Motivation

This study explored the relationships of senior high school EFL students' motivation, strategy use, and English achievement. The first two attempts of the study were to investigate how well the senior high school EFL students' motivation and strategy use can predict students' English achievement respectively. The third attempt was to explore the causal relationship among senior high school EFL students' motivation, strategy use, and English achievement.Totally 132 senior high EFL school boy students took part in the study. Two questionnaires-Motivation Questionnaire (Chen, 2008; Lai, 2008) and Strategy Inventory for Language Learning (SILL, version 7.0)-were used for data collecting.With SPSS for Windows Version 17.0, data analysis, including item analysis, exploratory factor analysis (EFA), reliability analysis, and validity analysis, was used. Furthermore, Structural equation modeling (SEM) was adopted through second-order confirmatory factor analysis (CFA) in LISREL 8.8 to confirm the causal relationships among senior high school EFL students' motivation, strategy use, and English achievement.The causal relationships between motivation and English achievement and between strategy use and English achievement were both proved. Motivation could account for 39% of the total variance toward English achievement while strategy use could account for 19% of the total variance toward English achievement. Intrinsic Motivation and Utilitarian Purpose took up the most variance toward English achievement, whereas Metacognitive Strategies was the only individual factor contributing to the total variance toward English achievement. The relationship among senior high school EFL students' motivation, strategy use, and English achievement was a full mediating model with a reciprocal relationship between strategy use and English achievement.

The issue of employee motivation is related to successful business management. Human resources represent a great potential, because they have knowledge, inventiveness and intelligence. However, a large part of human potential is not used to a sufficient degree, which leads to unused resources and to dissatisfaction and lack of motivation on the part of employees. Good motivation is part of leadership; a manager knows how to motivate and create good relationships. Business entities are part of society, and to achieve economic goals, they must take into account the impact that they have on society and on the human resources of an organization. This paper explains contemporary motivational theories, with the aim of enabling successful business in banking sector. Managers of banks can make decisions about the most significant factors that improve employee motivation. Integrated knowledge, accumulated experience, and employee satisfaction are the main factors behind successful operations in all organizations, and in particular in the banking sector. These factors form a basis for the successful management strategy of any company. The paper presents an overview of motivation in countries whose organizational culture differs with respect to the scope of operations and employees in the banking sector. The first part of the paper gives an overview of motivational theories based on the presentation and comparison of motivational factors in Pakistan, South Asian countries, and Croatia and Serbia. In evaluating motivation for ranking purposes a comparison method was applied, with the use of arithmetic means, while the data obtained from respondents’ questionnaires were processed using the SPSS 22 statistical method. The authors aimed to make a modest contribution in assessing motivational factors and to point to their significance in the banking sector. Better motivated employees in the banking sector are more efficient in carrying out business tasks.

In today's working life, as competition is increasing, ensuring the loyalty of employees to the organization is important for organizations to survive. In the literature, it is considered important to determine employees' attitudes toward work through motivation theories in order to ensure commitment to the organization. The sustainability of business organizations is shaped by the level of commitment of the organization's employees, and the goal of organizations is to ensure that their employees do not leave the organization, which draws attention to the importance of motivation theories for organizations. The subject of the study was to explain the evaluation of organizational commitment of organizational employees by providing support from motivation theories. The purpose of the study is to compile the attitudes of employees toward their work environment, motivation theories that affect the organizational commitment of individuals, and studies in the literature in the field of industrial and organizational psychology. The method of the research is based on the studies on organizational commitment and motivation theories in Turkey and the world between 1948 and 2023 in YÖK National Thesis Center, Google Scholar, ProQuest, ResearchGate databases such as "organization", "organizational commitment", "motivation", "motivation theories", "industrial and organizational psychology". It was reached by searching with the keywords. As a result of the search, the universe consisted of 75 articles, books, and master's and doctoral theses. 68 articles, books and dissertation materials were selected as the sample of the research. The importance of the study was explained by including the concept of organizational commitment, factors affecting organizational commitment and behavioral outcomes, motivation theories, employees' values regarding work life, factors affecting their organizational commitment, studies in the literature were evaluated and discussed within the framework of industrial and organizational psychology.

This study aims to find out: Direct contributions 1) Supervision of the supervisor on the Kindergarten Principal's Motivation; 2) Principal's Motivation towards Teacher's performance; 3) Supervision of Supervisors on Teacher's performance; 4) Principal's Motivation towards quality; 5) Supervision of the supervisor on quality; 6) Teacher's performance on quality. Indirect contributions: 7) Principal's Motivation through intermediaries Teacher performance on quality; 8) Supervision of Supervisors through intermediaries Teacher performance on quality; 9) Supervision of the supervisor through intermediary of Principal's Motivation on quality; 10) Supervision through Principal's Motivation and Teachers Performance on quality. The primary data obtained and tested were hypothesized from a population of 64 Kindergartens using total population sampling technique and from 238 teachers using proportional random sampling technique using the Solvin formula in West Banjarmasin District with an error rate of 5%, obtained 139 Kindergarten teachers as samples. Data collection techniques through library research, field research, observation and questionnaire. The method used is descriptive. Research instruments using questionnaires and observations. Data Analysis used to test hypotheses using Path Analysis. Data is analyzed by paths built based on the research paradigm. The results of study showed that there are direct contributions to: 1) supervision of the supervisor to kindergarten principal's motivation; 2) principal's motivation towards teacher's performance; 3) supervision of supervisors on teacher's performance; 4) principal's motivation towards quality 5) supervision of the supervisor on quality; 6) teacher's performance on quality. Some other showed indirect contributions to: 7) principal's motivation through intermediaries teacher performance on quality. 8) supervision of the supervisor through intermediaries teacher performance on quality. The results of study also showed there are no direct contributions to: 9) supervision of the supervisor through intermediary of principal's motivation on quality; and 10) supervision of supervisors and quality through intermediaries of principal's motivation and teachers’ performance in kindergarten Sub District of West Banjarmasin. Article visualizations:

The objectives of research were (1) to find out the different effects of Numbered Heads Together (NHT) and Jigsaw types of cooperative learning use on the historical learning achievement of students, (2) to find out whether or not historical learning motivation affects the historical learning achievement of students, and (3) to find out whether or not there is a positive effect of interaction between Numbered Heads Together (NHT) and Jigsaw types of cooperative learning model, and learning motivation on the learning achievement of students. If there is so, which type has better effect? This study employed quantitative method with a 2x3 factorial design. The population of research was the 10 th graders of Senior High Schools existing in Sukoharjo in the even semester in the school year of 2015/2016. The sampling technique used in this research was Cluster Sampling (Area Sampling). The sample of research consisted of SMA Negeri 1 Kartasura with 36 students and SMA Negeri Mojolaban with 33 students. The techniques of collecting data used were test and questionnaire. Data analysis in this research employed a two-way anava with SPSS 20 program help. The results of hypothesis testing in this research were shown as follows. (1) There was a difference of effect on the learning achievement between the students treated with Numbered Heads Together and those treated with Jigsaw types of learning model. The result of data analysis showed that the students treated with Numbered Heads Together had better learning achievement than those treated with Jigsaw learning model. (2) There was a difference of effect between the students with high, medium, and low learning motivations. The students with high learning motivation had better learning achievement than those with medium one, and those with medium learning motivation had better learning achievement than those with low one. (3) There was no interaction effect between learning model and learning motivation on the historical learning achievement. The students with high learning motivation treated with Numbered Heads Together (NHT) learning model had better learning achievement than those high learning motivation treated with Jigsaw learning model. The students with medium learning motivation treated with Numbered Heads Together (NHT) learning model had better learning achievement than those medium learning motivation treated with Jigsaw learning model, and the students with low learning motivation treated with Numbered Heads Together (NHT) learning model had better learning achievement than those low learning motivation treated with Jigsaw learning model.

Before they enter practice, law students need to be able to work effectively in groups. This reality has been acknowledged by the universities and legal professional bodies. The Threshold Learning Outcomes (TLOs) for the Australian Law degree stipulate, for instance, that law students must acquire and be able to demonstrate skills in collaboration and communication. Meanwhile, a growing body of research is establishing the positive links between group work and a range of benefits, including achievement, critical thinking, problem-solving ability, creativity, wellbeing and satisfaction. Not only does group work enhance a student’s experience and individual performance, it also equips them with critical practice skills. Despite this, law students typically dislike and resist group work, which means they may not be achieving important professional competencies. Nevertheless, to force students into group learning would seem counterproductive. As we examine in this paper, students’ aversion to group work likely signals low intrinsic motivation – where intrinsic motivation means doing something because it is in itself enjoyable or optimally challenging; and where extrinsic motivation, by contrast, means doing something because it leads to or avoids a separate outcome. Making group work assessable as the primary way to induce student collaboration, or otherwise simply mandating it, means participation rests on external rewards and punishments. Extrinsic teaching approaches usually result in less effective learning. We argue in this paper that when designing group work, it is essential to consider and apply theories of learning motivation. This article asks the following: How can we increase the likelihood that law students positively engage in collaborative learning? To address this, the article draws on a theory of motivation, Self-Determination Theory (‘SDT’), to propose a framework and set of strategies for effective group-based learning in legal education. Pintrick and Schunk describe SDT as ‘one of the most comprehensive and empirically supported theories of motivation available today.’ It has been used in other legal educational areas, including curriculum design and assessment, and ethics and wellbeing. However, we consider it especially useful for group-based learning. The article adds to the small but growing legal education scholarship on teamwork, and makes distinct contributions in its motivational theory dimension, setting up an SDT framework designed to promote collaborative learning.

The nature of motivation has been of keen interest to students of human behavior for centuries. The Greek philosopher Epicurus, for instance, proposed the hedonistic view that people are motivated to seek pleasure and avoid pain, a position which, according to Franken (1982), continues as the cornerstone for various current theories of human motivation. In the 1930s and 1940s the study of human motivation attracted a great deal of interest among psychologists, resulting in the emergence of a variety of theories, including need-based conceptualizations (e.g., Maslow, 1943), and cognitive formulations (e.g., Lewin, 1938; Tolman, 1932), among many others. Later in the 1950s and 1960s, psychologists began to focus on the role of motivation in the work place, specifically in the areas of job satisfaction and job performance resulting in a variety of equity-based (e.g., Adams, 1965), instrumentality-based (e.g., Porter & Lawler, 1968; Vroom, 1964), and goal-setting (e.g., Locke, 1968) orientations. Much recent work has attempted to coordinate various theories of motivation by placing an emphasis on the diverse effects of goals (e.g., Graham, this volume; Kanfer, 1990; Locke, this volume).

This paper uses Catastrophe Theory and Herzberg's theory of motivation at work to create a model of change which unifies and extends Lewin's two separate stage and force field models. This new model is then applied to analyse the behaviour of academics as they attempt to adapt to the radically changing university environment of recent years. In the process, the model provides interesting new insights into academic behaviour and into the change process more generally.

Since intelligent agents make choices based on both external rewards and intrinsic motivations, the structure of a realistic decision theory should also present as an indirect model of intrinsic motivation. We have recently proposed a model of sequential choice-making that is grounded in well-articulated cognitive principles. In this paper, we show how our model of choice selection predicts behavior that matches the predictions of state-of-the-art intrinsic motivation models, providing both a clear causal mechanism for explaining its effects and testable predictions for situations where its predictions differ from those of existing models. Our results provide a unified cognitively grounded explanation for phenomena that are currently explained using different theories of motivation, creativity and attention.

Non‐violent resistance (NVR) is a systemic approach which aims to build parent agency and a positive support network around children who display destructive behaviour. Supporters play a key role in NVR, but there is limited research on how to engage them in NVR. The aim of this study was to explore the experiences of the members of a family’s support network on the implementation of NVR. These experiences were then interpreted in line with theories of motivation and change in order to understand how the NVR practitioner and parents can best engage with supporters in future. Eight supporters were interviewed and themes developed using interpretative phenomenological analysis. The study analysis found five themes: contemplation, committing to action, looking for change, needing to cope and working within a social context. These are interpreted in line with theories of change and motivation. Clinical recommendations and recommendations for further research are discussed.Practitioner points Practitioners need to consider that taking part in NVR can be experienced by supporters in both positive and negative ways Practitioners may improve supporters’ engagement and motivation in the process by considering areas such as understanding NVR, positive communication and impact on relationships

Based on the previous description, the research problems emerged: (1) How does the implementation of ASSURE learning model to Increase the Students’ Motivation and Learning Outcome in learning civic education (PKn) for the students of class IV-B SDN Jenggawah 01 in odd semester in the academic year 2012/2013?; and (2) Is the implementation of ASSURE learning model able to increase the Students’ Motivation and Learning Outcome in learning civic education (PKn) for the students of class IV-B SDN Jenggawah 01 in odd semester in the academic year 2012/2013?. This study aims to (1) Describe the implementation of ASSURE learning model to Increase the Students’ Motivation and Learning Outcome in learning civic education (PKn) for the students of class IV-B SDN Jenggawah 01 in odd semester in the academic year 2012/2013; and (2) find out the implementation of ASSURE learning model can increase the Students’ Motivation and Learning Outcome in learning civic education (PKn) for the students of class IV-B SDN Jenggawah 01 in odd semester in the academic year 2012/2013. This researcher conducted a classroom action research (CAR). The subject of this study is the fourth grader students of SDN Jenggawah 01. Observation, interview, test, and questioner are the methods in collecting the data. Descriptive qualitative is employed to analyze the data. The research findings show that it is through the implementation of ASSURE learning model the students’ motivation and learning outcomes in civic education (PKn) for the fourth grader (IV-B) of SDN Jenggawah 01 in odd semester in the academic year 2012/2013 has significantly increased.Keywords:ASSURE learning model, motivation, learning outcome.

The study centered on the impact of Herzberg two factor theory namely the motivators and hygiene factors. It specifically studied the socio demographic profile of the respondents. This study aims to determine whether motivators and hygiene lead to job motivation. The study determined the significant difference of hygiene and motivators when the respondents where grouped according to their socio demographic profile. This study uses mixed methods to gather detailed information. Respondents 100 (?) were, employees of the Rural Transit Mindanao Inc.The finding reveals that motivational factors such as achievement, advancement, work itself, and growth have a significant effect on employee job motivation. On the other hand, hygiene factors such relationship with peers and company policies have a good motivational effect on employee job motivation. Furthermore, the results revealed that employees were demotivated on the recognition and monetary satisfaction of the company. In conclusion, the 13 factors have a good motivational effect towards the respondents. The motivational factor got the highest mean overall over hygiene factors and which becomes the baseline of increasing employee productivity and performance. Keywords: Job motivation, hygiene factor, motivational factor

Objective This paper is to evaluate the status of medical students’ learning motivation, discuss the effect factors, analyze the difference of learning motivation between Chinese and foreign students, and analyze the relationship between self efficiency and social support so as to provide the evidences for actual application and educational reform. Methods 1000 Chinese and foreign undergraduates were randomly selected as the study object. A questionnaire of learning motivation was conducted to the students. The difference of learning motivation was analyzed and the relationship between self efficiency and social support was analyzed. Results The score of intrinsic motivation of Chinese students was 2.94±0.48 and the extrinsic motivation 5.35±0.88. They were lower than those of foreign students, 3.20±0.36 and 5.54±0.74 (P<0.01) respectively. The self efficiency scores of Chinese and foreign students were 26.82±6.30 and 30.28±4.03 respectively, and they had a significant difference (P<0.01). Conclusions The status of Chinese medical students’ learning motivation was lower while the foreign students was higher. Self efficiency had a positive effect on medical students’ learning motivation and social support had a negative one. Key words: Medical students; International medical students; Learning motivation; Effecting factors; Self efficiency; Social support

پژوهش حاضر به منظور تدوین و هنجاریابی مقیاس انگیزش تحصیلی دانش‌آموزان پسر دوره متوسطه و بررسی اثربخشی آموزش مهارت‌های مطالعه بر افزایش انگیزش انجام شد. برای تدوین مقیاس انگیزش تحصیلی از هشت نظریه انگیزش در آموزش و پرورش (نیاز پیشرفت، انتظار ـ ارزش، هدف‌گرایی، انگیزش توانش، خود ارزشی، خود کارآمدی، اسنادی و انگیزش درونی ـ بیرونی) استفاده شد. پس از جمع‌بندی مفاهیم موجود در نظریه‌های فوق، سه مؤلفه نیاز پیشرفت، خود کارآمدی و انگیزش درونی استنتاج شد. سپس عبارت‌هایی که نشان‌دهنده ویژگی‌های رفتاری مؤلفه‌ها باشند تدوین و پس از بررسی و اجرای مقدماتی، بر روی نمونه 1122 نفر از دانش آموزان پسر شاغل به تحصیل در مقطع متوسطه دبیرستان‌های دولتی نواحی هفتگانه مشهد در سال تحصیلی 85-84 ، که با استفاده از روش نمونه‌گیری چند مرحله‌ای انتخاب شده بودند اجرا شد. پایایی این وسیله اندازه‌گیری با استفاده از ضریب آلفای کرونباخ 91/0 و با استفاده از بازآزمایی 88/0 به دست آمد. روایی محتوایی با بررسی عبارت‌های مقیاس به وسیله چندین متخصص روانشناسی تربیتی و روان‌سنجی و مشاوران تربیتی در آموزش و پرورش مورد تایید قرار گرفت. روایی ملاکی از طریق ضریب همبستگی نمره فرد در مقیاس ساخته شده با میانگین معدل دو سال گذشته وی 31/0 و ضریب همبستگی نمره فرد در مقیاس ساخته شده با میانگین نظرات معلم و معاون دبیرستان 56/0 به دست آمد که شواهدی بر روایی ملاکی است. همبستگی نمره هر سؤال با کل آزمون و همبستگی مؤلفه‌های سه‌گانه شاهدی بر وجود روایی سازه است. برای آزمون اثربخشی آموزش مهارت‌های مطالعه بر افزایش انگیزش، دو گروه آزمایش و کنترل هر کدام به تعداد 30 نفر از بین دانش‌آموزان شرکت‌کننده در کلاس‌های تقویتی انتخاب شدند. ابتدا پیش آزمون (مقیاس ساخته شده توسط محقق) برای هر دوگروه اجرا و پس ازاجرای آموزش برای گروه آزمایش، پس آزمون نیزبرای هر دو گروه اجرا شد. نتیجه مقایسه میانگین دو گروه، اثربخشی آموزش مهارت‌های مطالعه بر افزایش نمره انگیزش تحصیلی فرد در مقیاس ساخته شده را نشان داد. واژه‌های کلیدی: مقیاس انگیزش تحصیلی ـ هنجاریابی ـ مهارت‌های مطالعه ـ دانش‌آموزان دوره متوسطه

Motivation system is one of the most effective mechanisms for creating and maintaining labor activity of workers. It is important to create a productive motivational process is through the public budget sector, since these workers assigned socially significant function. Therefore it is not necessary to ensure that the data-workers to conduct their activities with the realization of self-worth. The purpose of this paper is to study the problems of motivation of state employees. The novelty of the work lies in the fact that in this article analyzed the motivational system of state budgetary institutions Jewish Autonomous Region and identifies the types of motivation of their employees. Defined leading motivational profile – tool. Marked differences in preferences for motivation among employees of different levels of management. During the analysis, the authors define the specific problems of motivation institutions in the region: the injustice of payments, weak and irrelevant reward system, ignoring the internal incentives and individual contribution. To address these issues should be carried out administrative reform in the studied segment of the region. This reform means changing the content of budgetary institutions motivation to procedural motivation.