motivation

Transformacії tradicіjjnoї rіzdvjanoї obrjadovostі bojjkіv ukraїnskikh Karpat na pochatku KHKHІ stolіttja

Author: Natalіja Gromova (Наталія Громова)
Institution: Київський національний університет імені Тараса Шевченка (Україна)
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.

The thesis researches Christmas rites in Bojkivshchyna during Ukraine’s independence and is based upon analysis of scientific literature and a large amount of information sources. The 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. The paper describes and analyses reasons for changes and transformations of the traditional Bojkos’ winter rituals.

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.

Stress and Motivation in EFL Teaching-Learning Context

Author: Milica M. Čolović
Institution: Singidunum University
ORCID: https://orcid.org/0000-0002-4413-5535
Author: Marijana M. Prodanović
Institution: Singidunum University
ORCID: https://orcid.org/0000-0002-8393-2158
Author: Elizabeta M. Vejnović
Institution: Singidunum University
ORCID: https://orcid.org/0000-0002-1545-6401
Year of publication: 2022
Source: Show
Pages: 92-103
DOI Address: https://doi.org/10.15804/tner.2022.70.4.08
PDF: tner/202204/tner7008.pdf

This paper aims to shed some light on the correlation between teacher stress, on the one hand, and motivation of teachers and students, on the other hand – observed in an EFL environment. The data sample comprising responses given by EFL teachers and students from the primary education cycle was collected via the teacher stress measurement scale and motivation for learning scale, applied for teachers and students, respectively. Apart from the basic descriptive statistics used to describe the relationship between the variables, the paper’s methodology is also characterised by applying the Pearson correlation coefficient. The results led to interesting conclusions; while, as expected, workload directly affects stress levels of teachers, who, following the results, are highly motivated to work with teenagers, contrary to what could be believed, teacher motivation is not directly related to student motivation, what could be further analysed in the future studies.

Актуальність створення мотиваційного словника юридичної лексики

Author: Ірина Царьова (Iryna Tsareva)
Institution: Дніпропетровський державний університет внутрішніх справ (Dnipropetrovsk State University of Internal Affairs)
ORCID: https://orcid.org/0000-0002-1939-7912
Year of publication: 2022
Source: Show
Pages: 49-57
DOI Address: https://doi.org/10.15804/PPUSN.2022.04.05
PDF: pomi/7/pomi705.pdf

Actuality of creating a motivative dictionary of legal vocabulary

The article is devoted to the concept of creating a motivational dictionary of modern Ukrainian legal vocabulary, which is a lexicographic description of motivational associations generated by a word during its perception and semantization and obtained as a result of a directed associative experiment. This article presents a psycholinguistic study that motivatedness is understood as the property of a word, which allows realizing the conditionality of the connection meaning (the content) and the sound shape of the word (expression) on the basis of the correlation of the word with the linguistic, extra-linguistic reality and mental categories. Definition of classification parameters of the concept of motivation (motivatedness) applied for terminology research and development of methodological principles of the motivation research of terminology vocabulary. The role of the associative experiment in studying the potential of the word motivation is fundamental, since it is the associative experiment that allows the legal researcher to identify the comprehension, awareness by the native speakers of the motivational associativity of the lexical units of the modern Ukrainian legal text, to move from observing and analyzing the motivational activity of a limited number of words to a systematic study of the potential of the whole lexical array of language, thereby providing valuable material for lek a sycographic and theoretical description of the motivation of words, because the experimental data, determining the degree of manifestation of motivational nature, make it possible to classify lexical units into motivated and unmotivated, highly motivated and weakly motivated ones, reveal the existence of motivational-associative stereotypes or their absence, the ratio of the motivationalassociative standard and deviations from it. With the help of materials obtained using an associative experiment, the development of the word motivation, the similarity or difference of its modern formal-semantic interpretation can be revealed. In modern linguistics, it is commonly accepted that words (meaning of words) are motivated, depending on the preservation of the internal form of the word.

Педагогічні умови формування комунікативних умінь у фахівців у сфері управління

Author: Наталія Савчук (Nataliia Savchuk)
Institution: Уманський державний педагогічний університет імені Павла Тичини (Pavlo Tychyna Uman State Pedagogical University)
ORCID: https://orcid.org/0000-0002-8835-3921
Year of publication: 2022
Source: Show
Pages: 141-147
DOI Address: https://doi.org/10.15804/PPUSN.2022.04.13
PDF: pomi/7/pomi713.pdf

Pedagogical conditions for the formation of communicative skills in management specialists

The article substantiates the pedagogical conditions for the formation of communicative skills in specialists in the field of management. It is determined that communication skills are the ability to establish and maintain important contacts with other people, the appropriate system of professional knowledge, skills and practical skills that contribute to effective communication. And in order to improve the educational process and increase its effectiveness as a way of forming communication skills in management, the following pedagogical conditions were formed: the formation of positive motivation, the use of principles of innovation, interactivity and professional orientation; providing psychological and pedagogical support to specialists in the field of management; application of interactive learning technologies (business and role-playing games, brainstorming, project method, case studies, debates, psychological trainings); providing modern content of professional training of managers in order to form communicative skills in the process of studying the humanities. It has been proved that specialists with high communicative skills meet European educational standards, it is necessary to introduce dialogic training, which will promote the formation of dialogic competence, which is the highest expression of communicative competence of managers and will implement psychological and didactic mechanisms of self-organization. , will ensure the development of critical thinking, solving important educational tasks of mastering productive knowledge, integrative skills in dialogue. It is determined that in the process of application of dialogic learning the motivation of learning increases, interest is shown, there is a formation of communicative skills, creativity, intelligence, their worldview expands. Thus, based on the analysis, it should be noted that the formation of communication skills of managers should be clearly structured. In addition, it is important to direct the learning process to personality-oriented interaction, as well as to implement interactive learning technologies, namely: role-playing and business games, trainings, case situations, project method, brainstorming. And the implementation of these technologies in the learning process should be based on the following principles: problems in learning, interdependence and interdependence of the study of individual disciplines; situationality; accessibility; professional orientation; integration; the principle of activity approach in learning and group cooperation.

Teachers’ Attitudes towards Mandatory and Optional Professional Development Programmes in the Republic of Serbia

Author: Valentina Gavranović
Institution: Singidunum University, Belgrade, Serbia
ORCID: https://orcid.org/0000-0002-3011-8769
Author: Slavko Alčaković
Institution: Singidunum University, Belgrade, Serbia
ORCID: https://orcid.org/0000-0003-4062-7214
Year of publication: 2023
Source: Show
Pages: 201-211
DOI Address: https://doi.org/10.15804/tner.23.73.3.15
PDF: tner/202303/tner7315.pdf

This study focuses on teachers’ professional development practices in the Republic of Serbia, presenting the results obtained from questionnaires of mixed research conducted to investigate teachers’ attitudes towards different forms of professional development programmes, how often teachers participate in them, and why. The results show a high degree of correlation between their positive attitudes and the frequency of participation when teachers are externally motivated, and no correlation if they self-direct their professional development. The research draws attention to the need to re-examine the existing teacher professional development policies considering the needs of teachers and their teaching practices.

University Students’ Motivation and Impulse Buyer Behavior

Author: Huam Hon Tat
Institution: Quest International University Perak, Malaysia
Author: Chuah Boon Kai
Institution: Universiti Teknologi Malaysia, Malaysia
Author: Aslan Amat Senin
Institution: Universiti Teknologi Malaysia, Malaysia
Author: Amran Md Rasli
Institution: , Universiti Teknologi Malaysia, Malaysia
Author: Richard P. Bagozzi
Institution: University of Michigan, U.S.A
Year of publication: 2013
Source: Show
Pages: 165-174
DOI Address: https://doi.org/10.15804/tner.13.31.1.14
PDF: tner/201301/tner3114.pdf

There are contradictive explanations in the literature on the impulse buying behavior. Some research shows that consumers view impulse buying normatively wrong, while other research reveals that consumers buy impulsively. The purpose of this study is to examine the motivations of impulse buying behavior and to investigate the relationship between each set of motivation and decisions which lead to university students’ impulse buying behavior. Multiple regression analysis was used to determine the predictors of impulse buying behavior. The results show that hedonistic desires, perceived decision-making accuracy and perceived decision effort were the determinants of impulse buying. As a recommendation, business strategies targeting Malaysians in this university should be carried out by considering their potential motivations and university students should not over-rely on their impulsiveness traits as complimentary purchasing alternative.

Mission Statement – a Component of the Strategic Management of University (on The Example of German Universities)

Author: Myroslava Hladchenko
Institution: National University of Life and Environmental Sciences of Ukraine, Kyiv, Ukraine
Year of publication: 2013
Source: Show
Pages: 229-240
DOI Address: https://doi.org/10.15804/tner.13.31.1.20
PDF: tner/201301/tner3120.pdf

Mission statement is an element of the strategic management, the basis for the strategic development of university. Mission statement provides orientation and increases the motivation of the members of university. The results of the research prove that the mission statement of universities must be developed in an open discussion with the participation of the members of university. The most popular commitments of the mission statement are equal rights and opportunities for men and women, internationality, unity of research and teaching, quality assurance, interdisciplinarity. Analysis of the content of mission statements which were formulated during the last years shows that they propose a partnership relationship between the administration of university and its members.

Motivation and fluctuation in teacher's profession

Author: Sońa Karikova
Institution: Matej Bel University Banska Bystrica, Slovak Republic
Year of publication: 2003
Source: Show
Pages: 69-78
DOI Address: https://doi.org/10.15804/tner.03.1.1.06
PDF: tner/200301/tner106.pdf

The contribution is a research probe into problems of motivation for teacher's profession as well as seeking for causes leading teachers to leave school system. We retrieved these data through comparison of results from two groups of respondents - future teachers and teachers from practice using a questionnaire of our own provenience.

Motivation in the adult education

Author: Miroslav Krystoň
Institution: Matej Bel University, Banská Bystrica, The Slovak Republic
Year of publication: 2005
Source: Show
Pages: 189-193
DOI Address: https://doi.org/10.15804/tner.05.5.1.16
PDF: tner/200501/tner516.pdf

The content of the contribution is an analysis of the structure of those motivation factors influencing the decision of adults of various kinds of competence for further education. The author also presents the results of research into the area of motivation.

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