability; the predominance of verbal, physical forms of aggression, suspicion; the orientation of aggression to external objects, in addition, the characteristics of the aggressive behavior of teenage drug addicts depend on a number of microsocial factors, etc. In order to increase the effectiveness of preventive and rehabilitation work with aggressive teenage drug addicts, such methods of action show effectiveness as: mandatory and primary treatment of adolescents is drug addicts, the inclusion of adolescents in this category in the anonymous grooms of drug addicts, in the system of socially recognized and socially approved activities the use of psychotherapy, methods of active psychological impact; conducting educational and preventive work with the inner circle of a teenage drug addict, etc. The article presents reasonable conclusions from a stating experiment, and offers recommendations for the prevention and correction of selfregulation of aggressive manifestations in teenage drug addicts.
APA, Harvard, Vancouver, ISO, and other styles
10

Kreitler, Shulamith. "COMMUNICATION STYLE: THE MANY SHADES OF GRAY." In International Psychological Applications Conference and Trends. inScience Press, 2021. http://dx.doi.org/10.36315/2021inpact004.

Full text
Abstract:
"The major aspects of communication include the communicating individual, the addressee, and the style of communication which can be more objective or subjective. The present study examines the role of the communicator’s motivation and the identity of the addressee of the communication in regard to the style of communication. The motivation was assessed in terms of the cognitive orientation approach (Kreitler & Kreitler) which assumes that motivation is a function of beliefs that may not be completely conscious. The motivation to communicate may be oriented towards sharing and self disclosure or towards withdrawal and distancing oneself from others. The style of communication was assessed in terms of the Kreitler meaning system which enables characterizing the degree to which the communication is based on means that are more objective and interpersonally-shared means (viz. attributive and comparative means) or more personal-subjective ones (viz. examples and metaphors). The hypothesis was that the style of communication is determined by one’s motivation and by the recipient’s characteristics, which in the present context was gender. It was expected that when the motivation supports sharing and the addressee is a woman the style would be mainly subjective, while when the motivation supports withholding information and the addressee is a man the style would be objective. The participants were 70 undergraduates. The tool was a cognitive orientation questionnaire. The experimental task was a story that had to be recounted. The narratives were coded in terms of the Kreitler meaning system. The data was analyzed by the Cox proportional hazards model. The findings supported the hypothesis of the study. Major conclusions referred to the motivational determinants of communication styles."
APA, Harvard, Vancouver, ISO, and other styles

Reports on the topic "Motivational self system"

1

Petrenko, Larisa M., Iryna P. Varava, and Andrey V. Pikilnyak. Motivation readiness of future software engineer's professional self-improvement and prospects of its formation in college cloud environment. [б. в.], July 2020. http://dx.doi.org/10.31812/123456789/3893.

Full text
Abstract:
Innovative technologies have an impact on the countries socio- economic development, the structure of labor market and educational services transformation. Rapid IT industry development constantly requires qualified programmers capable of professional self-improvement throughout life, the driving force of which is the individual motivation which activates the individual self-development process, optimizes thinking and develops special professional qualities, moral and ethical values. The main article purpose is to analyze the state of the form of motivational readiness for future programmer’s professional self-improvement, to identify problems of its formation in colleges and to determine the ways of its increase as one of the main factors of quality improvement. To achieve it, a complex of theoretical and empirical methods was used, with help of which a number of problems were revealed which slow down the process of improving the quality of future programmers professional training. To eliminate them, a system of phased motivation for future specialists professional self-improvement has been developed on the basis of general secondary education, which can be integrated into the teaching of both general education and professionally-oriented disciplines; ways of improving the quality of the educational process through the creation of a cloud of oriented environment, the introduction of innovative teaching technologies, special training of teachers in the system of professional development.
APA, Harvard, Vancouver, ISO, and other styles
2

Kolgatin, Oleksandr H., Larisa S. Kolgatina, Nadiia S. Ponomareva, and Ekaterina O. Shmeltser. Systematicity of students’ independent work in cloud learning environment. [б. в.], September 2019. http://dx.doi.org/10.31812/123456789/3247.

Full text
Abstract:
The paper deals with the problem of out-of-class students’ independent work in information and communication learning environment based on cloud technologies. Results of appropriate survey among students of pedagogical university are discussed. The students answered the questions about systematicity of their learning activity and propositions for its improving. It is determined that the leading problems are needs in more careful instruction according to features of the task completing, insufficient experience in self-management, the lack of internal motivation. Most of all, students recommend to provide the tasks with detail instruction (oral or written) and to pay attention to careful planning the time that is necessary for full completion of the task. It is pointed that such complicated requirements can be satisfied only by complex use of information and communication technologies as well as the automated system of pedagogical diagnostics. Some requirements for management of students’ out-of-classroom independent work are formulated as a result of this discussion.
APA, Harvard, Vancouver, ISO, and other styles
3

Rarasati, Niken, and Rezanti Putri Pramana. Giving Schools and Teachers Autonomy in Teacher Professional Development Under a Medium-Capability Education System. Research on Improving Systems of Education (RISE), January 2023. http://dx.doi.org/10.35489/bsg-rise-ri_2023/050.

Full text
Abstract:
A mature teacher who continuously seeks improvement should be recognised as a professional who has autonomy in conducting their job and has the autonomy to engage in a professional community of practice (Hyslop-Margison and Sears, 2010). In other words, teachers’ engagement in professional development activities should be driven by their own determination rather than extrinsic sources of motivation. In this context, teachers’ self-determination can be defined as a feeling of connectedness with their own aspirations or personal values, confidence in their ability to master new skills, and a sense of autonomy in planning their own professional development path (Stupnisky et al., 2018; Eyal and Roth, 2011; Ryan and Deci, 2000). Previous studies have shown the advantages of providing teachers with autonomy to determine personal and professional improvement. Bergmark (2020) found that giving teachers the opportunity to identify areas of improvement based on teaching experience expanded the ways they think and understand themselves as teachers and how they can improve their teaching. Teachers who plan their own improvement showed a higher level of curiosity in learning and trying out new things. Bergmark (2020) also shows that a continuous cycle of reflection and teaching improvement allows teachers to recognise that the perfect lesson does not exist. Hence, continuous reflection and improvement are needed to shape the lesson to meet various classroom contexts. Moreover, Cheon et al. (2018) found that increased teacher autonomy led to greater teaching efficacy and a greater tendency to adopt intrinsic (relative to extrinsic) instructional goals. In developed countries, teacher autonomy is present and has become part of teachers’ professional life and schools’ development plans. In Finland, for example, the government is responsible for providing resources and services that schools request, while school development and teachers’ professional learning are integrated into a day-to-day “experiment” performed collaboratively by teachers and principals (Niemi, 2015). This kind of experience gives teachers a sense of mastery and boosts their determination to continuously learn (Ryan and Deci, 2000). In low-performing countries, distributing autonomy of education quality improvement to schools and teachers negatively correlates with the countries’ education outcomes (Hanushek et al., 2011). This study also suggests that education outcome accountability and teacher capacity are necessary to ensure the provision of autonomy to improve education quality. However, to have teachers who can meet dynamic educational challenges through continuous learning, de Klerk & Barnett (2020) suggest that developing countries include programmes that could nurture teachers’ agency to learn in addition to the regular content and pedagogical-focused teacher training materials. Giving autonomy to teachers can be challenging in an environment where accountability or performance is measured by narrow considerations (teacher exam score, administrative completion, etc.). As is the case in Jakarta, the capital city of Indonesia, teachers tend to attend training to meet performance evaluation administrative criteria rather than to address specific professional development needs (Dymoke and Harrison, 2006). Generally, the focus of the training relies on what the government believes will benefit their teaching workforce. Teacher professional development (TPD) is merely an assignment for Jakarta teachers. Most teachers attend the training only to obtain attendance certificates that can be credited towards their additional performance allowance. Consequently, those teachers will only reproduce teaching practices that they have experienced or observed from their seniors. As in other similar professional development systems, improvement in teaching quality at schools is less likely to happen (Hargreaves, 2000). Most of the trainings were led by external experts or academics who did not interact with teachers on a day-to-day basis. This approach to professional development represents a top-down mechanism where teacher training was designed independently from teaching context and therefore appears to be overly abstract, unpractical, and not useful for teachers (Timperley, 2011). Moreover, the lack of relevancy between teacher training and teaching practice leads to teachers’ low ownership of the professional development process (Bergmark, 2020). More broadly, in the Jakarta education system, especially the public school system, autonomy was never given to schools and teachers prior to establishing the new TPD system in 2021. The system employed a top-down relationship between the local education agency, teacher training centres, principals, and teachers. Professional development plans were usually motivated by a low teacher competency score or budgeted teacher professional development programme. Guided by the scores, the training centres organised training that could address knowledge areas that most of Jakarta's teachers lack. In many cases, to fulfil the quota as planned in the budget, the local education agency and the training centres would instruct principals to assign two teachers to certain training without knowing their needs. Realizing that the system was not functioning, Jakarta’s local education agency decided to create a reform that gives more autonomy toward schools and teachers in determining teacher professional development plan. The new system has been piloted since November 2021. To maintain the balance between administrative evaluation and addressing professional development needs, the new initiative highlights the key role played by head teachers or principals. This is based on assumption that principals who have the opportunity to observe teaching practice closely could help teachers reflect and develop their professionalism. (Dymoke and Harrison, 2006). As explained by the professional development case in Finland, leadership and collegial collaboration are also critical to shaping a school culture that could support the development of professional autonomy. The collective energies among teachers and the principal will also direct the teacher toward improving teaching, learning, and caring for students and parents (Hyslop-Margison and Sears, 2010; Hargreaves, 2000). Thus, the new TPD system in Jakarta adopts the feature of collegial collaboration. This is considered as imperative in Jakarta where teachers used to be controlled and join a professional development activity due to external forces. Learning autonomy did not exist within themselves. Hence, teachers need a leader who can turn the "professional development regulation" into a culture at schools. The process will shape teachers to do professional development quite autonomously (Deci et al., 2001). In this case, a controlling leadership style will hinder teachers’ autonomous motivation. Instead, principals should articulate a clear vision, consider teachers' individual needs and aspirations, inspire, and support professional development activities (Eyal and Roth, 2011). This can also be called creating a professional culture at schools (Fullan, 1996). In this Note, we aim to understand how the schools and teachers respond to the new teacher professional development system. We compare experience and motivation of different characteristics of teachers.
APA, Harvard, Vancouver, ISO, and other styles
You might also be interested in the extended bibliographies on the topic 'Motivational self system' for particular source types:
Journal articles Dissertations / Theses Books
We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!

To the bibliography