Relevant bibliographies by topics / Reinforcement (Psychology) Motivation (Psychology)

Contents

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

Academic literature on the topic 'Reinforcement (Psychology) Motivation (Psychology)'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Reinforcement (Psychology) Motivation (Psychology)"

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Rummel, Amy, and Richard Feinberg. "RE-EVALUATION OR REINFORCEMENT?: A NEW LOOK AT COGNITIVE EVALUATION THEORY." Social Behavior and Personality: an international journal 18, no. 1 (1990): 65–79. http://dx.doi.org/10.2224/sbp.1990.18.1.65.

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Cognitive Evaluation Theory was developed to explain the detrimental effects of extrinsic rewards on intrinsic motivation, a phenomenon contrary to Reinforcement Theory prediction. However, it was suggested that if a person's intrinsic or extrinsic motivational orientation was taken into account, Reinforcement Theory might be able to explain this phenomenon. A 2 (extrinsic x intrinsic motivational orientation) by 2 (competence feedback x controlling feedback) was employed to examine the effect of motivational orientation on intrinsic motivation. Use of the Jonckheere Test of Order suggested that the detrimental effect of extrinsic rewards on intrinsic motivation might be explained within the reinforcement paradigm.
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Pittenger, David J. "Reconsidering the Overjustification Effect: A Guide to Critical Resources." Teaching of Psychology 23, no. 4 (1996): 234–36. http://dx.doi.org/10.1207/s15328023top2304_7.

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The overjustification effect is a popular phenomenon that is often reviewed in psychology courses. This effect refers to the observation that positive reinforcement reduces one's intrinsic motivation for a behavior and, thus, decreases the overall probability that the behavior will be repeated. Despite the popularity of the overjustiftcation effect and the concept of intrinsic motivation, these constructs have serious limitations as explanations of behavior. I mention relevant literature that highlights these limitations and recommend that students be exposed to a more circumspect review of the effect and a broader account of contemporary theories of reinforcement.
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Jing, Zhang, and Li Suting. "Research on Moral Education Affinity from the Perspective of Psychology." ETHICS IN PROGRESS 11, no. 1 (2020): 120–32. http://dx.doi.org/10.14746/eip.2020.1.7.

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Moral education affinity has a very important influence on the smoothdevelopment of moral education activities and the improvement of educationaleffectiveness. From the perspective of psychology, the needs and emotions ofthe educatees are its motivational mechanism, the will of the educatees is itsmaintenance mechanism, psychological compatibility is its guarantee mechanism,and the learning psychology of the educatees is the reinforcement mechanism.The generation of moral education affinity is the process of educators’ activeinterpersonal attraction, the application of positive psychological effect, the changeof educatees’ attitude, and the psychological exchange and interaction betweeneducators and educatees. The main way to cultivate moral education affinity isto fully pay attention to the needs or changes of the educatees, make efforts tostimulate and strengthen the learning motivation, maintain the main status androle of the educatees, and enhance the appeal and affinity of the educationalprocess through the unity of knowledge and action.
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Delbio, A., and M. Ilankumaran. "Theories, Techniques, Methods and Approaches of Second Language Acquisition: a Psychological Perspective." International Journal of Engineering & Technology 7, no. 3.6 (2018): 192. http://dx.doi.org/10.14419/ijet.v7i3.6.14968.

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Psychological aspects play an important role in language learning. Motivation is one of the terms used to achieve the language. The theories of second language focus mainly on motivation, nature of motivation, implications of second language acquisition and linguistic process. The theories are practices and used as a teaching method. The instructor can have a clear vision on theories to implement them in the classroom. The learning environment and reinforcement are the important factors in learning psychology. Due to psychological problems and lack of training and guidance, the learners lose hope of learning. Cognitive psychology deals with mental process which involves in language learning. This paper aims at analysing the psychological factors affecting language acquisition and analyses the psychological theories, techniques, methods and approaches to develop the language acquisition.
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Wiese, Diane M., Maureen R. Weiss, and David P. Yukelson. "Sport Psychology in the Training Room: A Survey of Athletic Trainers." Sport Psychologist 5, no. 1 (1991): 15–24. http://dx.doi.org/10.1123/tsp.5.1.15.

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Although athletic injury is common in sport, little is documented about the application of psychological principles to injury rehabilitation. This study surveyed athletic trainers on the use of psychological strategies with injured athletes. Athletic trainers (N = 115) responded to Likert rating scales on athlete characteristics, efficacy of psychological strategies, and perceived importance of trainer knowledge about psychological strategies. Results revealed that trainers distinguished between athletes coping most versus least successfully with injury on characteristics of willingness to listen, positive attitude, intrinsic motivation, and willingness to learn about the injury and rehabilitation techniques. Trainers rated effective psychological techniques for facilitating athlete recovery as good interpersonal communication skills, positive reinforcement, coach support, and keeping the athlete involved with the team. Knowledge about using a positive communication style, strategies for setting realistic goals, methods for encouraging positive self-thoughts, and understanding individual motivation were rated as most important.
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Bennett, Catherine, and Alison M. Bacon. "At Long Last – A Reinforcement Sensitivity Theory Explanation of Procrastination." Journal of Individual Differences 40, no. 4 (2019): 234–41. http://dx.doi.org/10.1027/1614-0001/a000296.

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Abstract. Procrastination can result in poor wellbeing and performance in academia and the workplace. The present study combined personality and motivational explanations by examining procrastination through the lens of Reinforcement Sensitivity Theory (RST), which assumes that personality traits are underpinned by basic systems of approach and avoidance motivation. Students ( N = 336; Mage = 21.34) and non-students ( N = 187; Mage = 37.98) completed the Reinforcement Sensitivity Theory of Personality Questionnaire (RST-PQ), measures of unintentional and general procrastination and, for students only, a measure of academic procrastination. In both samples, high impulsivity and high Behavioral Inhibition System (BIS) activation was associated with reports of general procrastination. In students, high Reward Reactivity (RR) was additionally associated with Unintentional Procrastination (UP), while low Goal-drive Persistence was associated with all forms of procrastination. These data suggest a role for both approach and avoidance motivations in procrastination. Results are discussed in terms of RST and implications for intervention.
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Carton, John S., and Stephen Nowicki. "Should behavior therapists stop using reinforcement? A reexamination of the undermining effect of reinforcement on intrinsic motivation." Behavior Therapy 29, no. 1 (1998): 65–86. http://dx.doi.org/10.1016/s0005-7894(98)80031-2.

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Lujic, Claudia, Martin Reuter, and Petra Netter. "Psychobiological Theories of Smoking and Smoking Motivation." European Psychologist 10, no. 1 (2005): 1–24. http://dx.doi.org/10.1027/1016-9040.10.1.1.

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Abstract. Theories of smoking have been developed about the conditions and causes of smoking as well as for explaining its maintenance. Moreover, factors of smoking motivation have been identified, which describe incentives to smoke and types of smoking behavior. The most frequently reported motives are psychosocial smoking, sensorimotor smoking, indulgent smoking, stimulation smoking, sedation smoking, dependent smoking, and automatic smoking. In the first phase after the start of smoking, psychosocial smoking is the dominating motive, which is best represented by theories of social psychology. Sensorimotor smoking may be best explained by theories of classical and operant conditioning. Indulgent smoking (= smoking for pleasure) may be explained by neurochemical theories and by the neurobiological theories of dependence emphasizing nicotine-induced activation of mesolimbic dopaminergic reinforcement. Stimulation smoking and sedation smoking are related to arousal models. Moreover, sedation smoking is also explained by aspects of reducing negative affect (as claimed by theories of affect regulation) and by biochemical theories emphasizing serotonergic mechanisms in modulating anxiety as well as by theories of dependence. Dependent smoking, which is mostly based on negative reinforcement (suppression of withdrawal symptoms) may be explained by neurochemical theories as well as by neurobiological theories of psychological and physical dependence explaining blunted dopaminergic and serotonergic responsivity as due to desensitization of respective receptors. Also automatic smoking may be explained by processes of habit learning and neurobiological theories of dependence. Finally, personality theories have been applied to all of these smoking motives.
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Smillie, Luke D. "What is reinforcement sensitivity? Neuroscience paradigms for approach‐avoidance process theories of personality." European Journal of Personality 22, no. 5 (2008): 359–84. http://dx.doi.org/10.1002/per.674.

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Reinforcement sensitivity is a concept proposed by Gray (1973) to describe the biological antecedents of personality, and has become the common mechanism among a family of personality theories concerning approach and avoidance processes. These theories suggest that 2–3 biobehavioural systems mediate the effects of reward and punishment on emotion and motivation, and that individual differences in the functioning of these systems manifest as personality. Identifying paradigms for operationalising reinforcement sensitivity is therefore critical for testing and developing these theories, and evaluating their footprint in personality space. In this paper I suggest that, while traditional self‐report paradigms in personality psychology may be less‐than‐ideal for this purpose, neuroscience paradigms may offer operations of reinforcement sensitivity at multiple levels of approach and avoidance processes. After brief reflection on the use of such methods in animal models—which first spawned the concept of reinforcement sensitivity—recent developments in four domains of neuroscience are reviewed. These are psychogenomics, psychopharmacology, neuroimaging and category‐learning. By exploring these paradigms as potential operations of reinforcement sensitivity we may enrich our understanding of the putative biobehavioural bases of personality. Copyright © 2008 John Wiley & Sons, Ltd.
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Inglés, Cándido J., María C. Martínez-Monteagudo, José M. García-Fernández, et al. "Perfiles motivacionales en estudiantes españoles de Ecuación Secundaria Obligatoria: Análisis diferencial en autoatribuciones académicas." Anales de Psicología 31, no. 2 (2015): 579. http://dx.doi.org/10.6018/analesps.31.2.173281.

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Academic goals and academic self-attributions are relevant variables in school settings. The objective of this study is to identify whether there are combinations of multiple goals that lead to different motivational profiles and to determine whether there are significant differences between the groups obtained regarding causal attributions of success and failure (ability, effort, or external causes) in Mathematics and Language and Literature, and in overall academic performance. The <em>Goal Achievement Tendencies Questionnaire </em>(AGTQ) and the <em>Sydney Attribution Scale </em>(SAS) were administered to a sample of 2022 students of compulsory secondary education, ranging in age from 12 to 16 years (<em>M </em>= 13.81, <em>SD </em>= 1.35). Cluster analysis identified four motivational profiles: a group of students with a high generalized motivation profile, a group of students with low generalized motivation profile, a group of students with predominance of learning goals and achievement goals, and a final group of students with predominance of social reinforcement goals. Results revealed statistically significant differences between the profiles obtained in academic self-attributions.
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Dissertations / Theses on the topic "Reinforcement (Psychology) Motivation (Psychology)"

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Prentice, Ray (Grant Ray). "Effects of Positive Verbal Reinforcement on the Four Underlying Factors in Intrinsic Motivation." Thesis, University of North Texas, 1993. https://digital.library.unt.edu/ark:/67531/metadc501188/.

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The study examined the effects of positive verbal reinforcement on intrinsic motivation by determining differential effects over four multidimensions of Ryan's Intrinsic Motivation Inventory (IMI). Subjects (N=60) were 30 male and 30 female college students. The subjects were blocked by gender and randomly assigned to a positive verbal reinforcement group or a control group. The subjects received 10 trials on the stabilometer. The results of the study indicated that there were significant group differences for composite intrinsic motivation and for perceived competence; however, there were no significant gender differences found. Furthermore, no group differences were reported for the underlying factors of interest/enjoyment, effort, or pressure/tension.
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鍾國棟 and Kwok-tung Michael Chung. "The effects of extrinsic reinforcement on extrinsic motivation amongstmildly mentally handicapped children." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1993. http://hub.hku.hk/bib/B31956385.

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Maglieri, Kristen A. "Assessing preference for and reinforcer value of employee- and manager-selected rewards in an organizational setting." abstract and full text PDF (free order & download UNR users only), 2005. http://0-gateway.proquest.com.innopac.library.unr.edu/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:1433395.

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Bachmeyer, Melanie Hope. "An evaluation of motivating operations in the treatment of food refusal." Diss., University of Iowa, 2010. https://ir.uiowa.edu/etd/637.

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Previous research on the assessment of pediatric feeding disorders has shown that negative reinforcement (escape) plays a major role in the maintenance of food refusal and that escape extinction (EE) may be necessary in the treatment of severe food refusal. The current study examined the influence of two potential motivating operations (MOs) on escape from bite presentations for 3 children with severe food refusal: (a) noncontingent positive reinforcement (NCR) and (b) food satiation (as a result of enteral nutritional support). The abolishing effects of NCR on negative reinforcement for refusal behaviors were demonstrated in Experiment 1 when escape was allowed for food refusal and in Experiment 2 during demand fading across a hierarchy of bite placements. The interactive effects of NCR and food satiation on negative reinforcement for escaping bite presentations (within a hierarchy of bite placements) were demonstrated in Experiment 3. NCR abolished escape as a reinforcer and food satiation established escape as a reinforcer. The combined MO effects of NCR and food deprivation resulted in decreased refusal behaviors and increased acceptance across all bite placements in Experiment 3 even though escape was allowed. Results extend the existing bodies of literature on the competition between positive and negative reinforcement and the effects of specific biological conditions on escape-maintained behavior. Implications for treatment and future research are discussed.
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Korn, Clio. "Contributions of COMT and DAT to regulation of phasic dopamine release and reward-guided behaviour." Thesis, University of Oxford, 2016. https://ora.ox.ac.uk/objects/uuid:8772a01d-665d-454e-9e3c-bf734331a1c2.

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Fine temporal regulation of dopamine transmission is critical to its effects on behaviour. Dopamine can be cleared from the synapse either by recycling via the dopamine transporter (DAT) or by enzymatic degradation involving catechol-O-methyltransferase (COMT). DAT recycling predominates in striatum and contributes to dopaminergic regulation of reward-guided behaviour, while COMT degradation predominates in cortex and modulates executive functions. However, human functional imaging studies demonstrate interactive effects of DAT and COMT genotype, suggesting that the traditional division between DAT and COMT is not so clear-cut. Given the interdependence of mesolimbic and mesocortical circuitry and the presence of COMT in the striatum, it is possible that DAT and COMT interact to a greater extent than previously thought. We investigated the contributions of DAT and COMT to regulation of dopamine transmission and reward-guided behaviour by combining in vivo electrochemical recording, pharmacology, and behavioural testing in mice. Using fast scan cyclic voltammetry to record evoked dopamine release in anaesthetised animals, we found that systemic DAT blockade increased the size of dopamine transients in the nucleus accumbens (NAc) but not in the medial frontal cortex (MFC), demonstrating that DAT regulates phasic striatal dopamine release and confirming that DAT makes little contribution to regulation of cortical dopamine transmission. Unexpectedly, COMT inhibition did not affect evoked dopamine transients in either the NAc or the MFC. In agreement with these findings, systemic administration of a DAT blocker, but not of a COMT inhibitor, increased motivation to work for reward in a progressive ratio paradigm. COMT inhibition also had little effect on reinforcement learning (RL) strategies during reward-guided decision making. Intriguingly, however, we found that DAT blockade both decreased the influence of model-free RL and increased the influence of model-based RL on behaviour. Our study confirms that DAT regulates dopamine transmission in striatum but not in cortex and indicates that sub-second changes in dopamine transmission in both regions are largely insensitive to COMT. However, our behavioural data reveal the importance of striatal dopamine in multiple components of reward-guided behaviour, including both motivational aspects traditionally associated with striatum as well as cognitive aspects heretofore mainly associated with cortical function. Together, these findings emphasise that reward processing occurs across corticostriatal circuits and contribute to our understanding of how striatal dopamine transmission regulates reward-guided behaviours.
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Scherer, Stephen C. "Reinforcement and punishment during programmed instruction." Morgantown, W. Va. : [West Virginia University Libraries], 2003. http://etd.wvu.edu/templates/showETD.cfm?recnum=2798.

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Thesis (Ed. D.)--West Virginia University, 2003.<br>Title from document title page. Document formatted into pages; contains viii, 114 p. : ill. (some col.). Includes abstract. Includes bibliographical references (p. 98-103).
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Brinegar, Jennifer Lynn. "Self-Control Choices Using Running Reinforcement." The University of Montana, 2008. http://etd.lib.umt.edu/theses/available/etd-01042008-104048/.

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Rats were given a choice between two amounts of a run-reward after responding on one of two equidistant levers. Responding on one lever resulted in the delivery of a smaller, immediate access to a running wheel (Impulsive) while responding on the other lever resulted in the delivery of larger but delayed access to a running wheel (Self-control). A variable inter-trial-interval was used to control the session duration regardless of the distribution of choices made by the subject. The results demonstrate that the use of a wheel-running reinforcer results in a significant self-control choice bias. This suggests that the use of a wheel-running reinforcer can be used alongside food and water reinforcers without having to undergo caloric deprivation. This study demonstrates that the use of a running reinforcer may be a potentially powerful motivator in choice studies among rats.
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Costa, Daniel S. J. "Maintenance of behaviour when reinforcement becomes delayed." Connect to full text, 2009. http://ses.library.usyd.edu.au/handle/2123/5078.

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Thesis (Ph. D.)--University of Sydney, 2009.<br>Includes graphs and tables. Title from title screen (viewed June 15, 2009) Submitted in fulfilment of the requirements for the degree of Doctor of Philosophy to the School of Psychology, Faculty of Science. Includes bibliographical references. Also available in print form.
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Helzer, Kimberly Faye. "Reinforcing functions of androgyny delay of reinforcement." CSUSB ScholarWorks, 1987. https://scholarworks.lib.csusb.edu/etd-project/246.

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Stachenfeld, Kimberly. "Learning Neural Representations that Support Efficient Reinforcement Learning." Thesis, Princeton University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10824319.

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<p>RL has been transformative for neuroscience by providing a normative anchor for interpreting neural and behavioral data. End-to-end RL methods have scored impressive victories with minimal compromises in autonomy, hand-engineering, and generality. The cost of this minimalism in practice is that model-free RL methods are slow to learn and generalize poorly. Humans and animals exhibit substantially improved flexibility and generalize learned information rapidly to new environment by learning invariants of the environment and features of the environment that support fast learning rapid transfer in new environments. An important question for both neuroscience and machine learning is what kind of ``representational objectives'' encourage humans and other animals to encode structure about the world. This can be formalized as ``representation feature learning,'' in which the animal or agent learns to form representations with information potentially relevant to the downstream RL process. We will overview different representational objectives that have received attention in neuroscience and in machine learning. The focus of this overview will be to first highlight conditions under which these seemingly unrelated objectives are actually mathematically equivalent. We will use this to motivate a breakdown of properties of different learned representations that are meaningfully different and can be used to inform contrasting hypotheses for neuroscience. We then use this perspective to motivate our model of the hippocampus. A cognitive map has long been the dominant metaphor for hippocampal function, embracing the idea that place cells encode a geometric representation of space. However, evidence for predictive coding, reward sensitivity, and policy dependence in place cells suggests that the representation is not purely spatial. We approach the problem of understanding hippocampal representations from a reinforcement learning perspective, focusing on what kind of spatial representation is most useful for maximizing future reward. We show that the answer takes the form of a predictive representation. This representation captures many aspects of place cell responses that fall outside the traditional view of a cognitive map. We go on to argue that entorhinal grid cells encode a low-dimensional basis set for the predictive representation, useful for suppressing noise in predictions and extracting multiscale structure for hierarchical planning.
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Books on the topic "Reinforcement (Psychology) Motivation (Psychology)"

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Human motivation: A social psychological approach. Brooks/Cole Pub. Co., 1995.

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Morillo, Carolyn R. Contingent creatures: A reward event theory of motivation and value. Littlefield Adams Books, 1995.

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Bringing out the best in people: How to apply the astonishing power of positive reinforcement. McGraw-Hill, 1994.

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Reinforcers to go. LinguiSystems, 2004.

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Hiles, Melani Jo Marie. Motivation and performance of mentally retarded adolescents on the 12 minute/1.5 mile run. Microform Publications, College of Human Development and Performance, University of Oregon, 1987.

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Bringing out the best in people: How to apply the astonishing power of positive reinforcement. McGraw-Hill, 2000.

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Diel, Paul. Psychology, psychoanalysis, and motivation. Hunter House, 1992.

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Diel, Paul. The psychology of motivation. Hunter House, 1991.

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A, French Jeffrey, Kamil Alan C, Leger Daniel W, and Daly Martin 1944-, eds. Evolutionary psychology and motivation. University of Nebraska Press, 2001.

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Human motivation. Scott, Foresman, 1985.

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Book chapters on the topic "Reinforcement (Psychology) Motivation (Psychology)"

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Tod, David, Joanne Thatcher, and Rachel Rahman. "Motivation." In Sport Psychology. Macmillan Education UK, 2010. http://dx.doi.org/10.1007/978-1-137-01429-0_3.

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Lavallee, David, John Kremer, Aidan Moran, and Mark Williams. "Motivation." In Sport Psychology. Macmillan Education UK, 2012. http://dx.doi.org/10.1007/978-0-230-35872-0_4.

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Schacter, Daniel, Daniel Gilbert, Daniel Wegner, and Bruce Hood. "Emotion and motivation." In Psychology. Macmillan Education UK, 2016. http://dx.doi.org/10.1007/978-1-137-40673-6_10.

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Schofield, Cathy, and Lucy Start. "Motivation." In Psychology for Dancers. Routledge, 2018. http://dx.doi.org/10.4324/9781315111469-3.

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Malim, Tony, and Ann Birch. "Motivation and emotion." In Introductory Psychology. Macmillan Education UK, 1998. http://dx.doi.org/10.1007/978-1-349-14186-9_11.

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Truxillo, Donald M., Talya N. Bauer, and Berrin Erdogan. "Work Motivation." In Psychology and Work, 2nd ed. Routledge, 2021. http://dx.doi.org/10.4324/9780429055843-12.

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Lewis, Chris. "Psychology of Motivation." In Irresistible Apps. Apress, 2014. http://dx.doi.org/10.1007/978-1-4302-6422-4_2.

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Cook, Katy. "Motivation." In The Psychology of Silicon Valley. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-27364-4_5.

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Riggio, Ronald E. "Motivation." In Introduction to Industrial/Organizational Psychology. Routledge, 2017. http://dx.doi.org/10.4324/9781315620589-8.

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Sichler, Ralph. "Motivation, Overview." In Encyclopedia of Critical Psychology. Springer New York, 2014. http://dx.doi.org/10.1007/978-1-4614-5583-7_491.

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Conference papers on the topic "Reinforcement (Psychology) Motivation (Psychology)"

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Chotidjah, Sitti. "Students’ Motivation in Studying Psychology." In 1st International Conference on Educational Sciences. SCITEPRESS - Science and Technology Publications, 2017. http://dx.doi.org/10.5220/0007049808630866.

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Shutova, V. D. "Сulture-oriented linguistics as a tool for motivation to learn Еnglish". У Scientific Trends: pedagogy and psychology. ЦНК МОАН, 2019. http://dx.doi.org/10.18411/sciencepublic-04-08-2019-09.

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Doncheva, Liliya. "PSYCHOLOGY OF LANGUAGE LEARNING – MOTIVATION AND LANGUAGE IDENTITY." In INTERNATIONAL SCIENTIFIC CONGRESS “APPLIED SPORTS SCIENCES”. National Sports Academy "Vassil Levski", 2017. http://dx.doi.org/10.37393/icass2017/46.

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Yang, Hoe-Chang, Jong-Lak Kim, Woo-Ryeong Yang, and Young-Sam Oh. "Influence of Organizational Exchange Relationship on Motivation: Mediating Effect of Positive Psychological Capital and Self-enhancement Bias." In Psychology and Counseling 2015. Science & Engineering Research Support soCiety, 2015. http://dx.doi.org/10.14257/astl.2015.119.18.

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Yulandari, Nucke, and Ichwan Azmi. "The Relationship of the Sense of Community and Work Motivation in Volunteers of the Pos Keadilan Peduli Umat (PKPU) Aceh." In International Conference on Psychology. SCITEPRESS - Science and Technology Publications, 2019. http://dx.doi.org/10.5220/0009563403280334.

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Galinha, Sónia Alexandre. "Study Of Motivation In Portuguese Students." In 9th ICEEPSY - International Conference on Education and Educational Psychology. Cognitive-Crcs, 2019. http://dx.doi.org/10.15405/epsbs.2019.01.28.

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Lebedeva, E. I. "Psychological features of job satisfaction of employees of an engineering service with a different type of professional motivation." In Scientific Trends: pedagogy and psychology. ЦНК МОАН, 2019. http://dx.doi.org/10.18411/sciencepublic-04-08-2019-11.

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Martins, Conceição. "Motivation For Female Futsal Practice." In 2nd icSEP 2018 International Conference on Sport, Education and Psychology. Cognitive-Crcs, 2018. http://dx.doi.org/10.15405/epsbs.2018.06.02.9.

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Lazarev, A. E. "The application of demonstration work in physics to form motivation for the study of physics in primary school students." In Scientific Trends: pedagogy and psychology. ЦНК МОАН, 2019. http://dx.doi.org/10.18411/sciencepublic-04-12-2019-12.

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Frade, Ana Sílvia Bernardo Vinhas. "Student Motivation And Self-Concept: Is There A Connection?" In 8th International Conference on Education and Educational Psychology. Cognitive-crcs, 2017. http://dx.doi.org/10.15405/epsbs.2017.10.19.

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