Relevant bibliographies by topics / Situational motivation

Contents

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

Academic literature on the topic 'Situational motivation'

Author: Grafiati
Published: 4 June 2021
Last updated: 17 February 2022

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Journal articles on the topic "Situational motivation"

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Gao, Yihong, Xiaoying Wang, and Yan Zhou. "EFL motivation development in an increasingly globalized local context: A longitudinal study of Chinese undergraduates." Applied Linguistics Review 5, no. 1 (April 1, 2014): 73–97. http://dx.doi.org/10.1515/applirev-2014-0004.

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AbstractAs part of a larger longitudinal study, this paper examines the development of Chinese students' EFL learning motivation throughout university undergraduate study, in an increasingly globalized local context. The study adopted a social constructivist perspective of language learning and combined research methods; the participants were over 1,000 undergraduates from 5 universities. The quantitative data were collected through a questionnaire (based on Gao et al. 2004) including motivational intensity and motivation types – instrumental, cultural, and situational, implemented annually from university entrance to graduation. The qualitative data consisted of individual and group interviews, student journals, and observations. Integrated data analysis revealed that sustained high-level long-term instrumental motivations coexisted with an increase of L2- oriented cultural motivations and situational motivation, particularly in the first and fourth year. The increased L2-oriented cultural motivations indicated neither ``ntegrativeness'' in the sense of becoming a member of the native English speaker community, nor a culturally neutral ``global identity.'' The increase of such L2- oriented cultural motivations was also accompanied by a sustained ``social responsibility'' motivation oriented to learners' home culture. Such complexities of motivational development call for further investigation in increasingly globalized EFL contexts.
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Farmer, Mark, Anne-Marie McAlinden, and Shadd Maruna. "Sex Offending and Situational Motivation." International Journal of Offender Therapy and Comparative Criminology 60, no. 15 (September 26, 2016): 1756–75. http://dx.doi.org/10.1177/0306624x16668175.

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Reinermann, Jan, and Timothy Williams. "Motivational change in the perpetration of genocidal violence." Violence: An International Journal 1, no. 1 (April 2020): 144–65. http://dx.doi.org/10.1177/2633002420904283.

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While the study of perpetrators has benefited greatly from burgeoning work on motivations for participating in genocidal violence, there is a considerable gap regarding how these motivations change over time. This article draws on psychological theories to provide an approach to understanding such motivational change. In the interaction of situational and dispositional approaches, the article proposes that motivations derive from and are structured by hierarchies of needs and that these hierarchies can change through three processes of adaption within the hierarchy: motivation addition, motivation removal and hierarchy re-ordering. The article is primarily conceptual but draws on insights from various different cases in its development and illustrates the model with empirical examples of motivations for participating in genocidal violence.
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Shen, Bo, Ang Chen, Hope Tolley, and Kristin A. Scrabis. "Gender and Interest-Based Motivation in Learning Dance." Journal of Teaching in Physical Education 22, no. 4 (July 2003): 396–409. http://dx.doi.org/10.1123/jtpe.22.4.396.

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Guided by the interest-based motivation theory, this study examined the extent to which personal interest and situational interest accounted for boys’ and girls’ learning outcome in a middle school physical education dance unit. Personal and situational interests, physical activity intensity, and skill/knowledge outcome were measured in a random student sample (N = 57). Girls demonstrated higher personal interest in dance than the boys, but both groups were equally motivated with situational interest. Although the girls were not as physically active as boys, their skill/knowledge outcome measures were higher than those of the boys. It appears that gender may have little impact on the motivational effect of situational interest and that girls’ in-class learning might have higher quality than that of boys as a result of higher personal interest. The findings indicate that situational interest may motivate all students, but it is necessary to enhance personal interest in order for them to engage in quality learning.
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MUDIYANTUN, Yayan. "THE INVESTIGATION OF SITUATIONAL LEADERSHIP, AND WORK MOTIVATION ON KINDERGARDEN TEACHER PERFORMANCE." JKP | Jurnal Kepemimpinan Pendidikan 2, no. 1 (June 11, 2019): 193–204. http://dx.doi.org/10.22236/jkpuhamka.v2i1.3814.

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The purpose of this study was to investigate the influence of the principal's situational leadership on teacher performance; the influence of work motivation on teacher performance; and the influence of the principal's situational leadership on work motivation. The research employed a causal survey research and path analysis technique. The sample of 103 kindergarten teachers of Tanggerang regency was taken by using proportional random sampling. The results have shown that 1) Path coefficient value of the principal’s situational leadership and the teacher performance is 0.440 with the probability significance value ρx3x1 = 0.000. It means that the principal’s situational leadership has a significant effect on teacher performance. 2) Path coefficient value of work motivation and the teacher Performance is 0.166 with the probability significance value ρx3x1 = 0.005. It indicates that work motivation has a significant effect on teacher performance. 3) Path coefficient value of situational leadership and teacher work motivation is 0,598 with probability significance value ρx3x1 = 0.000. It implies that the principal’s situational leadership has a significant effect on work motivation. Based on the research findings, it can be inferred that leadership style has a major role to develop work motivation and performance that have a positive impact on the quality of individuals in an organization
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Umemoto, Takatoyo, and Tsutomu Inagaki. "Relationship between situational motivation and engagement." Proceedings of the Annual Convention of the Japanese Psychological Association 83 (September 11, 2019): 2A—081–2A—081. http://dx.doi.org/10.4992/pacjpa.83.0_2a-081.

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Wulandari, Gusti Ayu, Ika Barokah Suryaningsih, and Roshinta Meta Abriana. "CO-SHOPPER, MALL ENVIRONMENT, SITUATIONAL FACTORS EFFECTS ON SHOPPING EXPERIENCE TO ENCOURAGE CONSUMERS SHOPPING MOTIVATION." Jurnal Aplikasi Manajemen 19, no. 3 (September 1, 2021): 547–60. http://dx.doi.org/10.21776/ub.jam.2021.019.03.08.

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Motivation at a shopping Centres can be influenced by a pleasant shopping experience caused by other factors such as the role of companion, the shopping environment, and other situational factors. This study aims to determine the effect of co-shoppers, shopping environment, situational factors on shopping motivation through shopping experience in Jember Shopping Centres in the Covid-19 pandemic era. The population in this study are consumers who shop in all shopping Centres in Jember. The research sample is 125 respondents who are deemed sufficient to meet the requirements of the PLS analysis method of this study with purposive sampling methods. The results showed that the coshopper had no significant effect on the shopping experience; the shopping environment has a significant positive effect on the shopping experience; situational factors have no significant effect on the shopping experience. Co-shopper has a significant positive effect on shopping motivation. The shopping environment has no significant effect on shopping motivation. Situational factors have a significant positive effect on shopping motivation, and the Shopping Centre’s shopping experience has a significant positive effect on shopping motivation. Shopping Centres managers need to create an attractive and comfortable shopping environment to provide a pleasant shopping experience. Meanwhile, to increase shopping motivation, managers need to consider creating a comfortable atmosphere for coshoppers and creating co-conducive situational factors in increasing consumer shopping motivation in the shopping Centres they lead.
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Koniswara, Sanjung, and Tri Suris Lestari. "GAYA KEPEMIMPINAN SITUASIONAL TERHADAP MOTIVASI KERJA KARYAWAN PADA PT GARUDA INDONESIA (PERSERO) TBK CABANG KUPANG." EKOBIS : Jurnal Ilmu Manajemen dan Akuntansi 7, no. 1 (June 21, 2019): 1–15. http://dx.doi.org/10.36596/ekobis.v7i1.69.

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Based on Kompas news, it is known that several pilots who are members of the Garuda Pilot Association (APG) conducted a strike because of management problems. Employees (pilots) assume that management always makes unilateral decisions on every policy made. This study aims to determine the effect of situational leadership style on employee work motivation at PT Garuda Indonesia (Persero) Tbk Kupang Branch. The independent variable under study is the situational leadership style (X), while employee work motivation (Y) as the dependent variable is examined. Situational leadership style variables are measured using indicators of instruction, consultation, participation, and delegation. The variable work motivation of employees is measured by using indicators of willingness to assume responsibility, achievement motivation, and engagement. This study uses a sample of 25 respondents, namely the executive employee of PT Garuda Indonesia (Persero) Tbk Kupang Branch. While sampling uses a saturated sampling technique. The data used are primary data and secondary data collected through questionnaires and observations. The results of this study based on the results of the correlation analysis/relationship between situational leadership style and employee work motivation obtained a correlation value of 0.677 which is classified as positive and strong. The results of simple linear regression analysis obtained the equation Y = 31.931 + 0.599X, X regression coefficient of 0.599 states that every 1% increase in the value of situational leadership style, the motivation value increases by 0.599. The t-test shows that situational leadership style (variable X) partially proved to have a positive effect on employee work motivation (variable Y). The magnitude of the influence of situational leadership on employee motivation is 45.9%, while 54.1% is influenced by other factors such as the desire to live, the desire for a position, the desire for power and the desire for recognition, which is not examined by the researcher. Based on the results of the data analysis, it is suggested that in increasing employee work motivation, it is necessary to have guidance and training in the field of tasks as well as increased motivation related to the needs of employees both internally and externally. For other researchers, it is expected that they can expand the object of their research and not only limited to the PT Garuda Indonesia (Persero) Tbk Kupang Branch but can be done in other institutions related to the objectivity of employee motivation. Keyword : situational leadership, motivation, employees
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Ortner, Tuulia M., Eva Weißkopf, and Tobias Koch. "I Will Probably Fail." European Journal of Psychological Assessment 30, no. 1 (May 1, 2014): 48–56. http://dx.doi.org/10.1027/1015-5759/a000168.

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We investigated the effects of computerized adaptive testing (CAT) versus computerized fixed item testing (FIT) of reasoning ability on current motivation in terms of situational fear of failure and subjective probability of success, as well as flow. A group of 174 students (aged 15–21) from two German secondary schools was presented either a CAT or a FIT version of a matrices test; motivational variables were assessed during a short break in testing. More situational fear of failure and less subjective probability of success were reported using CAT compared to FIT. Self-reported flow did not differ between test mode conditions. When we addressed the hypothesis that adaptive testing is equally motivating for both high and lower performers, test performance appeared to moderate the relationship of test mode and subjective probability of success: Only during FIT was subjective probability of success higher with lower test performance. This moderation effect was also revealed for the relationship of test mode and flow. However, as average reported motivation was lower during CAT, results contradict assumptions of enhanced motivation during CAT. Results are discussed in relation to self-concept relevance of testing domains and with reference to test fairness.
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Haerens, Leen, Christa Krijgsman, Athanasios Mouratidis, Lars Borghouts, Greet Cardon, and Nathalie Aelterman. "How does knowledge about the criteria for an upcoming test relate to adolescents’ situational motivation in physical education? A self-determination theory approach." European Physical Education Review 25, no. 4 (July 22, 2018): 983–1001. http://dx.doi.org/10.1177/1356336x18783983.

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Students’ knowledge about the criteria for an upcoming test is a crucial component of assessment quality. Grounded in self-determination theory, we investigated whether knowledge about the criteria for an upcoming test related to students’ situational motivation and experienced anxiety during physical education (PE). We also examined whether these relations were: (a) mediated by need-based experiences; and (b) moderated by teachers’ motivating style. Participants were 659 students (55.54% boys, 44.46% girls, mean age 14.72 years, standard deviation = 0.94) out of 40 classes from 32 schools taught by 39 different PE teachers. Analyses through multilevel structural equation modeling showed that students with more knowledge about the criteria for an upcoming test valued and enjoyed the lesson more (i.e. autonomous motivation), and felt less aloof (i.e. amotivation). Relations between knowledge about the criteria and students’ situational motivation were mediated by experienced need satisfaction. Specifically, students who had more knowledge about the criteria for an upcoming test felt more in charge of their learning process (i.e. autonomy satisfaction), felt more effective in reaching their goals (i.e. competence satisfaction) and felt more connected to the teacher (i.e. relatedness satisfaction). Although relations between knowledge about the criteria and students’ motivation were not moderated by teachers’ motivating style, teachers’ motivating style displayed independent relations with students’ motivation. Implications for assessment quality and students’ motivation in PE are discussed.
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Dissertations / Theses on the topic "Situational motivation"

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Raber, James A. "ANALYSIS OF MOTIVATION, SITUATIONAL INTEREST, AND AUGMENTED REALITY." Kent State University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=kent1586366208142576.

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Hobson, Nicole DeJarnett Beyerlein Michael Martin. "Succession planning and situational engagement." [Denton, Tex.] : University of North Texas, 2007. http://digital.library.unt.edu/permalink/meta-dc-5168.

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Hobson, Nicole DeJarnett. "Succession Planning and Situational Engagement." Thesis, University of North Texas, 2007. https://digital.library.unt.edu/ark:/67531/metadc5168/.

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Succession planning is the creation of a pool of high potential employees that receive specific training and developmental opportunities with the intention of promotion. There is a definite need to deepen our understanding of what implications there are from a psychological point of view for employees when a major process like succession planning is implemented. Employee engagement is the experienced commitment, which leads to discretionary effort. The purpose of this research is to explore an underlying factor structure for engagement drivers and understand how a major organizational initiative, succession planning, impacts employee engagement. This research was conducted at a petroleum organization in the Southwest United States (N = 2023) and compares engagement based on group membership in a succession planning process (Informed-High Status, Uninformed-High Status, and Uninformed-Low Status). The underlying factor structure of drivers was found to have one factor of engagement. There was a significant difference in the engagement levels based on membership within the succession plan (high status versus low status). However, communicating to an employee their involvement in the succession plan did not differentiate between engagement levels.
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Burrus, Carla Jean. "The role of situational strength in organizational attraction: an interactionist approach." Thesis, Georgia Institute of Technology, 2013. http://hdl.handle.net/1853/50301.

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Organizational environment (broadly conceptualized) has been shown to have an important influence on job choice (Chapman, Uggerslev, Carroll, Piasentin & Jones, 2005). Controversy exists, however, regarding how to operationalize organizational environment in a way that is both useful and parsimonious. Consistent with the perspective that situational strength meets these criteria (Meyer & Dalal, 2009), the present study found that participants were attracted to hypothetical organizations that were strong with respect to clarity, consistency, and consequences, but weak with respect to constraints. Further, individual differences in various psychological needs were shown to influence the strength of the relationship between situational strength and organizational attraction; for example, those with a high need for achievement were particularly attracted to organizations that were high with respect to consequences. These results not only contribute to the job choice literature, but also suggest that situational strength is more than just a moderator of personality-outcome relationships – it is an important psychological construct in and of itself, with its own nomological network that is worthy of continued research attention.
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Gonzalez, Stephen Patrick. "The role of inspiration in increasing situational motivation in male team athletes." Click here to access thesis, 2009. http://www.georgiasouthern.edu/etd/archive/spring2009/stephen_p_gonzalez/gonzalez_stephen_p_200901_ms.pdf.

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Thesis (M.S.)--Georgia Southern University, 2009.
"A thesis submitted to the Graduate Faculty of Georgia Southern University in partial fulfillment of the requirements for the degree Master of Science." Directed by Jonathan N. Metzler. ETD. Includes bibliographical references (p. 43-48) and appendices.
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Rozhon, Michele Antoinette. "Effects of explanatory style and situational constraints on goal setting." Thesis, This resource online, 1992. http://scholar.lib.vt.edu/theses/available/etd-09192009-040320/.

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West, Julia. "Testing the hierarchical model of intrinsic and extrinsic motivation at the situational level." Thesis, University of Worcester, 2015. http://eprints.worc.ac.uk/5465/.

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Motivation is defined as the direction, intensity and persistence of an individual’s participation in an activity (Heckert et al. 2000; Locke and Latham 2002; Moreira et al. 2002). Motivation is vital for performance and encompasses a range of processes and desires (Maslow 1970; Beck 1983; Wentzel 1999). These desires stimulate an action or behaviour, caused and directed by motives where the individual identifies and prioritises goals to be achieved (Deci and Ryan 2000, 2008; Roberts et al. 2004). Motivation experienced at a given moment in time for a specific activity is termed situational motivation (Vallerand 2000) and has not been as thoroughly investigated as contextual level motivation (LaChausse 2006). Traditionally motivation theories have lacked an appropriate framework for addressing the complex processes of situational motivation (Nygård 1981; Veermans and Tapola 2004). However the hierarchical model of intrinsic and extrinsic motivation (HMIEM; Vallerand 2000) extended self-determination theory (SDT) and suggests specific processes for a situational level of motivation as well as for contextual and global motivational processes (Vallerand 2000). The HMIEM shows affect, behaviour and cognition as a consequence of motivation similarly at all three levels of generality. Although it may be that, at the situational level, affect plays a more significant role as an antecedent which is not necessarily mirrored at the contextual or global levels of the HMIEM (Linnenbrink and Pintrich 2002; Hardy and Gustavo 2005; Barnett 2006). The aims of this thesis are to identify factors relating to situational motivation; to assess changes in situational motivation and to investigate the processes of situational motivation during activity. The first study investigated motivation between different sports personality types using a cross sectional design. Participants (n=239), who regularly participated in sports sessions, completed the Sport Motivation Scale (SMS; Pelletier et al. 1995) and an adapted Eysenck Personality Inventory (EPI; Eysenck and Eysenck 1964). Results showed that extroverted athletes reported significantly higher intrinsic motivation (IM) than introverted athletes (p = .006) more specifically this was IM-to accomplish (p = .029) and IM-to experience stimulation (p = .001). Athletes high in neuroticism showed significantly more amotivation than their more stable counterparts (p = .001). The findings suggest that some sports participants can experience neuroticism which is also related to high levels of amotivation. Extroverted athletes may focus on utilising both intrinsic and extrinsic motives, in line with Roberts et al. (2004), resulting in higher levels of overall motivation for this study. Introverted athletes showed less intrinsic motivation than expected which may demonstrate a conflict between the internal focus of the introvert and the extrinsic nature of sport as discussed by Hong and O’Neil (2001) and Pushkar et al. (2002). To explore changes in situational motivation over a short period of time, study two employed a two-way between-within subject design. Experienced and less experienced Pilates participants (n=54) completed pre- and post-session Situational Motivation Scales (Guay et al. 2000), the Worcester Affect Scale (WAS; Rhoden and West 2010) and goal achievement information over 4 weeks. Unexpectedly, there were no significant differences between experienced and beginners’ levels of intrinsic or extrinsic motivation for Pilates. Both experienced participants and less experienced participants reported significant increases in IM over time (p = .010). There were increases in the percentage of participants across both groups who recorded pre-session goals, in week 1, thirteen participants reported positive goal achievement but did not report a pre-session goal. There were significant increases in positive affect (PA, p = .001) pre- to post-session and decreases in negative affect (NA p = .004) pre- to post-session for both experienced and less experienced groups. Optimal situational motivation for unfamiliar situations may require a more structured environment where specific information is delivered, and/or a secure environment where individuals can explore their responses. Increased IM may be due to the non-competitive nature of Pilates, although the positive effects of goal achievement may feed into future IM for the remaining sessions through the internalisation process (Standage et al. 2008). The processes of situational motivation were examined in study three by monitoring goal progression and affect during cycle time-trial performance. Seven well-trained cyclists performed two laboratory time trials on a kingcycle ergometer on two separate occasions. Situational motivation (SIMS; Guay et al. 2000), affect (WAS; Rhoden and West 2010) and goal data were collected pre- and post trial using previously validated measures and open questions. Affect and goal achievement were also collected throughout the trial using likert scale measures. Data were analysed individually and single case responses show 5 participants reported an increase in intrinsic motivation after riding their fast trial. Participants also differed in their perceptions of success, P1 rated both trials as successful even though their slowest trial was 83 seconds slower possibly due to achieving their pre-trial goal. Those who perceived themselves as successful also report higher confidence to achieve their goal (GC) from 15 km until the end of the trial. Positive affect during the fast trials was significantly higher than for the slow trials from the start (p = .001) and NA was significantly lower for the first trials also from the start of the trial (p = .001). The lack of change in situational motivation pre- to post-trial suggests that the hierarchical model demonstrates contextual and global motivation but does not represent situational motivation processes accurately. Feelings of satisfaction, associated with intrinsic motivation, can take time to assimilate into an overall motivational orientation (Lonsdale et al. 2009). However, despite no immediate motivational change, affect significantly differed from the start of the perceived successful trials, suggesting that at the situational level, affect is an important construct during time-trial performance. Thus perceived goal progress and affect may be better indicators of situational motivation than more general orientations of intrinsic and extrinsic motivation. Study four further examined the processes of situational motivation including affect and goal progress, through direct competition during a badminton tournament. Participants (n=16) were county level badminton players in a mixed doubles tournament who completed a number of motivational (SIMS; Guay et al. 2000), goal and affect (WAS; Rhoden and West 2010) measures between games and matches throughout a tournament. Part way through the tournament, intrinsic and extrinsic motivation differed significantly between successful (top 4 finishers) and unsuccessful (bottom 4 finishers) players (p=.028). Whilst negative affect (p=.029), goal confidence (p=.028) and goal discrepancy (p=.028) changed significantly straight after the first game was played. These findings do not lend support for the hierarchical model which assumes that affect, behaviour and cognition are only consequences of situational motivation (Gillet et al. 2009). Taken together, the findings from the studies in this thesis suggest that there are important self-regulatory processes such as goal confidence, goal setting, and affect which may operate in a cyclical manner. These factors may have an influence on the processes of situational motivation which may be different from that suggested with the HMIEM.
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Burch, Michael Eddie. "Climate Change, Situational Theory of Problem Solving, and Issue Framing Effects." Scholar Commons, 2014. https://scholarcommons.usf.edu/etd/5449.

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This is an exploratory study of the Situational Theory of Problem Solving applied to the context of climate change communication. Selective exposure to politically slanted media is explored as a referent criterion and framing effects are also tested. Relationships between consumption of media characterized as conservative or liberal with referent criterion, Situational Motivation in Problem Solving, problem recognition, involvement recognition, and constraint recognition are tested.
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Villanova, Peter Danial. "Situational constraints: their measurement and role in a dynamic model of performance." Diss., Virginia Polytechnic Institute and State University, 1987. http://hdl.handle.net/10919/49902.

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Research on situational constraints has overlooked a number of important issues relevant to the generalizability of current findings, including the construct validity of current constraint measures, and an account of the role coping might play in mitigating the effects of constraints. Data from a two-wave panel design with college students as participants was used to investigate the above issues. The data indicated that the current conceptualization and measurement of constraints seems suitable to the task of testing substantive hypotheses. Furthermore, constraints measured with reference to a specific performance domain had greater predictive validity than those representing a general performance domain. The data did not support the contention that problem-focused coping and the perceived controllability of constraints would interact in the prediction of constraints, satisfaction, and performance. Several alternative explanations for the latter findings are offered. Finally, a number of suggestions for the conduct of future research using constraint, controllability, and coping constructs are outlined.
Ph. D.
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Valente, Manuela. "Att dra åt samma håll-socialsekreterare om ledarskap och arbetsmotivation : En kvalitativ studie om upplevelser av ledarskap och arbetsmotivation." Thesis, Stockholms universitet, Institutionen för pedagogik och didaktik, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-157402.

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Denna kvalitativa studie syftar till att utveckla kunskap och öka förståelsen om socialsekreterares upplevelser av arbetsmotivation och upplevelser av motiverande ledarskap. Utifrån fem semistrukturerade intervjuer och med utgångspunkt i teorierna, situationsanpassat ledarskap och tvåfaktorteorin visar resultatet i studiens tematiska analys, på upplevelser där relationsinriktat ledarskap är otydligt och bristande från socialtjänstens ledare. Vidare visar resultaten att socialsekreterarnas inre arbetsmotivation  påverkas negativt av ledarnas bristfälliga förmågor och  engagemang att uppmuntra sin personal. Socialsekreterarnas upplevda motivation skapas istället från trivsel med sina arbetskollegor samt i mötet med klienter.
This qualitative study aims at developing knowledge and increasing understanding of social workers 'experiences of work motivation and experience of motivational leadership. Based on five semi- structured interviews and based on the theories, situational leadership and two-factor theory, the results of the study's thematic analysis show experiences in which relationship-oriented leadership is unclear and inadequate from the social services leaders. Furthermore, the results show that the social workers 'internal work motivation is adversely affected by the leaders' inadequate abilities and commitment to encourage their staff. The social motivators' perceived motivation is instead created from well-being with their colleagues and in the meeting with clients.
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Books on the topic "Situational motivation"

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Rosa, José Antônio. The effects of dispositional and situational variables on the motivation of industrial buyers. Champaign: University of Illinois at Urbana-Champaign, 1993.

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McConville, Christopher. Personality, motivational, and situational influences on mood variability. [S.l: The Author], 1992.

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Bier, Ada. La motivazione nell’insegnamento in CLIL. Venice: Edizioni Ca' Foscari, 2018. http://dx.doi.org/10.30687/978-88-6969-213-0.

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There are several studies in the literature that emphasize the link between CLIL and student motivation for learning. The same does not apply for teachers – who teach a non-language subject through a foreign language – whose motivation for teaching in CLIL should not be taken for granted. Our research is an inquiry in the Italian upper secondary school with a dual focus: a main focus on CLIL teachers and a secondary one on CLIL students. The main aim of this cross-sectional study is to offer a snapshot of the existing situation from the point of view of teachers’ and students’ perceptions one year after the introduction of the legal requirement for compulsory CLIL, with a view to reflecting on the present in order to hypothesize possible future developments. The obtained results – which confirm the association between the motivational dimension of the CLIL teacher with the cognitive, affective and relational ones, and with the motivational dimension of CLIL students – are interpreted and discussed in the light of the most recent theoretical developments and suggestions for future practice and research are offered.
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Julkunen, Kyösti. Situation- and task-specific motivation in foreign-language learning and teaching. Joensuu: University of Joensuu, 1989.

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Some personality determinants of the effects of participation. New York: Garland Pub., 1987.

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OMG!: How to survive 101 of life's f 'ed situations. Avon, Mass: Adams Media, 2010.

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Halpern, Monique. Business creation by women: Motivations, situation, and perspectives : final report of a study for the Commission of the European Communities Equal Opportunities Office. Luxembourg: Office for Official Publications of the European Communities, 1989.

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Mooij, Ton. Interactional multi-level investigation into pupil behaviour, achievement, competence, and orientation in educational situations. 's-Gravenhage: Instituut voor Onderzoek van het Onderwijs, 1987.

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Mooij, Ton. Interactional multi-level investigation into pupil behaviour, achievement, competence, and orientation in educational situations. 's-Gravenhage: SVO, 1987.

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Mooij, Ton. Interactional multi-level investigation into pupil behaviour, achievement, competence, and orientation in educational situations. 's-Gravenhage: SVO, 1987.

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Book chapters on the topic "Situational motivation"

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Heckhausen, Heinz. "Situational Determinants of Behavior." In Motivation and Action, 71–112. Berlin, Heidelberg: Springer Berlin Heidelberg, 1991. http://dx.doi.org/10.1007/978-3-642-75961-1_4.

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Beckmann, Jürgen, and Heinz Heckhausen. "Situational Determinants of Behavior." In Motivation and Action, 113–62. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-65094-4_4.

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Herissone-Kelly, Peter. "Incentives, Practical Aspects, and Bare Situational Reasons." In Kant on Maxims and Moral Motivation, 159–97. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-030-05572-1_6.

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Colombino, Tommaso, Stefania Castellani, Antonietta Grasso, and Jutta Willamowski. "Agentville: Supporting Situational Awareness and Motivation in Call Centres." In From Research to Practice in the Design of Cooperative Systems: Results and Open Challenges, 291–307. London: Springer London, 2012. http://dx.doi.org/10.1007/978-1-4471-4093-1_20.

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Yim, Odilia, Richard Clément, and Peter D. MacIntyre. "The Contexts of SLA Motivation: Linking Ideologies to Situational Variations." In The Palgrave Handbook of Motivation for Language Learning, 225–44. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-28380-3_11.

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Schaper, Philipp, Anna Riedmann, and Birgit Lugrin. "Internalisation of Situational Motivation in an E-Learning Scenario Using Gamification." In Lecture Notes in Computer Science, 314–19. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-78270-2_56.

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Schmidt, Dirk. "Wie finde ich in schwierigen Situationen meine optimale Einstellung?" In Motivation, 113–15. Wiesbaden: Gabler, 2011. http://dx.doi.org/10.1007/978-3-8349-6476-2_37.

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Lantolf, James P., and Merrill Swain. "4. Perezhivanie: The Cognitive–Emotional Dialectic within the Social Situation of Development." In Contemporary Language Motivation Theory, edited by Ali H. Al-Hoorie and Peter D. MacIntyre, 80–106. Bristol, Blue Ridge Summit: Multilingual Matters, 2019. http://dx.doi.org/10.21832/9781788925204-009.

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Lantolf, James P., and Merrill Swain. "4. Perezhivanie: The Cognitive–Emotional Dialectic within the Social Situation of Development." In Contemporary Language Motivation Theory, edited by Ali H. Al-Hoorie and Peter D. MacIntyre, 80–106. Bristol, Blue Ridge Summit: Multilingual Matters, 2019. http://dx.doi.org/10.21832/9781788925211-009.

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Kim, Tae-Young, and Youngmi Kim. "EFL Learning Motivation in Korea: Historical Background and Current Situation." In The Palgrave Handbook of Motivation for Language Learning, 411–28. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-28380-3_20.

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Conference papers on the topic "Situational motivation"

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Kim, Charles, Alan Cheville, Katharyn Nottis, Joseph Tranquillo, Erin Jablonski, Michael Prince, and Margot Vigeant. "Assessing situational curiosity and motivation in open-ended design electives." In 2015 IEEE Frontiers in Education Conference (FIE). IEEE, 2015. http://dx.doi.org/10.1109/fie.2015.7344041.

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Leitão, Rui, Sarah Turner, and Martin Maguire. "GAMIFICATION AND EDUCATION: A STUDY OF THE EFFECTS ON STUDENTS SITUATIONAL MOTIVATION." In 11th International Conference on Education and New Learning Technologies. IATED, 2019. http://dx.doi.org/10.21125/edulearn.2019.0841.

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Mota, Fernanda Pinto, Hendry Ferreira Chame, Fernando Pereira de Toledo, Viviani Kwecko, and Silvia Silva da Costa Botelho. "Proposal of an instrument for measuring situational motivation with potential applications in educational contexts." In 2017 IEEE Frontiers in Education Conference (FIE). IEEE, 2017. http://dx.doi.org/10.1109/fie.2017.8190457.

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Eyssel, Friederike, and Dieta Kuchenbrandt. "Manipulating anthropomorphic inferences about NAO: The role of situational and dispositional aspects of effectance motivation." In 2011 RO-MAN: The 20th IEEE International Symposium on Robot and Human Interactive Communication. IEEE, 2011. http://dx.doi.org/10.1109/roman.2011.6005233.

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Leahu, Tudor-Stefan. "The motivation of the imperative integration of the functional and informatics processing of the economic situational information." In ARA 40th Congress. American Romanian Academy of Arts and Sciences, 2016. http://dx.doi.org/10.14510/40ara2016.4029.

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Hartati, Sri Lia, Irwandy, and Aman Simaremare. "The Influence of Situational Leadership, Work Discipline, and Achievement Motivation on Teachers’ Affective Commitment in Junior High Schools." In The 5th Annual International Seminar on Transformative Education and Educational Leadership (AISTEEL 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201124.011.

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Apriwandi and Supriyono. "The Antecedent and Consequences of Actual Participation: The Effect of Situational Participation and Pluriform Motivation on The Performance of University Structural Officers." In Proceedings of the 2019 International Conference on Organizational Innovation (ICOI 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icoi-19.2019.106.

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Ariyanti, N. S., M. A. Adha, B. B. Wiyono, A. Timan, Burhanuddin, and Mustiningsih. "The effect of situational leadership of the head of administration, emotional quotient and achievement motivation on employee performance at State University of Malang." In PROCEEDINGS OF GREEN DESIGN AND MANUFACTURE 2020. AIP Publishing, 2021. http://dx.doi.org/10.1063/5.0044894.

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Banshchikova, T. N., and M. L. Sokolovskii. "The significance of conscious self-regulation and labor motivation in adapting to the situation of changing the type of professional activity." In INTERNATIONAL SCIENTIFIC AND PRACTICAL ONLINE CONFERENCE. Знание-М, 2020. http://dx.doi.org/10.38006/907345-50-8.2020.380.391.

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Data on the types of labor motivation, features of conscious selfregulation and adaptive abilities of subjects who are in a situation of changing the type of professional activity are presented. The role of these indicators in adapting to the situation of changing the type of professional activity is revealed. The purpose of the series of empirical studies is to test the model of the relationship between regulatory and motivational predictors of successful adaptation. The hypothesis of the research is the assumption that conscious self-regulation makes a significant contribution to the adaptation of the subject to a change in the type of professional activity and mediates the influence of motivational predictors. We discuss the empirical materials collected on a sample of subjects in a situation of changing the type of professional activity (unemployed, students of professional retraining programs, undergraduates) (N = 137). The analysis of the obtained data showed that the respondents, in the situation of changing the type of professional activity, have a predominant instrumental type of motivation (the validity of the labor price is important) and a predominantly low level of adaptive abilities. Conscious self-regulation is a system-forming factor in the system of predictors of adaptation. On the one hand, it allows you to compensate and overcome some limitations of work motivation, on the other — to act as a mediator of the influence of motivation on the results of adaptation
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Mora Luis, Carlos E., Antonio González Marrero, Reyes Carrau Mellado, Beatriz Añorbe-Diaz, and Jorge Martín-Gutierrez. "Problem-Based Learning Approach in Marine Engineering Education Using Mobile Devices and Internet Tools." In ASME 2014 12th Biennial Conference on Engineering Systems Design and Analysis. American Society of Mechanical Engineers, 2014. http://dx.doi.org/10.1115/esda2014-20251.

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The skills of Marine Engineering graduates should be strongly oriented to problem solving for situations without external direct assistance. Marine professionals should also be able to take the right decisions under difficult situations like emergencies. Work-group and job planning is an every day requirement, especially when doing maintenance and reparation tasks. Besides, marine technology has advanced quickly and knowledge recycling is a must on every shipping company, but operation and maintenance procedures have usually to be learnt on the go. During last decades, marine engineering students had not got immersed into a real challenge work environment until going onboard for the first time when finishing their studies. The adoption of a problem-based learning is intended to solve this situation, so students will have a closer contact with real decision-taking and auto-learning situations on earlier stages. We pretend to create more engaging experiences and introduce our students into real collaborative environments using technologies; especially those based on mobile devices and Internet tools. Grounded in motivation theory, this research evaluates how the context of problem-based learning (PBL) affects aspects of motivation in students of marine engineering. Our research aims to answer: 1) How does the context of service in project-based learning affect student motivation? 2) What factors are most influential on student motivation to persist in project-based learning experiences? The results show different behavior in freshmen and senior students.
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Reports on the topic "Situational motivation"

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McGee, Steven, Amanda Durik, and Jess Zimmerman. The Impact of Text Genre on Science Learning in an Authentic Science Learning Environment. The Learning Partnership, April 2015. http://dx.doi.org/10.51420/conf.2015.2.

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A gap exists between research on learning and research on interest. Cognitive researchers rarely consider motivational processes, and interest researchers rarely consider cognitive process. However, it is essential to consider both since achievement and interest are in fact intertwined. In this paper we (1) discuss a theoretical model that intertwines cognitive and interest development, (2) describe how that model informed the development of educational materials, and (3) report on the results of the cognitive components of a randomized research study examining the impact of text genre on learning and interest. In our prior analyses, we examined the effects of text characteristics (i.e., narrative or expository genre) on situational interest. We found that students with higher levels of prior individual interest preferred the narrative versions of text whereas students with lower levels of prior individual interest preferred the expository versions of text. In this paper, we examine the impact of text characteristics on student learning. The results of this research showed that contrary to prior research, there was no significant difference in comprehension based on text characteristics. These results provide evidence that is possible to differentiate instruction based students' prior interest without sacrificing learning outcomes.
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Styugina, Anastasia. Internet game "Sign me up as an astronaut" for the formation of the social and psychological experience of younger adolescents with disabilities by means of game psychocorrection. Science and Innovation Center Publishing House, December 2020. http://dx.doi.org/10.12731/sign_me_up_as_an_astronaut.

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In the practice of a teacher-psychologist at the School of Distance Education, the game “Sign me up as an astronaut”, developed by the author, was tested, aimed at developing the skills of social and psychological interaction in younger adolescents with disabilities through the awareness and strengthening of personal resources by means of game psychocorrection. The specifics of the work of a psychologist at the School of Distance Education are determined by the following circumstances: - students have a severe disability and the corresponding psychophysical characteristics: instability of the emotional-volitional sphere, lack of motivation, severe physical and mental fatigue, low level of social skills, etc. - the use of distance educational technologies in psychocorrectional work; - lack of methodological recommendations for psychocorrectional work in conditions of distance technologies with school-age children. Such recommendations are available mainly for adults, they relate to the educational process, but they do not cover the correctional process. There is enough scientific and methodological literature on psychological and pedagogical correction, which is the basis for ensuring the work of a practicing psychologist, but there are difficulties in transferring these techniques, games, etc. - to the remote mode of correctional and developmental work, especially in the form of group work. During the game, various social and psychological situations are solved, which are selected strictly according to the characteristics of the social experience of the participants.
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