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Relevant bibliographies by topics / Social perception Motivation in education Self-perception

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Academic literature on the topic 'Social perception Motivation in education Self-perception'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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Journal articles on the topic "Social perception Motivation in education Self-perception"

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Titrek, Osman, Ceren Çetin, Esra Kaymak, and Merve Melike Kaşikçi. "Academic Motivation and Academic Self-efficacy of Prospective Teachers." Journal of Education and Training Studies 6, no. 11a (2018): 77. http://dx.doi.org/10.11114/jets.v6i11a.3803.

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The purpose of this study is to examine the relationships between academic self-efficacy perception of prospective teachers and their academic motivation levels. The study was conducted on 322 prospective teachers (226 female and 96 male) who were in 3rd and 4th grades at Faculty of Education in Sakarya University during Spring term of 2017-2018 academic year. Data was collected through “Academic Motivation Scale” developed by Vallerand et al. (1992) and adapted into Turkish by Karagüven (2012) and “Self-perception of Candidate Teachers on Teaching Proficiency Scale” developed by Çakır, Erkuş,

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Skaalvik, Cecilie. "Self-efficacy for instructional leadership: relations with perceived job demands and job resources, emotional exhaustion, job satisfaction, and motivation to quit." Social Psychology of Education 23, no. 5 (2020): 1343–66. http://dx.doi.org/10.1007/s11218-020-09585-9.

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Abstract The purpose of this study was to explore associations between school principals’ self-efficacy for instructional leadership, their perceptions of work-related demands and resources, emotional exhaustion, job satisfaction, and motivation to leave the principal position (quit). Four hundred and forty-seven principals in elementary school and high school participated in a survey study. Data were analyzed by means of confirmatory factor analyses and SEM analyses. Self-efficacy for instructional leadership was negatively associated with the perception of all job demands and positively asso

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González-Cutre, David, Álvaro Sicilia, Juan Antonio Moreno, and Juan Miguel Fernández-Balboa. "Dispositional Flow in Physical Education: Relationships with Motivational Climate, Social Goals, and Perceived Competence." Journal of Teaching in Physical Education 28, no. 4 (2009): 422–40. http://dx.doi.org/10.1123/jtpe.28.4.422.

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The purpose of this study was to analyze the mediating effects of social goals and perceived competence on students’ perceptions of motivational climates and dispositional flow in physical education. At the beginning of the physical education unit, 779 students, 12 to 16 years old, were asked to complete four questionnaires: Perceived Motivational Climate in Sport Questionnaire-2 (PMCSQ-2), which measured the perception of task- and ego-involving climates; the Social Goal Scale–Physical Education (SGS-PE); the sport competence factor of the Physical Self-Perception Profile; and the Disposition

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Papaioannou, Athanasios. "Differential Perceptual and Motivational Patterns When Different Goals Are Adopted." Journal of Sport and Exercise Psychology 17, no. 1 (1995): 18–34. http://dx.doi.org/10.1123/jsep.17.1.18.

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This study examined how perceived motivational climate in physical education is related to (a) perceptions of teachers’ differential treatment toward high and low achievers, (b) reported motivation and anxiety of children with high and low perceived competence during play or exercise with high- or low-ability children. One thousand three hundred ninety-three high school students completed measures of the above variables. The perception of teacher’s differential treatment was positively related to the perception of an environment emphasizing social comparison and negatively related to the perce

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Rutten, Cindy, Filip Boen, and Jan Seghers. "How School Social and Physical Environments Relate to Autonomous Motivation in Physical Education: The Mediating Role of Need Satisfaction." Journal of Teaching in Physical Education 31, no. 3 (2012): 216–30. http://dx.doi.org/10.1123/jtpe.31.3.216.

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Based on the self-determination theory, this study investigated the mediating role of the satisfaction of the three psychological needs (need for competence, relatedness and autonomy) in the relation between need support from the physical education (PE) teacher and autonomous motivation to engage in PE and between the physical school environment and autonomous motivation to engage in PE. Data were collected from 2418 6th grade children. Analyses were performed using bootstrapping. The results showed that perceptions of competence and autonomy mediated the relation between need support from the

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Lesjak, Miha, Josef Navrátil, Kamil Pícha, and Vivian L. White Baravalle Gilliam. "The Predictors of the Willingness to Recommend a Visit for Diversified Tourism Attractions." Czech Journal of Tourism 4, no. 2 (2015): 77–90. http://dx.doi.org/10.1515/cjot-2015-0005.

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Abstract The predictors of a positive word-of-mouth experience as an important destination loyalty factor among tourist in the Šumava and South Bohemian Touristic Regions were studied via structural equation modelling. The perception of quality, on-site experience, and the perception of value as the mediators between the motivation to visit and the word-of-mouth experience were studied. The pleasant ‘natural’ environment, the history, the accessibility, and the closeness were found as the pull motivation factors. Social gathering, education, self-reflection, and relaxation were revealed as the

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Nurpratama, Muhammad Rifky. "Understanding Perception and Motivation in Sharing Information by Digital Natives in Social Media." Record and Library Journal 6, no. 1 (2020): 57. http://dx.doi.org/10.20473/rlj.v6-i1.2020.57-68.

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Background of the study: The phenomenon of sharing information by all members of the public, especially digital natives. The phenomenon of sharing information is most visible done on social media such as WhatsApp, Instagram and line. Information sharing activities seem easy to do, especially on social media with a variety of features that have been provided and a variety of information that is spread. Even sharing information can have an impact, both positive like increasing knowledge or negative impacts such as creating information hoaxes.Purpose: Not yet known explicitly actually what lies b

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Rosdiana, Rosdiana, Bhisma Murti, Mahendra Wijaya, and Suwarto Suwarto. "The Support to Improve Self Efficacy and Healing of Drugs Addict." International Journal of Public Health Science (IJPHS) 5, no. 4 (2016): 359. http://dx.doi.org/10.11591/ijphs.v5i4.4830.

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Appropriate counseling and education can be adopted to achieve a change in attitude, knowledge and perception. Still there is a wrong perception of a given intervention. Peer support through a process of social learning, the process of growing understanding of how to process information from experience, observational include: attention (attention), given (retention), reproduction of motion (reproduction), motivation (motivation), and communication. The purpose of this study was to analyze resident self-efficacy to regardless of drug addiction through family support. This study employed qualita

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Rosdiana, Rosdiana, Bhisma Murti, Mahendra Wijaya, and Suwarto Suwarto. "The Support to Improve Self Efficacy and Healing of Drugs Addict." International Journal of Public Health Science (IJPHS) 5, no. 4 (2016): 359. http://dx.doi.org/10.11591/.v5i4.4830.

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Appropriate counseling and education can be adopted to achieve a change in attitude, knowledge and perception. Still there is a wrong perception of a given intervention. Peer support through a process of social learning, the process of growing understanding of how to process information from experience, observational include: attention (attention), given (retention), reproduction of motion (reproduction), motivation (motivation), and communication. The purpose of this study was to analyze resident self-efficacy to regardless of drug addiction through family support. This study employed qualita

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Reppy, Dorothy, and Karen H. Larwin. "The Association Between Perception of Caring and Intrinsic Motivation: A Study of Urban Middle School Students." Journal of Education 200, no. 1 (2019): 48–61. http://dx.doi.org/10.1177/0022057419875123.

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Spanning the course of two decades, educational leaders have invested government finances into the social-emotional needs of adolescents. Government programs provide student questionnaires to survey the scholastic climate from students’ perceptions. Previous research discusses the correlation between students’ perception and their success in school due to fulfillment of their transescent needs. This research study ventured to distinguish a possible correlation between urban middle school students’ perceptions of feeling “cared-for” and their intrinsic motivation. Results suggest that today’s u

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Dissertations / Theses on the topic "Social perception Motivation in education Self-perception"

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Cheng, Wing-yi Rebecca. "Effects of social goals on student achievement motivation the role of self-construal /." Click to view the E-thesis via HKUTO, 2005. http://sunzi.lib.hku.hk/hkuto/record/B33709245.

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Cheng, Wing-yi Rebecca, and 鄭穎怡. "Effects of social goals on student achievement motivation: the role of self-construal." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2005. http://hub.hku.hk/bib/B33709245.

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Salih, Suweeyah S. "African American Vernacular English and the Achievement Gap: How Teacher Perception Impacts Instruction and Student Motivation." University of Findlay / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=findlay1564758333725021.

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Seaton, Marjorie. "The big-fish-little-pond effect under the grill tests of its universality, a search for moderators, and the role of social comparison /." View thesis, 2007. http://handle.uws.edu.au:8081/1959.7/20198.

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Thesis (PhD) -- University of Western Sydney, 2007.<br>A thesis submitted to the University of Western Sydney, College of Arts, School of Psychology, in fulfilment of the requirements for the degree of Doctor of Philosophy (Psychology). Includes bibliography.

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Reppy, Dorothy H. "Urban Middle School Students and the Relationship of their Perception on Care on their Intrinsic Motivation." Youngstown State University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=ysu1541192176011249.

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Kitamura, Wakana. "Social cognition-based content instruction for communicative competence in Japanese middle school English." CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/43.

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This project demonstrates how English teachers in Japan can conduct purposeful and meaningful lessons for middle school low-intermediate students. The teaching approach used for this project is based on Content-Based Instruction (CBI).

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Huguet-Benabdelmouna, Marie-Céline. "La réussite en éducation musicale : des facteurs individuels aux facteurs contextuels." Phd thesis, Université de Bourgogne, 2007. http://tel.archives-ouvertes.fr/tel-00259778.

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Ce travail se propose d'améliorer la connaissance des déterminants individuels et contextuels de la réussite en éducation musicale en classe de 6e. Trois axes principaux structurent la recherche : les inégalités sociales d'acquisitions, les effets enseignants et l'impact de l'intérêt des élèves pour les activités du cours. Deux tests musicaux (l'un en début d'année, l'autre à la fin) ont été administrés à 1184 élèves bourguignons. Des questionnaires destinés aux différents acteurs (enseignants et élèves) ont permis de collecter des données variées. L'ensemble des données a été analysé à l'aide

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Warren, Annmarie Maione 1968. "Gender identity and educational achievement: Correlations of children's self perception with educational achievement." Thesis, The University of Arizona, 1993. http://hdl.handle.net/10150/291677.

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The Children's Self-Perception Scale (CSPS), an instrument to measure self-perceived gender identity in school age children, was developed based on the Bem Sex Role Inventory (BSRI; Bem, 1974). The children's scores on the CSPS were correlated with two measures of educational achievement, grade point average (GPA) and Iowa Test of Basic Skills (ITBS; Hieronymus, et al., 1986) to determine the relationship between femininity and masculinity in males and females and educational achievement. The subjects were 950 third, fourth, and seventh grade students from two school districts. The majority of

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Bordine, Jesslyn Jordan. "Improving reading, self-concept, and motivation in at-risk kindergarten students : an intervention /." Digital version accessible at:, 1998. http://wwwlib.umi.com/cr/utexas/main.

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Wong, Fung-ying, and 王鳳英. "Self concept of physically handicapped students: effects of personal and social education." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1993. http://hub.hku.hk/bib/B31956853.

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Books on the topic "Social perception Motivation in education Self-perception"

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Patterson-Taylor, Joan. Free to be me: An "in-house" alternative approach to educating the "at-risk" child. Creative Program Designs, 1994.

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SAGE, self-awareness growth experiences. Jalmar Press, 1990.

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Martínez, Capitolina Díaz. El presente de su futuro: Modelos de autopercepción y de vida entre los adolescentes españoles. Siglo XXI de España Editores, 1996.

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Rosen, Jeffrey A. Noncognitive skills in the classroom: New perspectives on educational research. RTI Press, 2010.

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Solski, R. I'm important! T4T Learning Materials, 1989.

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Solski, R. I'm unique. T4T Learning Materials, 1990.

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Thompson, Margaret. "Me, I'm special!". T4T Learning Materials, 1988.

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Kondrat'ev, Sergey. Theory and practice of personalized learning. INFRA-M Academic Publishing LLC., 2021. http://dx.doi.org/10.12737/1098272.

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The monograph presents the psychological theory and organization of personalized learning in general education schools. The concept of integrative subjectivity of a person as a form of reflexive and areflexive self-existence is considered as the psychological basis of personalized learning. The author characterizes the personality and the social individual in the light of the humanitarian Christian paradigm: reveals the phenomenology of integrative subjectivity, its structural organization, levels and forms of development of the individual and the social individual. From the standpoint of the

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The influence of coping strategies, performance and attributional feedback on skills, attributions and self-efficacy. 1987.

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Steven, Spencer, and Ontario Symposium on Personality and Social Psychology (9th : 2000 : University of Waterloo), eds. Motivated social perception. Lawrence Erlbaum, 2003.

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Book chapters on the topic "Social perception Motivation in education Self-perception"

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Ituarte, Silvina, and Garth Davies. "Perception of ‘Self’ and ‘Other’: Social Boundaries that Influence Teaching and Learning in Increasingly Diverse US Classrooms." In Learning and Teaching Across Cultures in Higher Education. Palgrave Macmillan UK, 2007. http://dx.doi.org/10.1057/9780230590427_5.

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Segre, Claudia, Serena Spagnolo, Valentina Gabella, and Valentina Langella. "The Financial Wellbeing Index: “Donne al quadrato” and the relevant impact measurement." In Proceedings e report. Firenze University Press, 2021. http://dx.doi.org/10.36253/978-88-5518-304-8.16.

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How can we reduce economic violence? Can financial literacy and education enhance economic wellbeing? The present paper reports the results of a research conducted by ALTIS – Università Cattolica and Global Thinking Foundation for the evaluation of changes, improvements and consequences produced by the educational course in financial literacy ‘Donne al quadrato’, provided by the Foundation among the policies against economic violence implementation. In this study, impacts’ measurement refers to conceptual framework of financial wellbeing, a composite notion constructed of objective and subjective dimensions related to people’s financial behaviour. The expression ‘Financial Wellbeing’ highlights how economic issues are inextricably bound to individual and social wellness. Helping people enhancing their own financial wellbeing – in a broad sense – should then be the very first purpose of economic education activity. In the present research, financial wellbeing has been measured by the implementation of a synthetic index, based on studies of World Bank and University of Bristol. The index is intended to measure people’s self-sufficiency and independence about their financial situation, resources and capabilities. The indicator takes into account both micro and macro features, being the first ones specific of the sample analysed and latter territorial context variables employed for the removal of the macroeconomic changes affecting the entire population from the specific changes proceeding from the training. The trial, involving different Italian regions, has been fulfilled by the administration of a tailoredmade survey pre and post the “Donne al Quadrato” course, during academic year 2019/2020, in order to register the change occurred in the respondents’ perception of their knowledge, behaviour, personality and aptitudes. The results of the experimentation demonstrated that financial education could engender the modification not only of knowledge but also of awareness and proficiency in financial behaviours, as well as the increase of course participants’ financial wellbeing.

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Srisawasdi, Niwat. "Motivating Inquiry-Based Learning Through a Combination of Physical and Virtual Computer-Based Laboratory Experiments in High School Science." In K-12 STEM Education. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-3832-5.ch035.

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This chapter presents research about a combination of physical experimentation (PE) and virtual experimentation (VE) in computer-based inquiry learning as an instructional value to students' affective domain. For this study, the author has developed a science lesson for promoting interactive inquiry learning, and the researcher investigated whether orchestrating PE and VE in sequential learning affect students' learning perception and science motivation. To evaluate the lesson, questionnaires were used to examine how students perceived the lesson and their perceptions about how the lesson promotes science motivation. The results indicated students' positive perceptions that experiencing the lesson supported cognitive performance, emotional practice, and the social inquiry process. In addition, exposure to the lesson improved students' science motivation for both females and males. This highlights that the combination is an effective way to enhance the effectiveness of high school science learning.

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Miller, Olivia Patrice-Chante', and Regina L. Banks-Hall. "Parental Involvement in Education." In African American Suburbanization and the Consequential Loss of Identity. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7835-2.ch007.

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This chapter examines the key factors of parental involvement in relation to African-American students' academic success. Researchers identified that school failure is common among low-income African-American youth in the United States. This achievement gap requires a review of areas, such as poverty and crime, family environments, parenting styles, and academic race stereotypes, that could possibly affect African-American's academic achievement. Data from the Bureau of Justice Statistics National Crime Victimization Survey revealed that opportunities exist in reducing poverty and crime in African-American communities. Additionally, factors such as school-district locations may impact African Americans' perception of education. Most low-income schools lack educational resources to support students with increased learning needs which leads to greater disparities in developmental outcomes. Using social-cognitive theory as a framework, the authors found that increased parental involvement may improve African-American students' self-efficacy for increased academic motivation.

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With, Anne-Lise. "Veiledningssamtale for første års studenter: Et innspill til praksisnærhet og studiekvalitet." In Praksisnær undervisning – i praksis og teori. Cappelen Damm Akademisk/NOASP, 2020. http://dx.doi.org/10.23865/noasp.94.ch4.

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This chapter deals with counselling for first-year students as a way to strengthen motivation and mastery. Based on the model ForVei – preparatory counselling, it is argued for the relevance of the counselling conversation as a part of follow-up and study programme quality in higher education and the time of mass education. ForVei is based on the basic values MSHRL – Met, Seen, Heard, Respected, Equal, which is central to the way the conversation is conducted. It is the student’s motivation, mastery and well-being that are the main focus of ForVei, which is now practiced at several universities in Norway, such as the University of Oslo and Nord University. The chapter contains examples from our own research project on ForVei – counselling at INN University, where career guidance is a theme, as well. In the perspective of the student’s motivation and experience, counselling and learning theory are used, among others, with Vance Peavy’s constructivist Socio-Dynamic Counselling and Mark S. Savicka’s concept of self-efficacy. The latter, for example, helps to shed light on differences in self-perception and belief in one’s own resources and abilities. The chapter deals with these and other topics in light of study programme quality and ForVei – counselling for first-year students.

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Abanoz, Enes. "Code." In Teaching and Learning Practices That Promote Sustainable Development and Active Citizenship. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-4402-0.ch013.

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Modern societies are increasingly based on digital technologies thus the gender gap is an important social problem for creating a fair, equal, and prosperous societies in the digital age. One of the first steps toward closing gender gap is about encouraging girls to receive education. Although there are positive developments in the closure of gender gap in the education field, the inadequate representation of women in ICT jobs has continued, and the figure of participation of women in this field have not been improving significantly. This chapter focuses on users' reactions for the activities on Girls Who Code, Girls Develop It, and Black Girls Code, Facebook pages as a support mechanism to improve their abilities and motivations on coding area to provide a better perception of possible selves. The results show that these activities attracted users and provided a chance to improve abilities and positive motivation for possible selves.

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Popescu, Elvira. "Integrating Individual Differences in Adaptive Educational Systems." In Intelligent Learning Systems and Advancements in Computer-Aided Instruction. IGI Global, 2012. http://dx.doi.org/10.4018/978-1-61350-483-3.ch007.

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The chapter provides an overview of the individual differences that have an impact on the learning process and that are currently integrated in adaptive educational systems (AES). The focus is on one of these human factors in particular, namely learning style, which constitutes a popular source of adaptation in recent AES, but also one of the most controversial. The chapter includes a critical analysis of learning styles and their use in technology-enhanced learning settings, motivating the need for a Unified Learning Style Model (ULSM). This model integrates a carefully selected set of learning preferences extracted from several traditional learning style models, related to perception modality, way of processing and organizing information, as well as motivational and social aspects. The practical applicability of the model is also shown by briefly introducing an adaptive Web-based educational system built on it (called WELSA) and reporting the encouraging experimental results obtained so far. The use of ULSM in the emerging Web 2.0 context is also envisioned, by proposing the addition of a social learning dimension to WELSA.

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Hanus, Michael D., and Carlos Cruz. "Leveling up the Classroom." In Gamification in Education. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-5198-0.ch030.

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Gamification continues to grow in popularity, and has significant application to education and student motivation. Because gamification is a large, encompassing concept it may be best to assess its effects by breaking down its composite features and assessing the positive and negative effects of these features. This chapter takes features including immediate feedback, use of narrative, tailored challenges, and displays of progress, and discusses popular current theories in communication and psychology to discuss the potential benefits and drawbacks of each feature, placing a focus on student motivation, comparison, and self-perception. This moves to discuss practical ways to best employ gamification features, and discusses the impact of digital technology on gamification in the classroom and should be useful for researchers interested in the topic and for teachers considering how to best gamify their classrooms.

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Chapin, John. "Adolescents, Third-Person Perception, and Facebook." In Analyzing Human Behavior in Cyberspace. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7128-5.ch002.

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The purpose of this chapter is to document the extent of Facebook use and cyberbullying among adolescents. It is based on a study theoretically grounded in third-person perception (TPP), the belief that media messages affect other people more than oneself. As Facebook establishes itself as the dominant social network, users expose themselves to a level of bullying not possible in the analog world. The study found that 84% of adolescents (middle school through college undergraduates) use Facebook, and that most users log on daily. While 30% of the sample reported being cyberbullied, only 12.5% quit using the site and only 18% told a parent or school official. Despite heavy use and exposure, adolescents exhibit TPP, believing others are more likely to be negatively affected by Facebook use. A range of self-protective behaviors from precautionary (deleting or blocking abusive users) to reactionary (quitting Facebook) were related to decreased degrees of TPP. Implications for prevention education are discussed.

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Russo, Marianne Robin. "Social Justice and Adult Education." In Adult and Continuing Education. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-5780-9.ch009.

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It should be understood that the importance of adult education is to illuminate the current context in which the adult functions. This adult frames directly linked with the construct of social justice. Adult education is examined under two frames: (a) Merriam and Brockett (1997) who define adult education as “…activities intentionally designed for the purpose of bringing about learning among those whose age, social roles, or self-perception define them as adults” and, (b) Horton's philosophy developed under the Highlander Folk School. Understanding this correlation of adult education within a social-political phenomena, the nature of adult education may belong to a wide-ranging spectrum of teaching and learning in terms of: (a) media messaging and the rhetoric that may be inculcating adults, ultimately swaying public opinion; (b) adult messaging and totalitarian implications; (c) adult education and the state; (d) knowledge of history; (e) the history of adult education and how it has been instrumental in social justice; and (f) what adult education, inclusive of adult educators, must do to mitigate class hegemony.

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Conference papers on the topic "Social perception Motivation in education Self-perception"

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Kiseleva, Oxana. "TEACHING TRANSLATION IN TERTIARY EDUCATION: STUDENTS� PERCEPTION AND MOTIVATION." In 6th SWS International Scientific Conference on Social Sciences ISCSS 2019. STEF92 Technology, 2019. http://dx.doi.org/10.5593/sws.iscss.2019.4/s13.067.

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Dubayova, Tatiana, and Erika Chovanova. "PERCEPTION OF SOCIAL SUPPORT AS A FACTOR OF MOTIVATION TO LEARN OF PUPILS WITH SPECIAL EDUCATIONAL NEEDS." In 14th International Technology, Education and Development Conference. IATED, 2020. http://dx.doi.org/10.21125/inted.2020.1384.

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Alonso, Marta Elena, Jose Ramiro Gonzalez Montaña, Juan Carlos Dominguez, and Juan Manuel Lomillos. "Veterinary students´ perceptions of participation in a service-learning activity." In Sixth International Conference on Higher Education Advances. Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.11196.

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Citizens worldwide are increasingly concerned about the animal welfare of farm animals but lack knowledge about animal production systems, as fewer and fewer people have a direct connection to rural environment. Veterinary students these days present low motivation for teaching subjects related to agricultural species because they are more focused on companion animals. The aim of this work was to evaluate the perception of veterinary students about the degree of utility for learing achieve, satisfaction and acceptability of participation on an service-learning activity integrated in a teaching

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Mujahidah, Nelly, Dinn Wahyudin, and Rusman. "The Correlation Between Student Motivation in Choosing Study Program of Arabic Language Education and Their Perception About Teacher Profession." In 1st Paris Van Java International Seminar on Health, Economics, Social Science and Humanities (PVJ-ISHESSH 2020). Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210304.035.

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Ortega-Tudela, Juana M., Elena M. Diaz-Pareja, África M. Cámara-Estrella, and Mercedes LLorent-Vaquero. "DESIGN THINKING IN FUTURE TEACHERS TRAINING." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end070.

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Innovation in education entails not only the incorporation of technological tools and applications, but also the implementation of methodologies that could break the inertia and incorporate processes of Divergent Thinking. Future teachers must be creative professionals capable of developing professional activities to improve and not only to replicate the social experience in order to create new learning experiences. In this way, the main aim of our work was to explore how the use of Design Thinking Methodology improves learning processes in a group of 75 college students of the Primary Educati

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Mas-Machuca, Marta, Alicia Jordan, and Cristina Tresserres. "Implementation of Game-based Learning in Higher Education: an example in HR Management." In Fifth International Conference on Higher Education Advances. Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9369.

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The benefits of game-based learning (GBL) are well justified in literature, but there are no abundant studies to its applications in different disciplines in Higher Education (HE). This method proposes a problem scenario within a play framework adding the elements of competition and chance. The main aim of this research is to describe and analyse the successful implementation of an application of a game-based learning in the subject of Human Resource Management (HRM) during the academic year 2018/2019. Students have had to face the resolution of a challenge in the field of HR proposed by a soc

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Wahyuni, Chatarina Umbul, Erni Astutik, and Imelda F. E. Manurung. "The Association of Family Characteristics and Local Support (Servant Leadership) in Tb Case Finding among People Living with Hiv Aids in East Nusa Tenggara, Indonesia." In The 7th International Conference on Public Health 2020. Masters Program in Public Health, Universitas Sebelas Maret, 2020. http://dx.doi.org/10.26911/the7thicph.02.41.

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Background: HIV still becomes major global public health problem in the world. People living with HIV AIDS can suffer opportunistic infection, for example Tuberculosis. The role of family and local support is important to prevent opportunistic infection. The study aimed to determine the association between family characteristics and local support (servant leadership) to find TB case in People Living with HIV AIDS. Subjects and Method: This was a case control study conducted in Kupang city, East Nusa Tenggara, in July 2020. A sample of 100 people consisted of 50 cases and 50 control was selecte

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Alvarez-Huerta, Paula, Iñaki Larrea, Alexander Muela, and José Ramón Vitoria. "Self-efficacy in first-year university students: a descriptive study." In Fifth International Conference on Higher Education Advances. Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9226.

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The study and analysis of the self-efficacy beliefs of students has become an important line of educational research. The purpose of this study, conducted at the University of Mondragon (Spain), is to explore the different perceptions concerning the creative and entrepreneurial self-efficacy of students on their entrance to university. Results revealed clear patterns with regards to discipline and gender. Students commencing their degrees in social sciences show lower creative and entrepreneurial self-efficacy perceptions than their peers in other disciplines. Women show lower scores than men

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"Teacher Presence and Social Presence in Virtual and Blended Courses." In InSITE 2018: Informing Science + IT Education Conferences: La Verne California. Informing Science Institute, 2018. http://dx.doi.org/10.28945/3965.

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[This Proceedings paper was revised and published in the 2018 issue of Journal of Information Technology Education: Research, Volume 17] Aim/Purpose: The purpose of the study was to examine the relationship between teacher presence and social presence on one hand, and feelings of challenge and threat, self-efficacy, and motivation among students studying in virtual and blended courses on the other. Background: In this study we examined two types of courses, virtual courses (VCs) and blended courses (BCs). Physical separation between teacher and learners may lead to transactional distance, whic

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Phindane, Pule. "PERCEPTIONS AND PREFERENCES OF ENGLISH STUDENT TEACHERS ON THE ASSESSMENT PRACTICES." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end029.

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Comprehending the role of assessment and the differential effects on developing students’ learning processes is still one of the most explored areas in higher education. The aim of this quantitative study is to investigate English student teachers ’perceptions and preferences on the assessment practices (i.e., formative). The participant were student teachers sampled from the Department of Social Sciences and Language Education, Central University of Technology, Free State, South Africa. The outcomes showed that the assessment practices used by lecturers had an indispensable impact on students

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