Academic literature on the topic 'Self-esteem needs'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Self-esteem needs.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Journal articles on the topic "Self-esteem needs"
1
Zhang, Xinyi, and Ting You. "School education must meet the self-esteem needs of adolescents." Young Thinker's Review 2025, no. 1 (2025): 38–44. https://doi.org/10.62852/ytr/2025/120.
Full textAbstract:
Adolescence is a peak period for physical and mental development and a critical period for the development of self-esteem. Whether the self-esteem needs of adolescents are met affects their growth and development. To address the self-esteem needs of adolescents, schools should implement respect education; teachers should maintain the self-esteem of adolescents; schools and teachers should guide parents to value their children's self-esteem needs, enabling adolescents to form and maintain high self-esteem, thereby promoting the mental health development of adolescents.
2
Fabella, Dr Frederick Edward T. "Investigating the Applicability of Maslow’s Theory of Hierarchy of Needs on Selected Filipino Teachers." International Journal of Research and Innovation in Social Science VII, no. IX (2023): 1892–916. http://dx.doi.org/10.47772/ijriss.2023.71053.
Full textAbstract:
This research attempted to confirm the applicability of the Theory on Hierarchy of Needs by Abraham Maslow on thirty (30) Filipino teachers who volunteered to be the respondents of the study. The Maslow and the Motivation Hierarchy: Measuring Satisfaction of the Needs, a 72-item, 5-point Likert scale questionnaire that measures the five dimensions of Maslow’s Hierarchy of Needs, namely Physiological needs satisfaction, Safety needs satisfaction, Love needs satisfaction, Esteem needs satisfaction and Self-actualization needs satisfaction was administered on the respondents. Based on the findings, the respondents’ physiological needs are somewhat satisfied, their safety needs are somewhat satisfied, their love needs are completely satisfied and their esteem needs are completely satisfied. In addition, the respondents somewhat agree that their self-actualization needs are satisfied. The married respondents have significantly higher physiological needs satisfaction. When the respondents’ levels of needs satisfaction are ranked, love needs rank first followed by esteem needs, then by safety, next is physiological and last is self-actualization. Comparing the needs satisfaction of the respondents, significant differences were found between physiological and love needs satisfaction wherein love has a higher mean, physiological and esteem needs satisfaction in which esteem has a higher mean, safety and love needs satisfaction wherein love has a higher mean, safety and esteem needs satisfaction in which esteem has a higher mean, love and self-actualization needs satisfaction wherein in love has a higher mean and esteem and self-actualization needs satisfaction in which esteem has a higher mean. Based on the foregoing, it would appear that Maslow’s proposition that the five dimensions of needs satisfaction decrease according the sequence of his theory’s hierarchy, is not the case for the respondents of the study. Furthermore, significant positive relationships were established between all possible pair-combinations of the respondents’ five dimensions of needs satisfaction. This implies that all these dimensions significantly influence each other in a positive direction.
3
Guo, Shijing. "The Psychology of Social Class: How Socioeconomic Status Impacts Self-Acceptance and Self-Esteem." Lecture Notes in Education Psychology and Public Media 37, no. 1 (2024): 204–9. http://dx.doi.org/10.54254/2753-7048/37/20240545.
Full textAbstract:
This paper reviews research on the impact of socioeconomic status (SES) on self-acceptance and self-esteem. It defines self-esteem as an individual's overall evaluation of their self-worth. Self-acceptance refers to positively accepting one's self-perceptions and experiences without judgment. Research shows SES is positively associated with self-esteem, likely because higher SES provides more resources to fulfil needs for competence and self-worth. Low SES is linked to lower self-esteem due to greater exposure to stressors and fewer resources to cope. Moreover, self-esteem is positively related to self-acceptance, as believing in one's self-worth facilitates accepting oneself. Furthermore, SES may also directly predict self-acceptance by enabling needs satisfaction. Additionally, self-esteem may mediate the relationship between SES and self-acceptance, such that SES influences self-acceptance through its impact on self-esteem. The paper calls for longitudinal research analyzing the relationships among SES, self-esteem, and self-acceptance across development and diverse populations. It also advocates testing causality through experiments. This research has implications for interventions targeting self-esteem and self-acceptance to improve psychological health.
4
Nga Ng, Hoi, and Kam Weng Boey. "Self-Evaluation and Academic Motivation of Students with Special Educational Needs in Tertiary Education." Asian Journal of Inclusive Education 12, no. 1 (2024): 39–60. https://doi.org/10.59595/ajie.12.1.3.
Full textAbstract:
Transition from secondary to tertiary education presents challenges and academic stress to many students. Students with special educational needs (SEN) are particularly vulnerable because of their disabilities and learning difficulties. This study examined academic self-concept, global self-esteem, and academic motivation of students with SEN in tertiary education. Ninety-one students with SEN and 458 students without SEN participated in this study. Students with SEN generally had lower academic self-concept and self-esteem but higher intrinsic motivation than students without SEN. However, no such differences were evident among students with learning difficulties and developmental disabilities. Only students with physical and sensory impairments had higher intrinsic motivation, and students with mental and emotional problems had lower academic self-concept and global self-esteem. Furthermore, students with SEN generally had neutral or intermediate but not poor academic self-concept and self-esteem, although there was room for improvement. Disability type should be considered when comparing students with and without SEN. Supportive services need to be targeted for students vulnerable to negative self-evaluation. Keywords: Academic motivation, academic self-concept, global self-esteem, inclusive education, tertiary education
5
JA, Galindo-Soto, Jiménez-González MJ, Maya-Pérez E, and Junco-Méndez FC. "Psychoemotional needs of hospitalized elderly in the public sector." Revista de Sanidad Militar 72, no. 3-4 (2018): 223–30. http://dx.doi.org/10.56443/rsm.v72i3-4.175.
Full textAbstract:
The psycho-emotional needs of the elderly are a topic that has gained recent interest; related studies refer to the link between psychoemotional problems and the quality of life of the elderly. The objective was to determine the most frequent psychoemotional needs of elderly people in hospital (EPIH) in the public sector. A quantitative, descriptive, non-experimental, cross-sectional study of 49 elderly people. The results indicated low levels of anxiety (68%) and depression (98%), high levels of social support (89%) and quality of life (98%), and average self-esteem (92%). Positive correlation was observed between anxiety and depression (r = 0.547 p = 0.000), as well as negative correlation between depression, self-esteem and quality of life (r = 0.579 p = 0.000 and r = 0.399 p = 0.005). Depression varied in 33.5% (r2) of cases due to variation in self-esteem. We conclude that the most frequent psychoemotional need is to strengthen self-esteem and reduce anxiety, especially in women (52.38% with moderate or severe levels). First-level psychological support and the use of a battery for rapid screening by health personnel is proposed.
6
Utami, Wikan Budi. "ANALISA PENGARUH MOTIVASI KERJA TERHADAP PRESTASI KERJA DOSEN PADA SEKOLAH TINGGI ILMU EKONOMI AAS." JURNAL ILMIAH EKONOMI ISLAM 3, no. 2 (2017): 125. http://dx.doi.org/10.29040/jiei.v3i2.106.
Full textAbstract:
The purpose of this study is to determine the relationship between work motivation with the performance of lecturer at the College of Economics AAS (STIE-AAS). The motivation factor used in this research is based on the five human needs according to Maslow, namely physiological needs, safety needs, social needs, self-esteem needs, and self-actualization needs. The population in this study are lecturers STIE-AAS who actively teach at the time this research is done. This research was conducted in the even semester of academic year 2015/2016 in March-April 2016. The technique of determining the sample in this study is to use purposive sampling. The sample in this research is: STIE-AAS lecturer who in the even semester of Academic Year 2015/2016 actively teaches. The type of instrument used in this study, namely questionnaires. To test whether the list of questionnaires that are made, valid (valid) and reliable (reliable) then used two test tools of the test validity and reliability test. This t test is used to examine the influence of each independent variable (physiological needs, safety needs, social needs, self-esteem needs, and self-actualization needs) to the dependent variable (STIE-AAS lecturer work achievement). The statistical test F aims to examine the effects of all independent or independent variables (physiological needs, safety needs, social needs, self-esteem needs, and self-actualization needs) together with dependent or dependent variables (STIE-AAS lecturer work achievement). This test is done by SPSS 17. Test R2 (Coefficient of determination) is done to find out how much influence the variable of physiological needs, the need of sense of security, social needs, self-esteem needs, and self-actualization needs towards the work performance variable of STIE-AAS lecturer. From the result of t test, it is known that the need for security and self-esteem need to be partially significant to the performance of STIE-AAS lecturers. While the physiological needs, social needs and self-actualization needs no significant effect on the performance of lecturers STIE-AAS. From the results of F test, it is known that physiological needs, safety needs, social needs, self-esteem needs, and self-actualization needs simultaneously have a significant effect on the performance of STIE-AAS lecturers. From result of test of R2 obtained coefficient value of determination equal to 0,639 which mean 63,9% achievement of lecturer work influenced by factors which resear in this research.
7
Zhang, Linran, Xiaoyue Fan, and Zhanyu Yu. "Living Alone but Not Feeling Lonely: The Effect of Self-Concealment on Perceived Social Support of Youth Living Alone in China." International Journal of Environmental Research and Public Health 19, no. 21 (2022): 13805. http://dx.doi.org/10.3390/ijerph192113805.
Full textAbstract:
The current study explored the mechanism of self-concealment on perceived social support among youth living alone and tried to clarify the two mediating variables, which are “psychological needs met through internet gratification” and “social self-esteem”, by using the Self-Concealment Scale, the Psychological Needs met through Internet Gratification Scale, the Texas Social Behavior Inventory and the Perceived Social Support Scale. Four hundred thirty-three working youth living alone who have lived alone or shared no emotional intersection with others were chosen as participants in this study. The results showed that: (1) the correlation between self-concealment, perceived social support, psychological needs met via internet gratification and social self-esteem was significant; (2) self-concealment positively predicted perceived social support; (3) self-concealment indirectly predicted perceived social support through the chain mediating effect of “psychological needs met via internet gratification” and “social self-esteem”. These results indicated that the self-concealment of youth living alone had a predictive effect on the perceived social support. The mechanisms of this effect included the direct effect of self-concealment and indirect effect through “psychological needs met via internet gratification” and “social self-esteem”.
8
Ferdinand, M. Joseph. "Self-Esteem and Its Consequences of Internally Displaced Victims of Sexual Violence: From the Perspective of Iraqi Yazidi Females." International Journal of Arts and Social Science 5, no. 1 (2023): 193–204. https://doi.org/10.5281/zenodo.7747950.
Full textAbstract:
Self-esteem is the backbone for psychological resilience, and the psychological resilience of a person determines his or her overall resilience nature. Obviously, armed conflict-driven protracted displacements and associated tragic events often possess the potential to alter the self-esteem of individuals with ailing war-related experiences. As far as esteem needs are concerned, in the armed conflict-driven displacements in lower and lower-middle-income countries, the self-esteem needs of the victims of sexual and gender-based violence are not adequately addressed in some instances. To support the arguments, the psychosocial nature of the internally displaced Iraqi Yazidi females was considered, and a detailed narrative review of the documents related to Iraqi Yazidis’ displacement, subsequent sexual violence, and Yazidis’ psychosocial landscape in post-conflict context was performed. The results of the review have identified the followings: (i) a negative correlation between sexual and gender-based violence and self-esteem; (ii) no correlation between social honour or social pride and the self-esteem of Yazidi females; (iii) negative correlation between self-esteem and psychiatric or psychopathological incidents as well as suicidal intentions among Yazidi females; (iv) fulfilling esteem needs of the Yazidi Internally Displaced Persons (IDPs) and returnees in Iraq should need further backing to improve the quality and quantity. The aim of this paper is to examine the importance of fulfilling the esteem needs of armed conflict-driven internally displaced populations, especially those, who experience sexual violence during armed conflicts from the context of Iraqi Yazidi female IDPs.
9
Unvanli, Yasin, Ekrem Levent ILHAN, and Hana Válková. "Examination of Resilience and Self-esteem Levels of Parents of Children With Disability." Studia sportiva 17, no. 2 (2024): 160–72. http://dx.doi.org/10.5817/sts2023-2-14.
Full textAbstract:
In society's foundational structure, families play a crucial role in overall happiness. Parental influence on child health is pivotal. While health challenges bring social, economic, and psychological burdens, resilience emerges as key. Resilience engages with self-esteem, benefiting parental well-being and care for special needs children, offering a positive environment for both. This study aims to explore the relationship between psychological resilience and self-esteem levels of parents of children with special needs, suggesting a positive link between elevated psychological resilience and self-esteem in parents. The study employed a relational scale strategy to investigate psychological resilience and self-esteem among parents of children with special needs. The sample comprised 156 parents of children with mild to moderate intellectual disabilities in Ankara, Turkey. Measures included the "Short Psychological Resilience Scale (SPRS)" and the "Rosenberg Self-Esteem Scale (RSS)." Data analysis encompassed descriptive statistics, t-tests, one-way ANOVA, Pearson's correlation, and Multiple Linear Regression analysis (p<.05). In the study's results, the data demonstrated normal distribution. Employed parents demonstrated higher SPRS and RSS scores compared to unemployed parents. While parents with children engaged in sports displayed higher scores, the difference wasn't statistically significant (p>.05). Parents’ education level played a significant role; bachelor's degree holders had notably higher scores. Positive correlation was observed between SPRS and RSS scores (r=.411). Regression analysis confirmed a robust predictive relationship (R2=.169) between self-esteem and resilience. Raising special needs children requires elevated self-esteem and resilience due to multifaceted caregiving responsibilities. Traumatic experiences may impact self-esteem and resilience, prompting the need for a positive outlook for parental caregiving.
10
Lepičnik Vodopivec, Jurka. "Adolescents and Self-Esteem." New Educational Review 26, no. 4 (2011): 180–93. https://doi.org/10.15804/tner.11.26.4.14.
Full textAbstract:
Adolescents are born into society and do not get to chose their parents and the families they will grow up in. If the family’s core is healthy, vital and if it meets the needs and special demands of its members, then they will have better chances of developing positive self-esteem. In this study we were interested in how important family is to adolescents and how adolescents enrolled in different secondary school programmes (4-year and 3-year courses) see themselves, how high their self-esteem is and what differences there are in their self-esteem in regard to their gender, secondary school programme (4-year secondary school, programme: grammar school and school of economics and 3-year secondary school, programme: hairdresser and car mechanic) and academic record. The study showed that their self-esteem level is high, that family is the most important value for adolescents, that it is more important to girls than boys and that parental love is the most significant factor within family. Furthermore, we found that adolescent self-esteem is moderately high and has a positive mark regardless of their gender and academic record.
Dissertations / Theses on the topic "Self-esteem needs"
1
Aiken, Emma. "Interpersonal needs and values authenticity, belonging, independence and narcissism /." Australasian Digital Thesis Program, 2006. http://adt.lib.swin.edu.au/public/adt-VSWT20070730.134810/index.html.
Full textAbstract:
Thesis (DPsych) -- School of Life and Social Sciences, Swinburne University of Technology, 2006.<br>Submitted in fulfilment of requirements for the degree of the Doctorate in Counselling Psychology, School of Life and Social Sciences, Swinburne University of Technology, 2006. Includes bibliographical references (p. 233-244).
2
James, Narissa, and n/a. "An investigation of the relationship between young people's job seeking behaviour, self esteem and their esteem needs." University of Canberra. Education, 1998. http://erl.canberra.edu.au./public/adt-AUC20060801.150339.
Full textAbstract:
In this study the relationship between young people's job
seeking behaviour, self-esteem and their esteem needs was
investigated. Young unemployed job seekers attended a four day
personal development workshop (known as Positive Choices).
The design of the study was a pretest-posttest control-group
design. All participants completed a four part questionnaire,
including a demographic data sheet, job seeking behaviour scale,
(revised from Feather & Rowley, 1987 job search scale) esteem
needs questionnaire and the Coopersmith Self-esteem Inventory.
The results showed self esteem scores increased for the young job
seekers who participated in the Positive Choices Intervention. A
negative correlation was reported between self-esteem scores and
job seeking behaviour for all participants. In addition the job
seeking behaviour scores increased for the young job seekers after
their participation in the Positive Choices Intervention. In terms of
esteem needs, no differences were reported between esteem needs
for the participant and control groups indicating that the importance
of esteem needs remained unchanged. Furthermore, negative
correlations were found between the length of time the young job
seeker had been unemployed and their self-esteem scores, as well as
between the job seeker's educational attainment and self esteem
scores. The results suggests that changes in job seeking behaviour
is related to changes in the young job seekers' self esteem.
Suggestions for future research is discussed. Implications on
counselling and a model for working with young job seekers is
offered.
3
Morgan, Bryan M. "Blessing the unblessed a ministry project addressing the specific needs of adults who perceive that they missed the parental blessing as children /." Theological Research Exchange Network (TREN), 1996. http://www.tren.com.
Full text
4
Santic, Frane Francis. "Relationship-Contingent Self-Esteem and Inter- and Intrapersonal Outcomes: All in Moderation." University of Dayton / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1575927526581796.
Full text
5
Cairns, Clive John. "Educational needs of over age learners in the foundation phase as viewed by educators." Thesis, Stellenbosch : Stellenbosch University, 2001. http://hdl.handle.net/10019.1/52251.
Full textAbstract:
Thesis (MEd)--University of Stellenbosch, 2001.<br>ENGLISH ABSTRACT: Being over age-for-grade has become a barrier to learning. More than 15% of learners in
the South African school system are over age. This creates an enormous problem in terms
of education spending per learner. In 1998 South Africa spent one-third of its education
budget on over age learners who included repeaters and drop-outs.
A clearer understanding of the educational needs of over age learners is needed. These
learners are at risk of dropping out, being further retained or being promoted out of the
school system. Thus far over age learners have been marginalised by the education
system essentially due to the system's inability to deal with them. The purpose of this
study is, therefore, to make a contribution to the understanding of the educational needs
of over age learners.
A qualitative approach provided a clear description of the factors that impact on the
educational needs of over age learners. This study revealed the following:
• Over age learners experience a sense of being educationally displaced.
• The attitudes and beliefs of teachers directly influence their educational responses to
the needs of over age learners.
• Over age learners struggle with basic scholastic skills.
• The provision of support comes primarily from classroom peers.
It appears that teachers need a variety of educational skills to deal appropriately with the
needs of over age learners. Furthermore, it appears that these learners need an
educational space of their own within an inclusive education environment. It would
further appear that over age learners need to be acknowledged as being a specific
category of learners with learning barriers, otherwise their needs will continue to be
marginalised by the educational system.<br>AFRIKAANSE OPSOMMING: Dit wil voorkom dat ouderdom 'n leerhindernis vir duisende leerders geword het. Meer as
vyftien persent van leerders in die skoolsisteem is oorouderdom. Dit skep 'n probleem in
terme van die opvoedingsonkoste per leerder. In 1998 is 'n derde van die Suid
Afrikaanse begroting aan oorouderdom leerders gespandeer wat ook herhalers en
skoolverlaters insluit.
Daar is 'n behoefte aan groter begrip vir die behoeftes van oorouderdom leerders. Daar is
'n risiko dat hierdie leerders skool kan verlaat, terug gehou kan word, of uit die
skoolsisteem bevorder kan word. Tot dusver is oorouderdom leerders deur die
onderwyssisteem gemarginaliseer hoofsaaklik as gevolg van 'n gebrek aan kennis om
hulle effektiefte akkommodeer. Die doel van hierdie studie was om 'n bydrae te lewer tot
'n beter begrip van die opvoedkundige behoeftes van oorouderdom leerders.
'n Kwalitatiewe benadering is verkies wat 'n duidelike beskrywing gee van die
opvoedkundige behoeftes van oorouderdom leerders. Die studie het die volgende
tendense aan die lig gebring:
• Oorouderdom leerders ervaar hulself as misplaas binne die onderwys stelsel.
• Opvoeders se houdings en oortuigings het 'n duidelike invloed op hul eie
opvoedkundige response ten opsigte van die behoeftes van oorouderdom leerders.
• Oorouderdom leerders worstel met basiese skolastiese vaardighede.
• Oorouderdom leerders ontvang primêr opvoedkundige ondersteuning van medeleerders.
Opvoeders benodig 'n verskeidenheid van opvoedkundige vaardighede om oorouderdom
leerders se behoeftes toepaslik te hanteer. Dit blyk dat hierdie leerders 'n behoefte het
aan hul eie opvoedkundige ruimte binne 'n inklusiewe omgewing. Daar kan
geargumenteer word dat oorouderdom leerders 'n spesifieke kategorie leerders is met
eiesoortige leerhindernisse. Indien bogenoemde nie erken word nie sal daar voort gegaan
word met die miskenning van oorouderdom leerders se behoeftes deur die
opvoedkundige gemeenskap.
6
Roller, James Paul. "Curriculum, communication and the internet: A project involving gifted special needs children creating curriculum for special needs children with autism." CSUSB ScholarWorks, 1997. https://scholarworks.lib.csusb.edu/etd-project/1365.
Full text
7
Balužytė, Diana. "Sporto mokyklų mokinių motyvacijos ir vertybių bei savivertės ryšys su mokymosi pasiekimais." Master's thesis, Lithuanian Academic Libraries Network (LABT), 2006. http://vddb.library.lt/obj/LT-eLABa-0001:E.02~2006~D_20060609_140059-71284.
Full textAbstract:
The theme of my work is „Development of need of achievement among sport school students“. Physical education is a composing part of the universal personality education (Adaškevičienė, 1994; Kapдялис, 1990), and sport is very important means of the youth educational impact (Stakionienė, Jasiūnas, 1982; Žukowska, Žukowski, 1998; Фипин, Бабаков, Степанов и др.). It is relevant to find out what reasons influece young people to attend sport schools, how they feel there, what is their self-assurance and the values. The teenagers who are unpresuming, feel themselves unsafe, self-doubt, they lack the motivation for acting, are passive and oriented to the failures in advance. Only positive work evaluation and ultimate devotion for it can guarantee good results.Our survey purpose was to define sport schools students’ motivation, values and self-confidence connection with learning achievements.
Survey planning. This survey was done in March-December, 2005. 101 Rokiškis sport school, 80 Kupiškis sport school, 120 Kaunas Chomičius’ sport school and 114 Sabonis’ basketball school basketball players took part in it. 415 teenagers who do sport in the sport schools were questioned. Survey data were analysed according to teenagers’ age, place of living and their families’ constitution(either they live with both parents or just with one of them).
Results. Survey hypothesis was proved- junior and higher forms teenagers’ motivation, self-confidence and values are different. For senior teenagers... [to full text]
8
Dâmaso, Cristina Andrea Raposo. "Os benefícios da equitação terapêutica na autoestima, na motivação e no rendimento das crianças com necessidades educativas especiais: um estudo de caso." Master's thesis, [s.n.], 2013. http://hdl.handle.net/10284/4106.
Full textAbstract:
Dissertação apresentada à Universidade Fernando Pessoa como parte dos requisitos para obtenção do grau de Mestre em Ciências da Educação: Educação Especial, área de especialização em Domínio Cognitivo e Motor<br>A equitação terapêutica é um método terapêutico que utiliza o cavalo numa perspectiva interdisciplinar nas áreas da equitação, da saúde e da educação, proporcionando o desenvolvimento global do indivíduo portador de deficiência. O objetivo primordial desta investigação é compreender os benefícios da equitação terapêutica na autoestima, na motivação e no rendimento escolar dos alunos com necessidades educativas especiais. Portanto a parte inicial deste trabalho baseia-se numa revisão da literatura existente sobre a equitação terapêutica e seus benefícios no praticante ressaltando a influência positiva na autoestima, na motivação e no desempenho escolar dos alunos. Metodologia: Para além da revisão bibliográfica, a elaboração de questionários a alunos e de entrevistas aos terapeutas envolvidos nas atividades de equitação terapêutica e aos pais/encarregados de educação, serão os métodos de recolha de dados e informação para verificar empiricamente o estímulo desta atividade na autoestima, na motivação e no desempenho escolar. Participaram no estudo um conjunto de 6 alunos que frequentam a equitação terapêutica na ilha da Graciosa e na ilha de S. Miguel, observados numa fase inicial e comparados numa fase posterior a fim de se constatar a sua perceção no que se refere à autoestima, à motivação e ao nível escolar. Numa segunda fase foram realizadas entrevistas aos pais e aos terapeutas com o intuito de recolher dados informativos que complementam esta investigação.
Concluiu-se que a utilização do cavalo como fonte terapêutica promove a autoestima e a motivação dos alunos com necessidades educativas especiais, sendo um recurso potencial para fomentar a inclusão, a diferenciação do ensino e um pequeno contributo para melhorar o rendimento escolar desses alunos.<br>Riding therapy is a therapeutic method that uses an interdisciplinary horse riding areas, health and education, providing the overall development of the individual with a disability. The primary objective of this research is to understand the benefits of therapeutic riding in self-esteem, motivation and performance of pupils with special educational needs. Therefore, the initial part of this work is based on a review of existing literature on the therapeutic riding and its benefits in the practitioner highlighting the positive influence on self-esteem, motivation and academic performance of students. Methodology: In addition to literature review, development of questionnaires to students and interviews with therapists involved in therapeutic riding activities and parents / guardians, are the methods of collecting data and information to verify empirically the stimulation of this activity in self-esteem, motivation and academic performance.
A sample of a set of 6 students who attend therapeutic riding on the island of Graciosa and the island of S. Miguel, seen at an early stage and a later stage compared in order to verify the progress in self-esteem and its perception as regards self-esteem, motivation and educational level.
In a second step and in order to complement the study, interviews were conducted with parents and therapists in order to collect informative data that complement this research. It was concluded that the use of the horse as a therapeutic source promotes self-esteem and motivation of pupils with special educational needs, and a potential resource for fostering inclusion, differentiation of teaching and a small contribution to improving the academic performance of these students.
9
Rosén, Susanne. "Radio i skolan : En fallstudie av ett estetiskt lärande projekt." Thesis, Stockholm University, Department of Special Education, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-28856.
Full textAbstract:
<p>Projektet ”Radio i skolan” riktade sig till elever inom det individuella programmet på en gymnasieskola. Det pågick sammanlagt en termin. Projektet innebar ett arbetssätt där fokus låg på innehåll, att berätta om ett ämne. Uttrycksformen för detta var att göra ett eget radioprogram. Denna fallstudie behandlar detta projekt.</p><p>Syftet med studien var att undersöka hur elever uppfattade det egna lärandet i ett projekt där de fick arbeta med radioproduktion. Ett annat syfte var att undersöka hur involverade pedagoger uppfattade möjligheter och hinder för elevers lärande genom ett sådant estetiskt och ämnesövergripande arbetssätt. Frågorna rörde elevernas uppfattningar av vad de lärt sig, hur de lärt sig, utvecklande av självkänslan samt om pedagogernas roll för detta. En fråga handlade om involverade lärares syn på elevernas lärande och utvecklande av självkänsla.</p><p>Som datainsamlingsmetoder användes både enkäter och intervjuer. Intervjuer gjordes med elever och lärare. De olika resultaten jämfördes med varandra och relaterades till olika teorier.</p><p>Resultaten visar att projektet innebar ett arbetssätt som möjliggjorde lärande på olika sätt. Elever lärde sig genom att använda radioproduktion som redskap. Det innebar även lärande om hantverket, hur man gör en radioproduktion. I mindre omfattning fanns det lärande om tänkandet hur man kan uttrycka berättelser i radioform. Elevers språkutveckling kunde stimuleras i och med att de använde talet mycket. Flera elever ansåg att deras självkänsla utvecklades genom att de utmanade sig själva och vågade. Det framkom också att arbetet upplevdes svårt av flera elever. En viktig del i projektet var att det fanns tydliga mål samt stöd till eleverna i arbetet, från både lärare och en kulturarbetare med erfarenhet av radioproduktion. Resultaten pekar på att deras förmåga att motivera elever hade avgörande betydelse för elevernas läroprocess.</p><p> </p><p> </p><br><p>The project ”Radio in the school” was offered to pupils within the individual programme in one secondary school. It was realized during one term. The project implied a way of work where the focus was on content, to tell about a stuff. The way of expression for this was by making a radio programme. This case study is about this project.</p><p>The aim of this investigation was to find out how students were comprehended their own learning in a project were they made radio programmes. Another aim was to investigate how the teachers involved were comprehended the possibilities and obstacles to learning for pupils through such an aesthetic and subject overarching way of work. The questions concerned the pupil’s comprehension of what they learned, in what way they learned, the development of self-esteem and of the teacher’s part in this.</p><p>Data were collected with questionnaires and interviews. Interviews were made with pupils and teachers. The results were compared with each other and were related to different theories.</p><p> The results indicate that the project implied a way of work which made learning possible in different ways. The pupils learned by using radio production as a tool. It also implied learning about the skill, how to make a radio production. To less extent there was learning about the thinking about how to express the stories in radio. The language of the pupils could develop because they used speech to large extent. The self-esteem of the pupils could grow when they challenged themselves and dared to do new tasks.</p><p>It also appeared that the work was experienced as difficult for several pupils. According to the teachers, an important matter in the project was clearly defined targets and support to the pupils from the teachers and from a cultural worker with knowledge of radio production. The results indicate that their capacity for motivating pupils was of vital importance for their learning process.</p>
10
Hjalmarsson, Minna. "Motivation & självkänsla inom ämnet matematik : En studie utifrån elevers perspektiv." Thesis, Karlstads universitet, Institutionen för matematik och datavetenskap (from 2013), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-78372.
Full textAbstract:
The purpose of this study is to investigate students’ self-esteem regarding the subject of mathematics and what affects their motivation in the subject. The applied method in this study is a survey that generated both quantitative and qualitative data. The basis of the survey and the analysis is the self-efficacy theory and the self-determination theory. The results of my study indicates that the students’ need for competence, togetherness and autonomy are not met to the degree that allows them to feel motivation in the subject of matematics. The result can also be interpreted as that students’ self-esteem is relatively low and in these cases has a negative impact on the students’ motivation in the subject. In order for us teachers to be able to further motivate students in the subject of matematics we have to ensure that these needs are fulfilled and that we help them to increase their self-esteem in the subject.<br>Studiens syfte är att undersöka hur elevers självkänsla ser ut i ämnet matematik och vad som kan påverka elevers motivation i samma ämne. Studiens undersökningsmetod är en enkät som genererat både kvanitativ- och kvalitativ data. Till grund för enkäten och dess analys ligger self-efficacy teorin och självbestämmandeteorin. Resultatet från min studie indikerar att elevers behov av kompetens, samhörighet och autonomi inte är uppfyllda till den grad som låter dem känna motivation i ämnet matematik. Resultatet kan också tolkas som att elevers självkänsla är relativt låg och påverkar i dessa fall elevers motivation negativt i ämnet. För att vi ska kunna få fler motiverade elever i ämnet matematik behöver vi lärare se till att dessa behov är uppfyllda hos eleverna och att vi hjälper dem att höja deras självkänsla i ämnet.
Books on the topic "Self-esteem needs"
1
Clark, Suzan K. Self esteem and special educational needs. Oxford Brookes University, 1995.
Find full text
2
Gurney, Peter W. Self-esteem in children with special educational needs. Routledge, 1988.
Find full text
3
Davis, Patricia V. The diva doctrine: 16 universal principles every woman needs to know. Bonneville Books, 2011.
Find full text
4
Kate, Green. Everything a dinosaur could want: Asking for your needs to be met. Child's World, 1992.
Find full text
5
Barlow, Roger. Administrative and supervisory policies and practices and the self-esteem needs of English language teachers in British Council teaching centres. (s.n.), 1994.
Find full text
6
Matthew, Johnson, and Grave Joanna, eds. Ask an expert: Answers every parent needs to know : issues from toddler tantrums and meltdowns to peer pressure and teen self-esteem. DK Pub., 2009.
Find full text
8
Burg, Bob. The memory system: Remember everything you need when you need it. National Seminars Publications, 1992.
Find full text
9
Coburn, Judy. The pleasure is mine: Overcoming the need to please. [publisher not identified], 2008.
Find full text
10
Moorman, Chick. The only three discipline strategies you will ever need: Essential tools for busy parents. Personal Power Press, 2007.
Find full textBook chapters on the topic "Self-esteem needs"
1
DeVries, Jeffrey M., Carsten Szardenings, Philipp Doebler, and Markus Gebhardt. "Addressing Environmental and Individual Factors in Early Secondary School: The Roles of Instruction Techniques and Self-Perception." In Methodology of Educational Measurement and Assessment. Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-27007-9_6.
Full textAbstract:
AbstractRisk factors for poor academic performance include variables such as lower socio-economic status, migrant status, and the presence of special education needs. These risk factors can be mediated by the self-concept of the learner, instructional techniques, and classroom size. Due to the diverse nature of these factors, a comprehensive approach is needed to examine their role. This chapter reports on two NEPS (National Education Panel Study) analyses that examined teaching styles (N = 1072 students in math classes and N = 794 in reading classes) and the mediating role of self-concept and self-esteem (N = 5923 in math classes and N = 5919 in reading classes) along with different sets of risk factors. Results showed that group work related to better outcomes for second-language learners in math and reading, and discussions related to worse outcomes in math for the same group. Further, self-concept and self-esteem partially mediated the effects of gender, special education needs, and non-verbal reasoning on both reading and math competence. These results highlight the importance of varied instructional styles and classroom size, as well as the important role of self-concept and self-esteem as partial mediators of risk factors.
2
Pyszczynski, Tom, and Jonathan Morgan. "A Terror Management Theory Perspective on the Human Needs for Self-Esteem, Meaning, Close Relationships, and Significance." In The Routledge International Handbook of Human Significance and Mattering. Routledge, 2025. https://doi.org/10.4324/9781003424437-8.
Full text
3
Freebody, Jane. "Patient Work before World War I." In Mental Health in Historical Perspective. Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-13105-9_2.
Full textAbstract:
AbstractFreebody situates the origin of using work as a medical therapy in moral treatment, which emerged during the early nineteenth century. Work was incorporated as an integral part of moral treatment, which provided the medical and managerial framework for the asylums of England and France. Work was believed to help patients develop self-control and boost their self-esteem. As faith in the efficacy of moral treatment waned in the second half of the nineteenth century, the nature of patient work changed. From work programmes designed to suit the needs of individual patients, work became routinised and bureaucratised. While still percieved as beneficial for the mentally disordered, the financial value of patient work to institutions could outweigh its therapeutic value for patients, as the French psychiatrist Auguste Marie emphasised in 1905. Freebody demonstrates how the evolution of patient work highlights changing medical perceptions of mental disorder as well as prevailing socio-economic conditions.
4
Burger, Jerry M. "Need for Control and Self-Esteem." In Efficacy, Agency, and Self-Esteem. Springer US, 1995. http://dx.doi.org/10.1007/978-1-4899-1280-0_11.
Full text
5
De Dominicis, Stefano, and Erica Molinario. "The Elusive Quantification of Self-Esteem: Current Challenges and Future Directions." In Quantifying Quality of Life. Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-94212-0_11.
Full textAbstract:
AbstractSelf-esteem, a person’s overall evaluation that she is valued and accepted vs. devalued and rejected by others, is crucial for people quality of life. As such, self-esteem has been central in the social-psychological literature since the late eighteenth century. However, its relevance is coupled with lack of agreement on how self-esteem is best conceived and assessed. Here we review definitions and measures of self-esteem in relation to quality of life in order (a) to understand how self-esteem has been defined, operationalized and assessed, and (b) to clarify which facets of self-esteem have been overlooked and need further study. Although we found multiple definitions of self-esteem, which led to a series of measures ranging from single item to multi-dimensional measures of state, trait and contingent self-esteem, the motivational component of self-esteem and its in-context behavioral correlates have yet to be operationalized. What follows, is that whether people think, feel, or behave in particular ways is caused by, concomitant with, or causes self-esteem, is still not understood. Because self-esteem is an emotionally laden system monitoring one’s relational value to others, we suggest that future research could use new technology-based research methods and eventually grasp real-time self-report and behavioral assessment of self-esteem. This appears a promising approach to overcome the limitations of self-esteem’s current theorizations and operationalizations. Thus, a new line of research considering the momentary experience of self-esteem, its behavioral components and its social context, could potentially unveil novel processes and mechanisms linking self-esteem and quality of life that have yet to be discovered and understood.
6
Greenberg, Jeff, Tom Pyszczynski, and Sheldon Solomon. "The Causes and Consequences of a Need for Self-Esteem: A Terror Management Theory." In Public Self and Private Self. Springer New York, 1986. http://dx.doi.org/10.1007/978-1-4613-9564-5_10.
Full text
7
Gurney, Peter W. "Assessment of Self-Esteem." In Self-Esteem in Children with Special Educational Needs. Routledge, 2018. http://dx.doi.org/10.4324/9780429503627-3.
Full text
8
"Support and Self-esteem." In Supporting Special Educational Needs in Secondary School Classrooms. David Fulton Publishers, 2013. http://dx.doi.org/10.4324/9780203821367-7.
Full text
9
Gurney, Peter W. "Self-Esteem, Schooling and Academic Achievement." In Self-Esteem in Children with Special Educational Needs. Routledge, 2018. http://dx.doi.org/10.4324/9780429503627-4.
Full text
10
Müller, Veronika. "Agency Needs and Need Deprivation." In Ideology and the Microfoundations of Conflict. Oxford University PressNew York, 2024. http://dx.doi.org/10.1093/oso/9780197670187.003.0005.
Full textAbstract:
Abstract In Chapter 5 we explore why individuals strive to develop and exploit their potential, think positively about themselves, and make autonomous decisions. We seek to understand how a high (and stable) self-esteem, and the conviction that one leads a self-determined life can significantly contribute to psychological well-being, as well as how the perception of mastery and self-efficacy can enhance subjective resilience. In this regard, we also explore the factors that can hinder the formation of a positive self-concept (i.e., factors that deprive individuals of serving their agency needs). Depriving individuals of the possibility to develop a positive self-view, to lead a meaningful and self-determined life, and to achieve goals can lead to unsuccessful coping, which in extreme cases can result in aggression and violence.
Conference papers on the topic "Self-esteem needs"
1
Mavrodiev, Stoil, and Teodor Gergov. "Self-esteem and motivation for affiliations with students from the humanities." In 7th International e-Conference on Studies in Humanities and Social Sciences. Center for Open Access in Science, Belgrade, 2021. http://dx.doi.org/10.32591/coas.e-conf.07.13137m.
Full textAbstract:
The paper interprets and explores two main constructs: “self-esteem” and “motivation for affiliation”. They are placed in the field of psychology of youth, the subjects are students of humanities. The study was conducted at Southwestern University “Neofit Rilski”, Blagoevgrad, Bulgaria. The aim of the study is to reveal the relationship between self-esteem and motivation for affiliation, as they are compared in students majoring in psychology with students majoring in pedagogy and speech therapy. Self-esteem is the core of personality, experiences and behavior. It is important for interactions in young people. The need to belong to the group (affiliation) is a prerequisite for self-knowledge and satisfies a number of basic needs. Using a standardized self-assessment test and Albert Mehrabian’s affiliation test, we track how the level of self-assessment determines affiliation needs. These: 1. Students with average and above average level of self-esteem have a higher motivation for affiliation, compared to students with low and very high level of self-esteem. 2. We assume that there will be statistically significant differences in the manifestations of the two constructs in students from the specialty of Psychology and other students from the humanities. We expect that psychology students will have average and above average levels of self-esteem, which will affect their motivation for affiliation, compared to students from the other group. The results of the research provide information about the personal development of students in the humanities, which could be used by university professors in order to optimize the learning process and create conditions for full inclusion of students in university life.
2
CECIU, Lucia-Ramona. "Self-esteem and psychological and neurobiological development of the young adult." In "Valorificarea neuroştiinţelor în dezvoltarea personală", conferinţă ştiinţifică internaţională. Ion Creangă Pedagogical State University, 2024. https://doi.org/10.46727/c.7-8-11-2024.p58-70.
Full textAbstract:
Many research studies on the theme of psychological and emotional development focus on the relationship between one set of sociological variables or events recorded/remembered at one point in the life course (childhood, youth, adulthood) with another set of variables measured at one point in time later in middle age or old age. Other studies look at the neurobiological changes that take place during each stage of growth and the manifest reactions and behaviors specific for each stage of development. The present paper reviews such approaches by way of comparing the findings of varied studies and highlighting the key results of some of the most recent research from the fields of psychology and neuroscience. It is argued that in order to understand the self-esteem and the overall wellbeing of youth, one needs to understand what actually happens in the brain from structural and functional points of view, which only neuroscience and neuropsychology research can reveal. The emphasis of this article is placed on the particular features characterizing the young adults, keeping in mind the 20–30/35 age group theorized by Erikson, and the changes that the brain undergoes with the passage of time from adolescence towards the mid-30s.
3
Masunah, Juju, Rita Milyartini, and Imas Diana Aprilia. "Program for Development of Communication, Perception, Sound, and Rhythm to Build Self Esteem of Students with Special Needs." In 4th International Conference on Arts and Design Education (ICADE 2021). Atlantis Press, 2022. http://dx.doi.org/10.2991/assehr.k.220601.051.
Full text
4
KOS, Ibolya. "Restorative practices in the activity of children with special educational needs." In Ştiință și educație: noi abordări și perspective. "Ion Creanga" State Pedagogical University, 2023. http://dx.doi.org/10.46727/c.v1.24-25-03-2023.p152-156.
Full textAbstract:
In 2017 I participated in a training on restorative practices. Until that moment I had not heard anything related to restorative practices, which can also be applied in educational institutions not only in justice. I listened with great enthusiasm to the story of the trainer Negrea Vidia who told u show she became the representative of this practices. The purpose of restorative practices is from informal to formal methods: emotional statement, affective questions, conciliation meeting, proactive circle, restorative conferences. Restorative practices can be applied as methods to combat violence and bullying in schools, bot how do I apply as a speech therapist? Children with special educational needs are emotionally vulnerable and needs more attention. In order to establish the relationship of trust and safety with these children, I applied emotional statements and affective questions method. The safety atmosphere created helped to strengthen the children's self-esteem and help the therapeutic-recuperative process of children whit special educational needs. In the activity with children with special educational needs the relationship with parents is very important and also applied the restorative practices.
5
Sándorová, Zuzana. "The Importance of Intercultural and Communicative Competences for Tourism Labour Market." In Fifth International Conference on Higher Education Advances. Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9389.
Full textAbstract:
The present paper is founded on two pillars. Firstly, it is one of the current trends in education worldwide, i.e. to connect theory and practice. Secondly, it is the need to be interculturally competent speakers of a foreign language in today’s globalized world of massive migration flows and signs of increasing ethnocentrism. Based upon these two requirements, the ability to communicate in a FL effectively and interculturally appropriately in the tourism industry is a must, since being employed in whichever of its sectors means encountering other cultures on a daily basis. Therefore, the aim of the present study was to find out undergraduate tourism students’ opinion on the importance of intercultural communicative competences for their future profession as well as their self-assessment in the given field. The findings of the research, which are to be compared to employers’ needs, revealed that there is considerable difference between the respondents’ views on the significance of the investigated issues and their self-esteem.
6
TOMA, Mihaela. "The particulars of the inclusion process of students with sen in mass education institutions." In "Ştiință și educație: noi abordări și perspective", conferinţă ştiinţifică internaţională. Ion Creangă Pedagogical State University, 2024. https://doi.org/10.46727/c.v2.21-22-03-2024.p318-322.
Full textAbstract:
In this article, theoretical aspects and praxeological examples from our own scientific research will be addressed, regarding the challenges involved in the process of inclusion of students with special educational needs in classes in mass education institutions, in terms of the instructional-educational process , under the therapeutic and recuperative aspect of the general state of health of this category of students, from multiple perspectives. The implementation of innovative approaches by teachers in the educational approach of students with special needs will favor a favorable development and evolution of these students, by adapting and individualizing the teaching-learning-evaluation process, depending on personal needs, in order to capture and maintain attention and interest in learning, by continuously stimulating motivation, in order to maximize self-esteem and confidence in one's own strengths, by giving equal chances to a quality and appropriate education according to the gap between chronological and mental age, in order to capitalize on the individual potential available to each student in difficulty, in part.
7
Dalal, Dr Suman, and Satvinder Kaur Saini. "A Balanced Model of Sustainable Development." In 7th GoGreen Summit 2021. Technoarete, 2021. http://dx.doi.org/10.36647/978-93-92106-02-6.13.
Full textAbstract:
Through this paper, we are going to propose ‘SUSTAINED METHOD’ for the solution of environmental issues and problems. This method has two pillars: First one is Economic Development and another one is Social Development (Tangible and Intangible Needs of Human Beings), essentially include the development of both the elements in an equivalent manner. Here the demanding theory is of “Maslow’s Need Hierarchy” which contains a set of Tangible needs like food, shelter, clothing’s etc.at the grass root level of hierarchy (closer to animals) and a set of Intangible needs like self-esteem, belongingness, love etc. at the top. In a society charged with more Economic Development, which has feature of ‘economic growth’ like accumulating wealth more than basic needs, adoption of illegal means is controlled by Social Values of an individual. Here the operating question is ‘why does an individual withhold wealth after the fulfilment of his basic needs? Keeping in view, we need to draw the Total Development Process as a system, in which both the elements of ‘Sustainability’ will work in an integrated manner. Because the Economic Development (Economic Behavior) of peoples makes them habitual of capturing economic power, this is the point of misbalancing which need to be correct as it creates lots of serious problems with many faces like poverty, hinder redistribution of wealth, wastage of environmental property, non-realization of their social duties towards nature, lack of Social Development. So, we must need to establish a balancing approach between the two i.e., Tangible (Economic Development) and Intangible need (Social Development). This will result in ‘Balanced Sustainable Development Model’.
8
Oprit-Maftei, Carmen. "LEXICAL FEATURES OF PROFESSIONAL COMMUNICATION WITH A SPECIAL FOCUS ON THE LANGUAGE OF JOB INTERVIEWS." In 10th SWS International Scientific Conferences on ART and HUMANITIES - ISCAH 2023. SGEM WORLD SCIENCE, 2023. http://dx.doi.org/10.35603/sws.iscah.2023/s15.14.
Full textAbstract:
English for Specific Purposes (ESP) can employ a wide variety of teaching approaches and methodologies in order to meet the learners� specific needs. Job interviews simulations have been successfully used for the past few years as an end-course examination of our ESP students. One of the main objectives of this activity is to enhance their professional communication skills, which encompasses a complex skill set, focussing on increasing their self-confidence and self-esteem at the same time. In addition to improving grammar, this activity aligns with the learning objectives and leads to building career-related vocabulary. The present paper, which is part of a broader project aimed at investigating the language of job interviews from various perspectives, focuses on exploring the lexical features of professional communication in such instances. Like any other specialized language, the language of job interviews is a living organism, which incorporates new words denoting new realities or new meanings acquired by existing words. A closer examination of the lexical features of professional communication, will equip ESP students with the lexical competence they need in order to face the demands of a fast-changing work environment.
9
Oprit-Maftei, Carmen. "LEXICAL FEATURES OF PROFESSIONAL COMMUNICATION WITH A SPECIAL FOCUS ON THE LANGUAGE OF JOB INTERVIEWS." In 10th SWS International Scientific Conferences on ART and HUMANITIES - ISCAH 2023. SGEM WORLD SCIENCE, 2023. http://dx.doi.org/10.35603/sws.iscah.2023/s11.14.
Full textAbstract:
English for Specific Purposes (ESP) can employ a wide variety of teaching approaches and methodologies in order to meet the learners� specific needs. Job interviews simulations have been successfully used for the past few years as an end-course examination of our ESP students. One of the main objectives of this activity is to enhance their professional communication skills, which encompasses a complex skill set, focussing on increasing their self-confidence and self-esteem at the same time. In addition to improving grammar, this activity aligns with the learning objectives and leads to building career-related vocabulary. The present paper, which is part of a broader project aimed at investigating the language of job interviews from various perspectives, focuses on exploring the lexical features of professional communication in such instances. Like any other specialized language, the language of job interviews is a living organism, which incorporates new words denoting new realities or new meanings acquired by existing words. A closer examination of the lexical features of professional communication, will equip ESP students with the lexical competence they need in order to face the demands of a fast-changing work environment.
10
Neagu, Simona nicoleta. "A NEW VISION OF ADULT LEARNING. CHECKLIST - MOTIVATIONAL FACTORS INVOLVED IN ADULT LEARNING." In eLSE 2016. Carol I National Defence University Publishing House, 2016. http://dx.doi.org/10.12753/2066-026x-16-106.
Full textAbstract:
Learning depends on many internal and external conditions and it is not only a function of memory. Learning requires, above all, motivational, in other words, success in learning depends on factors that excitability and response to stimulus (involvement), the intensity of learning, availability for learning, learning awareness. Adults will be motivated in learning tasks when they perceive that the result will bring satisfaction to one or more of their basic human needs: security, acceptance, respect, power, health, status, training, discovery,achievement, self-esteem, etc. Some people are motivated by monetary reward, providing benefits and titles, recognition. These rewards are called extrinsic motivators; although they are important, but they do not meet all human needs. In fact, often they only lead to short-term results and behavioral changes. To ensure a long-term motivation, teachers need to create a learning climate so that all needs are met. Such a work atmosphere will lead to intrinsic motivation, so they will be motivated by their own internal mechanisms. At the end of the paper it is presented a research on a group of 24 subjects. This is a checklist on motivational factors involved in adult learning. Why teach adults? What is their motivation to learn? There are differences in the motivation of male and female subjects? A conclusion of this study is presented here: While women are motivated more by security, house, money, comfort, balance, men are motivated primarily by career development goals, social life. To the women they come only after being satisfied necessity security.
Reports on the topic "Self-esteem needs"
1
Socially significant technologies in working with children with special educational needs. Science and Innovation Center Publishing House, 2024. http://dx.doi.org/10.12731/er0829.05112024.
Full textAbstract:
The methodological recommendations consider the issues of introducing socially significant technologies in inclusive education. The methodological recommendations are intended for educators, teachers of preschool educational institutions implementing the federal educational program of preschool education. They can be used in working with preschool children in preschool educational institutions and institutions of additional education. Inclusive education is an important trend in the modern educational policy of Russia. This model involves creating conditions for the education of all children, regardless of their physical, intellectual, social, emotional or other characteristics. In accordance with the Federal State Educational Standard of the Russian Federation and the Federal Educational Standard, the construction of the educational process requires the creation of conditions for independent active activity of children, during which the child learns the norms, rules of society, methods of obtaining knowledge, the main elements of culture (symbols, values, meanings). L.S. Vygotsky wrote that through communication, joint activities (primarily joint work) and social cognition, the child's external activity turns into internal mental activity, external requirements become internal self-limitations, and motives, means and goals of activity are produced, chosen by the subject himself, and not set by others. And only when internalized, turned inside the consciousness of the individual, knowledge, norms, modes of behavior and activity can be externalized (presented to other people, included in joint activities with them). Pedagogical technologies are a key tool for creating an inclusive educational environment, where every child, regardless of his abilities and characteristics, can realize his potential. In a modern preschool institution, various forms of work are used to develop social knowledge and skills, organized and conducted by a teacher. Education for children with disabilities is of particular social significance, as it contributes to their integration into society, the development of social skills and ensuring equal opportunities. The importance of using specialized pedagogical technologies is justified by the need to adapt the educational process to the individual needs of each child. Positive socialization, development of social competencies will be more effective if such technologies are used in pedagogical practice that would allow preschoolers to realize their own plans, develop independence and initiative. This is no less relevant for children with disabilities and even, most likely, more relevant. Very often, children with disabilities have low self-esteem, lack of confidence in their abilities, and lack of fulfillment in various types of activities typical of preschool age. The purpose of the work is to summarize and present the experience of recent years in the use of socially significant technologies in the practice of working with children with disabilities.