Relevant bibliographies by topics / Types of motivation

Contents

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

Academic literature on the topic 'Types of motivation'

Author: Grafiati
Published: 4 June 2021
Last updated: 31 May 2022

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Types of motivation.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Journal articles on the topic "Types of motivation"

1

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.

Full text
Abstract:
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.
APA, Harvard, Vancouver, ISO, and other styles
2

Ikonnikova, Anastasia Ye, and Elena V. Kizil. "MOTIVATION TYPES OF LABOR ACTIVITIES." Scholarly Notes of Komsomolsk-na-Amure State Technical University 2, no. 34 (June 26, 2018): 89–94. http://dx.doi.org/10.17084/iii-2(34).17.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

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.

Full text
Abstract:
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.
APA, Harvard, Vancouver, ISO, and other styles
4

Chen, Ming-Chia, and Yuan-Cheng Tsai. "Earnings Management Types and Motivation: A Study in Taiwan." Social Behavior and Personality: an international journal 38, no. 7 (August 1, 2010): 955–62. http://dx.doi.org/10.2224/sbp.2010.38.7.955.

Full text
Abstract:
A real activity manipulation model was applied to analyze the earning management behaviors of companies. Cluster analysis was conducted to explore types of earnings management behavior and the relationships were examined between different types of earnings management and motivation. Results indicate that production/distribution manipulation is driven principally by speculative motivations, while accrued item manipulation is driven principally by altruistic motivation and by pressure from affiliated parties.
APA, Harvard, Vancouver, ISO, and other styles
5

Grabiec, Olimpia, and Joanna Jędraszczyk-Kałwak. "Motivating factors applied in small and medium enterprises." Zeszyty Naukowe Wyższej Szkoły Humanitas Zarządzanie 18, no. 3 (September 29, 2017): 37–49. http://dx.doi.org/10.5604/01.3001.0010.6384.

Full text
Abstract:
This article presents a discussion of issues connected with motivating employees to work. It contains theoretical principles of psychology of motivation, as well as a self-study connected with the presented topic. The theoretical part of this article presents a detailed definition of motivation, the scope of interest of motivational psychology as well as different types of motivation drivers applied by managers. On the other hand, the empirical part presents results of the research related to motivational systems applied in Silesian enterprises. This article aimed at showing different ways of motivating employees of small and medium enterprises to work, as well as defining, which factors are, in their opinions, the most encouraging to intensive work, which can contribute to the development of motivational systems in enterprises.
APA, Harvard, Vancouver, ISO, and other styles
6

Jowkar, Mehdi, Leily Nekuruh Motlagh, and Fatemeh Sadat Mirshamsi. "Types of Motivation in Iranian EFL learners toward English Language Learning." Journal of English Language and Literature 7, no. 3 (June 30, 2017): 560–64. http://dx.doi.org/10.17722/jell.v7i3.319.

Full text
Abstract:
This study aimed at investigating the types of motivation (integrative, instrumental, intrinsic and extrinsic) that Iranian students, studying English, have toward the learning of the English language. A modified27-item motivational survey adapted from Gardner’s (1985) Attitude/Motivation Test Battery (AMTB) questionnaire was administered to 47 (male and female) who were studying English as their second language. The data was then recorded in SPSS computer software and later was calculated with the help of the descriptive data. The findings revealed that the students had high levels of integrative and instrumental motivation to learn English. Their integrative motivation was found slightly higher than their instrumental motivation. Contrary to intrinsic motivation, the learners demonstrated a relatively high extrinsic motivation. Following these findings, some pedagogical implications are discussed with their recommendations.
APA, Harvard, Vancouver, ISO, and other styles
7

Stoyanova, Stanislava. "BULGARIAN TEACHERS’ CAREER MOTIVATORS." Problems of Psychology in the 21st Century 10, no. 2 (December 25, 2016): 85–97. http://dx.doi.org/10.33225/ppc/16.10.85.

Full text
Abstract:
A review of several studies of teachers’ career motivation since Bulgarian Renaissance till nowadays is presented in this paper. 203 Bulgarian teachers in public schools were studied by means of a questionnaire created by Slavchov & Stoyanova (2007) measuring career motivational types, according to Moses’ typology (2003). The career motivational type of Authenticity seekers was the most preferred by the studied Bulgarian teachers, followed by Personal developers and Stability seekers. Career builders as a career motivational type was minor career motivator, the least preferred one by Bulgarian teachers. A lot of significant positive correlations existed between teachers’ career motivational types. Some social-demographic factors (such as gender, specialty, work experience, and age) differentiated teachers’ career motivators. The type of Autonomy seekers was more preferred career motivator by male teachers than by female teachers in correspondence to the traditional stereotypes for men. Longer teachers’ work experience and teachers’ advance in age were related to more frequency of Stability seekers, but less frequency of Novelty seekers career motivator. Preschool and elementary school teachers preferred more strongly Authenticity seekers as a career motivator than teachers in natural sciences and mathematics. Establishing major career motivators for teachers may be related to opportunities for improvement of performance and work satisfaction. Key words: career motivation, motivational types, school teachers, work satisfaction.
APA, Harvard, Vancouver, ISO, and other styles
8

Kolesnichenko, Oleksandr, Yanina Matsegora, Ihor Prykhodko, Stanislav Larionov, Anastasiia Bolshakova, Olena Bilyk, Svitlana Izbash, Viktoriia Kuzina, Vitalii Panok, and Vira Kramchenkova. "Content, Hierarchy, Intensity of Motives and their Possibility to be Implemented in Servicemen with Various Levels of Effectiveness of Service Activity." BRAIN. Broad Research in Artificial Intelligence and Neuroscience 12, no. 4 (December 20, 2021): 374–410. http://dx.doi.org/10.18662/brain/12.4/256.

Full text
Abstract:
In accordance with the results of conducted research there were figured out the content, hierarchy, intensity of motives and their possibility to be implemented in servicemen with various levels of effectiveness of service activity. 8435 male servicemen participated in the research, they equally presented all the operational and territorial military unifications and units of the National Guard of Ukraine. Each unit proportionately presented officers as well as military personnel under contract who included the participants of hostilities and those who did not have such experience. Examination of various aspects of servicemen motivation was conducted with the help of the following the methods which were standardized being based on the Ukrainian selection “Close Questionnaire of Examining the Motivation of Professional Choice Made by Applicants of the Ministry of Internal Affairs”, “Questionnaire of Estimation of the Effectiveness of Military Tasks’ Execution by Servicemen of the National Guard of Ukraine”, questionnaire on “Sense-Bearing and Life Orientations”, the methods of “Studying the Motivational Profile of Personality”, and “Locus of Control”. There was conducted the cluster analysis which gave the possibility to figure out six motivational types connected with the effectiveness of servicemen operational activity. Motivational types were located between the poles which were introduced by two dimensions: self-efficacy (autonomous and controlled motivation) and motivation of helping others (motivations of public service - selfishness).Those motivational types of servicemen were the following: motivated by public service, stagnant, prosocial, romantic, deficient, and dependent. Distinguished types included the content, hierarchy, intensity of motives and their possibility to be implemented.
APA, Harvard, Vancouver, ISO, and other styles
9

Kristanti, Ika Neni. "MOTIVASI DAN STRATEGI MANAJEMEN LABA PADA ORGANISASI." Jurnal Ilmiah Akuntansi dan Keuangan 8, no. 2 (July 31, 2019): 68–80. http://dx.doi.org/10.32639/jiak.v8i2.298.

Full text
Abstract:
Earnings management occurs when managers use valuations in financial reporting and in compiling transactions to change financial statements so as to mislead some stakeholders regarding the underlying results that depend on reported accounting figures or to influence contract outcomes that depend on reported accounting figures. The existence of earnings management in a company is inseparable from the various types or underlying motivational factors, while some of the motivations associated with the implementation of earnings management are bonus motivation, political motivation, tax motivation, CEO turnover motivation, IPO motivation. The models used in measuring earnings management include: Healy Model, DeAngelo Model, Jones Model, Industrial Model, Jones Modification Model, Dechow-Dichev Model, Kothari Model and Stubben Model. Keywords : earning management, motivation, measuring models
APA, Harvard, Vancouver, ISO, and other styles
10

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

Full text
Abstract:
AbstractAs part of a larger longitudinal study, this paper examines the development of Chinese students' EFL learning motivation throughout university undergraduate study, in an increasingly globalized local context. The study adopted a social constructivist perspective of language learning and combined research methods; the participants were over 1,000 undergraduates from 5 universities. The quantitative data were collected through a questionnaire (based on Gao et al. 2004) including motivational intensity and motivation types – instrumental, cultural, and situational, implemented annually from university entrance to graduation. The qualitative data consisted of individual and group interviews, student journals, and observations. Integrated data analysis revealed that sustained high-level long-term instrumental motivations coexisted with an increase of L2- oriented cultural motivations and situational motivation, particularly in the first and fourth year. The increased L2-oriented cultural motivations indicated neither ``ntegrativeness'' in the sense of becoming a member of the native English speaker community, nor a culturally neutral ``global identity.'' The increase of such L2- oriented cultural motivations was also accompanied by a sustained ``social responsibility'' motivation oriented to learners' home culture. Such complexities of motivational development call for further investigation in increasingly globalized EFL contexts.
APA, Harvard, Vancouver, ISO, and other styles
More sources

Dissertations / Theses on the topic "Types of motivation"

1

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.

Full text
Abstract:
Mémoire (M.A.) - Université du Québec à Trois-Rivières, 2004.
Une partie de ce mémoire est rédigé sous forme d'un article scientifique. Comprend des réf. bibliogr. Également disponible en format microfiche et PDF.
APA, Harvard, Vancouver, ISO, and other styles
2

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.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

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.

Full text
Abstract:
Class of 2017 Abstract
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.
APA, Harvard, Vancouver, ISO, and other styles
4

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.

Full text
Abstract:
Educational Psychology
Ph.D.
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.
Temple University--Theses
APA, Harvard, Vancouver, ISO, and other styles
5

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.

Full text
Abstract:
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.
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.
APA, Harvard, Vancouver, ISO, and other styles
6

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.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

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.

Full text
Abstract:
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?
APA, Harvard, Vancouver, ISO, and other styles
8

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.

Full text
Abstract:
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.
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.
APA, Harvard, Vancouver, ISO, and other styles
9

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/.

Full text
Abstract:
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.
APA, Harvard, Vancouver, ISO, and other styles
10

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.

Full text
Abstract:
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]
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]
APA, Harvard, Vancouver, ISO, and other styles
More sources

Books on the topic "Types of motivation"

1

John, Martyn Henry. THE EFFECT OF INTRINSIC AND EXTRINSIC MOTIVATION ON INTRINSIC AND EXTRINSIC MOTIVATIONAL TYPES WITHIN THE CONTEXT OF A BASKETBALL DRIBBLE TEST. Cardiff: S.G.I.H.E., 1986.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
2

Archetype and character: Power, Eros, spirit, and matter personality types. New York: Palgrave Macmillan, 2012.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
3

Be the leader people love to follow: Using type & style for increased leadership effectiveness. Charleston, S.C: Type & Temperament, Inc., 2003.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
4

Helmreich, Robert L. Making it without losing it: Type A, achievement motivation, and scientific attainment revisited. [Washington, DC?: National Aeronautics and Space Administration, 1987.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
5

Kluger, Avraham N. The interactive effect of feedback sign and task type on motivation and performance. [Arlington, Va.]: U.S. Army Research Institute for the Behavioral and Social Sciences, 2005.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
6

Duguay, Karen L. D. Le choix de pratiques de motivation selon le sexe, l'âge et le type d'apprenant. Sudbury, Ont: Département de psychologie, Université Laurentienne, 1998.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
7

McLaughlin, Charlotte A. Predicting bilingual language achievement & self-confidence by language variables, motivation and type of schooling. Sudbury, Ont: Laurentian University, Department of Psychology, 1999.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
8

Hirsh, Sandra Krebs. Introduction to type and coaching: A dynamic guide for individual development. Palo Alto, Calif: Consulting Psychologist's Press, 2000.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
9

Cavicchio, Federica, and Emanuela Magno Caldognetto, eds. Aspetti emotivi e relazionali nell'e-learning. Florence: Firenze University Press, 2008. http://dx.doi.org/10.36253/978-88-8453-833-8.

Full text
Abstract:
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.
APA, Harvard, Vancouver, ISO, and other styles
10

Oganyan, Karina. Personality in Russian Social Philosophy: the Genesis of Managerial Thought. ru: INFRA-M Academic Publishing LLC., 2022. http://dx.doi.org/10.12737/1856856.

Full text
Abstract:
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.
APA, Harvard, Vancouver, ISO, and other styles
More sources

Book chapters on the topic "Types of motivation"

1

Darnhofer, Ika, and Peter Walder. "Farmer Types and Motivation." In Encyclopedia of Food and Agricultural Ethics, 1–7. Dordrecht: Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-007-6167-4_86-3.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Darnhofer, Ika, and Peter Walder. "Farmer Types and Motivation." In Encyclopedia of Food and Agricultural Ethics, 880–85. Dordrecht: Springer Netherlands, 2019. http://dx.doi.org/10.1007/978-94-024-1179-9_86.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Darnhofer, Ika, and Peter Walder. "Farmer Types and Motivation." In Encyclopedia of Food and Agricultural Ethics, 710–15. Dordrecht: Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-007-0929-4_86.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Merrick, Kathryn E. "From Player Types to Motivation." In Computational Models of Motivation for Game-Playing Agents, 3–20. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-33459-2_1.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Dörnyei, Zoltán, and Ema Ushioda. "Main Types and Methods of Motivation Research." In Teaching and Researching Motivation, 197–244. 3rd ed. Third edition. | New York, NY: Routledge, 2021.: Routledge, 2021. http://dx.doi.org/10.4324/9781351006743-12.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Shivkumar, Bhargav, Enrique Naudon, and Lukasz Ziarek. "Putting Gradual Types to Work." In Practical Aspects of Declarative Languages, 54–70. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-67438-0_4.

Full text
Abstract:
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.
APA, Harvard, Vancouver, ISO, and other styles
7

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, 77–96. Dordrecht: Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-017-8542-6_4.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Capdevila, Ignasi. "How Can City Labs Enhance the Citizens’ Motivation in Different Types of Innovation Activities?" In Lecture Notes in Computer Science, 64–71. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-15168-7_9.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Edwards-Callaway, Lily N., and Tina M. Widowski. "Animal behavior and emotions - on-farm considerations." In Improving animal welfare: a practical approach, 160–80. 3rd ed. Wallingford: CABI, 2021. http://dx.doi.org/10.1079/9781789245219.0160.

Full text
Abstract:
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.
APA, Harvard, Vancouver, ISO, and other styles
10

Park, Hyung-sung, Jung-hwan Park, and Young-Tae Kim. "The Effect of Educational Game on the Intrinsic Motivation by Learner’s Traits: Focus on Personality Types." In Communications in Computer and Information Science, 286–92. Berlin, Heidelberg: Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-27180-9_35.

Full text
APA, Harvard, Vancouver, ISO, and other styles

Conference papers on the topic "Types of motivation"

1

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.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

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.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

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.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

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

Full text
Abstract:
Data on the types of labor motivation, features of conscious selfregulation and adaptive abilities of subjects who are in a situation of changing the type of professional activity are presented. The role of these indicators in adapting to the situation of changing the type of professional activity is revealed. The purpose of the series of empirical studies is to test the model of the relationship between regulatory and motivational predictors of successful adaptation. The hypothesis of the research is the assumption that conscious self-regulation makes a significant contribution to the adaptation of the subject to a change in the type of professional activity and mediates the influence of motivational predictors. We discuss the empirical materials collected on a sample of subjects in a situation of changing the type of professional activity (unemployed, students of professional retraining programs, undergraduates) (N = 137). The analysis of the obtained data showed that the respondents, in the situation of changing the type of professional activity, have a predominant instrumental type of motivation (the validity of the labor price is important) and a predominantly low level of adaptive abilities. Conscious self-regulation is a system-forming factor in the system of predictors of adaptation. On the one hand, it allows you to compensate and overcome some limitations of work motivation, on the other — to act as a mediator of the influence of motivation on the results of adaptation
APA, Harvard, Vancouver, ISO, and other styles
5

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. New York, New York, USA: ACM Press, 2007. http://dx.doi.org/10.1145/1235000.1235035.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

"Effects of Personalized Learning With Preferred Digital Media Types on Learning Motivation." In 18th European Conference on e-Learning. ACPI, 2019. http://dx.doi.org/10.34190/eel.19.041.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Volkmar, Georg, Johannes Pfau, Rudolf Teise, and Rainer Malaka. "Player Types and Achievements -- Using Adaptive Game Design to Foster Intrinsic Motivation." In CHI PLAY '19: The Annual Symposium on Computer-Human Interaction in Play. New York, NY, USA: ACM, 2019. http://dx.doi.org/10.1145/3341215.3356278.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Gribanova, Svetlana, and Anna Abeltina. "MOTIVATION OF YOUNG IT PROFESSIONALS." In Business and Management 2018. VGTU Technika, 2018. http://dx.doi.org/10.3846/bm.2018.37.

Full text
Abstract:
The research answers the following question: what actions do organizations undertake to attract and retain young IT professionals and how do they correspond with expectations of young IT specialists? In order to get information about life values of young professionals, their expectations and apprehen-sions, in this research qualitative methodology and semi-structured interview method were used. All the respondents were conditionally divided in accordance to the companies they are employed with into international companies, big Latvian companies and modern IT companies. The research showed that different types of companies use different strategies to attract, retain and motivate young IT specialists. International companies try to satisfy the needs of young professionals for self-expression, freedom and self-realization. Big Latvian companies try to create environment where employees feel their dependence from the organization and are afraid to lose their jobs. Modern IT companies shape attachment to the company and create desire to make this company more compet-itive.
APA, Harvard, Vancouver, ISO, and other styles
9

Iraola-Real, Ivan, William Iraola-Real, Karim Iraola-Real, Nery Real-Torres, and Edwin Iraola-Real. "“FREE AND EFFECTIVE BUT NOT STRESSED”: TYPES OF MOTIVATION IN PERUVIAN WOMEN TEACHERS." In 11th annual International Conference of Education, Research and Innovation. IATED, 2018. http://dx.doi.org/10.21125/iceri.2018.0807.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Srivastava, Jayesh, and L. H. Shu. "Considering Different Motivations in Design for Consumer-Behavior Change." In ASME 2015 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2015. http://dx.doi.org/10.1115/detc2015-47625.

Full text
Abstract:
Much existing work aims to understand how to change human behavior through product-design interventions. Given the diversity of individuals and their motivations, solutions that address different motives are surprisingly rare. We aim to develop and validate a framework that clearly identifies and targets different types of behavioral motives in users. We present a behavior model comprising egoistic, sociocultural and altruistic motives, and apply the model to sustainable behavior. We confirmed the explanatory power of the behavior model by categorizing user comments about an international environmental agreement from multiple news sources. We next developed concepts, each intended to target a single motive type, and elicited evaluations from online respondents who self-assessed their motivation type after evaluating the concepts. We present and discuss correlation results between motive types and preference for products that target these types for two iterations of the experiment. Deviations from our expected results are mainly due to unexpected perceptions, both positive and negative, of our concepts. Despite this, the main value of this work lies in the explicit consideration of a manageable number of different types of motives. A proposed design tool incorporates the three types of motives from the model with the different levels of persuasion others have proposed to change user behavior.
APA, Harvard, Vancouver, ISO, and other styles

Reports on the topic "Types of motivation"

1

Ajzenman, Nicolás, Gregory Elacqua, Diana Hincapié, Analia Jaimovich, Florencia López Bóo, Diana Paredes, and Alonso Román. Do You Want to Become a Teacher?: Career Choice Motivation Using Behavioral Strategies. Inter-American Development Bank, May 2021. http://dx.doi.org/10.18235/0003325.

Full text
Abstract:
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.
APA, Harvard, Vancouver, ISO, and other styles
2

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.

Full text
Abstract:
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.
APA, Harvard, Vancouver, ISO, and other styles
3

Panchenko, Liubov F., Tetiana A. Vakaliuk, and Kateryna V. Vlasenko. Augmented reality books: concepts, typology, tools. [б. в.], November 2020. http://dx.doi.org/10.31812/123456789/4414.

Full text
Abstract:
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.
APA, Harvard, Vancouver, ISO, and other styles
4

Kharchenko, Yuliya V., Olena M. Babenko, and Arnold E. Kiv. Using Blippar to create augmented reality in chemistry education. CEUR Workshop Proceedings, July 2021. http://dx.doi.org/10.31812/123456789/4630.

Full text
Abstract:
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.
APA, Harvard, Vancouver, ISO, and other styles
5

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.], February 2020. http://dx.doi.org/10.31812/123456789/3746.

Full text
Abstract:
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.
APA, Harvard, Vancouver, ISO, and other styles
6

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.], July 2021. http://dx.doi.org/10.31812/123456789/4629.

Full text
Abstract:
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”.
APA, Harvard, Vancouver, ISO, and other styles
7

Gentry, William. “It’s not about me. It’s me & you.” How being dumped can help first-time managers. Center for Creative Leadership, March 2016. http://dx.doi.org/10.35613/ccl.2016.1071.

Full text
Abstract:
This paper presents research from the Center for Creative Leadership that found (1) the type of motivation first-time managers have for learning and development; and (2) the skill gaps first-time managers have in four specific leadership competencies: communication, influence, leading team achievement, and coaching and developing others.
APA, Harvard, Vancouver, ISO, and other styles
8

Deckard, Allan. Potential motivational effects of altered compensation rates in comparison to other type incentives on building principal performance. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.588.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Bukataru, Y. S., O. V. Horbatiuk, and T. I. Filatenko. Means of forming the professional competence of students of TEI. Wschodnioeuropejskie Czasopismo Naukowe, 2020. http://dx.doi.org/10.31812/123456789/4546.

Full text
Abstract:
The paper studies the process and means of forming the professional competence of students of TEI, which are an important structural element for the formation of effective activities at relevant institutions. The interpretation of the concept of the categories “personality competence”, “competence” and “web-quest” is analyzed. Problem quests concerning theoretical and practical training of students, and procedures of internship practice on professional specialization are investigated. The pedagogical conditions of creation of professional competence of students in the preconditions of professional and practical training are studied. The model of organization of professional competence of the perspective specialist-graduates of TEI is formed and the ways of reorganization of educational process and organizational-methodical insurance are defined. It has been established that the quality of education at TEI largely depends on the method of formation of the educational process, the chosen forms and methods. The role and basic objectives of the preliminary preparatory work on the part of the teacher are formed. It has been investigated that the web-quest is unanimously recognized as a motivational, resource-oriented technology that forms the course of creative potential of the student, which guarantees the effectiveness of all types of educational process and ensures the creation of appropriate professional competence of students.
APA, Harvard, Vancouver, ISO, and other styles
10

Döring, Thomas. Schumpeter und die Theorie unternehmerischer Innovation Kernaussagen, kritische Abgrenzung zu anderen Ansätzen sowie Bausteine für eine Weiterentwicklung. Sonderforschungsgruppe Institutionenanalyse, 2012. http://dx.doi.org/10.46850/sofia.9783941627185.

Full text
Abstract:
Dieser Artikel geht im zweiten Kapitel zunächst auf Schumpeters Entwicklungstheorie mit ihrer Hervorhebung von Innovationen als der entscheidenden Triebfeder ökonomischen Wandels ein. Dabei werden sowohl deren Ursachen in Form eines dynamischen Unternehmertums und unterschiedliche Ausprägungen in Gestalt verschiedener Typen von Innovationen (Kapitel 2.1) als auch die mit innovatorischen Neuerungen verbundenen Folgewirkungen, wie sie sich in jenem bereits erwähnten „Prozess der schöpferischen Zerstörung“ sowie dem durch Innovationen hervorgerufenen Konjunkturschwankungen ausdrücken (Kapitel 2.2), näher beleuchtet. Daran anknüpfend erfolgt in einem dritten Kapitel eine eingehende Betrachtung der an die entwicklungstheoretischen Überlegungen Schumpeters anknüpfenden Ansätze und Konzepte, um diese auf ihre methodologische wie inhaltliche Kompatibilität in Bezug auf Schumpeters Analyse hin kritisch zu überprüfen. Den Ausgangspunkt bildet dabei zunächst die für den Ansatz Schumpeters charakteristische Gegenüberstellung von Allokations- und Entwicklungslogik, die auch seinem Verständnis von Gleichgewichts- und Ungleichgewichtsanalyse zugrunde liegt (Kapitel 3.1). Darauf aufbauend wird gezeigt, dass weder der im Rahmen der Neuen Wachstumstheorie unternommene Versuch einer Integration Schumpeters (Kapitel 3.2) noch die im Kontext der Industrieökonomik formulierte Schumpeter-Hypothese (Kapitel 3.3) eine angemessene bzw. zutreffende Reflexion seiner Überlegungen darstellen. Dies kann in ähnlicher Weise auch für den Rekurs evolutionsökonomischer Ansätze auf Schumpeters Entwicklungstheorie gezeigt werden (Kapitel 3.4). Im Unterschied zu den beiden zuvor genannten Forschungsfeldern fällt die Schnittmenge zur evolutorischen Ökonomik zwar deutlich größer aus, von einer weitgehenden inhaltlichen wie methodologischen Übereinstimmung kann aber dennoch keine Rede sein. Die Ausführungen im abschließenden vierten Kapitel zielen darauf ab, Bausteine für eine konstruktive Weiterentwicklung von Schumpeters Theorie der unternehmerischen Innovation zu benennen. Unter Einbezug von Erkenntnissen der ökonomischen Innovations- und Unternehmensforschung, der dynamischen Markt- und Wettbewerbstheorie sowie der psychologischen Motivationsforschung wird ein Erklärungsansatz vorgestellt, der unternehmerisches Neuerungsverhalten als Grundlage wirtschaftlicher Entwicklungsprozesse in Abhängigkeit von äußeren Handlungsbedingungen (formelle und informelle Institutionen) und inneren Handlungsbeschränkungen (Motivation, Fähigkeiten, Lernprozesse) der innovierenden Akteure betrachtet. Damit – so zumindest der Anspruch – können, systematischer als dies bei Schumpeter der Fall ist, die nach aktuellem Stand der Forschung als relevant anzusehenden Bestimmungsfaktoren des unternehmerischen Innovationsverhaltens im Hinblick auf wirtschaftliche Entwicklungsprozesse in den Blick genommen werden.
APA, Harvard, Vancouver, ISO, and other styles
You might also be interested in the extended bibliographies on the topic 'Types of motivation' for particular source types:
Journal articles Dissertations / Theses Books
We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!

To the bibliography