motivation

  • Transformacії tradicіjjnoї rіzdvjanoї obrjadovostі bojjkіv ukraїnskikh Karpat na pochatku KHKHІ stolіttja

    Author: Natalіja Gromova
    Year of publication: 2016
    Source: Show
    Pages: 175-193
    DOI Address: http://dx.doi.org/10.15804/pomi201611
    PDF: pomi/02/pomi201611.pdf

    The transformations of the Bojkos’ Christmas Rites of the Ukrainian Carpathian mountains in the beginning of XXI century. Th e thesis researches Christmas rites in Bojkivshchyna during Ukraine’s independence and is based upon analysis of scientifi c literature and a large amount of information sources. Th e author found out that motivation for many Christmas ceremonies was changed or lost; many rites cease to be actively used altogether. However it is proved that the basis of Christmas rites in Bojkivshchyna is retained better if compared to other Ukrainian regions. Th e paper describes and analyses

  • The Need for Cognition and Meta-learning Competence among Students of Teacher Education at the University Level

    Author: Janina Uszyńska-Jarmoc
    Institution: University of Bialystok, Poland
    ORCID: https://orcid.org/0000-0002-9078-5096
    Author: Beata Kunat
    Institution: University of Bialystok, Poland
    ORCID: https://orcid.org/0000-0002-5205-1366
    Author: Monika Żak-Skalimowska
    Institution: University of Bialystok, Poland
    ORCID: https://orcid.org/0000-0002-0235-782
    Year of publication: 2018
    Source: Show
    Pages: 40-62
    DOI Address: https://doi.org/10.15804/kie.2018.04.02
    PDF: kie/122/kie12202.pdf

    Cognition and meta-learning competencies are important elements in teacher education programs. The research presented was aimed at discovering the link between the need for cognition and meta-learning competence. The research sample comprised 250 students of teacher education in their first-year of study for the degree of licencjat (Bachelor’s equivalent) and magister (Master’s equivalent). Research findings demonstrate the existence of 1) a correlation between the students’ need for cognition and their meta-learning competence, 2) differences between students at the Bachelor’s and Master’s level of education with regard to their expressed need for cognition and meta-learning competence (including subcomponents of the latter) which suggests that these needs and competencies develop over the course of their university education.

  • LA “VITA SPERICOLATA” DELLA SINTASSI: IL CHE POLIVALENTE NELLA CANZONE ITALIANA TRA GLI ANNI ’70 E ’90 DEL NOVECENTO

    Author: Anna Zingaro
    Institution: Università di Bologna
    ORCID: https://orcid.org/0000-0003-2141-9209
    Year of publication: 2018
    Source: Show
    Pages: 305-325
    DOI Address: https://doi.org/10.15804/IW.2018.09.28
    PDF: iw/09_2/iw9215.pdf

    THE “RECKLESS LIFE” OF SYNTAX: MULTIPURPOSE CHE IN ITALIAN SONGS BETWEEN THE 1970S AND 1990S

    This paper presents findings from the planning and testing of a didactic unit for students of Italian as a second language, a unit that focuses on how to use the multipurpose word che (che polivalente). The materials used in this unit are Italian songs.
    The aim of this testing is to support the training of future language mediators, interpreters, and translators at the Department of Interpreting and Translation of the University of Bologna by raising awareness about a linguistic trait of the neo-standard, i.e., the new standard variety of Italian language.
    This paper examines the didactic context of testing, how it was carried out, and the phenomenon of the multipurpose che; it also attempts to classify the various cases of the che polivalente in two macro-areas. The outcomes of a quantitative analysis of the data gathered through monitoring are thought to provide evidence for how this practice of using songs may prove useful both in creating a positive atmosphere that fosters language acquisition, as well as in enhancing motivation based on the concept of pleasure. This may facilitate the processing of an otherwise incomprehensible linguistic input and lay the groundwork for further research on the subject, which may also allow for a broader study.

  • Motivation factors of adult learning

    Author: Larysa Lukianova
    Year of publication: 2016
    Source: Show
    Pages: 223-229
    DOI Address: https://doi.org/10.15804/tner.2016.44.2.18
    PDF: tner/201602/tner20160218.pdf

    Motivation is the driver of adult learning. The paper reveals the importance and peculiarities of adults’ learning process. There has been analyzed the impact of external and internal factors on the efficiency of adult learning; various approaches to the typology of intrinsic motivation are presented. The author has also considered the components of motivational sphere (emotional aspect, the set aims, the ability to learn), which can significantly influence the level of adult learning motivation.

  • The effect of arcs motivational model on achievement motivation and academic achievement of the tenth grade students

    Author: Ahmed Thaer
    Author: Ghbari Thaer
    Year of publication: 2016
    Source: Show
    Pages: 68-77
    DOI Address: https://doi.org/10.15804/tner.2016.43.1.05
    PDF: tner/201601/tner20160105.pdf

    The presented study aimed at examining the effect of ARCS model on the Achievement Motivation (AM) and Academic Achievement (AA) of the tenth grade students. One hundred and thirteen tenth grade students (28 male, 85 female), divided into two groups (experimental = 50, control = 63), studied a unit about magnetism with the use of two different methods, an ARCS model and a traditional model for 2 weeks. Two instruments were used, a Motivation Achievement Test (MAT) and an Achievement Test (AT). The results showed that there were significant differences on the MAT and AT due to the implemented ARCS motivational model.

  • Text topic interest, willingness to read and the level of reading comprehension among adults – the role of gender and education level

    Author: Edyta Charzyńska
    Year of publication: 2015
    Source: Show
    Pages: 84-95
    DOI Address: https://doi.org/10.15804/tner.2015.39.1.07
    PDF: tner/201501/tner20150107.pdf

    The aim of the study was to examine the relations between variables connected with the reader (interest in the text topic and willingness to read it) and the level of reading comprehension among adults, after controlling for text difficulty. The study involved 1549 users of Polish aged from 18 to 87. Open-ended questions were used to measure reading comprehension. It was proved that the model taking into account variables related to the reader better predicted reading comprehension than the model only taking into account text difficulty. Moderation analysis showed a little stronger relation between text topic interest and reading comprehension in the group of women than in the group of men. It was also noted that among adults with lower levels of education text topic interest and willingness to read it were more strongly related to the level of comprehension than among better educated people. The discussion focuses on the role of psychological factors in reading comprehension.

  • Grywalizacja jako sposób radzenia sobie z brakiem motywacji wśród studentów

    Author: Magdalena Kędziora
    Author: Marta Stańczyk
    Author: Wojciech Wychowaniec
    Year of publication: 2017
    Source: Show
    Pages: 119-130
    DOI Address: https://doi.org/10.15804/kie.2017.01.08
    PDF: kie/115/kie11508.pdf

    The purpose of this article is to characterize gamification as an increasingly popular contemporary method of teaching, which is part of the StudentCentered Learning trend. The SCL philosophy, which promotes studentcentered approach as the central issue of the learning process, indicates gamification as one of the most effective and the most interesting method of motivating students to be put in the effort in gaining knowledge and derive satisfaction from their achievements in the scientific field. As indicated by the authors, finding the motivation and maintaining it at an adequate level in the process of teaching, is not an easy task, and the problem posed by its absence is becoming more common in Polish and European higher education system. This evaluation is confirmed by the studies of the authors within domestic and foreign literature. The most common causes of amotivation, presented in the article, could be gradually solved just through gamification — teaching methodology, which uses the game mechanics. Gamification, based on the teaching through activating students, encouraging them to a self-activity, a creative rivalry and a cooperation, is nowadays increasingly used in an academic field, where the authors have found numerous interesting examples. The authors of the text are outlining the principles and advantages of using gamification, the potential areas of application as well as interesting projects with its use. They also postulate to change the current paradigm of teaching by replacing the often inefficient ‘feeding’ teaching methods of transmitting knowledge with more active form, wherein gamification is fully applicable.

  • David Hume’s Theory of Action

    Author: Justyna Van den Abbeel
    Year of publication: 2016
    Source: Show
    Pages: 53-65
    DOI Address: https://doi.org/10.15804/kie.2016.02.04
    PDF: kie/112/kie11204.pdf

    The main goal of this paper is to reconstruct David Hume’s theory of action from the perspective of the second book Of the Passion in his work A Treatise of Human Nature. My paper will proceed in three steps. In the first part I present the main assumptions of Hume’s views on action together with a general outline of his theory. I show that for Hume action has a uniform character and that there is a constant relation between action and the motive which can be understood as desire or aversion. Next, in the second part, the main elements involved in the process of human activity will be outlined, such as: passions, will, liberty, and reason. Although Hume emphasizes that the passions are the main motive of action, since they have the power to initiate and withhold action, reason also plays an important role. In order to come to a better understanding, I will consider the functions which these elements are playing in human action and some of the problematic issues which are connected with them such as, whether each of the passions can motivate a person to action, what the relationship between passions and will is, and what kind of relation between passions and reason can be found. Finally, in the third and last part of my paper, I will conclude with a schematic outline of human action and the relation between different components engaged in the process of action.

  • Kultura fizyczna w reedukacji osób odbywających karę pozbawienia wolności -motywacja skazanych do udziału w programach z zakresu kultury fizycznej i sportu

    Author: Anetta Jaworska
    Year of publication: 2016
    Source: Show
    Pages: 140-158
    DOI Address: https://doi.org/10.15804/kie.2016.01.08
    PDF: kie/111/kie11108.pdf

    In studies seeking motivated prisoners to physical activity while serving sentence in prison, were used the questionnaire methods. Researches group were the men who are physical active (N=121), aged 22 to 55 years. Most of the respondents were men with primary or secondary, and vocational education (over 90 %). The results showed that the most important role in participating in physical exercise in prison is motivation to maintain contentment and satisfaction with life, and exercises are primarily a form of entertainment and meaningful full time. Important themes are also making exercise motives maintain contact with a wider group of people. However, inmates differ significantly in terms of motivation to participate in activities depending on the type of physical exercise.

  • Adult Learner’s Motivation for Learning from a Comparative Perspective

    Author: Márkus Edina
    Institution: University of Debrecen
    Author: Miklósi Márta
    Institution: University of Debrecen
    Author: Barabási Tünde
    Institution: Babes-Bolyai University, Romania
    Year of publication: 2021
    Source: Show
    Pages: 123-136
    DOI Address: https://doi.org/10.15804/tner.21.63.1.10
    PDF: tner/202101/tner6310.pdf

    This paper presents the results of our research related to the motivation of the adults when learning. Our analysis is focused on the comparison of the motivational features of adults learning process in four Eastern and Central European countries (Hungary, Romania, Slovakia, Ukraine). The research is based on a qualitative survey. We used questionnaire of our design to learn about their motivation to participate in trainings, their interest and the possible hindrances. The subjects of the study are adult learners from the mentioned countries (N=556) who were in contact with the research partner institutions. Our results show that the majority of the respondents looked for pragmatic opportunities in learning useful for work and life, but also wanted to develop their interests and expand their knowledge. No country-specific characteristics were found, and potential differences were only observable in some cases.

  • Key Motivational Factors Affecting Teachers’ Long-Term Engagement in School Projects

    Author: Lenka Vojáčková
    Institution: Masaryk University
    Year of publication: 2020
    Source: Show
    Pages: 24-34
    DOI Address: https://doi.org/10.15804/tner.20.59.1.02
    PDF: tner/202001/tner5902.pdf

    The article discusses the factors that support the motivation of teachers to implement school projects. Based on Self-Determination theory (Deci & Ryan, 1985, 2000), we present specific factors that influence and stimulate the motivation of teachers with regard to the perception of autonomy or control. What is essential for autonomous motivation is the satisfaction of basic psychological needs (autonomy, competence), whereas external incentives have an impact on controlled types of motivation. The results also point to important motivational factors underlying participation in school projects, that is, the perception of the personal significance and meaningfulness of the project.

  • Teacher’s Personality with Regard to Performance Motivation in a Professional Context

    Author: Miriam Uhrinová
    Institution: Catholic University in Ružomberok
    Author: Ján Tirpák
    Institution: University of J. E. Purkyně
    Year of publication: 2020
    Source: Show
    Pages: 47-58
    DOI Address: https://doi.org/10.15804/tner.20.59.1.04
    PDF: tner/202001/tner5904.pdf

    In the paper we focused on the personality of the teacher and his/her motivation for professional performance depending on the length of teaching practice. The aim of the research was to find out the profile of the motivational structure of performance in the professional context of primary education teachers and to determine the specifics of individual dimensions related to the motivation for performance. The results showed that the motivational structure of performance is very similar for primary education teachers in the Slovakia and the Czech Republic. For teachers in the Czech Republic, the profile of the motivational structure of their performance does not change with the length of teaching practice. On the other hand, in Slovakia, motivational performance structures change in context depending on the length of teaching practice.

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