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Journal articles on the topic 'Self-motivation practices'

Author: Grafiati

Published: 5 June 2025

Last updated: 2 August 2025

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1

Brenner, Charlotte. "Teacher Candidates’ Self-Determined Motivation to Develop and Implement Self-Regulated Learning Practices." British Journal of Teacher Education and Pedagogy 1, no. 3 (2022): 45–62. http://dx.doi.org/10.32996/bjtep.2022.1.3.5.

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Teaching towards self-regulated learning (SRL) is complex and involves the development of skills and sustained motivation. This study examined teacher candidates’ (TCs’) identification of supports and constraints for their self-determined motivation to develop SRL practices. Findings from one case within a qualitative, longitudinal study of four teacher candidates enrolled in a teacher education program (TEP) focused on SRL in Canada are presented. Supports and constraints for this TC’s self-determined motivation in relation to her development and implementation of self-regulated promoting pra

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Polatcan, Mahmut. "The Influence of Leadership Self-efficacy on College Students' Leadership Practice: The Mediating Role of Motivation to Lead." International Journal of Educational Leadership and Management 11, no. 2 (2023): 138–66. http://dx.doi.org/10.17583/ijelm.9551.

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Although research on the outcomes of leadership practices has increased, the research area on the antecedents of leadership has been underexplored. This study investigated the associations between leadership self-efficacy, motivation to lead and leadership practices that influence the leadership behaviours of higher education students. In the study in which the cross-sectional research design, the sample comprised 545 undergraduates from Turkey. The results showed that increasing student leadership self-efficacy beliefs directly affected leadership practices. Also, in research found the motiva

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Tarmidi, Didi, and Aditya Muhammad Yusup. "THE INFLUENCE OF WORK MOTIVATION AND SELF MANAGEMENT PRACTICES ON EMPLOYEE JOB SATISFACTION (CASE STUDY OF PT. BIO FARMA IN BANDUNG)." Technium Sustainability 1, no. 2 (2021): 1–7. http://dx.doi.org/10.47577/sustainability.v1i2.5091.

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This research aims to determine how the description of work motivation, self-management practices, and employee job satisfaction, as well as to determine how the influence of work motivation and self-management practices on employee job satisfaction PT. Bio Farma. The factors tested in the study were work motivation and self-management practices as independent variables, while job satisfaction was dependent variables. The research methods used in this research are descriptive and verification methods. The population in this study were employees at PT. Bio Farma. The sampling technique used in

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Ahmad, Nor Aniza, Siti Aishah Hassan, Abdul Razak Ahmad, Chua Lay Nee, and Nor Hashim Othman. "The Typology of Parental Engagement and its Relationship with the Typology of Teaching Practices, Student Motivation, Self-Concept and Academic Achievement." GATR Journal of Management and Marketing Review 1, no. 1 (2016): 01–08. http://dx.doi.org/10.35609/jmmr.2016.1.1(1).

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Objective - The aim of this study is to identify and explore the relationship of parental engagementon teaching practices, student motivation, self-concept and academic achievement. Methodology/Technique - This study applies the perspectives of relevant ecological, socio-cultural and psychological theories. Samples comprise 1075 highschool students who were randomly stratified across Malaysia.Data were extracted from questionnaireswhich were analyzed by Structural Equation Modeling (SEM) AMOS. Findings – Findings show that parental engagement, teaching practices, student motivation and self-co

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Andrews, Christina. "Integrating public service motivation and self-determination theory." International Journal of Public Sector Management 29, no. 3 (2016): 238–54. http://dx.doi.org/10.1108/ijpsm-10-2015-0176.

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Purpose – The purpose of this paper is to present a framework integrating theoretical insights, empirical research and practical advice emerging from public service motivation (PSM) and self-determination theory (SDT). It aims at demonstrating that, while PSM shows the relevance of public values for motivation, SDT explains how context affects it. Taking the two theoretical approaches as complementary to one another and by pointing out their “static” and “dynamic” features, the framework provides a theoretical foundation for organizational practices aimed at enhancing motivation in the public

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Brenner, Charlotte Ann. "Examining teacher candidates’ self-determined motivation to develop self-regulated learning promoting practices." Social Sciences & Humanities Open 10 (2024): 100942. http://dx.doi.org/10.1016/j.ssaho.2024.100942.

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Pevnaya, Maria, Darya Minchenko, and Anton Belov. "Motivation in self-regulation of youth volunteer activities." Science. Culture. Society 29, no. 3 (2023): 53–68. http://dx.doi.org/10.19181/nko.2023.29.3.2.

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The research is devoted to the study of youth motivation for volunteer activities. The theoretical basis of the presented study is the concept of youth’s self-regulation. According to its provisions, the motivation of volunteer activity can be considered as an indicator of socio-cultural self-regulation and social adaptation of young volunteers in those situations when certain volunteering practices are considered by them as part of their world. The article analyzes the results of a sociological survey of young students of the Sverdlovsk region aged 14 to 24 (N – 996, quota sample, 2022). The

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Toroba, James Rey. "The Mediating Role of Science Motivation between the Relationship of Self-Regulated Learning Strategies and Students' Achievement in General Science." International Journal of Research and Innovation in Social Science IX, no. V (2025): 126–41. https://doi.org/10.47772/ijriss.2025.90500013.

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This study investigates the function of science motivation as a mediator in the link between self-regulated learning practices and general science success among junior high school students in the Cateel districts of the Philippines. The research examines the degrees of self-regulation learning strategies, motivation, and academic achievement to grasp the complex interplay between these variables in Science education. Data was collected via a survey to measure students' usage of learning techniques and motivation in Science learning. The findings show that students use highly self-regulated lea

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Álvarez-Siordia, Felipe Miguel, César Merino-Soto, Samuel Antonio Rosas-Meléndez, Martín Pérez-Díaz, and Guillermo M. Chans. "Simulators as an Innovative Strategy in the Teaching of Physics in Higher Education." Education Sciences 15, no. 2 (2025): 131. https://doi.org/10.3390/educsci15020131.

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The effectiveness of the use of PhET educational simulators as didactic tools in the teaching of physics concepts was evaluated, comparing their effects on motivation and self-efficacy in engineering students when performing traditional laboratory practices since their impact on STEM disciplines, commitment, and understanding are crucial for academic success. The sample consisted of 236 first-year students divided into an experimental group using simulators and a control group that performed the practices in the physics laboratory. The Reduced Instructional Materials Motivation Scale (RIMMS) a

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Zghidi, Nader. "Empirical Analysis of the Effects of School Practices on the Tunisian Pupils? Motivation and Self-Concept." International Journal of Science and Research (IJSR) 10, no. 6 (2021): 391–401. https://doi.org/10.21275/sr21426142359.

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Lourenço, Maciane, Talita Bueno, Priscila Muniz, et al. "THE AGING JOURNEY RAILWAY, ILLICIT DRUG (DE)RAILS, AND CARE: OLDER USERS IN BRAZIL AND PORTUGAL." Innovation in Aging 3, Supplement_1 (2019): S310—S311. http://dx.doi.org/10.1093/geroni/igz038.1137.

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Abstract The study object was motivation to sustain self-care of older drug users. Objective: Analyze older drug users′ motivation to sustain self-care practices. Specific objectives: (i) To characterize social-demographic profile, physical and mental health of older illicit drug users. (ii) Describe everyday practices classified as self-care by older drug users; (iii) Discuss what helps and hinders older drug users′ motivation to sustain self-care. Methodology: Qualitative, descriptive, study using Grounded Theory (GT) to guide the process of data collection, analysis and discussion. Sixty in

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Salazar Blanco, Olga Francisca. "Las prácticas clínicas y la motivación de los estudiantes de medicina." HUMAN REVIEW. International Humanities Review / Revista Internacional De Humanidades 12, no. 2 (2022): 1–16. https://doi.org/10.37819/revhuman.v12i2.1019.

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Clinical practices integrate learning and strengthen professional skills. It was propose to understand the factors that influence the motivation of medical students in clinical courses. This is a qualitative study following the Grounded Theory method and the interpretative framework of Symbolic Interactionism. 17 semi-structured interviews were conducted and 70 practices were observed. The practices emerged as motivating experiences that connected the learning, interests, emotions and relationships of students and reinforced intrinsic motivation and autonomous motivation. In conclusion, practi

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Khoirun Nisa and Munirul Abidin. "From Undergraduates to Doctorates: Exploring Student Perceptions of Effective Management Practices for Success." Al-fahim : Jurnal Manajemen Pendidikan Islam 6, no. 2 (2024): 516–28. https://doi.org/10.54396/alfahim.v6i2.1449.

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This study aims to investigate and analyze success management patterns based on the perceptions of students from different levels of education: undergraduate, master's, and doctoral. The main focus of this study is to understand how students at each level of education interpret, apply, and modify success management strategies according to academic and professional needs. The research method used in this study is a descriptive phenomenological approach with a qualitative approach. Success management based on the research results is classified into steps in achieving success, self-motivation, an

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Syamsudin, Istiadah, Syafiyah, Eko Cahyono Agus, and Mulyono Sugeng. "Utilizing fillers for addressing speaking challenges, improving self-confidence and motivation in EFL learning." Journal of Education and Learning (EduLearn) 18, no. 4 (2024): 1327–34. https://doi.org/10.11591/edulearn.v18i4.21629.

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This qualitative case study aimed to explore fillers usage to address speaking challenges related to the improvement of self-confidence and motivation in speaking practices done by two English foreign language (EFL) learners of the English department of one of the Islamic Universities in Malang, Indonesia. Data were collected through observations and in-depth interviews to two students employing filler strategies to address speaking challenges related to the improvement of self-confidence and motivation during their speaking exercises. The research revealed that both learners used fillers to a

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Shustova, Lyubov P., Sergey V. Danilov, Natalya S. Bodina, and Anna G. Chenakina. "Social and cultural practices as a means of self-actualization of students of the supplementary education institutions." Izvestiya of Saratov University. Educational Acmeology. Developmental Psychology 11, no. 3 (2022): 260–70. http://dx.doi.org/10.18500/2304-9790-2022-11-3-260-270.

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The relevance of the work is determined by the insufficient previous study of the influence of socio-cultural practices on the selfactualization of students of the supplementary education institutions. The purpose of the research is to study the influence of socio-cultural practices on the self-actualization of students of the supplementary education institutions. Hypothesis: participation of students in sociocultural practices will contribute to their self-actualization. The study sample was formed by adolescents aged 12–18. The experimental sample (n = 109) is represented by the students of

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Kumar, Vijay, and Amrita Kaur. "Supervisory Practices for Intrinsic Motivation of Doctoral Students: A Self-determination Theory Perspective." International Journal of Doctoral Studies 14 (2019): 581–95. http://dx.doi.org/10.28945/4415.

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Aim/Purpose: The quality, degree of effort and persistence required in doctoral studies can be sustained through intrinsic motivation. Despite the critical role of motivation, studies that examine ways to promote doctoral students’ motivation are lacking. This study, drawing on the self-determination theoretical (SDT) framework, aims to offer advice for supervisory practices to facilitate the satisfaction of three basic psychological needs- autonomy, competence and relatedness of doctoral students’ motivation. The focus was on the experiences of the doctoral candidates who participated in this

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Muho, Anita, and Gentjana Taraj. "Impact of Formative Assessment Practices on Student Motivation for Learning the English Language." International Journal of Education and Practice 10, no. 1 (2022): 25–41. http://dx.doi.org/10.18488/61.v10i1.2842.

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This study aimed at exploring the impact of formative assessment practices on student motivation for learning the English language. As Leahy, Lyon, Thompson, and Wiliam (2005) stated, education needs to change its function from collecting the results of right or wrong, and to encourage teachers in gathering information that will affect the educational decisions. This study is a non-experimental, correlational study, to describe the relationship between formative assessment practices and motivation for leaning. The instrument used was a questionnaire on high school students from public and priv

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Cleary, Timothy J., Aaron Gubi, and Michelle V. Prescott. "Motivation and self-regulation assessments: Professional practices and needs of school psychologists." Psychology in the Schools 47, no. 10 (2010): 985–1002. http://dx.doi.org/10.1002/pits.20519.

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LEOW, Min Hui, and Rafiza ABDUL RAZAK. "MALAYSIAN ELEMENTARY LEARNERS’ SELF-REGULATION, MOTIVATIONAL BELIEFS AND LEARNER CONTROL MOTIVATION WHEN EXPERIENCING ONLINE TUTORIALS." Turkish Online Journal of Distance Education 25, no. 1 (2024): 334–52. http://dx.doi.org/10.17718/tojde.1262408.

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Online learning is emphasised in the 21st century curricula as one of the efficient instructional practices that improves the learning ownership of contemporary learners. A key factor in ensuring success in learners’ online learning environments is the implementation of learner control. Learner control motivation is influenced by multiple interconnected beliefs and learner-directed learning practices. This study focuses on self-regulation strategies and motivational beliefs in the context of post-pandemic online tutorials. The aim of this study was to discover the influence of self-regulation

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Sinclair, James, Katherine W. Bromley, Karrie A. Shogren, Christopher Murray, Deanne K. Unruh, and Beth A. Harn. "An Analysis of Motivation in Three Self-Determination Curricula." Career Development and Transition for Exceptional Individuals 40, no. 3 (2016): 175–85. http://dx.doi.org/10.1177/2165143416676081.

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Self-determination skill development is a central construct in the field of secondary special education. Recently, there has been discussion to revisit the motivational theoretical roots that influence the conceptualization of self-determination in special education, and merge motivational theories with instructional practices. Self-determination can be taught in a variety of formats, but one popular means is through self-determination curricula. To determine how motivational theories are reflected in self-determination instruction, a curriculum analysis was completed. Three motivational theor

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Sitora TOSHMATOVA. "EXPLORING INDIVIDUAL-PSYCHOLOGICAL APPROACHES TO ENHANCE MOTIVATION AMONG EFL STUDENTS." UzMU xabarlari 1, no. 1.10.1 (2024): 208–9. https://doi.org/10.69617/nuuz.v1i1.10.1.4834.

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Motivation is a critical factor in the success of language learners, particularly in English as a Foreign Language (EFL) contexts. This article explores individual-psychological approaches that can enhance motivation among EFL students. By examining theories such as Self-Determination Theory (SDT), Goal Setting Theory, and Self-Efficacy, this paper aims to provide insights into how these psychological frameworks can be effectively integrated into EFL teaching practices. The findings suggest that fostering intrinsic motivation, setting achievable goals, and enhancing self-efficacy can significa

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Hustiana, Hustiana. "EXPLORING THE MOTIVATIONAL TEACHING PRACTICES IN ENGLISH INTENSIVE PROGRAM AT AN INDONESIAN ISLAMIC UNIVERSITY." English Language, Linguistics, and Culture International Journal 1, no. 2 (2021): 85. http://dx.doi.org/10.24252/elstic-ij.v1i2.22818.

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The aim of this research was to explore the application of motivational teaching practices used by instructors and their impact on the students’ motivation. The researcher applied case study that conducted in English Intensive Program of UIN Alauddin Makassar namely Pengembangan Intesifikasi Bahasa Asing (PIBA) in academic year 2017/2018. The data sources were 2 instructors and 72 first semester students that taken through purposive sampling. The first instructor taught Guidance and Counseling C Department students that consisted of 30 students and the second instructor taught Nursing A Depart

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Gryshchenko, Oksana, Michael Murphy, and V. Voloshyna-Narozhna. "EUDAIMONIA AND LIFELONG LEARNING MOTIVATION." Grail of Science, no. 32 (October 26, 2023): 333–42. http://dx.doi.org/10.36074/grail-of-science.13.10.2023.063.

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Lifelong learning is a self-driven endeavor for knowledge, intricately entwined with personal development. This concept embraces all learning spectra, including informal and non-formal modalities, thereby catalyzing cognitive and emotional development, resilience, and well-being. Motivation responds to adaptive strategies amidst life's hurdles. Self-regulation, which encapsulates strategic goal-setting and intrinsic motivation, is pivotal in steering perpetual growth. Interweaving learning and self-regulation create a pathway towards an enriched existence, epitomizing the quintessence of eudai

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Mpare, Faruku Maulid, Wang Zhichao, and Mwanakhamis Marjan. "Examining Teaching Motivation and Classroom Practices of Public Secondary School Teachers in Ulanga Tanzania: A Self-Determination Analysis." Asian Journal of Education and Social Studies 51, no. 1 (2025): 88–97. https://doi.org/10.9734/ajess/2025/v51i11729.

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Based on self-determination theory, this study explored how much secondary school teachers in public schools were motivated to work in their careers and how their motivation related to classroom practices. The study adopted a quantitative study design. A study recruited 70 secondary school teachers (male=36 and female=34) from different public schools who were randomly selected and involved. The questionnaire was administered to 70 teachers, and all the papers were returned positively. Teachers’ motivation was measured using the modified Work Tasks Motivation Scale for Teachers (WTMST) (Fernet

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Syamsudin, Syamsudin, Istiadah Istiadah, Syafiyah Syafiyah, Agus Eko Cahyono, and Sugeng Mulyono. "Utilizing fillers for addressing speaking challenges, improving self-confidence and motivation in EFL learning." Journal of Education and Learning (EduLearn) 18, no. 4 (2024): 1327–34. http://dx.doi.org/10.11591/edulearn.v18i4.21629.

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This qualitative case study aimed to explore fillers usage to address speaking challenges related to the improvement of self-confidence and motivation in speaking practices done by two English foreign language (EFL) learners of the English department of one of the Islamic Universities in Malang, Indonesia. Data were collected through observations and in-depth interviews to two students employing filler strategies to address speaking challenges related to the improvement of self-confidence and motivation during their speaking exercises. The research revealed that both learners used fillers to a

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Sithija Dilshan, Jayakodi Waththage, Dzmitry Karnialiuk, Tatsiana Lakotka, and Fawzer Khan Akil Ahamed Khan. "Motivation for self-study among medical university students." International Journal of Research in Medical Sciences 12, no. 11 (2024): 4034–39. http://dx.doi.org/10.18203/2320-6012.ijrms20243349.

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Background: Motivation is a key driver of academic success, especially in rigorous disciplines like medicine. Recognizing what motivates students to engage in self-study can provide essential insights for enhancing educational practices. Methods: The study employed the academic motivation scale (AMS). The survey was administered online through Google forms, targeting 4th-year students from both the domestic faculty of medicine and the faculty of foreign students. The AMS assesses several components of internal motivation (such as the desire to gain knowledge) and external motivation (such as m

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Ni Made Suciani. "Praktek Pendekatan Self Regulation Learning pada Peserta Latsar CPNS BPSDM Provinsi Bali Tahun 2021." Jurnal Widyaiswara Indonesia 3, no. 4 (2022): 201–12. http://dx.doi.org/10.56259/jwi.v3i4.142.

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    The purpose of this study is to describe the practice of the Self Regulation Learning (SRL) approach in forming latsar participants to become independent learners and to describe an increase in learning outcomes and motivation after SLR was practiced in the basic training for civil servant candidates (Latsar CPNS) at BPSDM Bali Province in 2021. This study involved 40 participants class XVI In 2021 at BPSDM Bali Province with 30 participants of teacher and 10 non-teacher at the Bali Provincial Government. The approach used in this study is a mixed method with an emb

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Shamim-ur-Rasul, Sahibzada, Tariq Saleem Ghayyur, and Farina Akhtar. "Formative Assessment Practices and Undergraduate Students’ Motivation." ProScholar Insights 3, no. 1 (2024): 21–32. http://dx.doi.org/10.62997/psi.2024a-31014.

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Formative assessment is widely recognized as a valuable tool in education, playing a pivotal role in shaping student learning, engagement, and motivation. Rather than merely serving as a means of grading, formative assessment involves continuous feedback, allowing students to understand their progress and areas for improvement. This study examines the impact of formative assessment practices on the motivation of undergraduate students. The study was delimited to undergraduate students of four departments of two faculties of the University of Sargodha, Main Campus, including the Faculty of Soci

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Haq, Daffak Amirul, and Mei Retno Adiwati. "The Influence of Field Work Practices, Motivation, and Self-Efficacy on Work Readiness." International Journal of Economics (IJEC) 3, no. 2 (2024): 1047–54. http://dx.doi.org/10.55299/ijec.v3i2.1019.

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Job readiness is the ability of a human being to do things related to work activities. Job readiness is a trait and behavior that will be needed by students, especially final year students. To build job readiness, it is also necessary to practice field work, motivation and self-efficacy of students. This research is a type of quantitative research. This study made a sample of final year Management students Faculty of Economics and Business, UPNV East Java The sample technique used was Simple Random Sampling with a total of 94 students and data analysis techniques using the PLS (Partial Least S

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Zhang, Hui. "Cognitive load as a mediator in self-efficacy and English learning motivation among vocational college students." PLOS ONE 19, no. 11 (2024): e0314088. http://dx.doi.org/10.1371/journal.pone.0314088.

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Chinese vocational colleges, under global and educational pressures, encounter challenges in IT integration for English teaching, which risks dampening student motivation due to heightened cognitive load. This study addresses the need to elucidate the mediating role of cognitive load in the relationship between self-efficacy and learning motivation among these students. By integrating Social Cognitive Theory(SCT) and Cognitive Load Theory(CLT), the research employs a structural equation model to analyze survey data, revealing that self-efficacy positively impacts deep and achievement motivatio

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Aton, Armand G. "Driven by willpower: exploring the relationship between physical activity engagement and self-control motivation in students." Sportis. Scientific Journal of School Sport, Physical Education and Psychomotricity 11, no. 3 (2025): 1–17. https://doi.org/10.17979/sportis.2025.11.3.11674.

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This study explores the relationship between physical activity engagement and self-control motivation among college students, focusing on self-control capacity internal and external motivation. A quantitative research design, specifically descriptive correlation, was used to examine the link between these variables. The respondents, comprising 249 college students, were selected using simple random sampling to ensure representation. Data was collected through validated instruments: the International Physical Activity Questionnaire (IPAQ) to measure physical activity engagement and a self-contr

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Chen, Zhiyao, and Apisak Sukying. "The relationship between intrinsic motivation, self-efficacy, self-regulated learning, and English learning achievement in Chinese high school students." Journal of English Language and Linguistics 5, no. 3 (2024): 261–76. http://dx.doi.org/10.62819/jel.2024.578.

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This study investigated the relationships between intrinsic motivation, self-efficacy, self-regulated learning, and English learning achievement among Chinese high school students. A total of 237 10th-grade students in China participated, responding to a 5-point Likert scale questionnaire. Using descriptive and referential statistical analyses, the study found that self-efficacy had a strong correlation with SRL strategies, particularly goal setting and planning. Intrinsic motivation also showed positive, though slightly weaker, correlations with these SRL strategies. Both intrinsic motivation

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Taljaard, Hanri, and Nadine Sonnenberg. "Basic Psychological Needs and Self-Determined Motivation as Drivers of Voluntary Simplistic Clothing Consumption Practices in South Africa." Sustainability 11, no. 13 (2019): 3742. http://dx.doi.org/10.3390/su11133742.

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Consumers’ clothing consumption is the cause of many social and environmental consequences, especially in emerging economies where consumption continues to escalate. It is therefore vital that consumers adopt more voluntary simplistic lifestyles with sustainable clothing practices. This study relies on the self-determination theory to explore the influence of basic psychological needs (i.e., competence, autonomy, and connectedness) and self-determined motivation (i.e., identified- and integrated regulation as well as intrinsic motivation) on female consumers’ voluntary simplistic clothing prac

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Goharimehr, Nooshin. "Identity, Motivation and English Learning in a Japanese Context." World Journal of English Language 7, no. 4 (2017): 18. http://dx.doi.org/10.5430/wjel.v7n4p18.

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Founded upon motivation, identity and self theories, this qualitative case study explored the motivational self systemand identities of Japanese EFL learners and their influence on motivation and English language learning. Data wascollected through online surveys among 22 graduate and undergraduate university students. The survey resultsindicated high motivation, international orientation and positive attitudes toward English language learning. Thethematic analysis of students’ detailed responses to the open-ended questions showed a stronger instrumentalmotivation and lack of desire to join an

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Novitasari, Dwi, Praba Citra Nugraheni, Priyastiwi, and Wahyu Purwanto. "Understanding How Self-Efficacy and Readiness to Change Impact Employee Performance: The Role of Achievement Motivation." E3S Web of Conferences 570 (2024): 03002. http://dx.doi.org/10.1051/e3sconf/202457003002.

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This study explores the relationship between self-efficacy, readiness for change, achievement motivation, and performance among healthcare workers. The introduction highlights the significance of these factors in the context of rapid technological advancements and organizational transformations. Using a quantitative approach with a cross-sectional design, data were collected from 65 healthcare workers at a community health center in Wonosobo, Indonesia. The results indicate that self-efficacy positively influences achievement motivation, while readiness for change also has a positive impact on

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Hong, Seog-Beom. "Effects of Mixed Self-Controlled Practices on Motor Skills Learning and Motivation Levels." Korean Journal of Sports Science 31, no. 4 (2022): 289–304. http://dx.doi.org/10.35159/kjss.2022.8.31.4.289.

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Hidayatullah, Achmad, Ratno Abidin, and Abdul Muqit. "Motivation and Behavioral Engagement: The Mediating Role of Mathematics Self-Efficacy in Primary Education." Journal on Efficiency and Responsibility in Education and Science 17, no. 3 (2024): 237–46. http://dx.doi.org/10.7160/eriesj.2024.170306.

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The primary objective of this study is to explore the interrelation between motivation, self-efficacy, and behavioral engagement in primary school mathematics learning. This study also examines the mediating role of self-efficacy in the relationship between motivation and behavioral engagement. The research involved 660 fifth and sixth grade students in four schools in Surabaya, Indonesia. The data collected was analyzed using structural equation modeling. The study revealed that motivation is key to enhancing students’ self-efficacy and behavioral engagement during mathematics learning. Addit

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Sichkar, Alla, and Valentina Demianenko. "PEDAGOGICAL PRACTICEAS A MOTIVATOR OF PROFESSIONAL SELF- PERFECTION OF STUDENTS." Educological discourse, no. 4 (2020): 214–30. http://dx.doi.org/10.28925/2312-5829.2020.4.14.

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The article is devoted to the problem of forming motivation for professional self -improvement of students majoring in "Preschool education" in the course of pedagogical practice. According to the study, the article describes different approaches to the problem of development of processes of self-improvement, self-development, self-reflection in scientific works of modern Ukrainian and foreign scientists. It was found that professional self-improvement as an internal process of qualitative self-change is possible, first of all, by teacher’s awareness of the need for self-improvement, formation

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Ryan, Richard M., James N. Donald, and Emma L. Bradshaw. "Mindfulness and Motivation: A Process View Using Self-Determination Theory." Current Directions in Psychological Science 30, no. 4 (2021): 300–306. http://dx.doi.org/10.1177/09637214211009511.

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Mindfulness and motivation are both highly researched topics of great consequence for individual and social wellness. Using the lens of self-determination theory, we review evidence indicating that mindfulness is differentially related to different types of motivations, playing a facilitating role for highly autonomous forms of motivation, but not for externally controlled or introjected (self-controlling) forms of motivation. A key contribution of this review is our contention that mindfulness confers a range of intra- and interindividual benefits (e.g., well-being and prosociality) in part t

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Priyadarshini, Muthukrishnan, Kaur Sidhu Gurnam, Teoh Sian Hoon, Narayanan Geethanjali, and Chan Yuen Fook. "Key Factors Influencing Graduation on Time Among Postgraduate Students: A PLS-SEM Approach." Asian Journal of University Education 18, no. 1 (2022): 51. http://dx.doi.org/10.24191/ajue.v18i1.17169.

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Abstract: The information age witnessed the democratisation of education with an exponential growth in the enrolment of postgraduate students in almost all universities around the world. However, high attrition and low completion rates among students have been an immense threat to the key performance of the university system. The main purpose of this study was to investigate the influence of institutional support, supervisory practices, and students’ self-management and research skills on postgraduate students’ motivation to graduate on time (GOT). The data were collected from 191 postgraduate

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Solberg, V. Scott, Kimberly Howard, Stephen Gresham, and Erik Carter. "Quality Learning Experiences, Self-Determination, and Academic Success." Career Development and Transition for Exceptional Individuals 35, no. 2 (2012): 85–96. http://dx.doi.org/10.1177/2165143412439887.

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Although fostering self-determination has emerged as a central element of recommended and evidence-based transition practices for adolescents with disabilities, few studies have examined the paths through which students develop the skills and dispositions that can enhance their self-determination and successful transitions. The authors used path analyses to examine the ways in which exposure to quality secondary learning environments contributed to the development of self-efficacy, motivation, and academic achievement among 135 high school students receiving special education services. Student

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Brookhart, Susan M., Connie M. Moss, and Beverly A. Long. "Promoting Student Ownership of Learning Through High-Impact Formative Assessment Practices." Journal of MultiDisciplinary Evaluation 6, no. 12 (2009): 52–67. http://dx.doi.org/10.56645/jmde.v6i12.234.

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The most important instructional decisions, those with the greatest influence on student success, are made by learners themselves (Stiggins, 2008). Formative assessment, done well, contributes to student ownership of learning more than any other classroom-based instructional or assessment practice (Bloom, 1984). It is an economical, highly effective, and uniquely flexible method that can improve learning (Leahy, Lyon, Thompson, & Wiliam, 2005). Simply put, the teacher’s purpose in formative assessment is to give students the means, motive, and opportunity to take control of their own learn

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Omoro, Martanus Ochola, and Mwajabu A. K. Possi. "Fostering Inclusive Practices: The Relationship between In-service Teachers’ Self-efficacy and Beliefs about Inclusive Practices." Indonesian Educational Research Journal 1, no. 3 (2024): 105–19. https://doi.org/10.56773/ierj.v1i3.23.

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Teachers' self-efficacy is a crucial element in fostering inclusive practices in school and classroom settings. Teachers' confidence about their ability and motivation to promote inclusive teaching practices in their classrooms is influenced by this important variable. The purpose of this study was to determine whether there is a relationship between teachers' self-efficacy and their beliefs about inclusive practices in Tanzania's primary schools. This study involved 254 in-service primary school teachers from 18 schools in Dodoma and Mwanza. This study employed a correlational study design. F

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Saragena, Nonie D., Nonie C. Maravillas, Joel M. Bual, and Jethro Lemuel M. Ramales. "Associating the Instructional Practices and Self-efficacy of Teachers in Selected Public Elementary Schools in Antique, Philippines." Asian Journal of Advanced Research and Reports 18, no. 11 (2024): 252–63. http://dx.doi.org/10.9734/ajarr/2024/v18i11793.

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This study assessed the instructional practices of public elementary teachers in planning, teaching, and assessing relative to sex, age, length of teaching experience, educational attainment, and current teaching position. It also determined their self-efficacy in behavioral management, instruction, motivation, and non-teaching tasks relative to the demographics. Likewise, it correlated their instructional practices and self-efficacy. This employed the descriptive-correlational design where 192 public elementary teachers in a school division in Central Philippines responded to the validated an

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Andrews, Christina W., Simone Rezende, and Wilson M. Almeida. "Delivering education to the poor: investigating the role of self-motivation in Brazil." International Review of Administrative Sciences 83, no. 3 (2015): 524–40. http://dx.doi.org/10.1177/0020852315585063.

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In this multiple-case study, which involved seven municipalities in Brazil, we argue that good education is a by-product from educators’ commitment, which in turn is explained through self-determination theory. The research findings suggest that the support provided by local officials to teachers, their social status in small municipalities, and the lack of externally imposed educational targets all contributed to the fulfilment of educators’ needs for autonomy, competence and relatedness, thereby enabling the emergence of self-motivation, and, as a consequence, of commitment. It is also argue

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Çetin, Fatih, and Duysal Aşkun. "The effect of occupational self-efficacy on work performance through intrinsic work motivation." Management Research Review 41, no. 2 (2018): 186–201. http://dx.doi.org/10.1108/mrr-03-2017-0062.

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Purpose Today, organizations work hard to improve the motivation of their employees and related knowledge, skills and abilities to enhance work performance. Among many other variables, self-efficacy proved to have an influential role in work performance. The main purpose of the current study is to investigate the role of occupational self-efficacy on work performance through intrinsic motivation by using a longitudinal analysis. Design/methodology/approach Participants were 76 employees from diverse organizations operating in an organized industrial region in Turkey. Participants filled in a w

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Almurtaji, Yousuf Rashid, Ahmed Suaidan Mahdi Alazemi, and Ashraf Atta M. S. Salem. "Achievement Goal Orientation as a Moderator of Self-Determined Motivation and Self-Regulated Learning: A Study of Kuwaiti EFL Students Using Structural Equation Modeling." Academic Journal of Interdisciplinary Studies 14, no. 3 (2025): 50. https://doi.org/10.36941/ajis-2025-0047.

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Achievement goal orientation significantly impacts both the motivation and self-regulated learning of students. Learners who adopt mastery goals concentrate on personal development, thereby improving their self-regulation (Çetinkalp & Türksoy, 2011; Wangid, 2022). Conversely, performance goals may induce anxiety and impede motivation and self-regulation [Hamim & Rahmawati, 2022). This study investigates the moderating role of achievement goal orientation in the relationship between self-determined motivation and self-regulated learning among Kuwaiti students learning English as a Forei

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Naqiyah, Najlatun. "The urge of self-motivation for students’ learning independence." Cypriot Journal of Educational Sciences 20, no. 2 (2025): 70–85. https://doi.org/10.18844/cjes.v20i2.7656.

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This study examined the theoretical and empirical relationships between parenting style, self-esteem, and motivation, and their influence on students' learning independence amid increasing external distractions, particularly those related to digital media. While previous research had explored factors affecting academic performance, limited attention had been given to how these psychological and environmental variables jointly shaped students’ capacity for autonomous learning. The objective of the study was to evaluate the extent to which parenting style, self-esteem, and motivation contributed

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Hoti, Kamal Khan, Noor Ul Amin, Imran Saleem Qureshi, et al. "Awareness of Oral Hygiene Practices and Periodontal Health In The Rural Area of Peshawar, Khyber Pakhtunkhwa." Pakistan Journal of Medical and Health Sciences 15, no. 9 (2021): 2276–77. http://dx.doi.org/10.53350/pjmhs211592276.

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Aim: To evaluate the oral hygiene-related knowledge, oral hygiene practices, self-efficacy and motivation towards periodontal Health of the rural population of Peshawar, Khyber-Pakhtunkhwa Methodology: Comprehensive structural questionnaire was distributed among 138 people. The questionnaire was based on their oral hygiene related knowledge, practices, and behavior pattern. Results: The results of this study show an acute lack of oral hygiene awareness and limited knowledge of oral hygiene practices in Peshawar Conclusion: There is an immediate need for comprehensive educational programme and

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R. van der Lee, Jeanette, Elianne F. van Steenbergen, Jessanne Mastop, and Naomi Ellemers. "Determinants of Board Members’ Intentions of Compliance and Ethical Behavior Regarding the Handling of Inside Information: Evidence from a Survey and Field Experiment." Business Ethics and Leadership 9, no. 2 (2025): 1–26. https://doi.org/10.61093/bel.9(2).1-26.2025.

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To effectively stimulate compliance, supervisory bodies need to understand which processes lead to non-compliance. The final responsibility for companies’ compliance lies with their board members. In this study, we applied Protection Motivation Theory to examine whether psychological processes play a role in board members’ decision making. We conducted a field experiment and a survey in 2021 among 78 board members of companies listed on Euronext Amsterdam. Specifically, we studied how board members’ threat appraisal (perceived vulnerability to and perceived impact of incorrect handling of insi

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