Academic literature on the topic 'Types of motivation'
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Journal articles on the topic "Types of motivation"
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Soliar, A. S., and S. A. Ostapenko. "TYPES OF WORD MOTIVATION IN ENGLISH." INTELLIGENCE. PERSONALITY. CIVILIZATION, no. 2(29) (December 30, 2024): 42–49. https://doi.org/10.33274/2079-4835-2024-29-2-42-49.
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Objective. The objective of the article is to find out the types of motivation for the meaning of a word in English. Methods. The main scientific results are obtained using a complex of both general scientific and special linguistic methods, namely: observation, induction, deduction, hypothesis, analysis, synthesis, comparison, formalization; comparative-historical, typological, structural, functional, constructive, discourse analysis. Results. Motivation is a connection between words that reveals their motivation, which, in turn, is defined as a structural and semantic chracteristics of a word that allows to understand the conditionality of the connection between the meaning (seme) and the sound shell of a word (lexeme) on the basis of the correlation of the word with linguistic and extra-linguistic reality. There are different views on whether the concepts of ‘motivation’ and ‘motivatedness’ are equivalent, but in general they are aimed at understanding the connections between sounds and word meanings. There are five types of motivation in the English language: phonetic, morphological, semantic, grammatical and etymological. Each type of motivation affects the understanding and formation of speech, helping to reveal the structure and functioning of language in communication. We can also distinguish between full and partial motivation. Full motivation occurs when the meaning of the motivating word is fully contained in the meaning of the derived word. Partial motivation occurs when the meaning of the derived word is limited to the meaning of the motivating word. In addition, there is peripheral motivation, which reveals the peripheral lexical meaning of the derived word. The peripheral motivational relations indicate the connection between the derivational base and the derived word in the process of new word formation. It has been found that words can be motivated by both non-derivative and derivative verbs, which affects the structure and meaning of the derived word. Partial motivation is observed in cases where the derived word is based on only one of the components of the motivating word. Advanced polysemy can lead to different meanings of a derived word if it is derived from a polysemous verb. Thus, the analysis of peripheral motivational relations helps to better understand the process of creation and development of the language lexicon. References: Hlukhovska, M. S. (2014). Obsiah poniattia asotsiatyvnoi motyvatsii u slovotvori ukrainskoi movy [The scope of the concept of associative motivation in the word formation of the Ukrainian language]. Linhvistychni doslidzhennia [Linguistic researches]. Kharkiv, issue 37, 65–69. Available at: http://journals.hnpu.edu.ua/index.php/lingvistics/article/view/2024 Datsenko, O. (2022). Typy motyvatsii pokhidnykh anhliiskykh sliv iz sufiksom -ment u slovotvirnykh riadakh [Types of motivation of derivatives of english words with the suffix -ment in word formation rows]. Filolohichnyi chasopys [Philological journal]. Uman, issue 1, pp. 35–51. Available at: https://doi.org/10.31499/2415-8828.1.2022.257918 Kryzhko, O. (2017). Poniattia motyvatsii u suchasnii linhvistychnyi nautsi (slovotvirnyi, nominatyvnyi, linhvokohnityvnyi aspekty) [The concept of motivation in modern linguistic science (word-formation, nominative, linguistic and cognitive aspects)]. Visnyk Lvivskoho universytetu. Seriia filolohichna [Lviv University Bulletin. Philological series.]. Lviv, issue 64(1), pp. 267–276. Available at: http://nbuv.gov.ua/UJRN/Vlnu_fil_2017_64%281%29 33 Nikolaienko, S. Poniattia motyvatsii ta motyvatsiinykh vidnoshen v suchasnii linhvistytsi [The concept of motivation and motivational relations in modern linguistics]. Available at: https://enpuir.npu.edu.ua/handle/123456789/3027?locale-attribute=en Savchuk N. Aspekty vyvchennia motyvatsiinykh vidnoshen u linhvistytsi [Aspects of studying motivational relations in linguistics]. Available at: https://dspace.udpu.edu.ua/bitstream/6789/3319/1/Мотиваційні%20відношення%20у%20лінгвіст иці.pdf Slovotvirna motyvatsiia [Word formation motivation]. Available at: https://studfile.net/preview/9239069/ Ukrainska mova: vid fonetyky do morfolohii [Ukrainian language: from phonetics to morphology]. Available at: https://ukr.ed-era.com/leksikologya/slovo_yak_movna_odinitsya Tsymbal, A. (2014). Metodolohichni aspekty motyvolohichnykh doslidzhen [Methodological aspects of motivational research]. Movoznavstvo [Linguistics], no. 4, pp. 88–92. Shvets, N. V. (2013). Pryntsypy i kryterii rozmezhuvannia typiv motyvatsii u suchasnii linhvistytsi [Principles and criteria for distinguishing types of motivation in modern linguistics]. Naukovi zapysky NDU M. Hoholia. Filolohichni nauky [Notes of the M. Hohol State University. Philological sciences]. Nizhyn, P. 3, pp. 99–102. Available at: http://nbuv.gov.ua/UJRN/Nzfn_2013_3_21 Yavyshche mnozhynnoi slovotvirnoi motyvatsii v movoznavstvi [The phenomenon of multiple word formation motivation in linguistics]. Available at: https://core.ac.uk/download/pdf/268531714.pdf
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Savin-Zgardan, Angela. "Opinions on Lexical, Phraseological and Motivational Meaning." Intertext, no. 1(59) (July 2022): 15–20. http://dx.doi.org/10.54481/intertext.2022.1.02.
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The motivation of the word is its specific sign; it is the structural-semantic capacity that allows us to be aware of the interconditioning of the sound form and its meaning by comparing it with other lexical units of the language. The types of motivation of the word meaning are: the lexical motivation which is the result of the expression by the word of the motivational index of the designated object and the structural motivation which is the expression by the word of the classification index of the designated object. Lexical and structural motivations are realized by the internal form of the word (IFW). The IFW components are on the “horizontal” motivational form and the motivational meaning, and on the vertical - the motivational part and the forming part. With reference to words we can speak of lexical meaning and motivational meaning; in SPU (stable polilexical units), however, we identify phraseological meaning, motivational meaning, and lexical meaning. The motivational form of the word (MF) is the segment (or segments of its sound form), determined in terms of its motivation. The motivational meaning of the word is the meaning (or a synthesis of the meanings) of the motivational form. There are different types of relations between the motivational meaning and the lexical meaning of the word: the overlapping relationship; inclusion relationships; intersection relations; and inadvertent relationships. There are various types of motivational indices. The following types of IFW are determined: a) live - when the motivation can be identified by the speaker; b) dead, here the word has lost its motivation in the speaker's perception; c) lexicalized and non-lexicalized; d) metaphorical and non-metaphorical. Examples of the types of motivation mentioned are presented in this article.
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Cao, Xuanming, Jiayi Tian, Keyi Wang, and Lan Wang. "Exploring Foreign Language Learning Motivation." Communications in Humanities Research 3, no. 1 (2023): 972–77. http://dx.doi.org/10.54254/2753-7064/3/2022746.
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Motivation is crucial for second language (SL) learners. Motivation is an important factor in second foreign language learning. It alludes to a psychological propensity for learning foreign languages. The motivation of second language learners is examined in this work by categorizing motivation, outlining the motivational variables in L2 learning, and concentrating on the various motivational types. This paper divided second language motivation (SLM) into four parts: Internal and external motivation; Integrative and instrumental motivation; General motivation and specific motivation and other motivations. Finally, the paper draws on some recent ideas about the nature of the concept.
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Yuldasheva, L. P., and Yu M. Kobylina. "MOTIVATION TYPES OF HEADLINES." "Scientific notes of V. I. Vernadsky Taurida National University", Series: "Philology. Journalism" 1, no. 6 (2022): 65–72. http://dx.doi.org/10.32782/2710-4656/2022.6.1/11.
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Fyodorov, V. V., and I. D. Mileev. "Motivation in Teenage Users of Social Media." Social Psychology and Society 6, no. 3 (2015): 98–108. http://dx.doi.org/10.17759/sps.2015060307.
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The paper describes outcomes of a research on motivation in teenage users of virtual communicative spaces, that is, social networking sites. The hypothesis was that there is a correlation between teenagers' online activity in social media and features of their motivation. As it was revealed, types of teenagers' activities in social networking sites and types of motivation follow a certain hierarchy. Also, there are significant differences in motivations and time perspective in teenagers with different characteristics of online activity. The paper shows how these visible differences may be used in creating psychological motivational portraits of adolescents carrying out various activities in social media.
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Yudina, Alina V. "MODEL OF MOTIVATION TO SUCCESS AMONG EMPLOYEES OF PRODUCTION TEAMS: CONTENT AND ANALYSIS OF COMPONENTS." Bulletin of Alfred Nobel University Series "Pedagogy and Psychology" 2, no. 22 (2021): 146–53. http://dx.doi.org/10.32342/2522-4115-2021-2-22-17.
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The article describes the theoretical generalization and practical application of model motivation to success of employees from production collectives. The article presented the author’s model of motivation to success among employees from production collectives. We considered motivation to success in this model as an interaction of employees’ motivational types with entrepreneurial skills, communicative and organizational inclinations, team roles, position, and gender. We analyzed the motivation to success in the context of production companies’ work activity and in employees’ behavior in production collectives. To our mind, the motivation of employees is a combination of external and internal driving forces, which stimulate person’s activity and set forms of this activity to achieve the goal. The theoretical study considers the essence and content of employees’ work motivation. We created the author’s model of motivation to success in employees of production collectives. This model claims the motivation to success to be an interaction of motivational types in employees with their entrepreneurial skills, communication and organizational inclinations, team roles, position, and gender. Our empirical study reveals the peculiarities of motivation to success in employees of a chemical production enterprise. We developed some types of employees’ motivation: achieving to success – high motivation to success and low motivation to avoidance, motivated – high motivation to success and high motivation to avoidance, avoiding failures – low motivation to success and high motivation to avoidance, unmotivated – low motivation to success and low motivation to avoidance. The article studies differences in motivational types among employees. The motivational types of employees in production collectives have been related to communicative and organizational inclinations. The employees of production collectives, who refer to the motivational type for achieving success have higher level of communicative and organizational inclinations. The entrepreneurial skills in the context of studying psychological features of motivation to success in employees of production collectives were examined. The entrepreneurial skills of employees are: the needs for achievement, creativity inclination, commitment and determination, the ability to take reasonable risk, the need for independence. The employees’ communicative and organizational inclinations were also studied. We also presented types of motivation among employees from production collectives, which were developed by the author on the basis of an empirical study of motivation to success and motivation to avoidance of failure. We distinguished the following motivational types: achieving success, avoiding the failures, motivated, unmotivated. The article shows the results of the study of specificity in the relationship between motivational types and entrepreneurial skills, communicative, organizational inclinations, and team roles among employees from production collectives. We implemented the analysis of the results of studying relationship between the components of model motivation to success of employees from production collectives with motivational types. The research showed a significant correlation of employees’ position and gender with motivational types. High motivation to avoidance of failures affects the manifestation of team roles among employees from production collectives in different ways.
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Ndayisenga, Jean d'Amour, and Concilianus Laos Mbato. "Exploring Types of Language Learning Motivation among EFL Students: Insights from Rwandan High Schools." ELS Journal on Interdisciplinary Studies in Humanities 7, no. 4 (2024): 617–25. https://doi.org/10.34050/els-jish.v7i4.42097.
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Motivation in language learning is a critical area of study since motivation greatly impacts second language acquisition. Socio-Educational Model theory explains motivation to learn a second language in two main types: integrative and instrumental motivation. Many studies have explored motivation in language learning, but such studies are deficient in the case of Rwandan EFL learners. This study analyses the motivational types that inspire students during learning and investigates the motivation factors for EFL learning. This descriptive study, which involves a class from a Rwandan high school of Groupe Scolaire Nyamirama, uses both a qualitative and quantitative design. The information was gathered using open-ended questionnaires and closed-ended questionnaires. The results indicated that instrumental and integrative motivation significantly influences students’ EFL learning process. However, it showed that instrumental motivation was major in EFL learning. Additionally, according to the data, twelve motivational factors were identified from students and ten from teachers regarding teaching strategies and teacher-student interactions, all which impact students during the learning process. However, because motivational variables and motivational types rely on context, it is recommended that a study on this topic be conducted in a different setting.
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Dotsenko, Olena. "Types of motivation in derived English words with the suffix -ment in word-formation rows." Philological Review, no. 1 (May 31, 2022): 35–51. http://dx.doi.org/10.31499/2415-8828.1.2022.257918.
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The article is devoted to the main types of motivational relations from the synchronous point of view in English word-formation rows with the suffix -ment. Verbal, verbal-nominal, nominal, adjectival, verbal-adjectival word-formation rows were built. Their structure is investigated with the help of the relator language of the applicative generative model, which results in profound analysis, and detailed study of the motivational relations in word-formation rows. The peculiarities of semantic motivation were thoroughly investigated which leads to the conclusion that the bigger amount of derived words are characterized not only by partial metaphorical motivation but also by complete motivation. Despite this fact, there are some words with morphological motivation. Two models applied for deriving new compound words were outlined. Another peculiarity of the derived words with the suffix -ment is the developed polysemy. The fact is that some derived words can obtain not only direct but also indirect meaning. A lot of words can be characterized by multiple motivation which proves the idea of polymotivation of English words with the suffix -ment. Different classifications of motivation types are highlighted in the article such as complete and incomplete, unique and multiple, incoming and outgoing motivation. The theoretical framework of the motivology, i. e., «motivation», «derivation», «synchronous lexical motivation», «multiple motivation», «peripheral motivation» is highlighted in the paper. The connection between the motivation and antonymy is explained. In conclusion, the derived English words with the suffix -ment are characterized by synchronous lexical motivation that can be expressed in the form of the motivational square. Keywords: a word-formation row, synchronous lexical motivation, a motivational square, multiple motivation, polysemy.
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Mdaka, Lerato E., and Mpumelelo Longweni. "A pilot study exploring the interactive effects of intrinsic and extrinsic motivations in Open Source problem-solving." Journal of the Academy of Business and Emerging Markets 5, no. 1 (2025): 15–28. https://doi.org/10.5281/zenodo.14737409.
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This study examines the interaction between intrinsic and extrinsic motivations in open-source problem-solving. Using a pilot moderation model, we analyze the combined and interactive effects of these motivations on collaborative crowdsourcing within open-source projects. Our quantitative approach, involving respondents from the Mturk platform, employs structural equation modeling to explore the relationships between motivational types and problem-solving success. The findings show that intrinsic motivation significantly enhances open-source problem-solving. Conversely, extrinsic motivation has a moderating effect, reducing the positive impact of intrinsic motivation when perceived as controlling. This research contributes to the theoretical understanding of motivation in crowdsourcing, highlighting the complex role of extrinsic rewards in collaborative settings.
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Ikonnikova, Anastasia Ye, and Elena V. Kizil. "MOTIVATION TYPES OF LABOR ACTIVITIES." Scholarly Notes of Komsomolsk-na-Amure State Technical University 2, no. 34 (2018): 89–94. http://dx.doi.org/10.17084/iii-2(34).17.
Full textDissertations / Theses on the topic "Types of motivation"
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Lacroix, Chloé. "Motivation en sport : dissocier la fréquence de l'intensité des types de motivation /." Trois-Rivières : Université du Québec à Trois-Rivières, 2004. http://www.uqtr.ca/biblio/notice/resume/18200333R.pdf.
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Mémoire (M.A.) - Université du Québec à Trois-Rivières, 2004.<br>Une partie de ce mémoire est rédigé sous forme d'un article scientifique. Comprend des réf. bibliogr. Également disponible en format microfiche et PDF.
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Lacroix, Chloé. "Motivation en sport : dissocier la fréquence de l'intensité des types de motivation." Thèse, Université du Québec à Trois-Rivières, 2004. http://depot-e.uqtr.ca/1837/1/000110526.pdf.
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Kwan, Jason, Linda Nguy, and Jingxin Yang. "Identifying types of Motivation in Type 1 Diabetes Self-Management and Exercise in Adolescents." The University of Arizona, 2017. http://hdl.handle.net/10150/624201.
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Class of 2017 Abstract<br>Objectives: The purpose of the study was to identify the types of motivation that promote sustained physical activity among adolescents between the ages of 11-17 who are diagnosed with type 1 diabetes (T1D) to prevent diabetes related complications.
Methods: Questionnaires were distributed and collected among the Juvenile Diabetes Research Foundation’s (JDRF) listserv, Facebook page, and events in Phoenix and Tucson, Arizona on motivations for managing diabetes and exercise and confidence in diabetes management and performing physical activity. Demographic data was collected on age, gender, and race/ethnicity. Physical activity, levels of activity intensity, weight, height, health- related risk behaviors, chronic health conditions, and use of preventative services were also included in this study. Results: 11 adolescents completed questionnaires, categorized by participants who exercise less than 60 minutes daily (Group below recommended exercise level, GBRE) and participants who exercise more or equal to 60 minutes daily (Group meeting recommended exercise level, GMRE). GBRE’s average mean age was 15.75 and GMRE’s average mean age was 13.92. GMRE was associated with higher intensity physical activity (42.85% versus 0%). GBRE had a relative autonomy index (RAI) of 1.67 on the Treatment Self-regulation Questionnaire (TSRQ) compared to GMRE with a RAI of 3.81 (Mann-Whitney U 19, p-value 0.412). GBRE scored 73.75 on the Diabetes Self-efficacy Scale (DSES) and GMRE scored 78.71 (Mann-Whitney U 7, p-value 0.23).
Conclusions: Adolescents who exercised ≥ 60 minutes daily were observed to be self-motivated in managing their diabetes, especially maintaining exercise recommendations to decrease diabetes related complications.
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Bell, Debra Anne. "Types of Home Schools and Need-Support for Achievement Motivation." Diss., Temple University Libraries, 2013. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/214758.
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Educational Psychology<br>Ph.D.<br>Along many dimensions, homeschooling is increasing, diversifying, and spreading globally. Yet little is known about the motivational climates and teaching strategies parents have adopted to promote academic achievement and motivation within their homes. Working within a self-determination theory (SDT) framework, this study used cluster analysis to examine the naturally-occurring types of learning environments created by 457 homeschool parents. Measures of support for autonomy, mastery goal orientation, and conditional regard were adapted for a homeschool context and used as constituting variables. Follow-up measures of need satisfaction, efficacy, student academic engagement, teaching practices and demographics were used to identify significant differences among groups. A five cluster solution best fit the data: a high need support group, low need support group and three groups of mixed need support. In general, the high need and mixed need support groups were associated with higher student engagement, need satisfaction, efficacy for homeschooling and frequent use of teaching strategies that promote autonomous motivation and support for student competence. The low need support group was significantly associated with lower need satisfaction and teaching strategies associated with control. Higher levels of academic engagement were reported for those students homeschooled longer and at higher grade levels. Male teaching parents (n = 29) reported significantly less need satisfaction and were significantly associated with the low need support group. Taken together, the findings extend self-determination theory to an important, emerging learning context. Results were consistent with findings in SDT research across other domains; thus, lending support to the universality of SDT's main tenets.<br>Temple University--Theses
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Taylor, Genevieve. "The differential effects of academic motivation types on school achievement and persistence." Thesis, McGill University, 2012. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=106289.
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The purpose of the present thesis was to examine the differential and longitudinal relations between academic motivation types, achievement, and persistence in high school and junior college samples. Academic motivation was defined as a multidimensional construct consisting of intrinsic, extrinsic and amotivated types, according to Self-Determination Theory. Study 1 consisted of a meta-analysis supporting the positive relations of intrinsic motivation and identified regulation and the negative relations of amotivation to school achievement and persistence. It also showed weak and inconsistent effects of introjected and external regulation on school outcomes, and revealed several moderators. Building on these findings, Study 2 used a prospective design, controlling for baseline achievement and high school dropout intentions, to show that intrinsic motivation was the only type of motivation to significantly predict an increase in achievement and a decrease in intentions to drop out over one year. Study 3 aimed to replicate these results using a prospective design and extend them to a sample of students experiencing the transition from high school to junior college (Cegep) and studying science. It showed that intrinsic motivation was significantly positively associated with increases in school achievement and persistence in university over several years, whereas introjected regulation was related to lower levels of achievement and persistence in university. The three studies suggest that intrinsic motivation is the most beneficial form of motivation for students' achievement and persistence and that preventing the development of introjected regulation and amotivation could contribute to prevent school dropout, specifically during the transition from high school to junior college.<br>La présente thèse vise à examiner les relations différentielles et longitudinales entre les types de motivation, la réussite et la persévérance scolaires auprès des jeunes du secondaire et du collégial. La motivation scolaire fut définie en tant que construit multidimensionnel, comportant les types intrinsèque, contrôlés et amotivés. L'Étude 1 consiste en une méta-analyse démontrant les relations positives entre la motivation intrinsèque, la régulation identifiée et la réussite et la persévérance scolaires, ainsi que la relation négative entre l'amotivation et ces mêmes variables résultantes. De plus, cette étude atteste l'effet faible et variable des motivations par régulation introjectée et externe. En se basant sur ces résultats, l'Étude 2 illustre, à l'aide d'un devis longitudinal et de variables contrôles au temps 1, que la motivation intrinsèque est la seule à prédire une hausse du rendement scolaire et une baisse des intentions de décrochage sur un an. L'Étude 3, ayant pour objectif de reproduire ces résultats auprès d'un échantillon d'étudiants en période de transition du secondaire au collégial, démontra que la motivation intrinsèque était associée significativement à une augmentation du rendement et de la persévérance en sciences à l'université. D'autre part, cette étude démontre que la régulation introjectée est liée à une baisse de réussite et de persévérance en sciences au niveau universitaire. Ces trois études démontrent que la motivation intrinsèque serait la forme de motivation la plus bénéfique pour le rendement et la persévérance des jeunes. Elles évoquent également que la prévention du décrochage scolaire devrait cibler le développement de la motivation par régulation introjectée et l'amotivation, surtout durant les périodes de transitions scolaires.
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Gao, Xin. "Motivation to learn English in China : coursebooks, school types and learning outcomes." Thesis, University of Nottingham, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.408606.
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Pilch, Scott Bradford. "The effects of varying types of voice on organizational justice and motivation perceptions." CSUSB ScholarWorks, 2006. https://scholarworks.lib.csusb.edu/etd-project/3013.
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The present study was designed to answer two questions. First, how do different forms of voice influence perceptions of organizational justice? Second, do organizational justice perceptions affect an individual's motivation to improve their job performance?
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Hansson, Stefan. "Lektionsformers betydelse för elevers motivation : En intervjustudie med tre musiklärare." Thesis, Karlstads universitet, Institutionen för konstnärliga studier, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-46944.
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Detta arbete baseras på en kvalitativ intervjustudie med tre musiklärare som arbetar i en kulturskola. Syftet med studien är att undersöka hur dessa lärare ser på olika lektionsformers betydelse för elevers motivation. Den teoretiska utgångspunkten för arbetet utgörs av ett sociokulturellt perspektiv. I intervjuerna ombads lärarna att besvara ett antal öppet ställda frågor, utifrån vilka de beskriver sin syn på ämnet. Resultatet visar att musiklärarna uppfattar en tradition bland kommunala musik- och kulturskolor där individuella 20-minuterslektioner är den vanligast förekommande lektionsformen, dock anser de att olika typer av gruppundervisning blir allt vanligare. Anledningen till att individuella lektioner fortfarande utgör normen anses ha att göra med att det är bekvämare jämfört med grupp- och ensembleundervisning som innebär större arbetsbörda för läraren, men som enligt informanterna i regel gagnar elevernas motivation i större utsträckning. Informanterna var överens om att det bästa kursupplägget ur såväl kunskapsmässig som motivationsmässig aspekt vore att eleverna får både individuella lektioner och lektioner i grupp, då dessa anses komplettera varandra på ett gynnsamt sätt. De tre var överens om att när det kommer till unga nybörjare är dock någon form av gruppundervisning att föredra. I unga åldrar har inte det inre belöningssystemet utvecklats och därför behövs en högre grad av direkt belöning, vilket underlättas i sociala sammanhang, menar informanterna. Uppsatsen avslutas med en diskussion där resultatet diskuteras i förhållande till tidigare forskning.<br>This study is based on qualitative interviews with three teachers in a Swedish municipal school of music. The purpose of the study is to examine these teachers’ views on various types of lessons and the impact they have in terms of motivating students. The theoretical basis of this work is the social cultural perspective. In the interviews the teachers were asked to answer a couple of open questions, from which they described their views. The teachers’ experiences show a traditional and most common way of education on musical instruments in Sweden that is, 20 minute individual lessons. The practises of teaching in groups are however considered to have increased in popularity over past years. The reason why individual lessons still are norm is because of the larger workload for the teachers regarding group lessons. Nevertheless, group lessons are considered to motivate students to a greater extent than individual lessons. The three teachers agreed upon that the best alternative is to give students opportunity to receive both individual and group lessons, since these complement each other in a favourable manner. When it comes to young beginners, some form of group activity is though preferable. This is because young students do not have the internal reward system developed and therefore requires a higher degree of direct confirmation, which is supposed to be more facilitated by group settings than by individual lessons. The study ends with a chapter where results to previous research are discussed.
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Lui-Lau, Icy. "Classroom structures, culturally-derived values and students' motivational orientations : a comparative study of two types of primary schools in Hong Kong." Thesis, Durham University, 2001. http://etheses.dur.ac.uk/3844/.
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At a time when policy-makers in Hong Kong are pushing for educational reforms, there seems to be an increasing interest for both the Government and parents to use success stories of our western counterparts as a point of reference in guiding reforms. The general purpose of this study was to examine the subtle interplay of factors (e.g. classroom structures, culturally-derived values, teachers' perceptions of 'what counts’ in education, students' perceptions of their learning, government policy and resources allocation etc) that might contribute to students' motivation orientations. Two primary classrooms, one from each education system (a local school and an international school in Hong Kong), were analysed. Subjects for this study were 80 students who completed a questionnaire and 20 students and 5 teachers who were interviewed individually by the researcher. They were chosen from two Key stage 2 classes in each of the two targeted schools. One specific focus of this investigation was to examine whether there were any significant differences in students' motivational orientations in the two classes of students (who came from two types of schools) studied. A second specific focus was to examine whether there were any differences in the classroom structures and practices between the two classes of students and, if so, to find out to what extent did they account for the differences in students' motivation orientation. The third specific focus was to examine the extent to which culturally derived values served to affect teachers’ interpretation of their professional values and definitions of good educational practices, which in turn defined how they structured their classroom. The last focus was to examine the extent to which culturally derived values served to affect students’ perceptions of the classroom instruction, and their definition of 'how learning should happen' in the classroom. Findings from this study could shed light on whether policy makers are heading for the right direction in education reforms.
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Titenytė, Ingrida. "Motyvacijos ir kūno kultūros pamokų lankomumo sąsaja." Bachelor's thesis, Lithuanian Academic Libraries Network (LABT), 2014. http://vddb.library.lt/obj/LT-eLABa-0001:E.02~2014~D_20140620_102545-98190.
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Tyrimo objektas – motyvacijos ir kūno kultūros pamokų lankomumo sąsajos.
Darbo tikslas: Nustatyti mokinių sportavimo/mankštinimosi motyvaciją bei jos sąsajas su kūno kultūros pamokų lankomumu.
Uždaviniai:
1. Nustatyti ir palyginti mokinių motyvaciją ir jos lygį lyties aspektu.
2. Nustatyti ir palyginti mokinių subjektyvią nuomonę apie kūno kultūros pamokų lankomumą lyties aspektu.
3. Nustatyti ir palyginti mokinių motyvacijos bei jos lygio ir kūno kultūros pamokų lankomumo sąsajas lyties aspektu.
Tyrimo rezultatai:
1. Tiek berniukų tiek mergaičių motyvacijoje dominuoja vidine motyvacija. Mergaitėms labiau nei berniukams būdingas išorinis reguliavimas, o berniukams identifikavimas (p<0,05). Penktadaliui abiejų lyčiu mokiniu būdingos kelios dominuojančios motyvacijos, o introjekcija pasižymi labai maža mokiniu dalis.
2. Tiriamieji, tiek berniukai tiek mergaitės (tiriant jų subjektyvią nuomone apie pamokų lankymą), vienodai linkę lankyti kūno kultūros pamokas. Daugiau nei puse jų (59 proc. mergaičių ir 65 proc. berniukų) nepraleidžia pamokų.
3. Mokiniai (ir berniukai ir mergaites) turintis vidine motyvacija labiau nei kiti linkę lankyti kūno kultūros pamokas (p<0,05). Berniukai su identifikavimo motyvacija labiau nei mergaitės linkę lankyti kūno kultūros pamokas (p<0,05). Mergaitės kurioms būdingas išorinis reguliavimas labiau nei berniukai linkusios dažnai praleidinėti kūno kultūros pamokas (p<0,05). Visi mokiniai turintis introjekcijos motyvacija, nors jų skaičius labai... [toliau žr. visą tekstą]<br>The object of research – Motivations and physical education class attendance interface.
The aim of research – Determine students in sports/exercise motivation and its relation with physical education lesson attendance.
Propositions:
1. Identify and compare students motivation and motivation level in the perspective of gender.
2. Identify and compare children subjective opinion about the attendance of physical education classes.
3. Determine and compare students motivation, motivation level and physical education lessons attendance interfaces by gender.
Conclusion:
1. Analysis showed that dominating motivation of boys and girls is internal motivation. Girls more than boys is motivated by external regulation, and boys by identification (p<0,05). One fifth of students of both genders is characterized by several dominant motivation and introjection has a very small proportion of pupils.
2. Both boys and girls (with their subjective opinion about school attendance) is equally likely to attend physical education classes. More than half of them (59 perc. of girls 65% and boys) is more likely to non attend in physical education class.
3. Pupils (boys and girls) with intrinsic motivation is more likely than others to attend physical education classes (p <0.05). The boys with the motivation of identification is more likely to attend physical education classes than girls (p <0.05). Girls are characterized by external regulation more often than boys, they tend to skip physical... [to full text]
Books on the topic "Types of motivation"
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John, Martyn Henry. THE EFFECT OF INTRINSIC AND EXTRINSIC MOTIVATION ON INTRINSIC AND EXTRINSIC MOTIVATIONAL TYPES WITHIN THE CONTEXT OF A BASKETBALL DRIBBLE TEST. S.G.I.H.E., 1986.
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Mike, Robinson, ed. Motivations, behaviour and tourist types: Reflections in international tourism. Centre for Travel and Tourism in association with Business Education Publishers, 2000.
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Helmreich, Robert L. Making it without losing it: Type A, achievement motivation, and scientific attainment revisited. National Aeronautics and Space Administration, 1987.
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Kluger, Avraham N. The interactive effect of feedback sign and task type on motivation and performance. U.S. Army Research Institute for the Behavioral and Social Sciences, 2005.
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Tuzov, Andrey, and Nikolay Stoyko. Verification proceedings in the criminal proceedings of the Czech Republic. INFRA-M Academic Publishing LLC., 2023. http://dx.doi.org/10.12737/2056731.
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The monograph examines the verification proceedings in the criminal proceedings of the Czech Republic. In addition to describing the theoretical model of verification proceedings, the authors thoroughly describe the proceedings on complaints, appeals, cassations, complaints of violation of the law, petitions for the resumption of proceedings, i.e. all types of proceedings in which the legality, validity and motivation of decisions are checked. In describing the proceedings, the authors are based on the text of the Criminal Procedure Law of the Czech Republic (Zákon ze dne 29. listopadu 1961 o trestním çízení soudním (trestní řád)) as of 06/01/2022, the judicial practice of the Supreme Court of the Czech Republic and the Constitutional Court of the Czech Republic, judicial statistics data for 2015-2021.
 It is intended for law school teachers, researchers, students and postgraduates studying criminal procedure law and foreign law.
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Duguay, Karen L. D. Le choix de pratiques de motivation selon le sexe, l'âge et le type d'apprenant. Département de psychologie, Université Laurentienne, 1998.
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McLaughlin, Charlotte A. Predicting bilingual language achievement & self-confidence by language variables, motivation and type of schooling. Laurentian University, Department of Psychology, 1999.
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Hirsh, Sandra Krebs. Introduction to type and coaching: A dynamic guide for individual development. Consulting Psychologist's Press, 2000.
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Cavicchio, Federica, and Emanuela Magno Caldognetto, eds. Aspetti emotivi e relazionali nell'e-learning. Firenze University Press, 2008. http://dx.doi.org/10.36253/978-88-8453-833-8.
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This book investigates the role of emotions and multimodal communication in face-to-face teaching and in e-learning, and assesses the incidence of these not merely verbal components on the cognitive processes of the student. It also presents certain types of man-machine interface that utilise natural language in written, vocal and multimodal form; the latter implement a new metaphor of interaction with the computer that is more human-oriented. This is, therefore, a new and interdisciplinary theme of research that highlights the technical and theoretical complexity that e-learning specialists and scholars of multimodal communication and emotions address in order to devise new systems of human-computer communication that are more natural and more motivating for learning.
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Oganyan, Karina. Personality in Russian Social Philosophy: the Genesis of Managerial Thought. INFRA-M Academic Publishing LLC., 2022. http://dx.doi.org/10.12737/1856856.
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The monograph presents the genesis of managerial thought in the context of theoretical and methodological analysis of personality in Russian social philosophy. The formation and development of the integral concept of personality as a prerequisite for the formation of a modern socio-philosophical concept of management are considered. The results of the sociological analysis of the interdependence of the personality type of the head and the management style in the universities of St. Petersburg are presented. The motivation of the social and life success of the personality of a potential manager is substantiated. 
 It is intended for undergraduates, postgraduates, researchers and practitioners, including those interested in the problems of social philosophy in the context of the development of conceptual and methodological foundations of the model of the modern socio-philosophical concept of management.
Book chapters on the topic "Types of motivation"
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Darnhofer, Ika, and Peter Walder. "Farmer Types and Motivation." In Encyclopedia of Food and Agricultural Ethics. Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-007-6167-4_86-3.
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Darnhofer, Ika, and Peter Walder. "Farmer Types and Motivation." In Encyclopedia of Food and Agricultural Ethics. Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-007-0929-4_86.
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Darnhofer, Ika, and Peter Walder. "Farmer Types and Motivation." In Encyclopedia of Food and Agricultural Ethics. Springer Netherlands, 2019. http://dx.doi.org/10.1007/978-94-024-1179-9_86.
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Merrick, Kathryn E. "From Player Types to Motivation." In Computational Models of Motivation for Game-Playing Agents. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-33459-2_1.
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Dörnyei, Zoltán, and Ema Ushioda. "Main Types and Methods of Motivation Research." In Teaching and Researching Motivation, 3rd ed. Routledge, 2021. http://dx.doi.org/10.4324/9781351006743-12.
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Shivkumar, Bhargav, Enrique Naudon, and Lukasz Ziarek. "Putting Gradual Types to Work." In Practical Aspects of Declarative Languages. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-67438-0_4.
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AbstractIn this paper, we describe our experience incorporating gradual types in a statically typed functional language with Hindley-Milner style type inference. Where most gradually typed systems aim to improve static checking in a dynamically typed language, we approach it from the opposite perspective and promote dynamic checking in a statically typed language. Our approach provides a glimpse into how languages like SML and OCaml might handle gradual typing. We discuss our implementation and challenges faced—specifically how gradual typing rules apply to our representation of composite and recursive types. We review the various implementations that add dynamic typing to a statically typed language in order to highlight the different ways of mixing static and dynamic typing and examine possible inspirations while maintaining the gradual nature of our type system. This paper also discusses our motivation for adding gradual types to our language, and the practical benefits of doing so in our industrial setting.
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Cloude, Elizabeth B., Eva Kormann, Marco Steiner, Antero Lindstedt, Kristian Kiili, and Manuel Ninaus. "The Role of Feedback Type and Task Performance on Concurrent Emotions and Interest During Game-Based Learning." In Lecture Notes in Computer Science. Springer Nature Switzerland, 2024. https://doi.org/10.1007/978-3-031-78269-5_10.
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AbstractBuilding adaptive game-based learning (GBL) interventions (e.g., immediate feedback) has been a recent effort to maximize learning effectiveness. State-of-the-art algorithms often overlook the concurrent emotions and motivation of individuals and its impact on GBL interventions. This pilot study utilized a 3 (feedback type: results, elaborative, attribution) x 2 (graph type: misleading, non-misleading) within-subjects design with MediaWatch, a GBL environment built to improve critical graph literacy. At an Austrian university, 41 students’ concurrent emotions and motivation were measured using validated surveys immediately after different types of feedback on tasks during GBL. Results showed a significant improvement in graph literacy after GBL. Different types of feedback and task performance influenced concurrent emotions and interest, but individual differences accounted for the largest variability explained in emotions and interest. The findings suggest that within-subject variability is crucial for understanding concurrent emotions and motivation to feedback types and task performance during GBL.
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Niemiec, Christopher P., Bart Soenens, and Maarten Vansteenkiste. "Is Relatedness Enough? On the Importance of Need Support in Different Types of Social Experiences." In Human Motivation and Interpersonal Relationships. Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-017-8542-6_4.
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Ashby, William J. "The syntax, pragmatics, and sociolinguistics of left- and right-dislocations in French." In On Spoken French. John Benjamins Publishing Company, 2023. http://dx.doi.org/10.1075/slcs.226.c18.
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Aspects of the syntax, pragmatics and sociolinguistic distribution of left- and right-dislocations in a corpus of spoken French are treated. Most tokens of both types have clear pragmatic motivation, two functions being common to both, with other functions particular to one or another type. The social distribution of weakly motivated tokens does not support the view that, as French moves toward verb-initial typology, dislocated subjects are being grammaticalized as ordinary subjects.
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Edwards-Callaway, Lily N., and Tina M. Widowski. "Animal behavior and emotions - on-farm considerations." In Improving animal welfare: a practical approach, 3rd ed. CABI, 2021. http://dx.doi.org/10.1079/9781789245219.0160.
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Abstract This chapter describes the role of behaviour in animal welfare assessment; the behavioural need of an animal; knowledge on emotional brain circuitry; the positive and negative emotions experienced by animals; the different types of tests for measuring animal preference, aversion and motivation and the consequences of behavioural deprivation.
Conference papers on the topic "Types of motivation"
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Voroshilova, Anzhelika. "Demographic determinants of parental labor motivation types." In International Days of Statistics and Economics 2019. Libuše Macáková, MELANDRIUM, 2019. http://dx.doi.org/10.18267/pr.2019.los.186.165.
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Parnabas, Vincent, Ochillochandern Gittom Angang, and Mohad Anizu Mohd Nor. "Types of Sport Motivation on Malaysian Athletes." In Proceedings of the 8th ACPES (ASEAN Council of Physical Education and Sport) International Conference, ACPES 2022, October 28th – 30th, 2022, Medan, North Sumatera, Indonesia. EAI, 2023. http://dx.doi.org/10.4108/eai.28-10-2022.2327462.
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Фёдоров, Юрий Владимирович. "TYPES OF MOTIVATIONAL ACTIVITIES AND THEIR APPLICATION IN THE STAFF MOTIVATION AND COMPENSATION SYSTEM." In Перспективные исследования в сфере права, общества и управления: сборник статей международной научной конференции (Мурманск, Декабрь 2022). Crossref, 2023. http://dx.doi.org/10.58351/221224.2022.61.13.002.
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В статье рассматриваются различные виды систем мотивации и вознаграждения персонала и эффективность их применения в зависимости от внешних и внутренних факторов окружающей среды, специфических особенностей, размера и видов деятельности организации, уровня квалификации сотрудников и величины получаемой прибыли. The article discusses the various types of the staff motivation and compensation system and effectiveness of their implementation, depending on external and internal factors of environment, specifics, size and activities of the organization, level of qualification of employees and amount of gained profit.
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Frank, Ulrich, and Daniel Töpel. "Associaton Types: Motivation, Specification and Implementation with the XModelerML." In MODELS Companion '24: ACM/IEEE 27th International Conference on Model Driven Engineering Languages and Systems. ACM, 2024. http://dx.doi.org/10.1145/3652620.3688210.
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МИРЗА-ФЁДОРОВ, Оксана. "Motivation while studying mathematics." In "Concepția rezultantei: importanța teoretică și practică", conferință științifică națională. Ion Creangă Pedagogical State University, 2023. https://doi.org/10.46727/c.01-02-12-2023.p80-86.
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Due to the fact that Mathematics is one of the most difficult subjects for students, this article examines its peculiarities, reasons for poor performance and types of motivation. Here are given the steps to take in order to improve academic progress.
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Schimanke, Florian, Robert Mertens, and Bettina Sophie Huck. "Player Types in Mobile Learning Games – Playing Patterns and Motivation." In 2018 IEEE International Symposium on Multimedia (ISM). IEEE, 2018. http://dx.doi.org/10.1109/ism.2018.00035.
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Off, Rebecca C., Kevin Reuther, and Guido H. Baltes. "Entrepreneurial Motivation: An Exploratory Study of Gender and Venture Types." In 2022 IEEE 28th International Conference on Engineering, Technology and Innovation (ICE/ITMC) & 31st International Association For Management of Technology (IAMOT) Joint Conference. IEEE, 2022. http://dx.doi.org/10.1109/ice/itmc-iamot55089.2022.10033201.
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Simonova, Ivana, Jana Bekesova, Jiri Skoda, and Ludmila Faltynkova. "BLENDED LEARNING FROM THE VIEW OF LEARNER´S MOTIVATION TYPES." In 16th International Technology, Education and Development Conference. IATED, 2022. http://dx.doi.org/10.21125/inted.2022.0828.
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Cebotari, Veaceslav. "Development and optimization of human resources in organizations: the role of staff motivation and training in achieving high performance." In International Scientific Conference "The contemporary issues of the socio-humanistic sciences", XIV edition. Free International University of Moldova, 2024. https://doi.org/10.54481/pcss2023.17.
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The paper analyzes the essential functions of training, participation, and motivation in the context of the development and optimization of human resources in organizations. Particular attention is paid to detailing the components of motivation, including motives and motivational factors, highlighting their importance in motivating employees. The paper focuses on the detailed description of the forms of motivation and the motivational theories that underlie them. Among these theories, the following stand out: Maslow's Pyramid of Needs: analysis of the structure of the pyramid of needs highlights the importance of the gradual fulfillment of basic human needs, starting with the basic ones and advancing to the higher ones. Alderfer's ERG Theory: Alderfer's theory groups human needs into three main categories: Existence, Relatedness, and Growth, offering an alternative perspective on the satisfaction of human needs. McClelland's Theory of Needs: McClelland's theory focuses on three types of psychological needs - achievement, power, and affiliation - and their influence on individual behavior and performance. Through this detailed analysis, the paper contributes to the understanding of the depth and complexity of motivation within organizations, providing a solid basis for managers and leaders in developing effective strategies for motivating and training staff.
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Moore, Trevor D., and Mark A. Serva. "Understanding member motivation for contributing to different types of virtual communities." In the 2007 ACM SIGMIS CPR conference. ACM Press, 2007. http://dx.doi.org/10.1145/1235000.1235035.
Full textReports on the topic "Types of motivation"
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Ajzenman, Nicolás, Gregory Elacqua, Diana Hincapié, et al. Do You Want to Become a Teacher?: Career Choice Motivation Using Behavioral Strategies. Inter-American Development Bank, 2021. http://dx.doi.org/10.18235/0003325.
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Qualified teachers are a fundamental input for any education system. Yet, many countries struggle to attract highly skilled applicants to the teaching profession. This paper presents the results of a large-scale intervention to attract high performing high-school students into the teaching profession in Chile. The intervention was a three-arm email campaign which made salient three types of motivations typically associated with the teaching profession: intrinsic/altruistic, extrinsic, and prestige-related. The objective was to identify which type of message better appealed to high performing students to nudge them to choose a teaching major. The “intrinsic” and “prestige” arms reduced applications to teaching majors among high performers, while the “extrinsic” arm increased applications among low performers. A plausible interpretation could be that the “intrinsic” and “prestige” messages made more salient an issue that could otherwise be overlooked by high performing students (typically from more advantaged households), negatively impacting their program choice: that while the social value of the teaching profession has improved, it still lags behind other professions that are valued more by their families and social circles. In turn, the “extrinsic” arm made salient the recent improvements in the economic conditions of the teaching profession in Chile, thus appealing to low performing students who in general come from disadvantaged families and for whom monetary incentives are potentially more relevant. These results emphasize the importance of having a clear picture of the inherent motivations that could influence individuals career choice. Making salient certain types of motivations to the wrong target group could lead to undesired results.
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Lavrentieva, Olena, and Oleh Tsys. The theory and practice of managing students’ independent study activities via the modern information technologies. [б. в.], 2019. http://dx.doi.org/10.31812/123456789/4552.
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Theoretical foundations and existent practical experience in providing scientifically grounded management of students' independent study activities with the use of the latest information technologies have been studied in the research. The issues of organization of various types of management of students' independent study activities have been considered. It has been reported, that there are direct, indirect, and dynamic types of management. The possibilities of ICTs in the implementation of each type of management the students' independent study activities have been shown. It has been taken into account, that the introduction of computer-oriented means of co-management and co-organization into the educational process reflects the realization student-centered concept of learning. There has been emphasized the need to use both direct and indirect types of management, which will make it possible for students to move to the position of an actor of independent study activity and capable of exercising self-government. The authors have been paid special attention to the means of developing the students' personality and forming their motivational readiness for independent study activities and self-education. It has been shown, that such necessary means include the following: to promote the development of students' self-organization, self-actualization, as well as their socialization, to encourage self-assessment and reflection throughout the process of organizing independent study activities; to personalize independent study activities, to offer personally and professionally meaningful learning tasks with clearly defined and understandable goals for a student, and to ensure their gradual complication; to create informative feedback; to strengthen students' motivation.
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Chang, Chew Hung, P. S. Teng, Aik-Ling Tan, Yew Wooi Chan, and Mun See Tham-Poh. An evidence-informed study to determine why Singapore teachers engage in professional development. National Institute of Education, Nanyang Technological University, Singapore, 2020. https://doi.org/10.32658/10497/29001.
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Set against the motivation for NIE/GPL to enhance Teacher Professional Development (TPD) in meeting the needs of our stakeholders, the question of what makes a teacher want to engage in TPD was raised. While a wide literature scan has shown numerous studies on TPD that illuminates different types of PD that teachers do consider effective, there exists little consensus on which type of PD works best. It is no surprise that there is inconclusive evidence on what makes a teacher want to do TPD. Today, the Singapore literature suffers from a dearth of empirical study to show what motivates a teacher to do TPD. Adopting a social psychology framework of Planned Behaviour Theory (TPB), this study sought to address the research problem above through a baseline study and an extended exploration on the factors affecting a teacher's motivation to do TPD. A variety of data collection methods were utilised in this study. In-depth interviews, questionnaire surveys and Focus Group Discussions (FGD) were used to construct baseline statistics while observations and fieldwork deepened the exploration and provided the triangulation to data collection, essentially improving the reliability of the study. The findings from this study present various important implications for NIE and her partners through detailed analysis which might reshape the trajectory and if need be, modify the nature of Singapore’s TPD service delivery.
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Vlaicu, Razvan, and Philip Keefer. Employee Trust and Performance Constraints in Public Sector Organizations. Inter-American Development Bank, 2022. http://dx.doi.org/10.18235/0004456.
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Theory suggests that employee trust is key to productivity in organizations, but empirical evidence documenting links between trust and constraints on performance is scarce. This paper analyzes self-collected data on public sector employees from eighteen Latin American countries and finds that individual-level trust is relevant to three types of performance factors. First, high-trust employees are more willing to collaborate and share information with coworkers and are more supportive of technological innovation. Second, high-trust respondents have different perceptions of organizational constraints: they are less concerned with low staff quality or lack of discretion to innovate, and more concerned with staff shortages. Third, trust in coworkers is associated with stronger mission motivation. Instrumental variable strategies based on the transmission of trust through social and professional channels account for potential sources of endogeneity. A survey experiment on preferences for social distancing policies provides further evidence that trust enhances mission motivation: employee policy preferences align better with the implied government policy when their trust in the public sector is higher.
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Keefer, Philip, and Razvan Vlaicu. Employee Trust and Performance Constraints in Public Sector Organizations. Inter-American Development Bank, 2022. http://dx.doi.org/10.18235/0004596.
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Theory suggests that employee trust is key to productivity in organizations, but empirical evidence documenting links between trust and constraints on performance is scarce. This paper analyzes self-collected data on public sector employees from eighteen Latin American countries and finds that individual-level trust is relevant to three types of performance factors. First, high-trust employees are more willing to collaborate and share information with coworkers and are more supportive of technological innovation. Second, high-trust respondents have different perceptions of organizational constraints: they are less concerned with low staff quality or lack of discretion to innovate, and more concerned with staff shortages. Third, trust in coworkers is associated with stronger mission motivation. Instrumental variable strategies based on the transmission of trust through social and professional channels account for potential sources of endogeneity. A survey experiment on preferences for social distancing policies provides further evidence that trust enhances mission motivation: employee policy preferences align better with the implied government policy when their trust in the public sector is higher.
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Kharchenko, Yuliya V., Olena M. Babenko, and Arnold E. Kiv. Using Blippar to create augmented reality in chemistry education. CEUR Workshop Proceedings, 2021. http://dx.doi.org/10.31812/123456789/4630.
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This paper presents an analysis of the possibilities and advantages of augmented reality technologies and their implementation in training of future Chemistry and Biology teachers. The study revealed that the use of augmented reality technologies in education creates a number of advantages, such as: visualization of educational material; interesting and attractive learning process; increasing student motivation to study and others. Several augmented reality applications were analyzed. The Blippar app has been determined to have great benefits: it’s free; the interface is simple and user-friendly; the possibility of using different file types; the possibility of combining a large amount of information and logically structuring it; loading different types of information: video, images, 3D models, links to sites, etc. Thus, convenient interactive projects were developed using the Blippar application, which were called study guide with AR elements, and implemented in teaching chemical disciplines such as Laboratory Chemical Practice and Organic Chemistry. Using such study guide with AR elements during classes in a real chemical laboratory is safe and does not require expensive glassware. The student interviews revealed that the use of the Blippar application facilitated new material understanding, saved time needed to learn material, and was an effective addition to real-life learning.
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Panchenko, Liubov F., Tetiana A. Vakaliuk, and Kateryna V. Vlasenko. Augmented reality books: concepts, typology, tools. [б. в.], 2020. http://dx.doi.org/10.31812/123456789/4414.
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The article discussed the usage of augmented reality books in educational process. The object of research is augmented reality books. The subject of the study is the concepts and classification of augmented reality books; digital story making tools that emphasize child-teacher co-operation; difficulties in augmented reality using. The methods of research are: the analysis of publications about the issue; the analysis of digital tools capabilities; systematization and generalization of research information. In the article the facet classification for augmented books is proposed; the main facets are: reality- virtuality continuum, type of augmented materials, device types, type of interaction, spatial space of book, book’s category. Content for a module of a specialty course about augmented reality books for the system of professional training and retraining for educators in postgraduate education is discussed. Some samples of tasks for educators are presented: audio augmented book about world’s books monuments; analysis augmented reality examples in the textbook of the New Ukrainian school (subject name, topic, didactic tasks, quality of implementation, directions of expansion etc.), search and analysis augmented books according to the professional interests of the educators; discussion how augmented reality can help to improve student motivation with accent to attention, relevance, confidence and satisfaction; group work about design and creation a fragment of own textbook with augmented reality.
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Midak, Lilia Ya, Ivan V. Kravets, Olga V. Kuzyshyn, Jurij D. Pahomov, Victor M. Lutsyshyn, and Aleksandr D. Uchitel. Augmented reality technology within studying natural subjects in primary school. [б. в.], 2020. http://dx.doi.org/10.31812/123456789/3746.
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The purpose of the research is creation of mobile app (supported by Android) for visualization of chemical structure of water and to display video- data of laboratory experiments that can be used by the teacher and pupils for an effective background for learning natural cycle subjects and performance of laboratory experiments in the elementary school using lapbook. As a result of work, aimed at visualizing the education material, a free mobile app LiCo.STEM was developed; it can be downloaded from the overall-available resource Google Play Market. Representation of the developed video materials on the mobile gadgets is conducted by “binding” them to individual images- “markers” for every laboratory experiment. Applying such technologies gives an opportunity to establish educational activity, based on interference of adults with children, oriented on interests and abilities of each kid, development of curiosity, cognitive motivation and educational energy; development of imagination, creative initiative, including the speech, ability to chose the materials, types of work, participants of the common activity, promotion of conditions for parents participate in the common study activity.
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Kiv, Arnold E., Vladyslav V. Bilous, Dmytro M. Bodnenko, Dmytro V. Horbatovskyi, Oksana S. Lytvyn, and Volodymyr V. Proshkin. The development and use of mobile app AR Physics in physics teaching at the university. [б. в.], 2021. http://dx.doi.org/10.31812/123456789/4629.
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This paper outlines the importance of using Augmented Reality (AR) in physics education at the university as a valuable tool for visualization and increasing the attention and motivation of students to study, solving educational problems related to future professional activities, improving the interaction of teachers and students. Provided an analysis of the types of AR technology and software for developing AR apps. The sequences of actions for developing the mobile application AR Physics in the study of topics: “Direct electronic current”, “Fundamentals of the theory of electronic circuits”. The software tools for mobile application development (Android Studio, SDK, NDK, Google Sceneform, 3Ds MAX, Core Animation, Asset Media Recorder, Ashampoo Music Studio, Google Translate Plugin) are described. The bank of 3D models of elements of electrical circuits (sources of current, consumers, measuring devices, conductors) is created. Because of the students’ and teachers’ surveys, the advantages and disadvantages of using AR in the teaching process are discussed. Mann-Whitney U-test proved the effectiveness of the use of AR for laboratory works in physics by students majoring in “Mathematics”, “Computer Science”, and “Cybersecurity”.
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Gruber, Verena, Ingrid Peignier, and Elinora Pentcheva. Analyse des motivations d’achat de camions légers au Québec. CIRANO, 2023. http://dx.doi.org/10.54932/kzyi1849.
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Le présent rapport s’inscrit dans la continuité d’une vaste étude débutée en 2020 afin de mieux comprendre la préférence croissante de la population canadienne pour les véhicules énergivores ainsi que les facteurs (politiques, économiques, sociaux, etc.) qui contribuent à l’augmentation des ventes de ce type de véhicules. Le CIRANO a déjà participé à cette étude en publiant deux rapports de projet en 2021 et ce nouveau rapport traite plus en détail de la situation au Québec, avec une attention particulière portée sur les habitudes d’utilisation des véhicules. Pour ce faire, une étude empirique a été menée auprès d’un échantillon représentatif de 1 020 Québécois(es) propriétaires d’un véhicule à l’aide d’un questionnaire en ligne administré en juillet 2022. L’enquête par questionnaire a fait ressortir quatre aspects majeurs qui influencent l’intention d’acheter un véhicule de type VUS : les caractéristiques du véhicule (comme l’importance accordée à une position de conduite élevée et à une transmission à quatre roues motrices), les aspects démographiques (comme le fait de vivre dans une région rurale et d’avoir un revenu familial plus élevé) et les facteurs psychologiques (comme l’importance des valeurs hédoniques et égoïstes). Mais c’est surtout la nature du véhicule principal qui est la variable qui se distingue avec le plus grand effet (β = 0,451) sur l’intention d’achat de VUS. Ainsi, conformément aux résultats de 2020, le facteur le plus important pour expliquer l’intention d’achat futur d’un VUS est la possession préalable d’un VUS. 67 % des propriétaires de VUS ont affirmé qu’il était extrêmement probable ou très probable qu’ils achètent un VUS comme prochain véhicule contre seulement 24 % des propriétaires de berline. Ces résultats renforcent la conclusion que le fait de posséder un VUS est le meilleur prédicteur d’une haute intention d’achat de VUS pour le prochain véhicule et souligne l’importance des interventions visant les premiers acheteurs et les premières acheteuses. Les résultats de l’enquête suggèrent également que la réduction de la possession de voiture parmi les propriétaires sera fortement difficile, puisque ceux-ci considèrent leur véhicule comme indispensable, et ce quel que soit le type de véhicule possédé, quoique les propriétaires de berlines soient néanmoins significativement les moins nombreux à considérer leur véhicule comme indispensable. Bien que les répondant(e)s considèrent généralement leur véhicule comme indispensable, ils ou elles ne l’utilisent guère au maximum de sa capacité, ni en ce qui concerne les sièges du véhicule ni en ce qui concerne l’espace de rangement. En moyenne, 35 % des répondant(e)s indiquent qu’au moins 3 places de leur véhicule sur 5 sont occupées au moins une fois par semaine. La plus grande part affirme toutefois que cela n’arrive que quelques fois par année (40,1 %), voire jamais pour 13,6 % des répondant(e)s. Les mêmes ordres de grandeur sont observés en ce qui concerne l’utilisation de l’espace de chargement. En revanche, les conducteur(trice)s de VUS sont significativement plus nombreux que les conducteur(trice)s de berline à utiliser fréquemment la majorité des sièges de l’habitacle ainsi que la pleine capacité du coffre. Pourtant, lorsque l’on contrôle pour d’autres variables sociodémographiques, le type de véhicule conduit n’est généralement pas un facteur explicatif de la fréquence d’utilisation de la pleine capacité de notre véhicule, que l’on parle de sièges ou du coffre, mais c’est plutôt le fait d’avoir des enfants qui est la variable avec le plus grand pouvoir explicatif.