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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.
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Grabiec, Olimpia, and Joanna Jędraszczyk-Kałwak. "Motivating factors applied in small and medium enterprises." Zeszyty Naukowe Wyższej Szkoły Humanitas Zarządzanie 18, no. 3 (2017): 37–49. http://dx.doi.org/10.5604/01.3001.0010.6384.
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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.
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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 (2010): 955–62. http://dx.doi.org/10.2224/sbp.2010.38.7.955.
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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.
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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 (2017): 560–64. http://dx.doi.org/10.17722/jell.v7i3.319.
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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.
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Chhor, Chang, Vimon Sek, Rasmeikhema Norng, and Rany Sam. "The Investigation of Intrinsic and Extrinsic Motivations Impacting EFL Students' English Language Learning." Journal of Language and Linguistics in Society, no. 46 (October 10, 2024): 12–24. http://dx.doi.org/10.55529/jlls.46.12.24.
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This study aims to (1) investigate the intrinsic and extrinsic motivations of English as a Foreign Language (EFL) students, (2) examine EFL students' perspectives on these motivational factors, and (3) identify any significant gender differences in these motivations. Conducted with 200 EFL students at the National University of Battambang, this research employed qualitative methods to explore how intrinsic and extrinsic factors influence students' motivation for English learning. The findings revealed that both types of motivation significantly impact students' enthusiasm to learn English, highlighting the need for further studies across different institutions. Additionally, socioeconomic and cultural factors should be considered to inform strategies for enhancing motivation and learning outcomes among EFL students.
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Biesieda, Volodymyr. "Motivation problems of corrective motor-play activity of children with psychomotor disorders and possible ways of their solution." EUREKA: Social and Humanities, no. 3 (May 31, 2021): 65–71. https://doi.org/10.21303/2504-5571.2021.001836.
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The article analyzes one of the main problems of physical rehabilitation of children with psychomotor disorders – the problem of motivation in corrective motor activity. This determined the aim – to determine the main directions of the motivational sphere formation in the process of correctional play activity of children with psychomotor disorders. The following research methods were used: the method of analysis, which made it possible to identify the main characteristics and types of motivational support of children for various types of activity; the method of pedagogical observations and the method of synthesis revealed the powerful method of motivating – theatricalization of the correctional process using physical education. The research results were expressed in the definition of the concepts: motive, motivational field, motivational impulse, which are the components of the concept of motivation, the variety of which is defined in four types. There were made following conclusions: The motivation of corrective motor-play activity is based on the unconscious influences of the unconscious, caused by the external use by the teacher of the corresponding children's fairy-tale archetypes and the emotional experiences, caused by them. One of the main methods of increasing motivation is the use of the possibilities of pedagogical "drama" in the form of a method of dosed dramatization of the motor-game plot of a remedial lesson, which should be considered as a physical culture fairy tale. For the implementation of effective dramatic motivation, it is necessary to provide points of dramatization of different influence strength.
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Kolesnichenko, Oleksandr, Yanina Matsegora, Ihor Prykhodko, et al. "Content, hierarchy, intensity of motives and their possibility to be implemented in servicemen with various levels of effectiveness of service activity." Romanian Journal of Military Medicine 125, no. 1 (2022): 79–96. http://dx.doi.org/10.55453/rjmm.2022.125.1.12.
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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. 2435 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.
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Kolesnichenko, Oleksandr, Yanina Matsegora, Ihor Prykhodko, et al. "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 (2021): 374–410. http://dx.doi.org/10.18662/brain/12.4/256.
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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.
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Kristanti, Ika Neni. "MOTIVASI DAN STRATEGI MANAJEMEN LABA PADA ORGANISASI." Jurnal Ilmiah Akuntansi dan Keuangan 8, no. 2 (2019): 68–80. http://dx.doi.org/10.32639/jiak.v8i2.298.
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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
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Gao, Yihong, Xiaoying Wang, and Yan Zhou. "EFL motivation development in an increasingly globalized local context: A longitudinal study of Chinese undergraduates." Applied Linguistics Review 5, no. 1 (2014): 73–97. http://dx.doi.org/10.1515/applirev-2014-0004.
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AbstractAs part of a larger longitudinal study, this paper examines the development of Chinese students' EFL learning motivation throughout university undergraduate study, in an increasingly globalized local context. The study adopted a social constructivist perspective of language learning and combined research methods; the participants were over 1,000 undergraduates from 5 universities. The quantitative data were collected through a questionnaire (based on Gao et al. 2004) including motivational intensity and motivation types – instrumental, cultural, and situational, implemented annually from university entrance to graduation. The qualitative data consisted of individual and group interviews, student journals, and observations. Integrated data analysis revealed that sustained high-level long-term instrumental motivations coexisted with an increase of L2- oriented cultural motivations and situational motivation, particularly in the first and fourth year. The increased L2-oriented cultural motivations indicated neither ``ntegrativeness'' in the sense of becoming a member of the native English speaker community, nor a culturally neutral ``global identity.'' The increase of such L2- oriented cultural motivations was also accompanied by a sustained ``social responsibility'' motivation oriented to learners' home culture. Such complexities of motivational development call for further investigation in increasingly globalized EFL contexts.
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Adlaon, Gauvin, Kautin S. Kulano, Erlmarie P. Crase, Norquez M. Mangindra, and Ezra Ivan Rey A. Abalos. "The Elementary School Teachers’ Motivational Types and Their Individual Performance Commitment." Indonesian Journal of Education Research (IJoER) 5, no. 5 (2024): 196–204. http://dx.doi.org/10.37251/ijoer.v5i5.1128.
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Purpose of the study: This research was conducted to investigate the motivational types of elementary school teachers and their relationship with their individual performance commitment and review scores and their identified demographic profiles. Methodology: Employing a quantitative-correlation research design, a survey was administered to 78 elementary school teachers in Kidapawan City, Philippines. The gathered data underwent rigorous analysis using descriptive and correlational statistics with the Statistical Package for the Social Sciences (SPSS). Main Findings: The results of this study revealed that the respondents exhibited a strong intrinsic motivation, demonstrating unwavering dedication to the teaching profession. Simultaneously, their extrinsic motivations underscored the importance of external incentives and recognition in enhancing their commitment to teaching. This research also showcased the exemplary performance of the respondents in fulfilling their mandated responsibilities, as evident in their IPCR ratings. Further analysis unveiled no significant relationship between the respondents' IPCR scores and their motivational types, whether intrinsic or extrinsic. Novelty/Originality of this study: In general, the outcomes of this research contribute invaluable information for formulating conclusions and practical recommendations. The findings offer insights into the interplay of motivation and performance, which can be applied to enhance teacher support, professional development, and the overall effectiveness of the teaching profession.
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Biesieda, Volodymyr. "Motivation problems of corrective motor-play activity of children with psychomotor disorders and possible ways of their solution." EUREKA: Social and Humanities, no. 3 (May 31, 2021): 65–71. http://dx.doi.org/10.21303/2504-5571.2021.001836.
Full textAbstract:
The article analyzes one of the main problems of physical rehabilitation of children with psychomotor disorders – the problem of motivation in corrective motor activity. This determined the aim – to determine the main directions of the motivational sphere formation in the process of correctional play activity of children with psychomotor disorders.
 The following research methods were used: the method of analysis, which made it possible to identify the main characteristics and types of motivational support of children for various types of activity; the method of pedagogical observations and the method of synthesis revealed the powerful method of motivating – theatricalization of the correctional process using physical education.
 The research results were expressed in the definition of the concepts: motive, motivational field, motivational impulse, which are the components of the concept of motivation, the variety of which is defined in four types.
 There were made following conclusions:
 
 The motivation of corrective motor-play activity is based on the unconscious influences of the unconscious, caused by the external use by the teacher of the corresponding children's fairy-tale archetypes and the emotional experiences, caused by them.
 One of the main methods of increasing motivation is the use of the possibilities of pedagogical "drama" in the form of a method of dosed dramatization of the motor-game plot of a remedial lesson, which should be considered as a physical culture fairy tale.
 For the implementation of effective dramatic motivation, it is necessary to provide points of dramatization of different influence strength.
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Trang Hoang Nguyen, Anh. "Motivation in English Language Learning: A Critical Review of General and Medical English Among Doctors in Ho Chi Minh City." International Journal of Language Studies (ISSN : 3078 - 2244) 2, no. 1 (2025): 12–17. https://doi.org/10.60087/ijls.v2.n1.002.
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This critical review examines the motivational factors influencing English language learning among medical professionals in Ho Chi Minh City, Vietnam, focusing on both General English (GE) and English for Medical Purposes (EMP). Drawing on a mixed-methods study involving 104 medical doctors who graduated within the past three years, the paper explores the levels and types of motivation, the differences between GE and EMP learning motivations, and the factors that drive or hinder motivation. The findings reveal that instrumental (INS) and integrative (INT) motivations are the primary drivers, with extrinsic (EXT) and intrinsic (INR) motivations playing moderate roles. The study highlights the significant impact of career development, educational purposes, and cultural understanding on motivation, while identifying challenges related to classroom environments, teaching methods, and time constraints. This paper critically evaluates these findings, situates them within the broader literature on language learning motivation, and offers recommendations for improving English language education for medical professionals.
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Symuk, E. P. "Methodology of complex diagnostics of personnel labor motivation in food industry organizations." Agrarian Economics, no. 8 (September 1, 2023): 65–79. http://dx.doi.org/10.29235/1818-9806-2023-8-65-79.
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The necessity of diagnostics of motivation of personnel in organizations of the food industry is substantiated. The dominant role of motivating internal motives that determine the general orientation of the employee’s labor behavior is indicated. Methods and methods of diagnostics of motivation of personnel are considered. A method of complex diagnostics of staff motivation has been developed in accordance with the typological model, factors and age characteristics of motivation to work. The factors of staff motivation are systematized and the methodology for determining the integral level of motivation is improved. The analysis of the influence of age-related aspects on the labor behavior of personnel is carried out. The dominant motivational types of employees of the organizations of the food industry are revealed.
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Raposo, Frederico Zarazaga, David Sánchez-Oliva, Eliana Veiga Carraça, António Labisa Palmeira, and Marlene Nunes Silva. "The Dark Side of Motivational Practices in Exercise Professionals: Mediators of Controlling Strategies." International Journal of Environmental Research and Public Health 17, no. 15 (2020): 5377. http://dx.doi.org/10.3390/ijerph17155377.
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According to the Self-Determination Theory, perceived job pressures can coerce professionals to develop more controlled motivations towards their work, and consequently increase the probability of using controlling motivational strategies. This study sought to analyze work-related motivations as mediators between two types of perceived job pressures: organizational constraints and perceptions of clients’ controlled motivation and the use of controlling motivational strategies by exercise professionals. Using a cross-sectional design, involving 366 exercise professionals (172 women), mediation paths were assessed following Preacher and Hayes statistical procedures. Models were adjusted for gender, work experience (years), and the internal tendency to feel events as pressuring. Organizational constraints were associated with lower autonomous motivation for work and the use of controlling strategies. Perceptions of clients’ controlled motivation were associated with work-related amotivation and the use of controlling strategies. Amotivation mediated the association between organizational constraints and controlling strategies. Overall, results support theoretical predictions and previous research, extending it to the exercise domain, highlighting the interplay between job pressures, work-related motivations, and the use of controlling strategies. The understanding of what influences exercise professionals’ motivation, and consequently the motivational strategies they use, is of paramount importance for exercise promotion and the benefit of those who seek their expert guidance.
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Rusminto, Nurlaksana Eko, Ag Bambang Setiyadi, Mahpul, and B. Anggit Wicaksono. "Exploring Motivational Orientations of Prospective Language Teachers." Theory and Practice in Language Studies 12, no. 5 (2022): 937–42. http://dx.doi.org/10.17507/tpls.1205.14.
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Pre-service teacher program has been a big issue in educational development and research worldwide. A dichotomy of their motivation under intrinsic motivation and extrinsic motivation is widely accepted but the motivational orientations under altruistic, intrinsic and extrinsic motivation are also identified. This study was meant to identify what motivational orientations the Indonesian preservice language teachers had and whether their motivations changed while taking the training program. The criteria on reliability of internal consistency of the items were relatively high with their Cronbach’s Alpha .85. The results show that the participants had the three classifications of motivation of pre-service teachers and the results also revealed that the three sub-scales were significantly correlated. The empirical data in this study supported that the category of motivation of pre-service students under altruistic, intrinsic and extrinsic motivation and the data also revealed that the participants became more motivated to be teachers after entering to the teacher training program. The data also suggests that the three types of motivation (altruistic, extrinsic and intrinsic orientation) are not antagonistic. The data also implies that motivational orientations in general are identified under the continuum of the extrinsic- intrinsic motivation and other categories, if any, may be grouped under the continuum.
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Kuznetsov, V. G. "TYPES OF MOTIVATION IN THE LANGUAGE." Voprosy Kognitivnoy Lingvistiki, no. 4 (2016): 135–41. http://dx.doi.org/10.20916/1812-3228-2016-4-135-141.
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Utz, Sonja. "Types of Deception and Underlying Motivation." Social Science Computer Review 23, no. 1 (2005): 49–56. http://dx.doi.org/10.1177/0894439304271534.
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Dikaeva, Louise Hamidovna, Malika Yuryevna Yaudarova, and Zalikhan Shaaranovna Amerkhanova. "STAFF MOTIVATION: MAIN TYPES AND METHODS." Journal of Applied Research, no. 1 (2023): 75–79. http://dx.doi.org/10.47576/2712-7516_2023_1_75.
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Habibzadeh, Nasim. "How Long a Motivation May Last?" Journal of Human Psychology 1, no. 2 (2019): 11–13. http://dx.doi.org/10.14302/issn.2644-1101.jhp-19-3010.
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Motivation is a kind of goal which ones could have over short or long terms in life. It could include both intrinsic and extrinsic types. Intrinsic motivations are composed of long term goals which associated with the internal individual‘s motivation whereas extrinsic motivations are empowered by external environments. Correspondingly, with considering the individual endurances, the type of hardships in different types of motivations is varied. In this between, the individual devotion in relation to their goal is determinate factors. Some people devoted their entire life to their goals, so how determinate you are?
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Rahman, Diana S., and Wening Sahayu. "How do foreign language teachers motivate students in language learning?" Studies in English Language and Education 7, no. 1 (2020): 181–93. http://dx.doi.org/10.24815/siele.v7i1.15586.
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Motivation is one of the keys to success in the language learning process. It is a crucial factor for students in learning a foreign language, and the teachers’ ways to motivate students are also essential. This study aims to investigate language teachers’ ways in motivating students in learning foreign languages. The participants in this study are eight foreign language teachers including English, Arabic, and French teachers. Data were collected through open-ended questionnaires with the teachers. The results of this study showed that most of the foreign language teachers motivated the students in learning a foreign language by sentences (verbal) and this method encouraged students’ instrumental motivation. Next, referring to the time of motivation, four teachers motivated the students at the beginning of each learning process, meanwhile three teachers gave motivations at the beginning and at the end of each learning process. Finally, referring to the types of motivation, only two teachers (i.e. French teachers) could identify motivation types of learners, which are in the form of internal, external, intrinsic, and extrinsic motivation. Meanwhile, other teachers (i.e. English and Arabic teachers), did not mention specifically the names of the motivation types that they knew. To conclude, most of the teachers of this study did not motivate their students maximally in the classrooms. Consequently, this study offers some methods to motivate learners in learning foreign languages, those are the Verbal Method (VM1) and the Visual Method (VM2), and they are further discussed in the paper.
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Jensen, Ulrich Thy, and Louise Ladegaard Bro. "How Transformational Leadership Supports Intrinsic Motivation and Public Service Motivation: The Mediating Role of Basic Need Satisfaction." American Review of Public Administration 48, no. 6 (2017): 535–49. http://dx.doi.org/10.1177/0275074017699470.
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Motivating public service employees to greater effort is a key issue for managers and scholars. Transformational leadership concerns behaviors to develop, share, and sustain a vision for the organization and has been suggested as an important lever in this respect. However, we know little about the processes by which transformational leadership may stimulate work motivation. Integrating transformational leadership, public service motivation (PSM), and self-determination theory, this article sheds light on the psychological mechanisms underlying the motivational effects of transformational leadership. According to structural equation modeling, the relationships between transformational leadership and two types of autonomous work motivation—intrinsic motivation and PSM—are mediated by the satisfaction of the basic psychological needs for autonomy, competence, and relatedness. Our findings support the claim that the motivational effects of transformational leadership are mediated by need satisfaction, but also that satisfaction of individual needs is not equally important for intrinsic motivation and PSM, respectively.
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Oleksandr, KOLESNICHENKO, MATSEHORA Yanina, PRYKHODKO Ihor, et al. "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 (2025): 374–410. https://doi.org/10.18662/brain/12.4/256.
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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.
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Lopez-Guzman, Tomas, Jesús Claudio Pérez Gálvez, Guzmán Antonio Muñoz Fernández, and Leonardo Torres León. "Studying World Heritage visitors: the case of Cuenca, Ecuador." Journal of Cultural Heritage Management and Sustainable Development 8, no. 3 (2018): 372–86. http://dx.doi.org/10.1108/jchmsd-03-2018-0017.
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PurposeThe purpose of this paper is to explore the existing relations between three fundamental constructs (motivation and satisfaction) and the type of travellers in a World Heritage Site (WHS) tourist destination, the city of Cuenca (Ecuador).Design/methodology/approachThe methodology used consisted of a fieldwork to determine the motivations and satisfaction of the visitor in the city of Cuenca, and then their segmentation.FindingsThe relationship between the study of motivation and satisfaction is a fundamental element in the development of WHSs. Similarly, it presents four different types of tourists obtained from their motivational variables. The results show the existence of three motivational dimensions for visiting Cuenca: cultural, circumstantial and convenience. Similarly, and using the motivation scenarios, four types of visitor have been identified: a cultural tourist, a cultural convenience tourist, a cultural circumstantial tourist and an alternative tourist.Practical implicationsThe principal practical application of this research is to contribute to understanding the motivations of the visitors in relation to the city of Cuenca as a WHS for the purpose of designing tourist and cultural products that better satisfy the needs of the tourists and that, at the same time, are compatible with the sustainable management of the destination.Originality/valueThis paper seeks to contribute to promoting the relationship between tourism, sustainability and heritage in Latin America.
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Mao, Zongling, and Naomi Kurata. "Japanese language learners’ motivational types and trajectory: Accounts from university students in Australia." Electronic Journal of Foreign Language Teaching 21, no. 2 (2024): 258–77. https://doi.org/10.56040/zmnk2125.
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Self-determination theory (SDT) was developed to analyse the motivation behind human behaviours, but it has been adopted and utilised in language learning contexts in recent years. Past second language (L2) motivation studies utilising SDT have mostly focused on English as Foreign Language learning and significantly fewer studies have applied SDT to learners of other languages, including Japanese as a foreign language (JFL). Therefore, this study examined the motivation types of JFL learners and the major factors influencing their motivation, and how it changed during a university semester and a semester break. The study found that the students’ motivational trajectory during the semester was relatively stable and that they were mostly driven by intrinsic motivation and identified regulation (goal-driven). The most prominent factors that influenced the students’ motivation were learning content, teaching methods, and perceptions of competence and relatedness. As expected, all the participants were not motivated to study Japanese using formal content during the semester break although some of them maintained their motivation by engaging with informal or semi-formal Japanese learning content. The study carries implications regarding the pedagogical directions for improving tertiary students’ motivation during the semester as well as the semester break.
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Stancu, Catalin M., Alice Grønhøj, and Liisa Lähteenmäki. "Meanings and Motives for Consumers’ Sustainable Actions in the Food and Clothing Domains." Sustainability 12, no. 24 (2020): 10400. http://dx.doi.org/10.3390/su122410400.
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The concept of sustainability has been widely discussed in the public arena by public entities and companies; however, consumers express inconsistency and confusion around the meaning of sustainability. This study aims to provide insights into consumers’ associations with the concept of sustainability in general and within two behavioural domains that represent daily necessities (i.e., food and clothing), in addition to exploring the motivational drivers behind sustainable behaviours. A total of 23 semi-structured interviews were conducted with young consumers in Denmark to address this aim. Consumers perceived the concept of sustainability as complex and mainly related it to environmental aspects, whereas social and economic aspects were less emphasised. The interviewees used examples of sustainable behaviours, which cover the whole consumption-cycle, when interpreting sustainability. Consumers had various motivations to engage in sustainable behaviours and these varied by the stage in the consumption-cycle and domain. The interviewees displayed external motivation (e.g., save money, better taste), introjected motivation (e.g., impress others, public self-consciousness), internalised motivation (e.g., reflection of self) and even intrinsic motivation (e.g., pure interest) to engage in different types of sustainable food or clothing behaviours across the consumption-cycle. Different types of motivations drove the same behaviour, suggesting potential synergies or internal conflicts.
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Raufelder, Diana, Danilo Jagenow, Kate Drury, and Frances Hoferichter. "Social relationships and motivation in secondary school: Four different motivation types." Learning and Individual Differences 24 (April 2013): 89–95. http://dx.doi.org/10.1016/j.lindif.2012.12.002.
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K.V., Kudrynska. "MOTIVATIVE MEANS FOR DEVELOPING OF FOREIGN LANGUAGE COMMUNICATIVE COMPETENCE OF PROSPECTIVE PROGRAMMERS." Collection of Research Papers Pedagogical sciences, no. 91 (January 11, 2021): 74–80. http://dx.doi.org/10.32999/ksu2413-1865/2020-91-10.
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The relevance of the research topic consists in the fact that in the context of globalization, the proper level of foreign language proficiency of young people is an important criterion for successful self-realization and the key to a successful career, especially for prospective programmers. Purpose. The research is devoted to the analysis of the effective motivational ways of development of foreign language communicative competence of future programmers. Methods: method of theoretical analysis, comparison method; substantiation and systematization of scientific investigations on the researched subject and generalization of the obtained research results. Results. The article considers the essence of the concept of foreign language communicative competence, the term motivation and motive. The structure of foreign language communicative competence and its’ structure are reviewed and important subcompetences are singled out, particularly: linguistic, sociocultural, sociolinguistic, pragmatic, discursive and strategic. The types of motivations (external, internal, direct, indirect, causative) and the types of structural elements of motivation (cognitive and social motives) are highlighted.Founded on the analysis of the theoretical basis of scientific and methodological literature, the author proposes an integrated distribution of types of motivation and corresponding motives that are part of it into two main groups: 1) external indirect causative motivation, which is based on general socially necessary motives and student’s responsibilities; 2) internal direct motivation, which is based on cognitive personality-oriented motives of the student. Methods that stimulate students’ motivation to study, including active and interactive teaching methods, as well as methods of forming cognitive interests and methods of stimulating duty and responsibility are considered. Based on the analysis of scientific research on methodology of teaching, in particular on the topic of our investigation, effective motivational ways of developing of foreign language communicative competence of prospective programmers were selected.Thus, the author of this article, following the proposed methods of stimulating motivation, identified the subsequent five main motivational ways to improve the explorable competence: 1) the way of educational discussion method; 2) mode of modeling situations / situational method; 3) the means of motivational conversation; 4) mode of a role play / business game; 5) means of a collective / group studying. Conclusions. Each of the proposed means: will promote the development of previously acquired skills of foreign language communication; will improve students’ knowledge of a foreign language; will immerse them into a close to natural “professional world”; will ensure the development of all types of speech activities and diversify the educational process, which will maintain the student’s interest in studying.Key words: competent, foreign language communicative competence, subcompetence, motivation, motive, motivational means, prospective programmers.
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K.V., Kudrynska. "MOTIVATIVE MEANS FOR DEVELOPING OF FOREIGN LANGUAGE COMMUNICATIVE COMPETENCE OF PROSPECTIVE PROGRAMMERS." Collection of Research Papers Pedagogical sciences, no. 91 (January 11, 2021): 74–80. http://dx.doi.org/10.32999/ksu2413-1865/2020-91-10.
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The relevance of the research topic consists in the fact that in the context of globalization, the proper level of foreign language proficiency of young people is an important criterion for successful self-realization and the key to a successful career, especially for prospective programmers. Purpose. The research is devoted to the analysis of the effective motivational ways of development of foreign language communicative competence of future programmers. Methods: method of theoretical analysis, comparison method; substantiation and systematization of scientific investigations on the researched subject and generalization of the obtained research results. Results. The article considers the essence of the concept of foreign language communicative competence, the term motivation and motive. The structure of foreign language communicative competence and its’ structure are reviewed and important subcompetences are singled out, particularly: linguistic, sociocultural, sociolinguistic, pragmatic, discursive and strategic. The types of motivations (external, internal, direct, indirect, causative) and the types of structural elements of motivation (cognitive and social motives) are highlighted.Founded on the analysis of the theoretical basis of scientific and methodological literature, the author proposes an integrated distribution of types of motivation and corresponding motives that are part of it into two main groups: 1) external indirect causative motivation, which is based on general socially necessary motives and student’s responsibilities; 2) internal direct motivation, which is based on cognitive personality-oriented motives of the student. Methods that stimulate students’ motivation to study, including active and interactive teaching methods, as well as methods of forming cognitive interests and methods of stimulating duty and responsibility are considered. Based on the analysis of scientific research on methodology of teaching, in particular on the topic of our investigation, effective motivational ways of developing of foreign language communicative competence of prospective programmers were selected.Thus, the author of this article, following the proposed methods of stimulating motivation, identified the subsequent five main motivational ways to improve the explorable competence: 1) the way of educational discussion method; 2) mode of modeling situations / situational method; 3) the means of motivational conversation; 4) mode of a role play / business game; 5) means of a collective / group studying. Conclusions. Each of the proposed means: will promote the development of previously acquired skills of foreign language communication; will improve students’ knowledge of a foreign language; will immerse them into a close to natural “professional world”; will ensure the development of all types of speech activities and diversify the educational process, which will maintain the student’s interest in studying.Key words: competent, foreign language communicative competence, subcompetence, motivation, motive, motivational means, prospective programmers.
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Šafranj, Jelisaveta, Vesna Bulatović, and Dragana Gak. "Motivation Types: A Key Factor in Self-regulated ESP Learning." International Journal of Cognitive Research in Science, Engineering and Education (IJCRSEE) 12, no. 2 (2024): 317–34. http://dx.doi.org/10.23947/2334-8496-2024-12-2-317-334.
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The objective of this paper is to examine the impact of motivational orientations, or various forms of motivation, on the success of foreign language (L2) learning as a measure of self-regulation for ESP (English for Specific Purposes) students. It has been postulated that the nature of motivation has a substantial impact on second language (L2) learning, as evidenced by success as a measure of self-regulated learning. This association remains consistent even when moderator variables such as gender, age at which L2 learning begins, and years of L2 learning are integrated. This empirical research covered 460 respondents, of whom 245 (53%) were male. The students attended the Faculty of Technical Sciences (FTS) at the University of Novi Sad. The Foreign Language Learning Motivation Questionnaire (LLOS-IEA) was used as an instrument. Scale reliabilities were measured using Cronbach’s alpha indicating satisfactory reliability. An achievement test with 50 tasks and a general data questionnaire were applied. PROCESS macro for SPSS was used for statistical analyses. The initial results indicate that students are highly motivated, with Intrinsic regulation (Knowledge, Achievement, and Stimulation) and Identified regulation achieving the highest scores with good motivational orientation that are significant predictors of self-regulation, which was also seen as an indicator on the L2 achievement test. Additionally, their levels of amotivation are low, while their levels of various categories of motivation are moderate. A notable positive predictor is identified regulation, suggesting that motivation facilitated by identified regulation is linked to an improved grade in L2 and overall achievement. Furthermore, it was determined that ESP students exhibit distinct types of motivation compared to other students, which serves as an indicator of self-regulation in ESP learning. It was established that ESP accomplishments are determined by the types of motivation present in L2 learning. The age of starting L2 learning, years of L2 learning, and gender are insignificant factors in the relationship between the observed variables. Also, it is recommended that future studies should be based on a larger corpus and include not only students of the technical sciences but also students of the social sciences in order to overcome its limitations.
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Ivanov, Philip. "THE MISSMATCH BETWEEN PREFERED AND APPLIED FORMS OF MOTIVATION AND ITS INFLUENCE ON SOME WORK OUTCOMES." Entrepreneurship 9, no. 2 (2021): 100–112. http://dx.doi.org/10.37708/ep.swu.v9i2.8.
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In the current research, we aim to prove a significant influence of motivation on work outcomes. For doing so, we formulated various kinds of question, with the goal to examine employee motivation. We divided the motivational elements in to six modules for better understanding of the wholly process of motivating the staff. For examining the overall effectives of the motivation in the company at hand, we formulated a so-called match factor, which described the difference between the preferred and applied types of motivation and calculated it for each module separately. We examine its influence on propensity of staying in the company; psychological tension; pride from working in the company; engagement; satisfaction and initiative. The study was held in the form of a survey among N=423 administrative employees in a railway company in Bulgaria. Our results proved a significant influence by the match factor of the motivational modules on the work related outcomes. Hence, proving the influence of motivation on work outcomes.
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Kataoka, Rintaro, Hiromitsu Shimakawa, and Fumiko Harada. "Intervention Reflecting Motivation to Achieve Long-term Goals." International Journal of Social Science Studies 12, no. 3 (2024): 1. http://dx.doi.org/10.11114/ijsss.v12i3.6693.
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This study proposes a method to identify interventions appropriate to each motivation to achieve goals. People must stay motivated to engage themselves in working hard over a long time toward goals. Some kinds of intervention work well, while others fail. This method requests them to express their reflections on the engagement in daily behavior toward the goals. It converts the expression into a vector representing their motivational state using the word embedding technology. The method sends messages that reflect the motivational states to examine changes in the motivation when people receive messages. It identifies what types of messages encourage/discourage people with different motivations. In a 6-week experiment with 14 undergraduate and graduate students, intervention with messages is sent to their smartphones. The experiment results reveal messages improving/degrading motivation depending on the current motivational states of subjects, which enable us to provide more effective interventions for users trying to achieve a big goal in a long time.
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Zhukova, M. A. "Motivation management of tourist services consumer." Vestnik Universiteta, no. 2 (April 7, 2019): 13–19. http://dx.doi.org/10.26425/1816-4277-2019-2-13-19.
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The motives, that guide travelers when choosing a tourist product, have been considered. The motives have been divided into three types, depending on the degree of interdependence of primary and secondary motives of tourists. The trends, that have a significant impact on the formation of consumer and hotel consumer motivations, have been identified. Based on the analysis of various theoretical concepts of tourist motivation (analytical, hierarchical and complex), it has been proposed to group tourist motivations into the following groups: physical motivations for recreation, cultural and natural-climatic motivations, social motivations, motivations for changes in the type of activity, motivations of status and prestige, and motivations for entertainment . A list of types of recreation has been formulated, and their interrelation with the types of tourism, that travelers enjoy the most demand has been shown.
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Choi, Bomi, Hayoung Park, Susanna Joo, et al. "Factors Associated with Types of Exercise Participation Motivation among Older Adults." Korea Gerontological Society 42, no. 3 (2022): 713–29. http://dx.doi.org/10.31888/jkgs.2022.42.3.713.
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This study aims to analyze the types of motivations toward physical exercise participation among older adults and to examine relevant factors of subgroup membership. The sample was drawn from the online survey data of 179 older adults (aged 65 or above) who reported participating in regular exercise. Latent Class Analysis (LCA) and multinomial logistic regression were applied. Motivations for physical exercise were measured with six indicators including medical recommendations, fun, weight loss, leisure, keeping fit, and social relationship. Potential factors for latent class membership include sociodemographic factors (age, gender, spouse) and socioeconomic status (education, household income), health (subjective health, life satisfaction), attitudes toward aging, and perceived neighborhood environment. Results of LCA showed that the classifications to three subgroups revealed the optimal fit: ‘fitness-oriented (46.0%)’, ‘fun-seeking (46.0%)’, ‘complex motivations (7.5%)’. The results of multinomial logistic regression analysis showed that attitudes toward aging, gender, education, and perceived neighborhood environment are significantly associated with the latent class membership. This study has significance in that it elucidated the heterogeneity in older adults based on different patterns of exercise motivation. The results of this research can be applied to the field aiming to promote exercise motivation among older adults.
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Billah, Motasim, Sultan Zeb, Sarah Yunus, Shehla Aman, Hafeez Baloch, and Abdul Rashid Baloch. "Study on Motivation Factors and their Affectiveness among the Students of Anatomy." Pakistan Journal of Medical and Health Sciences 17, no. 1 (2023): 883–85. http://dx.doi.org/10.53350/pjmhs2023171883.
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Background and Aim: The learning environment influences students' motivation, which is a critical factor of academic achievement. A variety of essential elements, including motivation, can influence student success in anatomy lessons. The present study aimed to assess various motivational factors and their effectiveness among anatomy students. Materials and Methods: This questionnaire based cross-sectional study was conducted on 140 students of anatomy in Faculty of Medicine, Gajju Khan Medical College Swabi and Gomal Medical College DI Khan. The motivation factors of anatomy students, various types of motivations, degree of motivation assessment, and improving the motivation by various parameters during their studies were assessed. SPSS version 27 was used for data analysis. Results: Of the total 140 anatomy students, there were 78 (55.7%) male and 62 (44.3%) female. The overall mean age was 22.52±4.68 years with an age range 18 years to 26 years. The overall response rate of the students was 90% (n=126). The distribution of students based on their motivational degree were as follows: 2 (1.4%) <20, 2 (1.4%) 20-40, 18 (12.9%) 40-60, 34 (24.3%) 60-80, and 84 (60%) 80-100. Male students were predominant than females. The motivation degree was 81.67% with no statistical significance between genders. Conclusion: The present study revealed that teachers may definitely target motivation as the most significant aspect to promote learning. A greater knowledge of the drivers and markers of motivation should help enhance medical student teaching to some extent. Keywords: Motivations, Anatomy students, improving learning
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Nurbaiti, Nurbaiti, Yunisrina Qismullah Yusuf, Asnawi Muslem, and Nurul Inayah. "Why Do We Learn English? Investigating the First Year Students’ Motives to Learn English in Aceh." VELES: Voices of English Language Education Society 7, no. 1 (2023): 23–32. http://dx.doi.org/10.29408/veles.v7i1.6015.
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Integrative and instrumental motivation both play crucial roles in language learning, so it is crucial for teachers to determine which students' motivations are predominant in a classroom. The motivation of first-year students to learn English was examined in this study. It involved 77 first-year students from the Department of English Education at Universitas Syiah Kuala in Banda Aceh, 56 of whom were females and 21 of whom were males. The research tool utilized to gather the data was a questionnaire. The Attitude/Motivation Test Battery served as its model. The acquired data were analyzed using the Statistical Package for Social Science version 23. The results demonstrated that instrumental motivation's mean score (M=44.18) is higher than integrative motivation's (M=43.38). However, there was little difference (at 0.92 percent ). Therefore, it can be said that these students were driven by both integrative and instrumental motivations. Both of these types of motivations are closely related, and they both function as learning objectives with a lot of value. They benefit by way of the students’ learning outcomes as they become more proficient and successful in the target language.
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Suliman, Wesam, Tendai Charles, and Omaima Sawalha. "Students’ Integrative and Instrumental Motivation for Learning English as a Second Language." Revista de Gestão Social e Ambiental 18, no. 8 (2024): e06092. http://dx.doi.org/10.24857/rgsa.v18n8-040.
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Objective: This research investigates the influence of integrative and instrumental motivations on English Language Learning (ELL) among students in private educational institutions within the United Arab Emirates (UAE). It aims to discern which type of motivation—integrative or instrumental—exerts a greater impact on second language acquisition. Method: A quantitative research methodology was employed, utilizing a 44-item questionnaire adapted from the Motivation Test Battery. The study sample consisted of 101 English as a Second Language (ESL) students. Statistical tools such as regression analysis and correlation coefficients were used to analyse the data, providing insights into the relationships between motivational types and language acquisition success. Results and Discussion: The study revealed a positive correlation between both integrative and instrumental motivations and ELL. Notably, integrative motivation had a more substantial influence on the ESL outcomes compared to instrumental motivation. These results underline the complexity of motivational impacts on language learning, with integrative motivation playing a pivotal role. Research Implications: The findings suggest that educational strategies that enhance integrative motivation could be more effective in promoting successful language learning. This could involve fostering a deeper connection with the language community and culture, thereby enriching the educational experience and outcomes for ESL learners. Originality/Value: This study contributes to the existing body of knowledge by focusing on the comparative impacts of integrative and instrumental motivations in the context of the UAE—a region where such studies are seldom conducted. The insights regarding the predominant influence of integrative motivation add a valuable dimension to the global discourse on second language acquisition, especially in multilingual and multicultural learning environments.
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Alisoy, H. "EXPLORING THE TYPES OF MOTIVATION IN SECOND LANGUAGE LEARNING: IMPLICATIONS FOR INSTRUCTION AND LEARNER SUCCESS." Scientific heritage, no. 115 (June 22, 2023): 25–31. https://doi.org/10.5281/zenodo.8068216.
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The role of motivation in second language learning is a subject of great interest in the field of language education. This article investigates the various types of motivation, namely intrinsic, extrinsic, integrative, and instrumental motivation, and their implications for language instruction and learner success. Understanding the dynamics of these motivational factors can provide valuable insights for educators to design effective instructional strategies and facilitate optimal language learning outcomes. Intrinsic motivation, driven by internal desire and enjoyment, fosters engagement and proficiency in language learning. Extrinsic motivation, on the other hand, relies on external rewards or pressures and can act as an immediate catalyst for engagement but may not sustain long-term commitment. Integrative motivation, rooted in a desire to connect with the target language's culture, enhances language proficiency and cross-cultural understanding. Instrumental motivation, driven by practical goals, can yield short-term success but requires continuous goal-setting to maintain long-term commitment. The article discusses how each type of motivation influences language learning outcomes and behaviors, and explores their interaction dynamics. It further examines the determinants influencing the types of motivation, such as learner characteristics, cultural factors, and the learning environment. The role of instructional strategies in enhancing different types of motivation is also explored. By recognizing and addressing the diverse types of motivation, language educators can create instructional environments that cater to learners' needs and aspirations. This, in turn, enhances learner engagement, persistence, and overall success in second language acquisition. The article concludes with practical implications for educators and learners striving for success in their language learning endeavors.
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Ya Khatamov, A. "MOTIVATION AS AN EFFECTIVE DEMAND FOR PRODUCTION AND SERVICE." 2022-yil, 3-son (133/1) ANIQ FANLAR SERIYASI 6, no. 124/1 (2020): 1–9. http://dx.doi.org/10.59251/2181-1296.v6.1241.1597.
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The concept of motivation, which is the key element of effectiveness in the article, is the role of management in carrying out the motivation function, the motivation for motivation in an organization, the motivation process, the personal and group motivations and their interrelationship. Focuses on the dynamics of employee motivation, the impact of motivation on employee performance, as well as the main types of motivation in the organization, the impact of motivation on the nature of the activity, and the motivation for diversification that motivates it
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Raisuli, Rahaditya, and Judith Nesamalar Tharumaraj. "Exploring Types of Motivation among Undergraduate Students and Their Relationship with Academic Performance: A Pilot Study." Asia-Pacific Journal of Futures in Education and Society 3, no. 2 (2024): 59–74. http://dx.doi.org/10.58946/apjfes-3.2.p5.
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Abstract: Academic achievement and motivation are closely intertwined, playing a pivotal role in priorities and success for both students and educational institutions. This pilot study examined types of academic motivations and their effect on academic performance. A quantitative approach was employed using a survey method with 30 undergraduate students at Taylors’ University, Malaysia. Findings indicate that extrinsic motivations were most prevalent among the undergraduates, while intrinsic motivations had the greatest impact on their academic achievements. Hence, educators should cater towards students’ extrinsic motivations, especially career goals, while cultivating intrinsic motivation to increase student satisfaction and student academic performance, respectively. The empirical results of this study are vital for ensuring the feasibility and sustainability of a future larger-scale study to be conducted.
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NANNAPARAJU, PRASHANT. "THE ROLE OF MOTIVATION IN ADULT LANGUAGE LEARNING: A MIXED-METHODS APPROACH." International Journal of Social Sciences and Management Review 08, no. 02 (2025): 507–14. https://doi.org/10.37602/ijssmr.2025.8220.
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Motivation plays a pivotal role in adult language learning, serving as the primary driver behind learners’ engagement, persistence, and success. Unlike children, adult learners often voluntarily choose to learn a language, juggling multiple responsibilities such as work, family, and social obligations. Their motivation is influenced by a range of factors, including personal aspirations, career goals, and cultural interests. This study adopts a mixed-methods approach to investigate the intricate dynamics of motivation, combining quantitative surveys of 150 adult learners with qualitative interviews of 20 participants. The study explores various motivational types, such as intrinsic motivation, driven by a love for the language or culture, and extrinsic motivation, tied to practical goals like career advancement. It also examines integrative motivation, rooted in the desire to connect with a language’s cultural community. Findings reveal that while instrumental motivations like job prospects dominate, intrinsic motivations sustain long-term engagement. Barriers such as time constraints, financial limitations, and emotional challenges often hinder adult learners, underscoring the need for supportive environments and tailored teaching strategies. Key insights from qualitative data highlight the evolving nature of motivation, with learners often transitioning from extrinsic to intrinsic drivers as they progress. The research also underscores the importance of technology, cultural relevance, and social support in fostering motivation. Innovative teaching methods, such as gamified learning, role-playing, and collaborative projects, emerge as effective tools to sustain engagement. The study concludes with actionable recommendations for educators and policymakers, emphasizing flexible curricula, teacher training, and investment in technological tools. By addressing the nuanced motivational needs of adult learners, stakeholders can create more inclusive and effective language-learning experiences. This research contributes to a deeper understanding of the motivational landscape in adult language acquisition, paving the way for further exploration of this critical area.