Relevant bibliographies by topics / Motivational Techniques

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

Academic literature on the topic 'Motivational Techniques'

Author: Grafiati
Published: 4 June 2021
Last updated: 27 April 2022

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Journal articles on the topic "Motivational Techniques"

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Magnotta, John R. "Positive Motivational Techniques." Journal of Physical Education, Recreation & Dance 57, no. 6 (August 1986): 78–79. http://dx.doi.org/10.1080/07303084.1986.10606173.

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Noviza, Neni. "THE ROLE OF MOTIVATIONAL INTERVIEWING TECHNIQUES IN OVERCOMING INTERFERENCE PECANDU DRUGS AT AR-RAHMAN DRUG REHABILITATION PANTI AR-RAHMAN PLAJU DARAT PALEMBANG." Journal of Correctional Issues 1, no. 2 (May 10, 2018): 79–89. http://dx.doi.org/10.52472/jci.v1i2.12.

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One of the problems experienced by drug addicts is the loss of confidence due to the effects of consuming drugs. To overcome this one of the techniques used dip re-rehabilitation of Ar rahman drugs is to use motivational interviewing techniques. This technique aims to provide motivation for addicts to change. This study aims to determine the confidence of drug addicts when they enter the rehabilitation of drugs Ar-Rahman, to know the process of motivational techniques Interviewing (MI) in Arrangman Drug Rehabilitation and to know the role from motivational interviewing (MI) techniques. The type of data used is qualitative data. The subjects of this study amounted to 3 people drug addicts, and 1 counselor. Sources of data taken in this study are primary and secondary data sources. Data obtained by using interview methods, observation methods and documentation methods. Data analysis techniques of qualitative data analysis consists of four stages, namely: data reduction (data reduction), presentation data (display data), conclusion drawing and verification. From the research results obtained confidence drug addicts when new re-entry rehabilitation Ar-Rahman drugs that is, often solitary, be closed to others, silent, embarrassed, insecure and always negative thingking (thinking negative) to others, fear, to himself, always be negative, no matter to the environment, reluctant to communicate, not serious, irresponsible, closed and pessimistic about what he does. The process of motivational interviewing (MI) technique carried out by the counselor at Ar-Rahman drug rehabilitation center and the four principles is run, expressing empathy, developing discrepancy, accepting resistance and supporting efficacy. Motivational Interviewing Technique (MI) is very instrumental in overcoming the confidence of drug addicts with the change of attitude behavior and way of thinking, the changes experienced are, the client is more serious, responsible, think and be positive, open to others, optimistic, thinking that is rational, and better understand the feelings of self and others.
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BOSCHERT, SHERRY. "Motivational Techniques Can Change Teen Habits." Family Practice News 42, no. 11 (June 2012): 28. http://dx.doi.org/10.1016/s0300-7073(12)70461-9.

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Basse, Rachel. "Assessment for learning in the CLIL classroom." Journal of Immersion and Content-Based Language Education 6, no. 1 (January 26, 2018): 113–37. http://dx.doi.org/10.1075/jicb.17025.bas.

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Abstract This article summarizes the findings of a corpus-based study investigating assessment for learning (AfL) and its relationship to motivation in CLIL contexts. Using a mixed methods approach, classroom recordings from bilingual primary schools in Madrid, Spain, were analyzed to identify motivational strategies used by teachers. The relationship between these strategies and the AfL techniques implemented by teachers was then examined. The findings show that the implementation of AfL coincided with an increase in frequency, length of time of use, and variety of teacher motivational strategies. This led to classes in which activities were supported by a more motivational discourse. A qualitative analysis of the corpus shows that the incorporation of AfL techniques coincided with several motivational strategies for language learning. The findings contribute to an understanding of how the use of AfL techniques may contribute to integrating motivational strategies in a more systematic way in the CLIL educational context.
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Treasure, Janet. "Motivational interviewing." Advances in Psychiatric Treatment 10, no. 5 (September 2004): 331–37. http://dx.doi.org/10.1192/apt.10.5.331.

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Motivational interviewing is a style of patient-centred counselling developed to facilitate change in health-related behaviours. The core principle of the approach is negotiation rather than conflict. In this article I review the historical development of motivational interviewing and give some of the theoretical underpinnings of the approach. I summarise the available evidence on its usefulness and discuss practical details of its implementation, using vignettes to illustrate particular techniques.
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Bodroža, Bojana, Ivana Đerić, and Nikoleta Gutvajn. "How pupils percieve the teacher's motivational techniques?" Nastava i vaspitanje 64, no. 3 (2015): 469–87. http://dx.doi.org/10.5937/nasvas1503469b.

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Adelman, Howard S., and Linda Taylor. "The Fernald Techniques from a Motivational Perspective." Academic Therapy 24, no. 3 (January 1989): 243–59. http://dx.doi.org/10.1177/105345128902400301.

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Chirila, Arina. "Motivation of Foreign Students in the Romanian Language Preparatory Year: Strategies and Techniques." Intertext, no. 1/2 (57/58) (October 2021): 201–7. http://dx.doi.org/10.54481/intertext.2021.1.23.

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Motivation is a key element in the life of any person: it defines his forms of activity, his success and failures, the directions of his personal and professional development etc. As for the system of education in particular, motivation is one of the most important factors determining the success of teaching process: it is a well-known fact that a motivated student will demonstrate better and longer-lasting results as compared to others. The present article is aimed at the analysis of some possible motivation strategies when teaching Romanian as a foreign language in the framework of the preparatory year practical course. We believe that in this context the issue of student motivation is especially important. On the one hand, some students develop a strong intrinsic motivation, realising the importance of studying the Romanian language for their academic and professional activity. On the other hand, however, in the case of other students, for various reasons, the teacher has to make additional effort in order to motivate them. In this paper we will present some possible strategies and techniques that can be used by the teacher of Romanian as a foreign language at the preparatory year practical course, dividing them into the following groups: motivational strategies from the perspective of teaching activities suggested by the teacher, motivational strategies from the perspective of assessment activities suggested by the teacher and realisation of the motivational profile of the student.
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Inamullah, Hafiz Muhammad, M. Naseer Ud din, and Ishtiaq Hussain. "Perception Of Students Regarding Motivational Techniques Used By The Principals Of Colleges In N. W. F. P." Contemporary Issues in Education Research (CIER) 1, no. 1 (January 11, 2011): 7. http://dx.doi.org/10.19030/cier.v1i1.1205.

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The main purpose of this study was to find out the concepts of students regarding teachers to make all out efforts for an excellent performance. Following were the main objectives of this study: (a) to examine the views of teachers about the effective and ineffective motivational techniques used by their heads, (b) to identify the students’ opinion about the performance of the teachers resulting from motivational techniques used by the heads, (c) to find out the impact of motivation techniques used by the heads on the performance of teachers.
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Panagiotakopoulos, Antonios. "Enhancing staff motivation in “tough” periods: implications for business leaders." Strategic Direction 30, no. 6 (May 6, 2014): 35–36. http://dx.doi.org/10.1108/sd-05-2014-0060.

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Purpose – The purpose of the paper is to present a viewpoint based on an empirical study conducted by the author, which explored the motivational techniques used by 30 chief executive officers in the context of an advancing economy like Greece that faces a severe financial crisis and evaluated the impact of such motivational tools on staff performance. Design/methodology/approach – The viewpoint is based on a quantitative survey of 30 Greek large organizations involving the leaders of the firms and 113 workers. In all, 143 responses were collected concerning the main motivational techniques used by the participant leaders and their impact on employee behavior. Findings – Overall, the findings showed that in the short-term, both motivational models (i.e. “inspirational” versus “fear”) may lead to effective organizational performance. However, the main difference appears to be related to the long-term impact of each model on firm performance. In particular, the findings indicated that “fear motivation” is more likely to lead to poor firm performance in the long-run compared to “inspirational motivation” due to increased staff absenteeism and turnover. Practical implications – The core implication of the study is that “fear motivation” should be reconsidered by business leaders, as the particular motivational approach adopted has been based on a limited understanding around its overall impact on employee performance. As the analysis revealed, a motivational model focused around empowerment, trust and individual development may lead to better organizational results. Originality/value – It informs the existing management literature about the impact of different motivational patterns on employee performance, where our knowledge is limited.
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Dissertations / Theses on the topic "Motivational Techniques"

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HE, WEIZHI, and LIANQIU JIANG. "Comparison between motivational techniques of Chinese and Swedish companies." Thesis, Högskolan i Gävle, Avdelningen för ekonomi, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-12248.

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Aim & Research questions: The aim of this work is to study the motivational techniques of a Swedish and a Chinese company and analyze the effects of motivational techniques on employee motivation in both companies. Method: Both qualitative and quantitative methods have been used for data collection. Survey is contacted on the employees in the Swedish and Chinese company. Total of five interviews have been done. Findings & Conclusion: It is found that the Swedish and Chinese company both apply similar and different motivational techniques. The motivational techniques which are related to hygiene factors and motivators worked well to motivate employees in the Swedish company but not in the Chinese company. Contribution & Suggestions for future research: This study provides knowledge on how manufacturing industry motivate employees, especially in Sweden and China. It also gives readers new perspectives of culture and type of company in looking and thinking employee motivation. Besides, analyzing based on different motivation theories, explaining the reasons from different other perspectives and comparing the same type of companies could be the suggestions for future research. Finally, the future research could be extend to research in China-Sweden joint venture, how they motivate employees under the multi-culture background.
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Gagnon, Jean-Christian. "Investigating the Behaviour Change Techniques and Motivational Interviewing Techniques In Physical Activity Counselling Sessions." Thesis, Université d'Ottawa / University of Ottawa, 2017. http://hdl.handle.net/10393/36474.

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Background: In Canada, only 15% of adults meet the physical activity guidelines (Colley et al., 2011). As regular physical activity has been demonstrated to substantially improve physical and mental health (Naci & Ioannidis, 2013; Schuch et al., 2016), a wealth of physical activity promoting interventions have been developed and evaluated (Kahn et al., 2002; Prince et al., 2014). Physical Activity Counselling (PAC) is one of these and has been shown effective in increasing physical activity motivation and behaviour (Fortier et al., 2011). However, the active ingredients of PAC have never been reported in detail, thus limiting our potential for understanding its effectiveness and to allow for its replication. Recently, taxonomies have been published for characterizing behaviour change techniques (BCTs) and Motivational Interviewing (MI) techniques in interventions (Hardcastle et al., 2017; Michie et al., 2013). Due to its novelty, no studies to date have used the MI technique taxonomy to report interventions. Purpose: To investigate the behaviour change techniques (BCTs) and Motivational Interviewing (MI) techniques applied in PAC sessions delivered by student-counsellors. Methods: PAC 1 and PAC 2 sessions delivered by 11 student-counsellors were double coded for identification of BCTs and MI techniques, for a total of 22 video recorded sessions. Two trained coders rated the presence of BCTs and MI techniques using the Behaviour Change Technique Taxonomy v1 (BCTTv1) and the table of MI techniques. Inter coder agreement was assessed using Cohen’s kappa and the prevalence- and bias-adjusted kappa (PABAK) statistic. Results: Overall, 29 BCTs (on 93) and 27 MI techniques (on 38) were reliably coded across the sampled PAC sessions (Cohen’s k =.81, PABAK=.91). Popular BCTs included 3.1 Social support (unspecified), 1.1 Goal setting (behaviour), 1.4 Action planning, whereas OARS skills (i.e., open-ended questions, affirmations, reflective and summary statements) and 24. Emphasize autonomy were the predominating MI techniques. On average, 5.7 BCTs and 9.5 MI techniques were recorded per session. Conclusions: Findings of this study provide a first detailed report of a PAC intervention and have important implications for PAC training and replication. Future research in this area specifically looking at the quality of application of the techniques and the influence of use and quality on physical activity behaviour over time is recommended.
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Trembly, Adria D. "Motivational techniques for at risk students in an online secondary environment." [Denver, Colo.] : Regis University, 2006. http://165.236.235.140/lib/ATrembly2006.pdf.

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Seward, Kristen K. "Using Gifted Student Perceptions of Motivational Techniques to Inform Teacher Reflection." Thesis, Purdue University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10638332.

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This mixed methods research investigated the relationship between student and teacher perceptions of five motivational components of instruction—appeal, challenge, choice, meaningfulness, and academic self-efficacy—and how teachers’ knowledge of their students’ perceptions informed their reflection on the quality of instruction. The Student Perceptions of Classroom Quality (SPOCQ; Gentry & Owen, 2004) and Teacher Perceptions of Classroom Quality (T-POCQ; Seward, 2016) survey results of students with gifts and talents (n = 306 for a total of 518 administrations of the SPOCQ) and teachers (n = 23 for a total of 39 administrations of the T-POCQ) who participated in a summer academic enrichment program were analyzed. Significant negative but weak correlations existed between these two groups in appeal and meaningfulness, and their perceptions did not significantly correlate on challenge, academic self-efficacy, and choice. The strengths of all five correlations are weak. Ten teachers who represented various demographic groups participated in guided reflection interviews during which teacher and student survey results were compared. Teachers who did not hold degrees in education and/or lacked previous teaching experience felt a tension between content and motivation, viewing teaching as delivering content efficiently, not necessarily motivationally. All teachers perceived that they provided choice but were surprised when their students’ perceptions suggested otherwise, causing them to reevaluate their actual use of choice in instruction. Overall, teachers valued the addition of the student perspective during their reflections, indicating that it shifted their focus away from the content and learning activities toward the social-emotional aspects of learning. In addition, teachers valued guided reflection with a supportive peer as it kept them focused, helped them “think through” the data, and provided a sounding board for potential instructional improvement. Implications for instructional practices and professional development in other K-12 settings are discussed in the summary.

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Ross, John A. "A survey on the motivational techniques used by men's college tennis coaches /." View online, 1994. http://repository.eiu.edu/theses/docs/32211998861968.pdf.

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Baragwanath, Emily. "Studies in motivation and narrative technique in Herodotus." Thesis, University of Oxford, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.423347.

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Barnes, Victoria Ann. "Using mindfulness and the dive reflex as techniques from polyvagal theory to regulate approach motivation." Thesis, University of Exeter, 2011. http://hdl.handle.net/10036/3235.

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Two techniques, which have been hypothesised to decrease sympathetic activation via their effects on the vagal system, were investigated. Polyvagal theory has not yet been explicitly linked with approach motivation, though there is good reason to do so when considering implications for Bipolar Disorder. Existing literature suggests that mindfulness and the cold pressor test increase parasympathetic nervous system activation. The experimenter postulated that they would promote recovery from heightened approach motivation, to baseline states following an exciting trigger, due to their effect on the parasympathetic nervous system. This study aims to test the feasibility of a laboratory paradigm in which approach motivation is induced and then techniques are deployed whilst approach motivation is simultaneously measured via self-report and physiological response. Feasibility will be assessed in terms of: a) the extent to which the approach motivation induction task evokes a state of approach to reward; b) the validity of using a cross-over design (A-B; B-A) in which each participant undergoes the approach motivation induction task twice, each time followed by a different technique; c) the extent to which the mindfulness technique can be considered to have construct validity. A second aim is to determine the likely size of the deactivating effect that “dive reflex” and “mindfulness” techniques have upon elevated approach motivation. Students completed self-report measures that monitored changes in their mood (approach to reward) and cardiac functioning in response to the mood induction task was recorded. Participants repeated the task followed by a different technique. Findings show that the mood induction task increased approach motivation and participants reported to be focussing on their breathing during the mindfulness condition, thus ascertaining the feasibility of the laboratory paradigm. Self-report showed mindfulness and mind wander conditions at administration 1 to have the desired calming effect. These elicited large effect sizes. Heart rate decreased during the cold compress condition at administration 1, with a large effect size. Investigating the mood induction and techniques in a laboratory setting deemed them to be effective. With a larger sample the levels of significance may be greater. As physiological processes affected in the general population should also be affected in a clinical population, these findings are clinically relevant. This pilot study bridges some theoretical gaps by linking polyvagal theory (PVT) and the parasympathetic nervous system (PNS) to approach motivation. It could be the start of a line of research investigating the clinical utility of mindfulness and compress techniques as self help regulators of emotion for people with Bipolar Disorder (BD).
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Chalmers, Rodney Eric. "The effects of verbal recognition on work performance and intrinsic motivation: Using behavior modification techniques." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2751.

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The effect of both public and private verbal recognition on intrinsic motivation and sales performance in fourteen restaurant waitstaff was evaluated using organizational behavior modification techniques. The hypothesis that public recognition would be more effective than private recognition in increasing intrinsic motivation and sales was not supported.
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Hellum-Alexander, Alaina. "Effective teaching strategies for alleviating math anxiety and increasing self-efficacy in secondary students." Online pdf file accessible through the World Wide Web, 2010. http://archives.evergreen.edu/masterstheses/Accession89-10MIT/Hellum-Alexander_AMIT2010.pdf.

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Smith, Patricia Dawn, and smit0617@flinders edu au. "The Management of Australian Corporate Philanthropy Perspectives of Donors and Managers A Study of Motivations and Techniques." Flinders University. Flinders Institute of Public Policy and Management, 2006. http://catalogue.flinders.edu.au./local/adt/public/adt-SFU20060523.132142.

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The aim of this study is to extend knowledge about corporate philanthropy in Australia, including the conduct of fundraising and funds management, looking especially at motivations for giving and techniques employed. It follows and builds on the researcher's MA work on Corporate Philanthropy in Australia: Principles and Practice (see Appendix I) and has generated new theories that may be tested in the marketplace by both individuals and groups involved in fundraising and fund management throughout Australia, and perhaps beyond. The study is based on a method melded together by the researcher from variations on participatory action research, action inquiry and cooperative inquiry. An extensive literature review explored material provided by participants along with material already in the public domain. The data set obtained from this exercise enabled the development of the range of questionnaires put before the participants. Personal interviews were conducted with individuals, representatives of companies, trusts and foundations, and recipient organisations, along with professionals from Philanthropy Australia. The aim was to hold a discussion with the most senior person possible in every case and that aim was achieved with willingness to participate a strong factor throughout. A focus group conducted with professional fundraisers provided a point of view from 'the other side'. The rigour of the work stems from the representative involvement of all interested parties. The researcher's long involvement in the fundraising industry was a strong enabling factor with iteration of all interviews confirming the findings and mitigating against undue influence from that background. It was clear early in the study that there was difficulty in separating individual motivations from corporate motivations, as the individual beliefs and experiences spilled over into corporate involvements. For some the motivation was that philanthropy was the price of doing business, although the gifts might be directed to projects of lifetime interest to the participants. Some companies were clear about the direction of their corporate philanthropy into the communities in the areas where they operate, while others were still developing policy. Some representatives preferred to name their giving as 'social activism' rather than 'philanthropy'. A template has been developed to assist informed decision making about gifts. Participants spoke of a variety of techniques of giving employed under the umbrellas of the Triple Bottom Line, the Third Way, Corporate Social Responsibility (CSR), and corporate sustainability. Those techniques include direct gifts or grants, sponsorships, strategic or venture philanthropy, Cause-Related Marketing (CRM), workplace giving or payroll deduction, bequests, and fundraising events. It was noted that workplace giving is growing. Changes to Australian tax laws have made it sensible for individuals and some companies to develop Prescribed Private Funds, while others have opted for corporate trusts or foundations, or board committees. CEOs seem not to be as powerful in gift decision making as was found in the earlier MA study. Several clear trends were identified, one related to companies making fewer larger grants, rather than many small ones. A further trend is for companies, trusts and foundations, and individuals to seek out recipient organisations for themselves, in accordance with their areas of interest and grants priorities. This changes the scenario for fundraisers who must find new ways of gaining the attention of grant and gift makers. A third trend is to require outside evaluation of projects and assessment of project progress. None of the participants in the study indicated that they carry out policy research before making gifts. Likewise not all givers indicated regular reporting requirements. Community foundations are growing with new ones being developed during the course of the study. At the same time some organisations are allowing voting rights to donors, and shareholders are becoming more vocal about corporate giving. Gaps in welfare funding vary considerably with many charities relying on companies, trusts and foundations and individuals to 'plug the gaps'. The concept of 'social capital' is explored and a new definition put forward. It is revealed that the term is capable of holding many different meanings. It was clear that durable networks are almost vital to the development of social capital. The gap in their understanding of corporate philanthropy between givers and receivers revealed by the MA study was found still to exist, although the whole process was found to be more open with the commercial confidentiality cited in the earlier study not appearing as a strong factor in this study, particularly as much material was available from the World Wide Web. In the end, the area of corporate philanthropy may still be considered to be almost 'virgin territory' thus providing a fertile field for aspiring researchers. Suggestions are provided for a number of areas of future research.
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Books on the topic "Motivational Techniques"

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

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Farley, Claude. Beyond the bottom line: Motivational techniques for American business executives. New York: McGraw-Hill, 1989.

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1959-, Kessler David, ed. You can heal your heart: Finding peace after a breakup, divorce, or death. Carlsbad, California: Hay House, Inc., 2014.

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Triumph over fear: A book of help and hope for people with anxiety, panic attacks, and phobias. New York: Bantam Books, 1995.

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Creating inner harmony: Using music and your voice to heal. Carlsbad, Calif: Hay House, 2007.

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Motivation counts: Teaching techniques that work. Palo Alto, Calif: Dale Seymour, 1994.

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Patrick, Fanning, ed. Successful problem solving: A workbook to overcome the four core beliefs that keep you stuck. Oakland, CA: New Harbinger, 2003.

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DEFINING MOMENTS: BREAKING THROUGH TOUGH TIMES. Los Angeles, CA: Cove Press, 2012.

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Borysenko, Joan. Saying yes to change: Essential wisdom for your journey. Carlsbad, Calif: Hay House, 2006.

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Michael, D'Orso, ed. Winning with integrity: Getting what you're worth without selling your soul. New York: Three Rivers Press, 1998.

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Book chapters on the topic "Motivational Techniques"

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Jordán-Nuñez, J., B. Micó-Vicent, A. Molina-Picó, and M. Moncho-Santonja. "Motivational Activity for Presentation Techniques." In Advances in Design Engineering II, 439–44. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-92426-3_51.

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Graf, Sabine, Philippe Lachance, and Biswajeet Mishra. "Integrating Motivational Techniques into Learning Management Systems." In State-of-the-Art and Future Directions of Smart Learning, 173–84. Singapore: Springer Singapore, 2015. http://dx.doi.org/10.1007/978-981-287-868-7_20.

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Kelly, Declan, and Stephan Weibelzahl. "Raising Confidence Levels Using Motivational Contingency Design Techniques." In Intelligent Tutoring Systems, 535–44. Berlin, Heidelberg: Springer Berlin Heidelberg, 2006. http://dx.doi.org/10.1007/11774303_53.

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Smith, Margaret. "The Transtheoretical Model, Stages of Change and Motivational Interviewing." In A Comprehensive Guide to Addiction Theory and Counseling Techniques, 148–60. Title: A comprehensive guide to addiction theory and counseling techniques / Alan A. Cavaiola, Margaret Smith. Description: New York, NY : Routledge, 2020.: Routledge, 2020. http://dx.doi.org/10.4324/9780429286933-9.

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Baumstark, Keri, and Sabine Graf. "A Framework for Integrating Motivational Techniques in Technology Enhanced Learning." In Lecture Notes in Computer Science, 150–60. Berlin, Heidelberg: Springer Berlin Heidelberg, 2014. http://dx.doi.org/10.1007/978-3-662-43454-3_16.

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Vagianou, Marianna, Foteini Paraskeva, Vasiliki Karampa, and Hara Bouta. "Applying Motivational Techniques and Gamified Elements on Instructional Design Models for Effective Instruction in Secondary Education." In Communications in Computer and Information Science, 111–23. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-81350-5_10.

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Andrieux, Len. "Facing the Ambivalence of Shame Issues: Exploring the Use of Motivational Techniques to Enhance Shame Resilience and Provoke Behaviour Change." In The Bright Side of Shame, 585–601. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-13409-9_39.

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Downie, Simone. "Murder on Mansion Hill: Encouraging Collaborative Group Storytelling to Improve Motivational Aspects of Literacy Using Gameplay and Arts-Based Techniques." In Entertainment Computing – ICEC 2021, 46–61. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-89394-1_4.

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Dawson, R. L. "Motivation." In Teacher Information Pack 5: Techniques and Information, 46–57. London: Macmillan Education UK, 1985. http://dx.doi.org/10.1007/978-1-349-09005-1_5.

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Levitt, Joel D. "Goals Are a Motivational Technique." In Leadership Skills for Maintenance Supervisors and Managers, 39–43. First edition. | Boca Raton, FL : CRC Press, 2021.: CRC Press, 2020. http://dx.doi.org/10.1201/9781003097952-9.

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Conference papers on the topic "Motivational Techniques"

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De Croon, Robin, Francisco Gutierrez, Rachel Berry, Sian Astley, Katrien Verbert, and Vero Vanden Abeele. "Motivational design techniques to support healthy eating habits at work." In 2020 IEEE International Conference on Healthcare Informatics (ICHI). IEEE, 2020. http://dx.doi.org/10.1109/ichi48887.2020.9374350.

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Dirhan, Dara, and Alessandra Sarcona. "Students' self-perceptions of mindfulness after learning mindfulness techniques in a professional skills course." In Seventh International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/head21.2021.12603.

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In this paper we describe the effect of incorporating two mindfulness techniques (keeping a diary and motivational interviewing) in a professional skills course, and the impact these had on students’ self-perceptions of mindfulness. Over the course of a fourteen-week semester, students were asked to keep a diary at four different time points and were also taught motivational interviewing skills, which they had to apply to a four-part counseling project. Using a pre-post study design and the validated tool, the Mindful Attention Awareness Scale (MAAS), we meausred students’ perceptions of mindfulness pre-course and post-course. Results from the study indicated that students’ perceptions of mindfulness significantly increased from pre-course to post-course. Further, most students agreed that both the diary assignments and practicing motivational interviewing increased mindfulness from pre-course to post-course. Additionally, a majority of students reported that practicing motivational interviewing enhanced their counseling skills on the four-part counseling project, and that the four diary assignments improved their writing skills. This study underscores the importance of incorporating mindfulness techniques into a professional skills course to increase students’ mindfulness, which can further benefit the student by increasing students’ professional skills to become more competent counselors and writers.
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Mills, Rosemary, Leonie Williams, Sandra Parish, and Chris Attoe. "P4 Combining simulation training and motivational interviewing techniques to enhance health conversations." In Abstracts of the Association for Simulated Practice in Healthcare 9th Annual Conference, 13th to 15th November 2018, Southport Theatre and Convention Centre, UK. The Association for Simulated Practice in Healthcare, 2018. http://dx.doi.org/10.1136/bmjstel-2018-aspihconf.98.

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Croon, Robin De, Alemitu Mequanint Bezabih, Jonas Geuens, Davina Wildemeersch, Dries Oeyen, Katrien Verbert, and Vero Vanden Abeele. "Motivational Design Techniques to Increase Adherence to a Telemonitoring Therapy A Study with Adolescent Pectus Patients." In 2019 IEEE International Conference on Healthcare Informatics (ICHI). IEEE, 2019. http://dx.doi.org/10.1109/ichi.2019.8904661.

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Yusuf, Suleiman, Mustapha Adam Ishola, Zulykha Olawepo Bello, and Sekinat Olatinuke Katibi. "otivational Strategies as Determinants of Lecturers’ Effectiveness in Nigerian Private Universities Amidst Covid-19 Lockdown: Evidence from Al-Hikmah University, Ilorin, Nigeria." In 28th iSTEAMS Multidisciplinary Research Conference AIUWA The Gambia. Society for Multidisciplinary and Advanced Research Techniques - Creative Research Publishers, 2021. http://dx.doi.org/10.22624/aims/isteams-2021/v28p8x.

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The ripple effect of Covid-19 pandemic made government to shutdown higher institutions in Nigeria. It is on this premise that this study examined motivational strategies as determinants of lecturers’ effectiveness in Nigerian private universities with reference to Al-Hikmah University. Two research questions and three hypotheses were generated to guide the study. The population of the study consists of 142 academic staff in Al- Hikmah University. Stratified and simple random sampling techniques were used to select 108 respondents across the seven 7 faculties (Agriculture, Education, Health Sciences, Humanities, Law, Management Sciences, and Natural and Applied Sciences) for the study. An instrument titled “Motivational Strategies and Lecturers’ Effectiveness Questionnaire (MSLEQ)” was adapted to elicit relevant from the respondents. Data collected were analyzed using descriptive and inferential methods. Findings revealed lecturers’ high and moderate perception on availability of motivational strategies in Al-Hikmah University amidst covid-19. Also, promotion and salary were found as determinants of lecturers’ effectiveness. On the contrary, working condition was found not to be determinant of lecturers’ effectiveness. Based on the findings, the study recommends that salaries and allowances of lecturers should be paid regularly, this will ensure optimal job performance of the lecturers. Lastly, staff promotion should be carried out as at when due, this will spur them to be committed in discharge of their duties. Keywords: Covid-19, Lockdown, Motivational Strategies, Effectiveness, Private Universities
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Ghosh, Amitabha. "Teaching Formulation Skills in an Upper Level Fluid Mechanics Course." In ASME 2011 International Mechanical Engineering Congress and Exposition. ASMEDC, 2011. http://dx.doi.org/10.1115/imece2011-63989.

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This paper represents an instructional experience to teach formulation skills to upper level students in the thermal-fluids concentration area following a synthesizing and reinforcing approach. Common deficiencies in student performance are discussed and linked to the background context. This work establishes a systematic feedback loop for instructors teaching lower level courses and provides guidelines for the graduate emphasis. Examples are presented from a collection of four upper level courses in Fluid Mechanics. The paper also furnishes motivational techniques, observations, results and comments that can strengthen future administration of this approach.
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Rouser, Kurt P., Keith M. Boyer, and Aaron R. Byerley. "A Contextual Framework for Enhancing an Undergraduate Thermo-Propulsion Sequence." In ASME Turbo Expo 2006: Power for Land, Sea, and Air. ASMEDC, 2006. http://dx.doi.org/10.1115/gt2006-90477.

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This paper describes various techniques employed in a novel approach to instruction and assessment of an undergraduate sequence in thermo-propulsion at the United States Air Force (USAF) Academy. Integrated motivational contexts aid development of foundations in thermodynamics, compressible gas dynamics, and propulsion while reinforcing engineering problem solving skills. Students are first oriented to the context of new material. Subsequent lessons fortify the context, giving students the opportunity to collaborate on team design projects and interact with industry and government guest speakers. Real-world, practical examples and homework further motivate and help students grasp key concepts. Tests are administered in both oral and written formats with open-ended, scenario-based questions to assess student understanding of fundamentals. Grading procedures focus on analytical methods as opposed to numerical results. Specific performance criteria validate the achievement of course educational outcomes. Student course critique scores and written comments further support the assertion that a contextual framework is highly effective in teaching fundamental thermo-propulsion concepts.
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Taran, C. "Motivation techniques in elearning." In Fifth IEEE International Conference on Advanced Learning Technologies (ICALT'05). IEEE, 2005. http://dx.doi.org/10.1109/icalt.2005.206.

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Emelyanenkova, A. V., and S. B. Gnedova. "Diagnostics of perceptive and emotional components of psychological readiness for selfregulation of professional activity." In INTERNATIONAL SCIENTIFIC AND PRACTICAL ONLINE CONFERENCE. Знание-М, 2020. http://dx.doi.org/10.38006/907345-50-8.2020.476.486.

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Psychological readiness is a complex phenomenon that includes a variety of motivational and regulatory components, a system of cognitive patterns of future activities and working conditions, predictive assessments, as well as managing your own emotional reactions. In the professional field of «Man-Technique», the subject of labor, managing a complex technical system, must have a high level of stress tolerance and self-regulation, which gives particular importance to the problem of professional diagnosis and selection. Subjective criteria can catch the «subtle» emotional experiences, the nuances of cognitive-affective processes that simultaneously occur in the psyche of the individual. Objective criteria — often require a rather expensive research procedure. In this regard, diagnostic techniques that combine efficiency and short duration with validity criteria are most in demand. To test the assumptions of their effectiveness, a study was conducted of psychological readiness for professional activity among novice drivers, as well as among cadets-pilots of civil aviation who begin training flight training. Samples «Falling words», «Manifest words» study the perceptual mechanisms underlying the subject’s interpretation of the situation as potentially stressful, diagnosing perceptive alertness / protection. A professional who has a high willingness to interpret the received signals as stressful will recognize these words faster, which will be reflected in the objective criterion — a short signal recognition time. A comparison of the data with the results of the coping tests revealed that for novice drivers, perceptual vigilance prevails over perceptual protection. More experienced drivers often discharge suppressed emotions (usually hostility, anger), directing them to objects that are less dangerous or more accessible than those that caused negative emotions and feelings. The psychological readiness for training flights among cadets needs an additional study of perceptual and emotional components that will be used in self-regulation of resistance to emotional and psychological stress associated with upcoming professional activities.
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Soetanto, Kawan. "Motivation technique for computer education." In 2009 2nd IEEE International Conference on Computer Science and Information Technology. IEEE, 2009. http://dx.doi.org/10.1109/iccsit.2009.5234468.

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Reports on the topic "Motivational Techniques"

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White, Elmer G. Cold War Arms Control Motivations and Techniques - A Guide for the Future? Fort Belvoir, VA: Defense Technical Information Center, January 1996. http://dx.doi.org/10.21236/ada326946.

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Styugina, Anastasia. Internet game "Sign me up as an astronaut" for the formation of the social and psychological experience of younger adolescents with disabilities by means of game psychocorrection. Science and Innovation Center Publishing House, December 2020. http://dx.doi.org/10.12731/sign_me_up_as_an_astronaut.

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In the practice of a teacher-psychologist at the School of Distance Education, the game “Sign me up as an astronaut”, developed by the author, was tested, aimed at developing the skills of social and psychological interaction in younger adolescents with disabilities through the awareness and strengthening of personal resources by means of game psychocorrection. The specifics of the work of a psychologist at the School of Distance Education are determined by the following circumstances: - students have a severe disability and the corresponding psychophysical characteristics: instability of the emotional-volitional sphere, lack of motivation, severe physical and mental fatigue, low level of social skills, etc. - the use of distance educational technologies in psychocorrectional work; - lack of methodological recommendations for psychocorrectional work in conditions of distance technologies with school-age children. Such recommendations are available mainly for adults, they relate to the educational process, but they do not cover the correctional process. There is enough scientific and methodological literature on psychological and pedagogical correction, which is the basis for ensuring the work of a practicing psychologist, but there are difficulties in transferring these techniques, games, etc. - to the remote mode of correctional and developmental work, especially in the form of group work. During the game, various social and psychological situations are solved, which are selected strictly according to the characteristics of the social experience of the participants.
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Savard, Annie, Alexandre Cavalcante, and Daniela Caprioara. L’enseignement des mathématiques dans les écoles secondaires du Québec: L’alignement entre les enseignants, les concepts mathématiques des programmes ministériels et les concepts mathématiques utilisés dans les emplois STIM. CIRANO, 2022. http://dx.doi.org/10.54932/mldf5092.

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Ce rapport présente une étude portant sur les concepts et processus enseignés à l’école secondaire au Québec. Il étudie l’alignement entre les concepts enseignés et les concepts utilisés par des travailleurs de l’industrie STIM du Québec, l’alignement entre les motivations et les tensions des enseignants et les concepts mathématiques enseignés, ainsi que l’alignement entre l’épistémologie des enseignants de mathématiques du secondaire, les concepts mathématiques du programme de formation et les mathématiques utilisées par les travailleurs de l’industrie STIM. Dans un premier temps, nous avons fait une analyse des concepts et des processus mathématiques présents dans le programme de formation de l’école québécoise du secondaire, volet mathématique. Nous avons comparé cette analyse avec d’autres programmes de mathématiques. Nous avons étudié les métiers STIM représentés dans les manuels scolaires québécois. Dans un deuxième temps, nous avons interrogé des travailleurs STIM quant aux concepts mathématiques employés dans le cadre de leur travail. Nous avons comparé ces concepts mathématiques à ceux présents dans le Programme de formation de l’école québécoise. Dans un troisième temps, nous avons interrogé des enseignants de mathématiques du secondaire quant à leurs représentations des concepts mathématiques du programme. Nous leur avons fait parvenir un questionnaire et nous avons réalisé des groupes de discussion. Nous avons comparé leurs représentations de ces concepts mathématiques à ceux présents dans le Programme de formation de l’école québécoise. Nos résultats suggèrent que certains concepts mathématiques sont beaucoup utilisés par les travailleurs STIM, mais sont peu enseignés au secondaire. C’est le cas des statistiques qui sont principalement enseignées aux élèves du volet Culture Société Technique, volet qui ne conduit pas à se qualifier dans les programmes STIM du cégep et de l’université. Qui plus est, une grande proportion des enseignants rencontrés disent ne pas apprécier les statistiques. Ces résultats montrent un désalignement important qui pourrait conduire les élèves à une vision tronquée des mathématiques utilisées dans les carrières STIM.
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