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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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Roux, Marie-Agnès. "Un Micro-ordinateur à la maison : motivation sociale, enjeux familiaux, appropriation technique et symbolique." Paris, EHESS, 1993. http://www.theses.fr/1993EHES0024.
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La finalite de cette recherche a ete de saisir le processus d'integration (d'appropriation) du mo dans la vie familiale, c'est-a-dire de situer l'eventuel bouleversement de l'organisation familiale et d'analyser comment il peut etre a la base de la reconstruction des roles sociaux a travers des usages particuliers et un univers symbolique propre. L'hypothese peut en etre resumee de la sorte : le micro-ordinateur familial ne peut etre seulement concu comme un outil fonctionnel et son acquisition comme un facteur de differenciation et de promotion sociales a court terme. Il s'inscrit dans une logique normative familiale et correspond a un projet global, aussi bien social que culturel, individuel que collectif, professionnel que ludique, projet pour lequel chaque membre investit ses attentes, ses craintes et ses espoirs. Le mo, par l'intermediaire d'une appropriation technique et symbolique, obtient le statut d'objet transitionnel (en focalisant les maux familiaux) et incitatif. Il participe ainsi a la reconstruction de la structure familiale, la recomposition des roles personnels, la reconstitution de l'identite individuelle en fonction de ceux-ciThe aim of this research was to understand the integration process (appropriation) of the micro-computer in the family life. It means that i want to situate the family organization possible disruption and, further, to analyse how the mc could be the basis for the social rules rebuilding through peculiar uses and symbolical universe. The main work hypothesis can be summarizedas follow: the domestic micro-computer can't only be considered as a functional tool, nor is its acquisition a unique factor of differenciation and short-term social promotion. It is included in a familly normative logic. It correspond to a general project, just as well as a social or cultural, individual or collective, professional or play activity. Each member of the family invests his hopes, fears and waits in this tool. The mc, through the technical and symbolical appropriation, obtains the status of a transitional (by focusing the family problems) and incitative object. So it finally contributes to the family structure recomposition, the personal rules reconstitution, the individual identity reconstruction
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Diagne, Nafissatou. "L'aide au développement dans la politique africaine des Etats-Unis de 1980 à 1998 : motivations et stratégies en Afrique subsaharienne : le cas du Sénégal." Paris 3, 1999. http://www.theses.fr/1999PA030087.
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Si l'aide au developpement est destinee a reduire le fosse entre pays industrialises et pays en developpement, l'afrique qui a longtemps beneficie de cette aide n'a toujours pas decolle et demeure toujours aussi pauvre. Plus que jamais, avec la fin de la guerre froide et la mondialisation, la question fondamentale n'etant plus celle du volume de l'aide au developpement mais plutot celle de son efficacite, les etats-unis ont choisi une approche pragmatique destinee a rentabiliser leur aide. Recente et encore modeste, l'aide americaine a l'afrique est demeuree selective et liee a des donnees strategiques, politiques et culturelles, englobant a la fois les pays de tradition anglo-saxonne et certains pays francophones cibles, dont le senegal. Le senegal est ainsi devenu le partenaire francophone le plus important des etats-unis en afrique subsaharienne. Cependant, malgre l'interet accru que lui portent les etats-unis, ce pays n'a pas remis en cause ses relations privilegiees avec la france. La these analyse d'abord les caracteristiques et les enjeux de l'aide americaine en afrique subsaharienne en general avant de s'attacher a l'etude plus particuliere du cas du senegalAlthough development assistance is meant to reduce the gap between industrialised and developing countries, africa which has long benefited from this aid has not yet taken off and remains poverty-stricken. However, with the end of the cold war and increasing globalization, the main issue is no longer that of the volume of aid but that of its efficiency, and the united states has chosen a pragmatic approach to maximize the profitability of its assistance. Recent and still modest, american assistance to africa has remained selective and takes into account strategic, political and cultural data. It targets both english-speaking countries and a number of francophone ones, such as senegal which now ranks first among the united states' francophone partners in subsaharan africa. However, this has not led to a questioning of senegal's privileged relationships with france. This thesis first explores the issues at stakes and the main features of american assistance to subsaharan africa before focusing more specifically on the case of senegal
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Delanlssays, Thomas. "La motivation des décisions juridictionnelles du Conseil d’Etat." Thesis, Lille 2, 2017. http://www.theses.fr/2017LIL20018.
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Cette étude se donne pour ambition de saisir et de comprendre ce qu’est la motivation des décisions juridictionnelles du Conseil d’État, au demeurant souvent critiquée. Notion fondamentale en droit processuel, la motivation est un discours argumentatif, expression d’une technique juridique, à savoir un discours visant à justifier au plan juridique et factuel la décision à travers un raisonnement afin de persuader l’auditoire. Ainsi faudra-t-il analyser à la fois son architecture et ses fonctions dans une perspective dynamique. En tout état de cause, on constate,depuis au moins le début du XXIe siècle, une certaine évolution de la motivation. Ce phénomène résulte, notamment, de l’européanisation et de la complexité normatives, de la protection renforcée des droits fondamentaux, des exigences de sécurité juridique ou encore de la volonté du Conseil d’État de promouvoir une politique communicationnelle afin de légitimer son action. L’étude implique de revisiter certaines thématiques traditionnelles, en particulier le syllogismejudiciaire, l’argumentation, l’interprétation, le style de la motivation ou encore le pouvoir normatif jurisprudentiel pour constater et mesurer cette évolutionThe aim of this research is to tackle and understand the Conseil d’Etat’s court’s decisions motivation which are often criticised. Fundamental notion in procedural law, motivation is an argumentative discourse expressing a jurisdictional technique but moreover it is specifically a discourse trying trough a legal reasoning to justify a decision in order to convince the audience. Thus we shall have to analyse its architecture and its functions in a dynamic perspective. Either way we can note that since the beginning of the 21st century the court’s motivation has evolved.This phenomenon is the result of the Europeanization and the complexity of the normative production and is also due to enhanced protection of the fundamental rights, legal certainty and the Conseil d’Etat’s wish to promote a communicational policy in order to legitimise its action. This research entails to revisit certain traditional topics such as jurisdictional syllogism, argumentation, interpretation, the motivation’s style or the normative jurisprudential power to both note and measure this evolution
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Fortin, Lionel. "Détermination du profil motivationnel des étudiants de sixième session du programme Techniques d'intervention en loisir susceptibles de ne pas obtenir leur diplôme." [S.l. : s.n.], 1998.
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Saunders, Linda Catherine. "Aliteracy in the young New Zealand adolescent : an exploration of reading preferences, selection techniques and motivations for recreational reading." Thesis, St Mary's University, Twickenham, 2012. http://research.stmarys.ac.uk/506/.
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Aliteracy defines those who can read adequately but who choose not to read for their own interest and pleasure. Adolescent aliteracy is an international issue (OECD, 2000, 2010a). Dissonance between what schools and students consider as ‘engaging reading’ is widening (Ivey & Broadhuss, 2001; Wilheilm & Smith, 2002). Recent evidence of poor literature knowledge amongst teachers and pre-service teachers (Cremin, Mottram, Bearne, & Goodwin, 2008; Nathanson, Pruslow, & Levit, 2008) highlights the need for pragmatic ways to empower adolescent students to address aliteracy for themselves. The aim of this thesis was to explore the conceptual basis for adolescent aliteracy in the 11-13 year old age groups alongside pedagogy to support currently aliterate adolescents. A mixed methods approach used 8 sets of data to explore reading preferences, reading motivations and self-selection behaviours in a mixed and stratifed sample of currently aliterate students over 6 months. The tools were: a reading preference survey, a Title Recognition Test (Cunningham & Stanovich, 1991), the Motivations for Reading Questionnaire, (Wigfield, Guthrie, & McGough, 1996), library observations, student and teacher interviews, library borrowing records and summative reading scores. Data analysis included thematic analysis, multiple regressions, Chi squared, Wilcoxon signed-ranked tests and Spearman’s correlations. Media based titles, magazines and SMS texting were cited as the most popular reading choices. Avid, poor and currently aliterate adolescent readers had significantly distinct motivational and cognitive reading profiles. Exploratory results with a stratified sample of currently aliterate students suggest that taught self-selection strategies significantly increased motivation to read for challenge and for curiosity and decreased motivation to read for reasons of compliance. Amongst currently aliterate adolescents, results suggest significant interaction between reading identity, reading challenge, reading stamina and reading interest.
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Karapinar, Akin. "Project Management, Time Management and Motivation for building renovation projects." Master's thesis, Alma Mater Studiorum - Università di Bologna, 2018.
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This thesis includes a study and research on project management, time management and motivation. Study and research starts with the introduction of management techniques and tools and continues with the case study. Case study is a restoration project time management of Farabi building in Nicosia, North Cyprus. Techniques and tools which learned and researched for project management, time management and motivation adapted on Farabi building restoration project which held in 2017. With that, a new case study created from the scratch by using all of these knowledge with a proper discussion.
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Karlsson, Björn. "Vad tände lampan? : En studie om idégenerering och kreativitet." Thesis, Högskolan i Skövde, Institutionen för informationsteknologi, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-20598.
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Att generera idéer är någonting som pågår i många olika branscher. För att kunna generera idéer kan vissa sorters idégenereringstekniker användas, och dessa tekniker kan involvera olika sociala sammanhang. Vissa tekniker kräver att deltagaren genererar idéer på egen hand medan andra tekniker kräver att det är en grupp som samarbetar. De olika tekniker som kan användas har det forskats mycket om, och det finns en god akademisk grund. Däremot har det inte forskats mycket om hur det är att blanda dessa tekniker. För att skapa en ökad förståelse kring användningen av en eller flera tekniker under samma idégenereringssession har intervjuer med yrkespersoner som är involverade med kreativitet och idégenerering genomförts, samt en litteraturstudie. Detta har lett till en bredare förståelse av idégenerering.Generating ideas is something that is done in a lot of different industries. To be able to generate ideas, some techniques can be used, and these techniques may involve different kinds of social settings. Some techniques demand that the participant generates ideas on an individual basis, whilst other demand a group. There is research about the different kinds of techniques that can be used so there is a good academic foundation, but there has not been a lot of research on the effects of mixing these techniques. To create a greater basis for knowledge about the usage of one or multiple techniques during one ideation session have interviews been held with different kinds of professionals involved with creativity and ideation as well as a literature review. This, in turn, has led to a greater knowledge about ideation.
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Perez, Nathalie. "Une démarche de conception pour la formation générale des apprentis : tâches, organisation du travail et modalités d'évaluation : : Expériences psycho-socio-pédagogiques dans un Centre de Formation d'Apprentis." Montpellier 3, 2002. http://www.theses.fr/2002MON30015.
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Delgoulet, Catherine. "La formation professionnelle des travailleurs vieillissants : composantes motivationnelles et modes d'apprentissage d'une technique de maintenance ferroviaire." Toulouse 2, 2000. http://www.theses.fr/2000TOU20008.
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Le point de vue developpe dans cette these met l'accent sur deux niveaux de comprehension de la relation age-formation professionnelle. Ces deux niveaux ont ete construits sur la base d'une analyse de la demande de recherche emise par la drh de la sncf, des realites du terrain d'etude, et de cadres theoriques existant. Le premier niveau aborde la question de la << motivation >> en formation. Le second niveau fait reference aux modes d'apprentissage des stagiaires en fonction de leur age et de leur parcours professionnel. L'analyse des specificites conatives met en evidence que les stagiaires de 40 ans et plus redoutent davantage la situation, et ont l'impression de ne pas controler leurs reussites et leurs echecs lors des evaluations. Les resultats pointent egalement les particularites de l'engagement en formation des plus ages ; particularites qui mettent en lumiere des enjeux et une motivation specifiques. Toutefois, malgre ces dispositions motivationnelles susceptibles d'handicaper les plus ages dans l'apprentissage, leurs performances sont equivalentes a celles des plus jeunes ; ce qui pose la question de l'activite meme des stagiaires en situation de formation. L'analyse des modes d'apprentissage revele que les plus ages ont une gestion temporelle de leur activite distincte de celle des plus jeunes. De plus, ils se rattachent davantage a l'ecrit dans la realisation des taches. Les stagiaires jeunes experimentes ou les plus ages construisent et utilisent davantage le collectif d'apprentissage dans la realisation des tp et reperent dans le discours presente en formation des antagonismes forts avec les situations reelles de travail. A l'issue de cette recherche une vision de la relation age-formation professionnelle integree a la sphere de travail est proposee. Dans cette perspective, la mise en evidence de la necessaire consideration des liens existant entre le travail et la formation permet de presenter des pistes d'amenagement des dispositifs de formation.
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Fortin, Lionel. "Détermination du profil motivationnel des étudiants de sixième session du programme Techniques d'intervention en loisir susceptibles de ne pas obtenir leur diplôme." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp03/MQ35677.pdf.
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Johansson, Mathilda. "Det ska ju vara kul att lära sig : En studie grunddad på elevers uppfattningar om motivation och kunskapsutveckling i samhällskunskapsämnet." Thesis, Jönköping University, Högskolan för lärande och kommunikation, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-49440.
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Att fostra morgondagens demokratiska medborgare är ett av skolans viktigaste uppdrag. I ämnet samhällskunskap ges eleverna möjlighet att inhämta kunskap och förståelse för samhället, dess invånare och funktioner. Motivation är en positivt bidragande faktor till kunskapsutveckling och studiens syfte är att bidra med kunskap om vad elever anser motivera dem i ämnet samhällskunskap samtidigt som de lär sig på bästa sätt. För att besvara studiens syfte formulerades frågeställningar gällande elevers beskrivningar om motivation och undervisningens utformning för ökad kunskapsinlärning i samhällskunskapsämnet. Studiens inriktning är motivation och kunskapsinlärning i ämnet samhällskunskap i årskurserna 4–6, beskrivet ur ett elevperspektiv, och tar sin utgångspunkt i ett sociokulturellt perspektiv där kommunikation och kunskapsutveckling i interaktion med andra är centralt. Studien genomfördes med en kvalitativ metod, och datainsamling skedde med hjälp av fokusgruppsintervjuer. Genererad data transkriberades och analyserades sedan med hjälp av kodning, kategorisering och begreppsbildning. Resultatet visade på flertalet faktorer som eleverna beskrev som motiverande och positiva för deras kunskapsinlärning, där de mest framträdande var interaktivt arbete, användandet av bilder och film i undervisningen samt vikten av lärarens agerande i klassrummet. Elevernas svar har sedan satts i relation till tidigare forskning, vilket går att läsa om i avsnittet för resultatdiskussion. Elevernas beskrivningar skildrade flera faktorer, både positiva och negativa som inverkande på deras motivation och kunskapsinlärning, vilka kan vara till stor hjälp att ta i beaktande vid utformning av undervisning.Raising tomorrows democratic citizens is one of the main purposes of education. In the subject of civic education pupils get an opportunity to learn about and to get an understanding of society and its functions and inhabitants. Motivation is a positive factor for knowledge development and the aim of this thesis is to contribute with knowledge about pupils´ opinions on motivational and learning techniques in the subject of civic education. To answer the thesis aim, framing of questions has been made about pupils´ opinions on motivation and how lessons should be designed to increase knowledge development in the subject of civic education. The focus of this thesis is motivation and knowledge development in the subject of civic education in school years 4–6, and the theoretical framework is the sociocultural perspective in which communication and knowledge development in social contexts are fundamental. The thesis data were collected through focus group interviews which is a qualitative method. The data from the interviews were then transcribed and analyzed in three different steps; coding, categorizing and conceptualization. The result shows many factors that motivate pupils and increases their knowledge in the subject of civic education. Some of these factors were interactive learning, pictures and films. How teachers act in the classroom was also something that the pupils felt had a significant impact on their motivation and knowledge development. The pupils described many factors, both positive and negative ones, which have an impact on their motivation and their knowledge development. These factors should be considered when designing lessons in the subject civic education.
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Fablet, Anne. "Pour la prise en compte du rayonnement des experts dans les pratiques de gestion des ressources humaines : le cas des experts scientifiques et techniques dans les entreprises industrielles." Thesis, Aix-Marseille, 2015. http://www.theses.fr/2015AIXM1068.
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Le rayonnement des experts scientifiques et techniques porte en lui deux dimensions ; une organisationnelle, favorisant l’émergence et le développement de compétences clés et une individuelle contribuant à la motivation intrinsèque de l’expert. Pendant entrepreneurial du rayonnement des enseignants-chercheurs, le rayonnement des experts est « un élément personnel et organisationnel d’appréciation de la réputation de l’expert, évoluant avec le développement de sa carrière, permettant de décrire ses activités en relation directe avec son domaine d’expertise, à l’intérieur ou à l’extérieur de l’entreprise et de prendre en compte son impact personnel dans sa communauté de pratique de référence ». Sa prise en compte dans les pratiques de gestion des experts permet d’apporter un nouvel éclairage sur des pratiques en quête de renouveau. Sans résoudre l’ensemble des problèmes de la gestion des experts, la recherche prend en compte le rayonnement des experts comme levier d’amélioration de leurs pratiques de gestion. L’objectif est d’analyser le rayonnement des experts dans sa double dimensionnalité. L’étude de cas multiple menée sur quatre grandes entreprises industrielles propose une réflexion sur la contribution du rayonnement des experts à la performance de l’entreprise. Ce lien est conditionné par l’intégration du rayonnement à tous les niveaux hiérarchiques de l’entreprise – au niveau de la stratégie générale, du management stratégique des ressources humaines et de l'opérationnel. Le rayonnement comme levier d’amélioration des pratiques de gestion des experts s’inscrit sur le long terme, permettant à l’entreprise d’identifier et d’anticiper ses besoins en compétences d’expertsExperts’ “outreach” is a two-dimension element. First dimension is organizational dimension, which contributes to core competencies development. Second one is individual dimension, which leads to experts’ intrinsic motivation.Experts’ outreach is the parallel of scientific reputation used for researchers. It can be defined as “a personal and organizational element to appreciate experts’ reputation, which changes with expert’s career development. Outreach can take place inside or outside the organization and also allows to measure expert’s impact on his / her scientific community”. The integration of outreach in experts’ management practices can contribute to improve practices, which need some renewal. The ambition is not to resolve all the already identified problems, but to bear a new perspective on the experts’ management practices. The research aims to study both dimensions of experts’ outreach, linked with the firm performance. A multiple case study is realized to analyze four big industrial firms. The link between outreach and firm performance depends on outreach integration within all the strategic levels of the organization, it means general strategy, strategic human resources management and operational management. To conclude, experts’ outreach contributes to improve experts’ management practices, on a long-term perspective. It allows firms to identify and anticipate their needs of experts’ competences
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Cecconello, Antonio Renato. "Mobilização para a aprendizagem: diagnóstico de fatores impactantes no aprendizado do aluno de curso de graduação em Administração." Pontifícia Universidade Católica de São Paulo, 2015. https://tede2.pucsp.br/handle/handle/9844.
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Previous issue date: 2015-04-01This thesis presents a diagnosis of the impacting factors in the learning process regarding students of a business school in the city of São Paulo. These students have demonstrated academic performance and level of involvement below expectations. The theoretical framework considers the need of learning and mobilization concepts of Bernard Charlot; the way Marco Antonio Moreira understands meaningful learning; the three dimensions of learning and its obstacles pointed out by Knud Illeris; the importance of Involvement highlighted by Astin, the concept of learning environment according to Astin and Antonio; and the relevance to learn that Vera Lucia Felicetti gives to commitment. Based on the main question: Which factors are important to mobilize business students to learn? , the objective of this work is to identify the key factors encouraging or limiting mobilization to learn the content related to Business Administration. It is an exploratory research using mixed approaches, such as field study and documental field surveys. The data collection was done using an online questionnaire that was answered by 144 enrolled students, and consistence cross-checking was made using documental data from 194 graduates from the first semester of 2014. Data were tabulated and classified by gender, period and semesters. The diagnosis shows that students appear to study for the test but not to learn. The tabulated data indicates that the students do not properly associate commitment to engagement. In spite of the existing commitments, the proper engagement was not taken into account, based on related behaviors such as: poor reading level before classes, low involvement and participation in the classes, susceptibility to distracting factors and rates of performance, absence, repetition and school evasion. Two of the analyzed factors were identified as critical factors to the students lack of mobilization to learn, commitment and teaching techniques
Essa tese apresenta o diagnóstico dos fatores que impactam no aprendizado do aluno do curso de graduação em Administração de uma IES da cidade de São Paulo. O alunado tem apresentado resultados acadêmicos e nível de envolvimento abaixo das expectativas. O referencial teórico considera a necessidade de aprender e os conceitos de mobilização para a aprendizagem de Bernard Charlot; a forma como Marco Antonio Moreira entende a aprendizagem significativa, as três dimensões da aprendizagem e seus obstáculos considerados por Knud Illeris, a importância envolvimento destacada por Astin, os conceitos sobre o ambiente estudantil de Astin e Antonio e a importância do comprometimento na aprendizagem dada por Vera Lucia Felicettti. A partir da questão principal: Quais fatores são relevantes na mobilização do aluno do curso de graduação em Administração para a aprendizagem? , o objetivo do trabalho é a identificação dos fatores que facilitam e/ou dificultam as ações de mobilização para a aprendizagem de conteúdos relacionados ao curso de graduação em Administração. Pesquisa exploratória com abordagem mista e uso dos métodos estudo de campo e de levantamento documental. A coleta de dados foi realizada por meio de questionário eletrônico junto a 144 alunos dos semestres letivos e verificação cruzada com o histórico dos 194 formandos 2014-1. Os dados foram tabelados e correlacionados por gênero, período e semestres. O diagnóstico mostra que o aluno parece estudar para a prova, não para aprender. Os dados tabulados indicam que o aluno não associa de forma adequada compromisso e comprometimento. Apesar dos compromissos existentes, o comprometimento efetivo não foi considerado, a partir dos comportamentos declarados de: baixo volume de leituras previamente às aulas; pouco envolvimento na participação em aulas; suscetibilidade a fatores de distração e nos níveis de faltas, notas, reprovações e evasão escolar. Dois dos fatores analisados foram identificados como críticos à falta de mobilização para a aprendizagem, comprometimento e prática didática
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Gafor, Susan, and Hartmann Lise Sihvola. "The effectiveness of using songs and music to foster motivation and language development in the young English L2 classroom." Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-30610.
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Teachers work with large student groups and their job is to make their pupils’ grow and evolve in their learning every day, even though the students may not be interested in the subject at all. How can teachers manage to do this with such a variety of students? What tools can be used to motivate as many of them as possible to achieve the most favourable learning outcomes? Music is a universal language that most people enjoy and for children it is even a natural part of growing up. Music can be a pleasant and fun element in the classroom, so we want to investigate if teachers could take advantage of this and use music and songs as an effective motivator to foster second language development. In the national curriculum, Skolverket states that teachers need to build upon the pupil’s confidence in their own ability to use language in different situations and for different purposes (Skolverket, 2011). What happens with the classroom environment when music is used and what happens to the pupils? There is research pointing to the benefits of using music in second language learning however, there exists some disagreement among researchers if music could improve language development or if it is just a fun activity. Researchers also discuss on how to use music in the classroom in the most valuable way. In the current study, we explore and provide an overview for the possible advantages of using music. We also investigate the effectiveness of different musical approaches for facilitating language learning for young children in an educational context. In particular, we will discuss how songs and music can motivate young English language learners in their process and how the second language development can benefit from this.
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Vinter, Patricia. "Est-il possible et souhaitable d’enseigner la technique de la lecture indépendamment de sa finalité ? : elaboration d'une méthode de lecture qui différencie le décodage de la compréhension en phase d’apprentissage explicite et sa mise à l'épreuve en éducation prioritaire." Thesis, Lyon 2, 2015. http://www.theses.fr/2015LYO20002.
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L’échec scolaire ne cesse d’augmenter de même que l’écart entre les élèves les plus faibles et les plus performants (PISA 2003, 2006, 2009, 2012). Lire est une activité complexe qui nécessite la maîtrise conjointe de deux compétences, identifier des mots et comprendre ce qui est écrit. L’identification des mots est la première cause de difficulté : ce code qui lie l’oral à l’écrit repose sur des conventions non perçues par les élèves non encore capables d’accéder aux symboles. Nous avons élaboré un dispositif nouveau pour expliquer aux élèves le rapport entre la syllabe orale et la syllabe écrite : une représentation du système d’écriture et un matériel de manipulation des phonogrammes. Pour cela nous avons inclus une étape supplémentaire au sein d’une méthode de lecture et l’écriture, l’identification de pseudo-mots, c’est-à-dire de signifiés sans signifiants. Afin de ne pas négliger la compréhension en début d’apprentissage, des récits sont entendus. Ils sont extraits d’un album en 30 chapitres où l’héroïne, une petite sorcière, donne du sens aux pseudo-mots avec ses formules magiques. En phase d’entraînement, le mot prend sa place dans des activités diverses de lecture – identification et compréhension – et d’écriture. L’expérimentation a produit les effets attendus chez des élèves tout venants de Cours préparatoire en Zone d’éducation prioritaire en identification et production de mots, sans effet négatif dans les autres domaines de l’écritSchool failure continues to increase in France, as well as the gap between the lowest and highest performing pupils (PISA 2003, 2006, 2009, 2012). Reading is a complex activity that requires mastering conjointly two skills, word identification and meaning understanding. Word identification is the main cause of reading difficulty: the code that binds oral and written information must be understood as being based on conventions, and the pupils who cannot access to symbols encounter difficulties in this understanding. In the present work, we have developed a new learning device that makes clear to children the relationships between oral and written syllables. This device comprises a representation of the writing system and material that enables to manipulate phonogrammes. To this end, we have included an additional step within a reading and writing method, the identification of pseudo-words, that is to say, of “signifieds” (plausible words) without “signifiers” (no corresponding referee or meaning). In order not to neglect the understanding dimension at the beginning of the learning phase, oral stories were presented to the children. They were extracted from an album of 30 chapters in which the heroine, a young witch, attributes meaning to these pseudo-words through her magic spells. In the training phase, the pseudo-words (associated with its signifier) are presented inside various reading - identification and understanding - and writing activities. Our specific training had the expected positive effects in unselected grade 1 elementary pupils from areas of prioritary education. These effects concerned mainly the identification and production of words, without adverse effects in other aspects of writing
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Burlet, Mélanie. "Des cadres à l'organisation, de l'organisation aux cadres : le cas des ingénieurs et cadres techniques du secteur de la conception de Renault." Thesis, Lille 1, 2008. http://www.theses.fr/2008LIL12005/document.
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Notre thèse porte sur l'existence d'une relation bilatérale entre un modèle organisationnel et l'état d'un groupe professionnel. Les récentes évolutions organisationnelles au sein d'un secteur de la conception impactent substantiellement les caractéristiques des situations objectives des ingénieurs et cadres techniques. Alors qu'elles sont traditionnellement présentées comme résistantes à une rationalisation poussée, aujourd'hui leurs activités de travail peuvent être spécialisées, planifiées, standardisées et contrôlées de façon protéiforme. Ces évolutions ont lieu dans le cadre d'une structure matricielle, ce qui engendre des injonctions contradictoires et augmente les incertitudes. Dès lors, les individus s'approprient différemment les contraintes et opportunités offertes par le contexte d'action, en fonction de leur position dans la structure mais, également, en fonction de leur parcours antérieur et de leur multi-positionnement social, rendant déterminants la féminisation et la diversification des formations initiales au sein du groupe professionnel dans la compréhension de ce qui se passe au sein de l'organisation. Ces logiques d'action différenciées contribuent à renforcer certaines caractéristiques structurelles et faire émerger des liens sociaux faits d'engagements ponctuels et de solidarité contingente. Dans un contexte incertain et réifié, quatre types d'investissement dans le travail se développent : l'implication, la contribution, le consentement et le retrait. Par conséquent, les rapports au temps, au travail et à l'organisation deviennent des facteurs de segmentation interne au sein du groupe professionnel et le modèle de réussite sociale n'est pas uniformeBased on a microsociological research, this thesis points out the existence of a bilateral relationship between an organizational form and the characteristics of a professional group. The most recent organizational changes in the engineering department of a worldwide firm have noticeably altered the characteristics of the engineers' working situations. Although traditionally considered as impossible to rationalize, today the engineers' technical activities can be specialized, planned, affected by a strong process of standardization and controlled in several ways. These changes have occured in a context of a cross-functional organization, raising contradictions and uncertainty. Consequently, individuals adopt different ways to deal with opportunities and constraints provided by the context according to their position in the structure, but also according to their previous career paths and their social multi-positionning. Precisely, the feminization and the diversification of qualification inside the professional group are thus made decisive in the understanding of what is going on within the organization. The different ways of acting then play a part in strengthening some structural characteristics and developping weak social links within the organization like punctual commitments and a conditional and hypothetical solidarity between individuals. Actually, under such conditions, four types of working commitment are triggered: involvement, contribution, consent and withdrawal. They are the expression of several models of social success, which means that the relationships to time, work and organization are now the determining factors in the segmentation of the professional group
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Bošková, Markéta. "Motivace a spokojenost zaměstnanců ve vybrané organizaci." Master's thesis, Vysoká škola ekonomická v Praze, 2012. http://www.nusl.cz/ntk/nusl-162727.
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The aim of the diploma thesis is to evaluate the motivation and satisfaction of employees in a selected company. The thesis is divided into two parts -- theoretical and practical. First, the thesis defines the theoretical concept of motivation and satisfaction and defines a projective method called Colour Association Technique (CAT) from the concept of Balance Management. The practical part of the thesis presents the company where the research was done. Further methodology of research is presented in this part. In the methodology of research a questionnaire survey was chosen. A questionnaire survey focused on 7 areas of motivation and satisfaction covering 25 study-factors. Further, individual interviews were held with a selected sample of employees, and the projective method mentioned was used. The main body of the practical part consists of an evaluation of the results using all research methods. Individual results are compared and in conclusion recommendations for improving the current situation in the company are suggested. These final recommendations may become a basis for the future development of an optimal motivation program, which the company has not yet implemented.
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Swartz, Erik. "Mänskligt beteende - ett ofrånkomligt hot mot informationssäkerhet?" Thesis, Högskolan i Halmstad, Akademin för informationsteknologi, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-44967.
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Information har idag kommit att bli så viktigt att det av många aktörer kallas för den nya digitala oljan, och med anledning av just detta är information idag en av de främsta tillgångar en organisation kan besitta. För att skydda informationen lägger organisationer massiva summor pengar på tekniska och fysiska åtgärder. Tillsammans med dessa åtgärder utfärdas även interna bestämmelser och riktlinjer för hur IT-system och information får eller inte får hanteras. Trots detta sker både intrång och andra säkerhetsrelaterade incidenter som kan härledas till mänskligt felaktigt beteende, eller den så kallade mänsklig faktorn. I den här uppsatsen har därför författaren gjort en djupdykning i ämnet för att studera vilka samband som kan finnas mellan beteendevetenskapliga teorier och efterlevnad av informationssäkerhet. Med kvalitativa metoder har bland annat litteraturstudier genomförts för att ta reda på vilka teorier som är mest relevanta i sammanhanget. Intervjuer har sedan nyttjats för att bredda författarens uppfattning om vilka faktorer som kan påverka mänskligt beteende. De personer som intervjuats har bland varit yrkesverksamma som säkerhetschefer, säkerhetskyddshandläggare och ledande forskare inom det specifika området.
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Weiserová, Michaela. "Zvýšení efektivity manažerské práce v justici." Master's thesis, Vysoké učení technické v Brně. Fakulta podnikatelská, 2011. http://www.nusl.cz/ntk/nusl-223072.
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This diploma thesis deals with the analysis of the actual state of manpower and managerial activity at the Supreme Administrative Court (SAC) as the highest judicial authority. Based on the findings from the questionnaire survey and in-depth interviews with the managers of the SAC changes in the management of the SAC are proposed that shall lead to the intended aim, i. e. increase efficiency of managerial work.
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Jamaoui, Samare. "Contribution à une étude de la place de la médiation pédagogique humaine dans un contexte d'autoformation: Penser les motifs d'engagement et leurs implications psychopédagogiques :"Approche du rapport à l'égard de l'autoformation par l'analyse des représentations et des attitudes des apprenants"." Doctoral thesis, Universite Libre de Bruxelles, 2008. http://hdl.handle.net/2013/ULB-DIPOT:oai:dipot.ulb.ac.be:2013/210490.
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Cette recherche aborde la problématique de la relation à la formation dans un processus d’autoformation en ligne. Elle pose la question du rapport au pouvoir dans ce type de situation d’apprentissage. La médiation pédagogique humaine et la médiatisation technologique y sont au centre des préoccupations. Il s’agit d’aborder, au travers de la conception même des instruments d’investigation, les concepts: de contrôle, d’autodirection, d’autonomie, d’efficacité, de compétence, d’autodétermination en relation avec la notion de motif d’engagement. Les dispositions et les prédispositions liées à l'autoformation sont également observées. On se propose de comprendre les orientations motivationnelles et les motifs qui éclairent l’engagement au regard de la perception de soi dans un contexte d’autoformation. Nos réflexions portent également sur le concept d'alterdidaxie par opposition aux démarches autodidactes dans un contexte d'autoformation./This research approaches the problems in relation to training in the process of e-learning. It raises the question of the self-directed learning’s power in this type of training situation. The human teaching mediation and the technological mediatization are both in the center of the concerns. This research is an approach, through the design even of instruments of investigation, to the concepts :control, autodirection, autonomy, effectiveness, competence, self-determination in relation with the engagement. Competences and readiness scales related to the adults’ self-training are also observed. One proposes to observe motivational directions and the engagement’s reasons in relation with the perception of oneself as self-directed learners in a context of self-training. Our reflections also relate to the concept of Alterdidacticism in opposition to the self-educated steps, to the Autodidacticism in a context of adults’ self-training.
Doctorat en Sciences Psychologiques et de l'éducation
info:eu-repo/semantics/nonPublished
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Madeira, Eugénio Miguel. "Processo de formação na Câmara Municipal de Lisboa." Master's thesis, Instituto Superior de Economia e Gestão, 2014. http://hdl.handle.net/10400.5/7393.
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Mestrado em Gestão de Recursos HumanosEste relatório tem por objetivo o estudo da formação e desenvolvimento, que se revela essencial para o sucesso de qualquer organização. A escolha deste tema deveu-se ao facto do estágio, inserido no Mestrado em Gestão de Recursos Humanos, ter sido realizado no Departamento de Desenvolvimento e Formação da Câmara Municipal de Lisboa. Deste modo, foi necessário estudar todas as componentes no âmbito deste tema, começando-se pelos conceitos de formação e desenvolvimento. Estes conceitos são importantes para se compreender todo o processo de formação e desenvolvimento nas organizações e, desta forma, fazer uma ponte da teoria para a prática, durante os três meses em que o estágio decorreu. Para o efeito, abordaram-se os conceitos, métodos e técnicas de formação, ciclo formativo, motivação para transferir os conhecimentos na formação, diferenças e semelhanças entre empresas públicas e privadas, sendo ainda importante realçar que o estágio foi realizado numa empresa pública. Por fim, considerou-se necessário fazer uma avaliação do impacto da formação ao curso Lisboa Interativa Módulos Gerais (Lxi), leccionado na modalidade de e-learning, como meio de conhecer as perceções dos formandos acerca desta formação.
The aim of this report was the study of the training and development which is essential for the success of every organization. This theme was chosen due to the fact that the internship inserted in the Human Resources Master?s Degree was done in the Development and Training Department of the Lisbon?s City Council. This way, it was necessary to study all the components of this theme starting by approaching the concepts of training and development which are important in order to understand the whole process of training and development inside organizations and with this establish a bridge between the theory and practice during the 3 months of internship. For that were approached concepts of training, methods and training techniques, training cycle, motivation in order to transfer the training knowledge, differences and similarities between public and private enterprises, emphasizing the fact that the training took place in a public enterprise. At last, it was necessary to evaluate the impact of the training of Lisboa Intertativa Módulos Gerais (LXI) lectures through e-learning in order to understand the perceptions of the interns relative to the training programme.
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Krome, Elizabeth Ann. "The effects of cooperative learning on student attitude and achievement in a Middle School science classroom." CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2608.
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Fernandez, Jeffrey Evan. "Coaches' motivational techniques and individual athletic performance." 2005. http://www.oregonpdf.org.
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Henderson, Karen Allen. "A study of principals' teacher motivational techniques in select Georgia schools." 2005. http://purl.galileo.usg.edu/uga%5Fetd/henderson%5Fkaren%5Fa%5F200512%5Fedd.
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Mastroleo, Nadine R. Carney JoLynn V. "Comparison of supervision training techniques in a motivational enhancement intervention on college student drinking." 2008. http://etda.libraries.psu.edu/theses/approved/WorldWideIndex/ETD-2800/index.html.
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DiMarco, Ilyse Dobrow. "The use of motivational interviewing techniques to enhance the efficacy of guided self-help behavioral weight loss treatment." 2008. http://hdl.rutgers.edu/1782.2/rucore10001600001.ETD.17299.
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Trudeau, Simon. "Favoriser l’appropriation comportementale de la rétroaction en évaluation du potentiel : le rôle du soutien social, du contenu de la rétroaction et des techniques du conseiller axées sur le développement." Thesis, 2020. http://hdl.handle.net/1866/25264.
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Les caractéristiques psychologiques qui prédisent les comportements et la performance en emploi, telles qu’évaluées par l’évaluation du potentiel (ÉP), ont fait l’objet d’un grand nombre d’études. Leurs résultats ont influencé l’importance accordée à certaines caractéristiques par les conseillers habiletés à mener ce type d’évaluation (Morris, Daisley, Wheeler, & Boyer, 2015). Toutefois, peu est encore connu sur les pratiques des conseillers au moment de donner la rétroaction à la suite de l’ÉP et sur les effets comportementaux générés par la rétroaction chez les participants de retour en emploi. Selon Plunier (2012), seulement 20 % d’entre eux modifient leur comportement et entreprennent des actions développementales dans le sens de la rétroaction reçue en ÉP, et ce, peu importe le contexte d’évaluation ou la recommandation qui en découle (Boudrias, Bernaud, & Plunier, 2014). Une question survient : dans quelles conditions la rétroaction en ÉP favorise-t-elle l’appropriation comportementale chez les participants?
Cette thèse vise à documenter certaines conditions qui maximisent l’appropriation comportementale de la rétroaction, opérationnalisée par les changements de comportement et l’implication dans des activités de développement. La thèse ajoute un ensemble de conditions et variables au modèle d’appropriation de la rétroaction proposé par Boudrias et al. (2014). Ces variables, abordées au cours de deux articles empiriques, sont les techniques du conseiller axées sur le développement, le soutien social d’une personne significative (ex. superviseur, collègue, membre de la famille) perçu par les participants en regard de leur objectif de développement ainsi que le nombre et la difficulté des compétences à développer.
Dans le premier article, en nous appuyant notamment sur la théorie de la fixation d’objectif (Locke & Latham, 1990), nous postulons que les techniques de rétroaction du conseiller axées sur le développement (Lessard, 2019) prédiront l’intention motivationnelle de changer du participant. Il est attendu que l’intention prédira à son tour l’appropriation comportementale (Boudrias et al., 2014), mais que cette relation sera modérée par le soutien social au développement. Ces hypothèses ont été vérifiées auprès de 240 participants en contexte réel d’ÉP grâce à la modélisation par équations structurelles. Les résultats révèlent que l’intention motivationnelle de changer médie la relation entre les techniques du conseiller et le soutien social, alors que le soutien social médie la relation entre l’intention motivationnelle et les activités développementales. Une explication possible est que la recherche de soutien social est une stratégie d’apprentissage utilisée par les participants qui veulent changer (Haemer, Borges-Andrade, & Cassiano, 2017).
La théorie de la fixation d’objectif (Locke & Latham, 2015) permet d’envisager qu’il y aura un effet d’interaction entre la difficulté des compétences à améliorer et le nombre de compétences ciblées lors de la rétroaction. Dans le deuxième article, nous testons l’hypothèse selon laquelle cette interaction prédira l’intention motivationnelle de changer dans le sens de la rétroaction et l’appropriation comportementale de la rétroaction. Pour ce faire, nous avons exécuté des analyses de régression hiérarchique modérée sur un échantillon de 65 participants pour lesquels nous avons analysé les rapports d’ÉP précisant les compétences ciblées dans la rétroaction. Les résultats montrent que la relation entre la difficulté des compétences et l’intention de changer est positive lorsque l’émetteur de la rétroaction aborde trois compétences lacunaires ou moins et que la relation entre la difficulté des compétences et les activités développementales est positive lorsque l’émetteur de la rétroaction aborde une seule compétence lacunaire alors qu’elle est négative lorsque l’émetteur en aborde neuf.
Les apports théoriques de chacun des articles ainsi que les pistes d’intervention pratiques en découlant sont discutés séparément et repris dans une conclusion globale. Les limites et propositions de recherches futures sont également abordées dans cette dernière section.The psychological characteristics that predict behavior and job performance, as assessed by an individual psychological assessment (IPA), have been the subject of a large number of studies. These studies have influenced the importance given to certain characteristics by I/O psychologists qualified to conduct this type of assessment (Morris, Daisley, Wheeler, & Boyer, 2015). However, little is known about the psychologists’ practices when providing feedback following an IPA and the behavioural effects of feedback on the participants returning to work. According to Plunier (2012), only 20% of the latter modify their behaviour and undertake developmental actions in the direction of the feedback received, regardless of the assessment context and the recommendation that results (Boudrias, Bernaud, & Plunier, 2014). A question arises: under what conditions does IPA feedback promote behavioural integration among participants? This dissertation aims to document certain conditions that maximize the behavioural integration of feedback, operationalized by behavioural changes and engagement in developmental activities. A set of conditions and variables is added to the feedback integration model proposed by Boudrias et al. (2014). Theses variables, discussed in two empirical articles, are the psychologists’ techniques focused on the development, the social support for development from a significant individual (e.g. supervisor, colleague, family member) perceived by the participants as well as the number and difficulty of the competencies to be improved. In the first article, relying in particular on the theory of goal setting (Locke & Latham, 1990), we postulate that the psychologists’ techniques focused on the development (Lessard, 2019) will predict the participants’ motivational intention to change. It is expected that the intention will in turn predict behavioural integration (Boudrias et al., 2014), but that this relationship will be moderated by social support for development. Theses hypotheses were verified with 240 participants in a real IPA context using structural equation modeling. The results show that the motivational intention to change mediates the relationship between the psychologists’ techniques and social support, while social support mediates the relationship between motivational intention and developmental activities. One possible explanation is that seeking social support is a learning strategy used by participants who want to change (Haemer, Borges-Andrade, & Cassiano, 2017). The goal setting theory (Locke & Latham, 2015) suggests that there will be an interaction between the difficulty of the competencies to be improved and the number of competencies targeted during the feedback. In the second article, we test the hypothesis that this interaction will predict the motivational intention to change in the direction of feedback and the behavioural integration of feedback. To do this, we performed moderated hierarchical regression analyses on a sample of 65 participants for which we analyzed IPA reports specifying the targeted competencies in the feedback. The results show that the relationship between developmental difficulty and intention is positive when the feedback provider addresses three deficient competencies or fewer. The relationship between developmental difficulty and developmental activities is positive when the feedback provider presents only one deficient competency while it is negative when the provider presents nine deficient competencies. The theoretical contribution of each of the articles as well as the practical avenues for intervention arising therefrom are discussed separately and taken up in an overall conclusion. Limits and proposals for future research are also discussed in this last section.
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Moura, Ana Carolina Ribeiro. "Fostering motivation through AI techniques in educational serious games." Dissertação, 2017. https://repositorio-aberto.up.pt/handle/10216/107057.
Full textAbstract:
O termo jogo sério refere-se a jogos que têm um impacto maior do que o entretenimento e têm crescido ao longo dos últimos anos. Os jogos sérios geralmente são desenvolvidos para um público-alvo e um objetivo de ensino . Isso resulta em um desenvolvimento de alto custo para uma pequena audiência. Um dos problemas mais relevantes em jogos sérios é a necessidade de adaptar e equilibrar o jogo, esse equilíbrio é restrito a uma pessoa e não pode ser extrapolado para uma audiência maior, transformando o pequeno público em apenas algumas pessoas.Para ter um controle eficiente da aprendizagem, é necessário compreender a relação latente entre a capacidade cognitiva, motivação e desempenho de cada pessoa. Quanto mais personalizado o material dado a cada aluno, melhor será a sua aprendizagem, porque o desafio é adaptado às suas necessidades.Machine Learning, especialmente reinforcement learning (RL), pode ser usado para geração de comportamento NPC automatizado e pode ser aplicado a um agente que controle a dificuldade de um jogo em um ambiente desconhecido e não supervisionado. Por essa razão, a aplicação de algoritmos como Q-learning pode ajudar na criação de curvas de aprendizagem personalizadas num jogo.O objetivo geral desta tese é explorar como a Inteligência Artificial pode ajudar a monitorar e adaptar um jogo em tempo real às necessidades e ao perfil de um jogador. Especificamente, queremos estudar o estado da arte no contexto de jogos sérios, bem como de jogos adaptativos. Pretendemos criar um jogo com adaptação em tempo real na área da Matemática, que pode criar um perfil confiável de qualquer jogador dentro do nosso público-alvo adaptar-se às necessidades desse jogador. Idealmente, este será o próximo passo no e-learning e no desenvolvimento de jogos sério, pois podemos expandir um jogo para um público maior sem gastar mais recursos.Há uma ampla gama de trabalho em jogos sérios e como eles são a resposta para motivar os alunos, no entanto, é necessário manter um estado de flow no aluno para obter melhores resultados. Alguns artigos também exploram como a AI pode ajudar a manter esse estado, no entanto não há uma resposta concreta a essa necessidade e nenhum estudo definitivo de como fazê-lo. O trabalho de pesquisa ajuda-nos a definir alguns parâmetros necessários para o sucesso deste trabalho de dissertação.Este trabalho começa analisando o estado da arte em educação e jogos, bem como IA usada nestes jogos. Depois, haverá o layout e o plano do design do jogo que foi feito com a ajuda de um especialista. Depois disso, a exploração da integração dos algoritmos Q-learning no jogo, fornecemos algumas alterações ao Q-learning normal. Finalmente, há a análise dos dados coletados do público-alvo e conclusões.The term serious game refers to games that have a bigger impact than entertainment and have been growing over the last years. Serious games usually are developed for a target audience and a target teaching goal. This results in a high cost development for a small audience. One of the most relevant problems in serious games is the need to adapt and balance the game, this balance is restricted to one person and it can't be extrapolated to a bigger audience, turning the small audience to just a few peoples.In order to have an efficient control of learning, it is necessary to understand the latent relation between the cognitive capacity, motivation and performance of each person. The more personalized the material given to each student, the better their learning will be, because the balance is tailored to your needs.Machine learning, especially reinforcement learning (RL) can be used for automated NPC behaviour generation and it can be applied to an agent that controls the difficulty of a game in an unknown, unsupervised environment. For that reason, the application of algorithms like Q-learning may help on the creation of personalized learning curves in a game.The broad objective of this thesis is exploring how Artificial Intelligence can help monitor and adapt a game in real time to a player's needs and profile. Specifically, we want to study the state-of-the-art in the context of serious games as well of adaptative games. We aim to create a game with real time adaptation in the area of Mathematiques, that can create a reliable profile of any player inside our target audience and adapt to the needs of that profile. Ideally, this will be the next step on e-learning and serious games development as we can expand our audience to a bigger number with the same resources. There is a broad range of work in serious games and how they are the answer to motivate the students, however it is need to keep a flow state in the student for better results. Some papers also explore how AI can help with these questions but there is no concrete answer to this need and no definite study of how to do it. Nonetheless, the research work help us define some parameters need for the success of this dissertation work. This work starts by analysing the state of art in education and games, as well AI adapted to these games. After there will be the layout and plan of the game design that was made with the help of an expert. After that the exploration of the integration of Q-learning algorithms within the game we provide some alterations to the normal Q-learning. Finally there is the analyse of the data collected from the target audience and conclusions.
39
Moura, Ana Carolina Ribeiro. "Fostering motivation through AI techniques in educational serious games." Master's thesis, 2017. https://repositorio-aberto.up.pt/handle/10216/107057.
Full textAbstract:
O termo jogo sério refere-se a jogos que têm um impacto maior do que o entretenimento e têm crescido ao longo dos últimos anos. Os jogos sérios geralmente são desenvolvidos para um público-alvo e um objetivo de ensino . Isso resulta em um desenvolvimento de alto custo para uma pequena audiência. Um dos problemas mais relevantes em jogos sérios é a necessidade de adaptar e equilibrar o jogo, esse equilíbrio é restrito a uma pessoa e não pode ser extrapolado para uma audiência maior, transformando o pequeno público em apenas algumas pessoas.Para ter um controle eficiente da aprendizagem, é necessário compreender a relação latente entre a capacidade cognitiva, motivação e desempenho de cada pessoa. Quanto mais personalizado o material dado a cada aluno, melhor será a sua aprendizagem, porque o desafio é adaptado às suas necessidades.Machine Learning, especialmente reinforcement learning (RL), pode ser usado para geração de comportamento NPC automatizado e pode ser aplicado a um agente que controle a dificuldade de um jogo em um ambiente desconhecido e não supervisionado. Por essa razão, a aplicação de algoritmos como Q-learning pode ajudar na criação de curvas de aprendizagem personalizadas num jogo.O objetivo geral desta tese é explorar como a Inteligência Artificial pode ajudar a monitorar e adaptar um jogo em tempo real às necessidades e ao perfil de um jogador. Especificamente, queremos estudar o estado da arte no contexto de jogos sérios, bem como de jogos adaptativos. Pretendemos criar um jogo com adaptação em tempo real na área da Matemática, que pode criar um perfil confiável de qualquer jogador dentro do nosso público-alvo adaptar-se às necessidades desse jogador. Idealmente, este será o próximo passo no e-learning e no desenvolvimento de jogos sério, pois podemos expandir um jogo para um público maior sem gastar mais recursos.Há uma ampla gama de trabalho em jogos sérios e como eles são a resposta para motivar os alunos, no entanto, é necessário manter um estado de flow no aluno para obter melhores resultados. Alguns artigos também exploram como a AI pode ajudar a manter esse estado, no entanto não há uma resposta concreta a essa necessidade e nenhum estudo definitivo de como fazê-lo. O trabalho de pesquisa ajuda-nos a definir alguns parâmetros necessários para o sucesso deste trabalho de dissertação.Este trabalho começa analisando o estado da arte em educação e jogos, bem como IA usada nestes jogos. Depois, haverá o layout e o plano do design do jogo que foi feito com a ajuda de um especialista. Depois disso, a exploração da integração dos algoritmos Q-learning no jogo, fornecemos algumas alterações ao Q-learning normal. Finalmente, há a análise dos dados coletados do público-alvo e conclusões.The term serious game refers to games that have a bigger impact than entertainment and have been growing over the last years. Serious games usually are developed for a target audience and a target teaching goal. This results in a high cost development for a small audience. One of the most relevant problems in serious games is the need to adapt and balance the game, this balance is restricted to one person and it can't be extrapolated to a bigger audience, turning the small audience to just a few peoples.In order to have an efficient control of learning, it is necessary to understand the latent relation between the cognitive capacity, motivation and performance of each person. The more personalized the material given to each student, the better their learning will be, because the balance is tailored to your needs.Machine learning, especially reinforcement learning (RL) can be used for automated NPC behaviour generation and it can be applied to an agent that controls the difficulty of a game in an unknown, unsupervised environment. For that reason, the application of algorithms like Q-learning may help on the creation of personalized learning curves in a game.The broad objective of this thesis is exploring how Artificial Intelligence can help monitor and adapt a game in real time to a player's needs and profile. Specifically, we want to study the state-of-the-art in the context of serious games as well of adaptative games. We aim to create a game with real time adaptation in the area of Mathematiques, that can create a reliable profile of any player inside our target audience and adapt to the needs of that profile. Ideally, this will be the next step on e-learning and serious games development as we can expand our audience to a bigger number with the same resources. There is a broad range of work in serious games and how they are the answer to motivate the students, however it is need to keep a flow state in the student for better results. Some papers also explore how AI can help with these questions but there is no concrete answer to this need and no definite study of how to do it. Nonetheless, the research work help us define some parameters need for the success of this dissertation work. This work starts by analysing the state of art in education and games, as well AI adapted to these games. After there will be the layout and plan of the game design that was made with the help of an expert. After that the exploration of the integration of Q-learning algorithms within the game we provide some alterations to the normal Q-learning. Finally there is the analyse of the data collected from the target audience and conclusions.
40
Birch, Heather. "Motivational Effects of Gamification of Piano Instruction and Practice." Thesis, 2013. http://hdl.handle.net/1807/35576.
Full textAbstract:
Gamification refers to the process whereby game design and game mechanics are applied in non-game contexts to influence behaviour. This research study explores the effects of gamification on piano students' practice of technical elements such as scales, chords, and arpeggios, within the private lesson environment. A control and a treatment group of 10 piano students each were formed across two different private piano studios. A game called Technique Tower was designed for the treatment group, in which the players experienced game elements such as rewards (points, badges, and levels), avatars, and the sharing of their progress in an online social context. Gamification was found to have a positive effect on the number of technical elements students mastered, and on their attitude toward practicing technical elements, while self-efficacy levels were not affected. The educational implications for this finding are discussed.
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Huang, Wei-Hsin, and 黃偉欣. "Exploring motivation and satisfaction of online group buying: A Critical Incident Technique approach." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/71042099853596717795.
Full textAbstract:
碩士國立清華大學
科技管理研究所
99
In recent years, online group-buying is the latest issue on Internet. With widespread use of internet and development of web 2.0, people share consuming information frequently through the community websites. People gather the purchase quantity to increase the bargaining power in order to get more discounts through the internet. Therefore, online group-buying becomes a popular consuming model. According to the research by Institute of Information Industry (III), 18.5% people purchase online with group at least once per month. Furthermore, the usage of this kind of consuming model is increasing annually. In order to figuring out the consuming phenomenon, this research used Critical Incident Technique (CIT) to study the consumer motivation and satisfaction during the buying process. Based on different initiators, the study divided online group-buying into two models: consumer initiator model and non-consumer initiator model, and used CIT to classify 60 samples. In consumer initiator model, the result indicated that consumers join group-buying online for five motivations, and they are satisfied by four factors. In non-consumer initiator model, the result shows that consumers join group-buying online for four motivations, and they are satisfied by three factors.
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DeViva, Jason C. "The effects of two training workshops in techniques for enhancing motivation in resistant or ambivalent clients." 2001. http://wwwlib.umi.com/dissertations/fullcit/3030174.
Full text
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CHEN, HUI-TING, and 陳慧婷. "Using Drama Techniques in a Second Grade Class: An Analysis of Oral Performance and Learning Motivation." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/x397q4.
Full textAbstract:
碩士國立臺北科技大學
應用英文系
107
Drama-based pedagogy has been successfully applied within many language contexts, and numerous studies have shown evidence of how drama techniques can be used to lead a student-centered class. However, this technique has received considerably less attention in primary school English learning due to limitations of the educational system in Taiwan. The objective of this study is to investigate how drama techniques influence students’ learning motivation and oral performance in a second-grade class. Two groups of participants were selected to conduct this study: (i) an experimental group to which drama techniques were applied and; (ii) a control group to which conventional teaching methods were applied. Quantitative and qualitative measurements, including motivational questionnaires, oral tests and teachers’ observations, were used in the data collection process in order to address the questions posed in this paper. The results of the study show that the intrinsic and integrative motivation of participants increased significantly in the drama-based class. Although there was no significant difference in oral performance between the two groups of participants with respect to language structure and vocabulary, the pronunciation and fluency of those in the drama-based class showed great improvement. Based on teachers’ observations, participants with low motivation began using active learning skills over passive learning skills in the drama-based class.
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Hong, Tong-Kwi, and 洪堂魁. "Effects of an Intervention Based on Autonomous and Control Environment Motivational Style of Self-Determination Theory in Tennis Serving Technique Learning." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/40299037836461218239.
Full textAbstract:
碩士臺北巿立體育學院
運動教育研究所
101
Effects of an Intervention Based on Autonomous and Control Environment Motivational Style of Self-Determination Theory in Tennis Serving Technique Learning Student: Hong, Tong-Kwi Advisor: Ke, Tian-Lu Abstract Purpose : The purpose of this study were based on self-determination theory, explored the autonomous and control environment motivational style, interventional tennis Serve technique learning and retention effect of conditions. National Taiwan Ocean University junior tennis elective courses, freshman to senior students of a total of 100 men and women (age 20.55±1.27 yrs)as the research object for the study Method: Using perceived autonomy support scale, autonomy scale, competence scale, relatedness scale such as motivation measurement tools. Implemented the pre-test before the experiment, implemented the pre-test after teaching five weeks. Autonomous and control environment motivational style’ intervention in tennis serving technique learning. After five weeks of tennis serving technique learning, Implemented pre-test before the experiment, implemented the post-test after teaching five weeks, Implemented the retention test after 10 weeks. The data was analyzed by statistic software of SPSS 12.0 of Chinese edition, the significant levels as α=.05. The data were treated and analyzed with repeated measures one-way ANOVA , paired samples t-test, independent samples t-test. Results: 1.Autonomous motivation environment group of subjects than can feel self-support teachers in the classroom more able to self-study, competently. 2. The tennis serving technique learning courses, two groups of subjects were vi learning progress.3. The tennis serving technique learning courses, autonomous motivation environment group results were better reserved. Conclusion: Autonomous motivation environmental intervention tennis serve curriculum that allows students to active learning, competently and get a good retention results. Key words: tennis serve, Self-determination theory, autonomy support, autonomous motivation
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XIAO, SHI-XIANG, and 蕭仕祥. "A Study on Satisfaction and Learning Motivation of Vocational High School Department of Automobile Technique practice Curriculumn." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/4xye5j.
Full textAbstract:
碩士銘傳大學
教育研究所碩士在職專班
106
This study aims to investigate the current state of motivation and satisfaction in the practice curriculum of the technical high school automaton practice courses. Taking the students of the first-year vehicle department and mechanical engineering department vehicle group of the technical school of the 106 academic year as the research object, the self-designed questionnaire was used as a quantitative research tool. The questionnaire content included three parts of “basic data”, “motivation questionnaire in practice course” and "satisfaction questionnaire in practice course" to analyze the status and differences in the learning motivation and satisfaction of the technical high school auto students in different background variables (school districts, school affiliation and attending classes). This study adopts the method of purposive sampling to carry out a questionnaire survey. 218 valid questionnaires have been recovered and the effective recovery rate has reached 61.75%. The questionnaire data has been analyzed by statistical analysis, single-factor variances, and Pearson product differences. The conclusions are as follows: 1.for the learning motives level of the technical high school automaton practice courses, the “learning interest” is highest 2. for satisfaction of the technical high school automaton practice courses, the “teaching” is highest 3. there are significant differences in the learning motives of the technical high school automotive practice courses in different background variables. 4. there are significant differences in the satisfaction of the technical high school auto mechanics practice courses of different background variables. 5. there is a medium positive correlation between the learning motivation and satisfaction of the technical high school automotive practice courses
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Lopes, Patrícia Margarida Arez Landeiro. "As histórias na Educação Pré-EscolarTécnicas promotoras de motivação e envolvimento." Master's thesis, 2015. http://hdl.handle.net/10400.26/21902.
Full textAbstract:
Contar histórias é uma prática cultural muito antiga. Para além da dimensão
intergeracional, ela tem um impacto muito significativo no desenvolvimento
psicossocial da criança, em particular ao nível do raciocínio, da imaginação e da
criatividade (Dohme, 2000).
Na educação pré-escolar, a prática de contar histórias ocupa um lugar fundamental,
devido ao reconhecimento dos seus benefícios no desenvolvimento das crianças.
O presente trabalho surgiu com o objetivo de compreender a relação entre as diversas
técnicas de contar histórias, a motivação e o envolvimento de um grupo de crianças
pertencente à sala dos 4 anos de uma instituição privada de educação pré-escolar.
A metodologia utilizada foi de natureza qualitativa, com recurso ao estudo de caso e
à recolha de dados através de observação, de entrevista semiestruturada e de inquéritos
por questionário.
O recurso a diferentes técnicas de contar histórias, a sua diversificação e a escolha do
conteúdo, foram os elementos determinantes para compreender a relação entre a
motivação e o envolvimento das crianças nessa atividade. Nesta investigação
constatámos que as técnicas mais favoráveis à motivação das crianças foram os
«fantoches» e o «suporte digital», e as mais favoráveis ao envolvimento foram o
«livro», os «fantoches», a «dramatização» e o «suporte digital».Storytelling is an ancient cultural practice. In addition to the intergenerational dimension, it has a very significant impact on the psychosocial development of children, in particular at the level of reasoning, imagination and creativity (Dohme, 2000). In the pre-school education, the practice of storytelling occupies a fundamental place, not only due to the recognition of its benefits in the development of children. The objective of this work was to understand the relationship between the various techniques of storytelling and the motivation and the engagement of a group of children belonging to the 4-year room of a private institution of pre-school education. It was used qualitative methodology, in particular the case study, and different types of instruments for data collection: observation, semi-structured interviews and questionnaire surveys. The use of different storytelling techniques, the diversification of those techniques and the selection of the history, were the most crucial factors in respect of the relation between motivation and engagement of children in that activity. In this investigation, we found the techniques that were more favourable to the motivation of the children were the use of «puppets» and «digital media», and the most favourable to the engagement were the use of «book», «puppets», «drama» and «digital media»
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Tsai, Zhi Kai, and 蔡智凱. "Study on Learning Styles and Skill Learning Motivations of Students in the Department of Mechanical Technique of Vocational High Schools." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/y4fckq.
Full textAbstract:
碩士國立彰化師範大學
工業教育與技術學系
103
This research aims to discuss the learning styles and skill learning motivations of students in the department of mechanical technique of Vocational High Schools, in order to understand the difference, relevance and predictive power of learning styles and skill learning motivations of students with different background variables. This research population was the full-time students in the department of mechanical technique of Vocational High Schools. The questionnaire survey was conducted upon stratified proportional random cluster sampling. A total of 800 questionnaires were distributed, and 774 were retrieved. After eliminating the ineffective questionnaires, there were 758 valid samples, with a valid return rate of 94.75%. The data were analyzed with descriptive statistics, independent sample t test, One-way ANOVA and Scheffè multiple comparison, Pearson Product-moment correlation, and multiple stepwise regression analysis. Based on the results, the findings were as follows 1. The students with support from parents, teachers and schoolmates, excellent school environment, democratic teacher teaching style, owning skills certification and participating in skill relevant competitions or skill verification had higher learning styles and skill learning motivations. 2. The students in the first year of Vocational High Schools had better skill learning motivations. 3. The learning styles and skill learning motivations of students had highly positive correlation. 4. The actual learning style had a high predictive power to the skill learning motivations. Keywords: Department of mechanical technique of vocational high schools; Learning style; Skill learning motivation
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張志偉. "The study on students' learning motivation and learning satisfaction of technique arts education program of junior high school in Taipei county." Thesis, 2006. http://ndltd.ncl.edu.tw/handle/39960602880229111494.
Full textAbstract:
碩士國立臺灣師範大學
工業教育學系在職進修碩士班
94
Abstract This study aims to investigate the learning motivation and learning satisfaction of the technique arts education program of junior high schools in Taipei County through literature analysis and questionnaires. Its concrete goal is to understand the relationship between learning motivation and learning satisfaction in different background variables. It’s hoped that the result of the study can serve as worth-noticing information to the authorities concerned. Therefore, this questionnaire on this research was developed. Forty-seven classes from sixty-nine junior high schools which have technique arts education programs were selected randomly as subjects for questionnaires. Datas were collected through statistics analysis. According to the result and the discussion, we can provide the conclusion as following: 1.The learning satisfaction of this research tends to be positive. 2.The factors that influence this study include the intensity of learning motivation, internal learning motivation, external learning motivation…etc. 3.The learning motivation is the main factor that influences the learning satisfaction of this research. 4.Girls have higher learning motivation and learning satisfaction than boys.The learning motivation and the learning satisfaction of small-scale schools are the highest. Junior high schools which cooperate with vocational schools have higher learning motivation than those which run the program themselves.
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Ferreira, João Daniel Magalhães. "A abordagem de técnicas estendidas no contexto do Ensemble de Flauta Transversal." Master's thesis, 2017. http://hdl.handle.net/1822/57220.
Full textAbstract:
Relatório de estágio de mestrado em Ensino de MúsicaO ensino em grupo apresenta-se hoje como um importante contributo para uma maior motivação dos alunos na aprendizagem do instrumento musical, contribuindo para o desenvolvimento de estratégias de entreajuda, bem como de partilha de conhecimentos e experiências. Por outro lado, no contexto da disciplina de flauta transversal, a formação artística dos alunos pode ser fortalecida através de abordagens diferenciadas, tais como, a inclusão de técnicas estendidas - técnicas não-tradicionais, que permitem a produção de novas sonoridades no instrumento. Esta abordagem poderá despertar no aluno a curiosidade e o interesse pela disciplina, tornando-se pertinente a sua aplicação no ensino, como forma de auxiliar os alunos a desenvolverem as suas capacidades no instrumento, fortalecendo a produção sonora, bem como o controle muscular e respiratório. O presente Relatório de Estágio debruça-se sobre a temática da abordagem de técnicas estendidas no contexto do Ensemble de Flauta Transversal, no âmbito do Mestrado em Ensino de Música da Universidade do Minho e em resposta à realidade observada ao longo do Estágio Profissional, realizado na Academia de Música José Atalaya, local de implementação do Projeto de Intervenção. Este projeto assentou em dois principais objetivos: o primeiro, prendeu-se com o incentivo da prática instrumental em conjunto; o segundo, centrou-se em estimular a prática de técnicas entendidas na Flauta Transversal em alunos do ensino básico e secundário do ensino vocacional da música. Para cumprir os objetivos referidos procedeu-se à criação do Ensemble de Flauta Transversal da Academia de Música José Atalaya, constituído por 10 alunos compreendidos entre o 2º e o 8º graus. Neste âmbito realizaram-se aulas de grupo semanais, em que foram trabalhadas, entre outras, obras com recurso a técnicas estendidas, bem como realizadas apresentações públicas, que proporcionaram aos alunos a demonstração do trabalho efetuado. Como elementos de avaliação deste Projeto de Intervenção, elaboraram-se dois questionários, um aplicado no início e outro no final da intervenção, que permitiram concluir que o projeto teve resultados amplamente positivos em vista dos objetivos inicialmente traçados.
Nowadays, group teaching delivers an important contribution to greater Student's motivation in learning the musical instrument, contributing to the development of mutual support strategies and sharing knowledge and experience. On the other hand, in the context of the flute discipline, students' artistic training can be strengthened through differentiated approaches such as the inclusion of extended techniques – sounds that are not part of the traditional sonority of the instrument. This approach may spark students' curiosity and interest in the discipline, becoming relevant to its application in teaching, as a way to help them develop instrumental skills, strengthening sound production, and also at muscular and respiratory control. This internship report focuses on the approach of extended techniques in the context of the flute ensemble, under the scope of the Master´s Degree in Music Education of the University of Minho and in response to the reality observed throughout the Professional Internship held at the Music Academy José Atalaya, place where the Intervention Project was implemented. The present study is based on two main objectives: at the first the aim is to encourage the instrumental practice in group; the second focuses on stimulating the practice of the extended techniques understood in flute in primary and secondary school students from the Vocational Music Education. In order to fulfil the goal, a transver ensemble was built at the Music Academy José Atalaya, consisting of 10 students between the 2nd and 8th music grades. In this way, group classes were weekly held (in which were worked, among others, the use of extended techniques), as well as public presentations, which provide students the demonstration of the work done. As a starting point for the implementation of this Intervention Project, two Questionnaires had been established, one applied at the beginning and the other at the end of the intervention, which led to the conclusion that the project had largely positive results taking into account the objectives initially set.
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BAIEROVÁ, Eva. "Moderní manažerské metody a techniky jako faktor konkurenceschopnosti podnikatelského subjektu." Master's thesis, 2011. http://www.nusl.cz/ntk/nusl-79988.
Full textAbstract:
There are many methods and management techniques, and given that competition strengthens significantly, it is necessary to introduce new management trends and elements. Prepared management is not afraid to go to change and achieve long-term strategic objectives. The aim of this study is to analyze the methods and techniques used by the proceedings of company and from the findings propose measures that would improve the current situation and contribute to the effectiveness of activities carried out and control systems. The research results showed that both organizations are applying modern techniques in management, the differences are minimal. Companies are approaching a general trend in the use of a participatory management style. The research results demonstrate that in the managerial positions are also women. The two companies does not competitive analysis. There are appeals for a change. In conclusion, the two companies pay attention to management systems, and are aware of the managers? mission in modern company.