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motivation</title> <meta name="description" content="Search results for: motivation"> <meta name="keywords" content="motivation"> <meta name="viewport" content="width=device-width, initial-scale=1, minimum-scale=1, maximum-scale=1, user-scalable=no"> <meta charset="utf-8"> <link href="https://cdn.waset.org/favicon.ico" type="image/x-icon" rel="shortcut icon"> <link href="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/css/bootstrap.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/plugins/fontawesome/css/all.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/css/site.css?v=150220211555" rel="stylesheet"> </head> <body> <header> <div class="container"> <nav class="navbar navbar-expand-lg navbar-light"> <a class="navbar-brand" href="https://waset.org"> <img src="https://cdn.waset.org/static/images/wasetc.png" alt="Open Science Research Excellence" title="Open Science Research Excellence" /> </a> <button class="d-block d-lg-none navbar-toggler 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class="input-group"> <i class="fas fa-search"></i> <input type="text" class="search-query" name="q" placeholder="Author, Title, Abstract, Keywords" value="motivation"> <input type="submit" class="btn_search" value="Search"> </div> </div> </form> </div> </div> <div class="row mt-3"> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Commenced</strong> in January 2007</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Frequency:</strong> Monthly</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Edition:</strong> International</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Paper Count:</strong> 282</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: motivation</h1> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">282</span> A Theoretical Framework for Rural Tourism Motivation Factors</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=N.%20P.%20Tsephe">N. P. Tsephe</a>, <a href="https://publications.waset.org/search?q=S.%20D.%20Eyono%20Obono"> S. D. Eyono Obono</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>Rural tourism has many economical, environmental, and socio-cultural benefits. However, the development of rural tourism compared to urban tourism is also faced with several challenges added to the disadvantages of rural tourism. The aim of this study is to design a model of the factors affecting the motivations of rural tourists, in an attempt to improve the understanding of rural tourism motivation for the development of that form of tourism. The proposed model is based on a sound theoretical framework. It was designed following a literature review of tourism motivation theoretical frameworks and of rural tourism motivation factors. The tourism motivation theoretical framework that fitted to the best all rural tourism motivation factors was then chosen as the basis for the proposed model. This study hence found that the push and pull tourism motivation framework and the inner and outer directed values theory are the most adequate theoretical frameworks for the modeling of rural tourism motivation.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Motivation%20factors" title="Motivation factors">Motivation factors</a>, <a href="https://publications.waset.org/search?q=rural%20tourism" title=" rural tourism"> rural tourism</a>, <a href="https://publications.waset.org/search?q=tourism%20motivation%20theories." title=" tourism motivation theories."> tourism motivation theories.</a> </p> <a href="https://publications.waset.org/3031/a-theoretical-framework-for-rural-tourism-motivation-factors" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/3031/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/3031/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/3031/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/3031/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/3031/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/3031/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/3031/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/3031/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/3031/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/3031/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/3031.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">9427</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">281</span> Academic Motivation Maintenance for Students While Solving Mathematical Problems in the Middle School</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=M.%20Rodionov">M. Rodionov</a>, <a href="https://publications.waset.org/search?q=Z.%20Dedovets"> Z. Dedovets</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The level and type of student academic motivation are the key factors in their development and determine the effectiveness of their education. Improving motivation is very important with regard to courses on middle school mathematics. This article examines the general position regarding the practice of academic motivation. It also examines the particular features of mathematical problem solving in a school setting. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Teaching%20strategy" title="Teaching strategy">Teaching strategy</a>, <a href="https://publications.waset.org/search?q=mathematics" title=" mathematics"> mathematics</a>, <a href="https://publications.waset.org/search?q=motivation" title=" motivation"> motivation</a>, <a href="https://publications.waset.org/search?q=student." title=" student."> student.</a> </p> <a href="https://publications.waset.org/10002557/academic-motivation-maintenance-for-students-while-solving-mathematical-problems-in-the-middle-school" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10002557/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10002557/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10002557/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10002557/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10002557/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10002557/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10002557/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10002557/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10002557/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10002557/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10002557.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">1523</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">280</span> Types of Motivation to Learn English: A Case Study of a Rural University, in Quintana Roo, Mexico</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Sandra%20Valdez-Hern%C3%A1ndez">Sandra Valdez-Hernández</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>Motivation is one of the most important factors when teaching language. Most institutions, at least in Mexico, pay low attention to the types of motivation students have when they are studying English; however, considering the motivation they have may lead to better understanding about their needs and purposes for learning English and the professors may understand and focus on their interests for making them persist in action through the course. This topic has been widely investigated in different countries, but more research needs to be done in Mexico to shed light on this area of potential impact. This quantitative study examines how students (n = 180) at a Rural University in Quintana Roo perceive their different types of motivation, intrinsic and extrinsic, instrumental, and integrative and the attitudes for the language. The findings reveal a high degree of intrinsic and instrumental motivation and provide insights into the perceived attitudes for learning English. Finding ways to persist in action may lead to better comprehending the reasons for learning English.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Attitudes%20for%20motivation" title="Attitudes for motivation">Attitudes for motivation</a>, <a href="https://publications.waset.org/search?q=types%20of%20motivation" title=" types of motivation"> types of motivation</a>, <a href="https://publications.waset.org/search?q=Extrinsic%20and%20Intrinsic%20motivation" title=" Extrinsic and Intrinsic motivation"> Extrinsic and Intrinsic motivation</a>, <a href="https://publications.waset.org/search?q=instrumental%20and%20integrative%20motivation." title=" instrumental and integrative motivation."> instrumental and integrative motivation.</a> </p> <a href="https://publications.waset.org/10013613/types-of-motivation-to-learn-english-a-case-study-of-a-rural-university-in-quintana-roo-mexico" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10013613/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10013613/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10013613/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10013613/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10013613/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10013613/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10013613/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10013613/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10013613/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10013613/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10013613.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">117</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">279</span> The Relationship between Learners-Motivation (Integrative and Instrumental) and English Proficiency among Iranian EFL Learners</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Mahshid%20Ghanea">Mahshid Ghanea</a>, <a href="https://publications.waset.org/search?q=Hamid%20Reza%20Zeraat%20Pisheh"> Hamid Reza Zeraat Pisheh</a>, <a href="https://publications.waset.org/search?q=Mohammad%20Hassan%20Ghanea"> Mohammad Hassan Ghanea</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The current study aims at investigating the relationship between the learners- integrative and instrumental motivation and English proficiency among Iranian EFL learners. The participants in this study consisted of 128 undergraduate university students including 64 males and 64 females, majoring in English as a foreign language, from Shiraz Azad University. Two research instruments were used to gather the needed data for this study: 1) Language Proficiency Test. 2) A scale on motivation which determines the type of the EFL learners- motivation. Correlatin coefficient and t-test were used to analyze the collected data and the main result was found as follows: There is a significant relationship between the integrative motivation and instrumental motivation with English proficiency among EFL learners of Shiraz Azad University. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=English%20proficiency" title="English proficiency">English proficiency</a>, <a href="https://publications.waset.org/search?q=motivation" title=" motivation"> motivation</a> </p> <a href="https://publications.waset.org/3297/the-relationship-between-learners-motivation-integrative-and-instrumental-and-english-proficiency-among-iranian-efl-learners" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/3297/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/3297/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/3297/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/3297/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/3297/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/3297/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/3297/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/3297/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/3297/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/3297/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/3297.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">3973</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">278</span> Users- Motivation and Satisfaction with IS</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Abbas%20Moshref%20Razavi">Abbas Moshref Razavi</a>, <a href="https://publications.waset.org/search?q=Rodina%20Ahmad"> Rodina Ahmad</a> </p> <p class="card-text"><strong>Abstract:</strong></p> To motivate users to adopt and use information systems effectively, the nature of motivation should be carefully investigated. People are usually motivated within ongoing processes which include a chain of states such as perception, stimulation, motivation, actions and reactions and finally, satisfaction. This study assumes that the relevant motivation processes should be executed in a proper and continuous manner to be able to persistently motivate and re-motivate people in organizational settings and towards information systems. On this basis, the study attempts to propose possible relationships between this process-nature view of motivation in terms of the common chain of states and the nearly unique properties of information systems as is perceived by users in the sense of a knowledgeable and authoritative entity. In the conclusion section, some guidelines for practitioners are suggested to ease their tasks for motivating people to adopt and use information systems. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Information%20Systems" title="Information Systems">Information Systems</a>, <a href="https://publications.waset.org/search?q=Satisfaction" title=" Satisfaction"> Satisfaction</a>, <a href="https://publications.waset.org/search?q=Motivation" title=" Motivation"> Motivation</a> </p> <a href="https://publications.waset.org/11250/users-motivation-and-satisfaction-with-is" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/11250/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/11250/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/11250/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/11250/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/11250/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/11250/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/11250/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/11250/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/11250/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/11250/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/11250.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">1292</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">277</span> Validation of the Career Motivation Scale among Chinese University and Vocational College Teachers</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Wei%20Zhang">Wei Zhang</a>, <a href="https://publications.waset.org/search?q=Lifen%20Zhao"> Lifen Zhao</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>The present study aims to translate and validate the Career Motivation Scale among Chinese University and vocational college teachers. Exploratory factor analysis supported a three-factor structure that was consistent with the original structure of career motivation: career insight, career identity, and career resilience. Confirmatory factor analysis showed that a second-order three-factor model with correlated measurement errors best fit the data. Configural, metric, and scalar invariance models were tested, demonstrating that the Chinese version of the Career Motivation Scale did not differ across groups of school type, educational level, and working years in current institutions. The concurrent validity of the Chinese Career Motivation Scale was confirmed by its significant correlations with work engagement, career adaptability, career satisfaction, job crafting, and intention to quit. The results of the study indicated that the Chinese Career Motivation Scale was a valid and reliable measure of career motivation among university and vocational college teachers in China.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Career%20motivation%20scale" title="Career motivation scale">Career motivation scale</a>, <a href="https://publications.waset.org/search?q=Chinese%20university%20and%20vocational%20college%20teachers" title=" Chinese university and vocational college teachers"> Chinese university and vocational college teachers</a>, <a href="https://publications.waset.org/search?q=measurement%20invariance" title=" measurement invariance"> measurement invariance</a>, <a href="https://publications.waset.org/search?q=validation." title=" validation."> validation.</a> </p> <a href="https://publications.waset.org/10013068/validation-of-the-career-motivation-scale-among-chinese-university-and-vocational-college-teachers" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10013068/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10013068/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10013068/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10013068/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10013068/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10013068/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10013068/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10013068/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10013068/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10013068/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10013068.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">371</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">276</span> A Study of Relationship between Mountaineering Participation Motivation and Risk Perception</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Yen-Chieh%20Wen">Yen-Chieh Wen</a>, <a href="https://publications.waset.org/search?q=Ching-Hui%20Lin"> Ching-Hui Lin</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The main purpose of this study is to analyze climbers involved in motivation and risk perception and analysis of the predictive ability of the risk perception "mountaineering" involved in motivation. This study used questionnaires, to have to climb the 3000m high mountain in Taiwan climbers object to carry out an investigation in order to non-random sampling, a total of 231 valid questionnaires were. After statistical analysis, the study found that: 1. Climbers the highest climbers involved in motivation "to enjoy the natural beauty of the fun. 2 climbers for climbers "risk perception" the highest: the natural environment of risk. 3. Climbers “seeking adventure stimulate", “competence achievement" motivation highly predictive of risk perception. Based on these findings, this study not only practices the recommendations of the outdoor leisure industry, and also related research proposals for future researchers. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Mountaineering" title="Mountaineering">Mountaineering</a>, <a href="https://publications.waset.org/search?q=motivation" title=" motivation"> motivation</a>, <a href="https://publications.waset.org/search?q=risk%20perception" title=" risk perception"> risk perception</a>, <a href="https://publications.waset.org/search?q=decision-making." title=" decision-making."> decision-making.</a> </p> <a href="https://publications.waset.org/15555/a-study-of-relationship-between-mountaineering-participation-motivation-and-risk-perception" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/15555/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/15555/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/15555/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/15555/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/15555/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/15555/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/15555/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/15555/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/15555/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/15555/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/15555.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">2856</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">275</span> Analysis of Student Motivation Behavior on e-Learning Based on Association Rule Mining</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Kunyanuth%20Kularbphettong">Kunyanuth Kularbphettong</a>, <a href="https://publications.waset.org/search?q=Phanu%20Waraporn"> Phanu Waraporn</a>, <a href="https://publications.waset.org/search?q=Cholticha%20Tongsiri"> Cholticha Tongsiri</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>This research aims to create a model for analysis of student motivation behavior on e-Learning based on association rule mining techniques in case of the Information Technology for Communication and Learning Course at Suan Sunandha Rajabhat University. The model was created under association rules, one of the data mining techniques with minimum confidence. The results showed that the student motivation behavior model by using association rule technique can indicate the important variables that influence the student motivation behavior on e-Learning.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Motivation%20behavior" title="Motivation behavior">Motivation behavior</a>, <a href="https://publications.waset.org/search?q=e-learning" title=" e-learning"> e-learning</a>, <a href="https://publications.waset.org/search?q=moodle%20log" title=" moodle log"> moodle log</a>, <a href="https://publications.waset.org/search?q=association%20rule%20mining." title=" association rule mining."> association rule mining.</a> </p> <a href="https://publications.waset.org/4005/analysis-of-student-motivation-behavior-on-e-learning-based-on-association-rule-mining" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/4005/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/4005/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/4005/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/4005/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/4005/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/4005/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/4005/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/4005/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/4005/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/4005/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/4005.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">1887</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">274</span> The Role of Intrinsic Motivation in Explaining Students- Willingness to Use Software Applications</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Anne%20Sorebo">Anne Sorebo</a>, <a href="https://publications.waset.org/search?q=Oystein%20Sorebo"> Oystein Sorebo</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The present study was designed to test the influence of intrinsic ICT-motivation, perceived usefulness and ease of use on business students- willingness to use a particular software package. A questionnaire was completed by 196 business students in Norway. We found that 34% of the variance in the students- willingness to use the software could be explained by the three proposed antecedents. Intrinsic ICT-motivation seems to be the most important predictor of students- satisfaction willingness to use the software package. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Spreadsheet" title="Spreadsheet">Spreadsheet</a>, <a href="https://publications.waset.org/search?q=business%20students" title=" business students"> business students</a>, <a href="https://publications.waset.org/search?q=technology%0Aacceptance" title=" technology acceptance"> technology acceptance</a>, <a href="https://publications.waset.org/search?q=intrinsic%20motivation." title=" intrinsic motivation."> intrinsic motivation.</a> </p> <a href="https://publications.waset.org/34/the-role-of-intrinsic-motivation-in-explaining-students-willingness-to-use-software-applications" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/34/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/34/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/34/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/34/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/34/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/34/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/34/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/34/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/34/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/34/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/34.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">2076</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">273</span> The Formation of Motivational Sphere for Learning Activity under Conditions of Change of One of Its Leading Components</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=M.%20Rodionov">M. Rodionov</a>, <a href="https://publications.waset.org/search?q=Z.%20Dedovets"> Z. Dedovets</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>This article discusses ways to implement a differentiated approach to developing academic motivation for mathematical studies which relies on defining the primary structural characteristics of motivation. The following characteristics are considered: features of realization of cognitive activity, meaningmaking characteristics, level of generalization and consistency of knowledge acquired by personal experience. The assessment of the present level of individual student understanding of each component of academic motivation is the basis for defining the relevant educational strategy for its further development.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Learning%20activity" title="Learning activity">Learning activity</a>, <a href="https://publications.waset.org/search?q=mathematics" title=" mathematics"> mathematics</a>, <a href="https://publications.waset.org/search?q=motivation" title=" motivation"> motivation</a>, <a href="https://publications.waset.org/search?q=student." title=" student."> student.</a> </p> <a href="https://publications.waset.org/10001022/the-formation-of-motivational-sphere-for-learning-activity-under-conditions-of-change-of-one-of-its-leading-components" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10001022/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10001022/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10001022/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10001022/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10001022/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10001022/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10001022/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10001022/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10001022/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10001022/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10001022.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">1955</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">272</span> Explanatory of Relationship between Learning Motivation and Learning Performance</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Chih%20Chin%20Yang">Chih Chin Yang</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In this paper, the relationship between learning motivation and learning performance is explored by using exchange theory. The relationship is concluded that external performance can raise learning motivation and then increase learning performance. The internal performance should be not completely neglected and the external performance should be not attached important excessively. The parents need self-study and must be also reeducated. The existing education must be improved in raise of internal performance. The incorrect learning thinking will mislead the students, parents, and educators of next generation, when the students obtain good learning performance in the learning environment with excess stimulants. Over operation of external performance will result abnormal learning thinking and violating learning goal. Learning is not only to obtain performance. Learning quality and learning performance will be limited as without learning motivation. The best learning motivation is, the best learning performance is. The learning for reward is not good for learning performance. Strategies of promoting life-long learning are including the encouraging for learner, establishment of good interaction learning environment, and the advertisement of the merit and the importance of life-long learning, which can let the learner with the correct learning motivation. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=exchange%20theory" title="exchange theory">exchange theory</a>, <a href="https://publications.waset.org/search?q=learning%20motivation" title=" learning motivation"> learning motivation</a>, <a href="https://publications.waset.org/search?q=learning%0Aperformance" title=" learning performance"> learning performance</a>, <a href="https://publications.waset.org/search?q=learning%20quality" title=" learning quality"> learning quality</a> </p> <a href="https://publications.waset.org/10416/explanatory-of-relationship-between-learning-motivation-and-learning-performance" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10416/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10416/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10416/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10416/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10416/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10416/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10416/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10416/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10416/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10416/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10416.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">1621</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">271</span> Self-efficacy, Self-reliance, and Motivation inan Asynchronous Learning Environment</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Linda%20H.%20Meyer">Linda H. Meyer</a>, <a href="https://publications.waset.org/search?q=Carol%20S.%20Sternberger"> Carol S. Sternberger</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Self-efficacy, self-reliance, and motivation were examined in a quasi-experimental study with 178 sophomore university students. Participants used an interactive cardiovascular anatomy and physiology CD-ROM, and completed a 15-item questionnaire. Reliability of the questionnaire was established using Cronbach-s alpha. Post-tests and course grades were examined using a t-test, demonstrating no significance. Results of an item-to-item analysis of the questionnaire showed overall satisfaction with the teaching methodology and varied results for self-efficacy, selfreliance, and motivation. Kendall-s Tau was calculated for all items in the questionnaire. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Asynchronous%20learning%20environments" title="Asynchronous learning environments">Asynchronous learning environments</a>, <a href="https://publications.waset.org/search?q=motivation" title=" motivation"> motivation</a>, <a href="https://publications.waset.org/search?q=self-efficacy" title="self-efficacy">self-efficacy</a>, <a href="https://publications.waset.org/search?q=self-reliance." title=" self-reliance."> self-reliance.</a> </p> <a href="https://publications.waset.org/6643/self-efficacy-self-reliance-and-motivation-inan-asynchronous-learning-environment" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/6643/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/6643/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/6643/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/6643/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/6643/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/6643/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/6643/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/6643/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/6643/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/6643/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/6643.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">3658</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">270</span> Impact of Grade Sensitivity on Learning Motivation and Academic Performance</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Salwa%20Aftab">Salwa Aftab</a>, <a href="https://publications.waset.org/search?q=Sehrish%20Riaz"> Sehrish Riaz</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The objective of this study was to check the impact of grade sensitivity on learning motivation and academic performance of students and to remove the degree of difference that exists among students regarding the cause of their learning motivation and also to gain knowledge about this matter since it has not been adequately researched. Data collection was primarily done through the academic sector of Pakistan and was depended upon the responses given by students solely. A sample size of 208 university students was selected. Both paper and online surveys were used to collect data from respondents. The results of the study revealed that grade sensitivity has a positive relationship with the learning motivation of students and their academic performance. These findings were carried out through systematic correlation and regression analysis. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Academic%20performance" title="Academic performance">Academic performance</a>, <a href="https://publications.waset.org/search?q=correlation" title=" correlation"> correlation</a>, <a href="https://publications.waset.org/search?q=grade%20sensitivity" title=" grade sensitivity"> grade sensitivity</a>, <a href="https://publications.waset.org/search?q=learning%20motivation" title=" learning motivation"> learning motivation</a>, <a href="https://publications.waset.org/search?q=regression." title=" regression."> regression.</a> </p> <a href="https://publications.waset.org/10004904/impact-of-grade-sensitivity-on-learning-motivation-and-academic-performance" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10004904/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10004904/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10004904/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10004904/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10004904/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10004904/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10004904/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10004904/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10004904/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10004904/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10004904.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">2781</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">269</span> The Relevant Study of Leisure Motivation, Leisure Attitude and Health Promotion Lifestyle of Elderly People in Taiwan</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Cheng-Yu%20Tsai">Cheng-Yu Tsai</a>, <a href="https://publications.waset.org/search?q=Chiung-En%20Huang"> Chiung-En Huang</a>, <a href="https://publications.waset.org/search?q=Ming-Tsang%20Wu"> Ming-Tsang Wu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>The purpose of this study was to investigate the relationships among leisure motivation, leisure attitude, and health promotion lifestyle. The participants were recruited from a convenience sampling that subjects were at least 55 years of age in Tainan City, Taiwan. Three hundred survey instruments were distributed, and 227 effective instruments were returned, for an effective rate of 75.7%. The collected data were analyzed statistically. The findings of this research were as follows: 1.There is significantly correlated between leisure motivation and leisure attitude. 2. There is significantly correlated between leisure attitude and health promotion lifestyle. 3. There is significantly correlated between leisure motivation and health promotion lifestyle.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Leisure%20motivation" title="Leisure motivation">Leisure motivation</a>, <a href="https://publications.waset.org/search?q=leisure%20attitude" title=" leisure attitude"> leisure attitude</a>, <a href="https://publications.waset.org/search?q=health%20promotion%20lifestyle." title=" health promotion lifestyle. "> health promotion lifestyle. </a> </p> <a href="https://publications.waset.org/9998967/the-relevant-study-of-leisure-motivation-leisure-attitude-and-health-promotion-lifestyle-of-elderly-people-in-taiwan" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/9998967/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/9998967/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/9998967/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/9998967/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/9998967/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/9998967/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/9998967/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/9998967/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/9998967/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/9998967/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/9998967.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">2963</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">268</span> Association between Job Satisfaction, Motivation and Five Factors of Organizational Citizenship Behavior</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=K.%20Mushtaq">K. Mushtaq</a>, <a href="https://publications.waset.org/search?q=M.%20Umar"> M. Umar</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The research aims to study the association between job satisfaction, motivation and the five factors of organizational citizenship behavior (i.e. Altruism, Conscientiousness, Sportsmanship, Courtesy and Civic virtue) among Public Sector Employees in Pakistan. In this research Structure Equation Modeling with confirmatory factor analysis was used to test the relationship between two independent and five dependent variables. Data was collected through questionnaire survey from 152 Public Servants Working in Gujrat District-Pakistan in different capacities. Stratified Random Sampling Technique was used to conduct this survey. The results of the study indicate that five factors of OCB have positive significant relation with both motivation and job satisfaction except the relationship of Civic Virtue with Motivation. The research findings implicate that factors other than motivation and job satisfaction may also affect OCB. Likewise, all the five factors of OCB may not be present in all populations. Thus, Managers must concentrate on increasing motivation and job satisfaction to increase OCB. Furthermore, the present research gives a direction to future researchers to use more independent variables (e.g. Culture, leadership, workplace environment, various job attitudes, types of motivation, etc.) on different types of populations with larger sample size in order to find the reasons behind insignificant relationship of civic virtue with Motivation in the research in hand and to generalize the tested model. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Five%20Factors%20of%20Organizational%20Citizenship%20Behavior%0D%0A%28OCB%29" title="Five Factors of Organizational Citizenship Behavior (OCB)">Five Factors of Organizational Citizenship Behavior (OCB)</a>, <a href="https://publications.waset.org/search?q=Motivation" title=" Motivation"> Motivation</a>, <a href="https://publications.waset.org/search?q=Job%20Satisfaction" title=" Job Satisfaction"> Job Satisfaction</a>, <a href="https://publications.waset.org/search?q=Public%20Sector%20Employees%20in%0D%0APakistan." title=" Public Sector Employees in Pakistan."> Public Sector Employees in Pakistan.</a> </p> <a href="https://publications.waset.org/10002345/association-between-job-satisfaction-motivation-and-five-factors-of-organizational-citizenship-behavior" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10002345/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10002345/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10002345/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10002345/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10002345/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10002345/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10002345/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10002345/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10002345/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10002345/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10002345.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">3167</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">267</span> Mining Educational Data to Analyze the Student Motivation Behavior</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Kunyanuth%20Kularbphettong">Kunyanuth Kularbphettong</a>, <a href="https://publications.waset.org/search?q=Cholticha%20Tongsiri"> Cholticha Tongsiri</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of this research aims to discover the knowledge for analysis student motivation behavior on e-Learning based on Data Mining Techniques, in case of the Information Technology for Communication and Learning Course at Suan Sunandha Rajabhat University. The data mining techniques was applied in this research including association rules, classification techniques. The results showed that using data mining technique can indicate the important variables that influence the student motivation behavior on e-Learning. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=association%20rule%20mining" title="association rule mining">association rule mining</a>, <a href="https://publications.waset.org/search?q=classification%20techniques" title=" classification techniques"> classification techniques</a>, <a href="https://publications.waset.org/search?q=e-%0ALearning" title=" e- Learning"> e- Learning</a>, <a href="https://publications.waset.org/search?q=Moodle%20log%20Motivation%20Behavior" title=" Moodle log Motivation Behavior"> Moodle log Motivation Behavior</a> </p> <a href="https://publications.waset.org/12793/mining-educational-data-to-analyze-the-student-motivation-behavior" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/12793/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/12793/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/12793/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/12793/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/12793/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/12793/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/12793/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/12793/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/12793/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/12793/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/12793.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">3093</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">266</span> Effects of Gamification on Lower Secondary School Students’ Motivation and Engagement</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Goh%20Yung%20Hong">Goh Yung Hong</a>, <a href="https://publications.waset.org/search?q=Mona%20Masood"> Mona Masood</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>This paper explores the effects of gamification on lower secondary school students’ motivation and engagement in the classroom. Two-group posttest-only experimental design were employed to study the influence of gamification teaching method (GTM) when compared with conventional teaching method (CTM) on 60 lower secondary school students. The Student Engagement Instrument (SEI) and Intrinsic Motivation Inventory (IMI) were used to assess students’ intrinsic motivation and engagement level towards the respective teaching method. Finding indicates that students who completed the GTM lesson were significantly higher in intrinsic motivation to learn than those from the CTM. Although the result were insignificant and only marginal difference in the engagement mean, GTM still show better potential in raising student’s engagement in class when compared with CTM. This finding proves that the GTM is likely to solve the current issue of low motivation to learn and low engagement in class among lower secondary school students in Malaysia. On the other hand, despite being not significant, higher mean indicates that CTM positively contribute to higher peer support for learning and better teacher and student relationship when compared with GTM. As a conclusion, gamification approach is flexible and can be adapted into many learning content to enhance the intrinsic motivation to learn and to some extent, encourage better student engagement in class.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Conventional%20teaching%20method" title="Conventional teaching method">Conventional teaching method</a>, <a href="https://publications.waset.org/search?q=Gamification%0D%0Ateaching%20method" title=" Gamification teaching method"> Gamification teaching method</a>, <a href="https://publications.waset.org/search?q=Motivation" title=" Motivation"> Motivation</a>, <a href="https://publications.waset.org/search?q=Engagement." title=" Engagement."> Engagement.</a> </p> <a href="https://publications.waset.org/9999788/effects-of-gamification-on-lower-secondary-school-students-motivation-and-engagement" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/9999788/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/9999788/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/9999788/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/9999788/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/9999788/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/9999788/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/9999788/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/9999788/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/9999788/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/9999788/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/9999788.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">5811</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">265</span> The Effects of Gender and Socioeconomic Status on Academic Motivation: The Case of Lithuania</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Ausra%20Turcinskaite-Balciuniene">Ausra Turcinskaite-Balciuniene</a>, <a href="https://publications.waset.org/search?q=Jonas%20Balciunas"> Jonas Balciunas</a>, <a href="https://publications.waset.org/search?q=Gediminas%20Merkys"> Gediminas Merkys</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>The problematic of gender and socioeconomic status biased differences in academic motivation patterns is discussed. Gender identity is understood according to symbolic interactionism perspective: as a result of reflected appraisals, social comparisons, self-attributions, and identifications, shaped by social environment and family context. The effects of socioeconomic status on academic motivation are conceptualized according to Bourdieu’s habitus concept, reflecting the role of unconscious and internalized cultural signals, proper to low and high socioeconomic status family contexts. Since families differ by various socioeconomic features, the hypothesis about possible impact of parents’ socioeconomic status on their children’s academic motivation interfering with gender socialization effects is held. The survey, aiming to seize gender differences in academic motivation and self-recorded improvementoriented efforts as a result of socialization processes operating in the families of low and high socioeconomic status, was designed. The results of Lithuanian higher education students’ survey are presented and discussed.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Academic%20Motivation" title="Academic Motivation">Academic Motivation</a>, <a href="https://publications.waset.org/search?q=Gender" title=" Gender"> Gender</a>, <a href="https://publications.waset.org/search?q=Socialization" title=" Socialization"> Socialization</a>, <a href="https://publications.waset.org/search?q=Socioeconomic%20Status." title=" Socioeconomic Status."> Socioeconomic Status.</a> </p> <a href="https://publications.waset.org/10000267/the-effects-of-gender-and-socioeconomic-status-on-academic-motivation-the-case-of-lithuania" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10000267/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10000267/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10000267/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10000267/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10000267/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10000267/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10000267/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10000267/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10000267/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10000267/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10000267.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">2898</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">264</span> An Exploration on On-line Mass Collaboration: Focusing on its Motivation Structure</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Jae%20Kyung%20Ha">Jae Kyung Ha</a>, <a href="https://publications.waset.org/search?q=Yong-Hak%20Kim"> Yong-Hak Kim</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>The Internet has become an indispensable part of our lives. Witnessing recent web-based mass collaboration, e.g. Wikipedia, people are questioning whether the Internet has made fundamental changes to the society or whether it is merely a hyperbolic fad. It has long been assumed that collective action for a certain goal yields the problem of free-riding, due to its non-exclusive and non-rival characteristics. Then, thanks to recent technological advances, the on-line space experienced the following changes that enabled it to produce public goods: 1) decrease in the cost of production or coordination 2) externality from networked structure 3) production function which integrates both self-interest and altruism. However, this research doubts the homogeneity of on-line mass collaboration and argues that a more sophisticated and systematical approach is required. The alternative that we suggest is to connect the characteristics of the goal to the motivation. Despite various approaches, previous literature fails to recognize that motivation can be structurally restricted by the characteristic of the goal. First we draw a typology of on-line mass collaboration with 'the extent of expected beneficiary' and 'the existence of externality', and then we examine each combination of motivation using Benkler-s framework. Finally, we explore and connect such typology with its possible dominant participating motivation.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=On-line%20cooperation" title="On-line cooperation">On-line cooperation</a>, <a href="https://publications.waset.org/search?q=typology" title=" typology"> typology</a>, <a href="https://publications.waset.org/search?q=mass%20collaboration" title=" mass collaboration"> mass collaboration</a>, <a href="https://publications.waset.org/search?q=motivation" title=" motivation"> motivation</a>, <a href="https://publications.waset.org/search?q=wikinomics." title=" wikinomics."> wikinomics.</a> </p> <a href="https://publications.waset.org/3358/an-exploration-on-on-line-mass-collaboration-focusing-on-its-motivation-structure" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/3358/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/3358/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/3358/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/3358/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/3358/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/3358/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/3358/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/3358/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/3358/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/3358/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/3358.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">1484</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">263</span> A Comparative Study on Achievement Motivation and Sports Competition Anxiety among the Students of Different Tier of Academic Hierarchy</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Nitai%20Biswas">Nitai Biswas</a>, <a href="https://publications.waset.org/search?q=Prasenjit%20Kapas"> Prasenjit Kapas</a>, <a href="https://publications.waset.org/search?q=Arumay%20Jana"> Arumay Jana</a>, <a href="https://publications.waset.org/search?q=Asish%20Paul"> Asish Paul</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Introduction: Motivation is basic drive for all kinds of action. It has direct influence on academic achievement and sports performance that builds urge to incentive values of success. In other words, it can be defined as the need for success to attain excellence. Anxiety in pre competition especially in sports formulates positive inward settings in mind to overcome the challenge. There is a tendency to perceive competitive situations as some threatening issues and to respond them with feelings of apprehension and tension. Aim: Aim of the study was to compare the achievement motivation and competition anxiety among three different classes of students. Methods and Materials: To conduct the study the researcher has taken 131 male subjects from three different classes as Extra Department, Bachelor of Physical Education-I and Master of Physical EducationII, aged 19-28 years. Achievement motivation and sports competition anxiety were measured by the questionnaire. To analyze the data mean, standard deviation for each parameter as descriptive statistics and one way analysis of variance as inferential statistics were employed. Results: From the result of the study in achievement motivation (p ≥ 0.05) and competition anxiety (p ≥ 0.05) no significant differences were found among the said three groups. Conclusion: The study concluded that all three groups had almost the same state of achievement motivation and sports competition anxiety. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Anxiety" title="Anxiety">Anxiety</a>, <a href="https://publications.waset.org/search?q=sports%20psychology" title=" sports psychology"> sports psychology</a>, <a href="https://publications.waset.org/search?q=sports%20competition%20anxiety" title=" sports competition anxiety"> sports competition anxiety</a>, <a href="https://publications.waset.org/search?q=achievement%20motivation" title=" achievement motivation"> achievement motivation</a>, <a href="https://publications.waset.org/search?q=academic%20hierarchy." title=" academic hierarchy."> academic hierarchy.</a> </p> <a href="https://publications.waset.org/10011829/a-comparative-study-on-achievement-motivation-and-sports-competition-anxiety-among-the-students-of-different-tier-of-academic-hierarchy" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10011829/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10011829/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10011829/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10011829/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10011829/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10011829/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10011829/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10011829/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10011829/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10011829/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10011829.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">1456</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">262</span> The Effects of Drill and Practice Courseware on Students’ Achievement and Motivation in Learning English</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Y.%20T.%20Gee">Y. T. Gee</a>, <a href="https://publications.waset.org/search?q=I.%20N.%20Umar"> I. N. Umar</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>Students’ achievement and motivation in learning English in Malaysia is a worrying trend as it is lagging behind several other countries in Asia. Thus, necessary actions have to be taken by the parties concerned to overcome this problem. The purpose of this research was to study the effects of drill and practice courseware on students’ achievement and motivation in learning English language. A multimedia courseware was developed for this purpose. The independent variable was the drill and practice courseware while the dependent variables were the students’ achievement and motivation. Their achievement was measured using pre-test and post-test scores, while motivation was measured using a questionnaire. A total of 60 students from three vernacular primary schools in a northern state in Malaysia were randomly selected in this study. The findings indicate: (1) a significant difference between the students’ pre-test and posttest scores after using the courseware, (2) no significant difference in the achievement score between male and female students after using the courseware, (3) a significant difference in motivation score between the female and the male students, and (4) while the female students scored significantly higher than the male students in the aspects of relevance, confidence and satisfaction, no significant difference in terms of attention was observed between them. Overall, the findings clearly indicate that although the female students are significantly more motivated than their male students, they are equally good in terms of achievement after learning from the courseware. Through this study, the drill and practice courseware is proven to influence the students’ learning and motivation.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Courseware" title="Courseware">Courseware</a>, <a href="https://publications.waset.org/search?q=drill%20and%20practice" title=" drill and practice"> drill and practice</a>, <a href="https://publications.waset.org/search?q=English%20learning" title=" English learning"> English learning</a>, <a href="https://publications.waset.org/search?q=motivation." title=" motivation."> motivation.</a> </p> <a href="https://publications.waset.org/9999844/the-effects-of-drill-and-practice-courseware-on-students-achievement-and-motivation-in-learning-english" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/9999844/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/9999844/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/9999844/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/9999844/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/9999844/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/9999844/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/9999844/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/9999844/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/9999844/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/9999844/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/9999844.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">4090</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">261</span> Teacher Trainers’ Motivation in Transformation of Teaching and Learning: The Fun Way Approach</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Malathi%20Balakrishnan">Malathi Balakrishnan</a>, <a href="https://publications.waset.org/search?q=Gananthan%20M.%20Nadarajah"> Gananthan M. Nadarajah</a>, <a href="https://publications.waset.org/search?q=Noraini%20Abd%20Rahim"> Noraini Abd Rahim</a>, <a href="https://publications.waset.org/search?q=Amy%20Wong%20On%20Mei"> Amy Wong On Mei</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of the study is to investigate the level of intrinsic motivation of trainers after attending a Continuous Professional Development Course (CPD) organized by Institute of Teacher Training Malaysia titled, “Transformation of Teaching and Learning the Fun Way”. This study employed a survey whereby 96 teacher trainers were given Situational Intrinsic Motivational Scale (SIMS) Instruments. Confirmatory factor analysis was carried out to get the validity of this instrument in local setting. Data were analyzed with SPSS for descriptive statistic. Semi- structured interviews were also administrated to collect qualitative data on participants’ experiences after participating in the two-day fun-filled program. The findings showed that the participants’ level of intrinsic motivation showed higher mean than the amotivation. The results revealed that the intrinsic motivation mean is 19.0 followed by Identified regulation with a mean of 17.4, external regulation 9.7 and amotivation 6.9. The interview data also revealed that the participants were motivated after attending this training program. It can be concluded that this program, which was organized by Institute of Teacher Training Malaysia, was able to enhance participants’ level of motivation. Self-Determination Theory (SDT) as a multidimensional approach to motivation was utilized. Therefore, teacher trainers may have more success using the “The fun way approach” in conducting training program in future. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Teaching%20and%20Learning" title="Teaching and Learning">Teaching and Learning</a>, <a href="https://publications.waset.org/search?q=Motivation" title=" Motivation"> Motivation</a>, <a href="https://publications.waset.org/search?q=Teacher%0D%0ATrainer" title=" Teacher Trainer"> Teacher Trainer</a>, <a href="https://publications.waset.org/search?q=SDT." title=" SDT."> SDT.</a> </p> <a href="https://publications.waset.org/10003071/teacher-trainers-motivation-in-transformation-of-teaching-and-learning-the-fun-way-approach" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10003071/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10003071/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10003071/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10003071/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10003071/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10003071/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10003071/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10003071/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10003071/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10003071/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10003071.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">2080</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">260</span> The Relationship between Human Values and Service Quality with the Mediating Role of Motivation: A Quantitative Study on Malaysian Commercial Banks</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Kuppusamy%20Singaravelloo">Kuppusamy Singaravelloo</a>, <a href="https://publications.waset.org/search?q=Zahra%20Kamiab"> Zahra Kamiab</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>This study explores the mediating effects of motivation in the relationship between human values and service quality. To examine the fundamental relationships among human values, motivation, and service quality, a Structural Equation Model (SEM) with a full mediation model was adopted. The model was designed and subsequently analyzed by utilizing the Partial Least Squares (PLS) procedure on data collected from a survey that yielded 936 usable questionnaires. The survey was sent to all 117 branches of two local commercial banks (CIMB and Maybank) operating in Kuala Lumpur, Malaysia. Both banks ranked the highest in terms of asset size and market capitalization. The mediating role of motivation was examined in the relationship between four dimensions of human values and bank service quality, whereby human values initiate service quality. The results support the notion that employee motivation fully mediates the relationship between self-enhancement values and service quality in commercial banks. These results demonstrate the unpredictable role of the interaction structures of human values on bank service quality.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Human%20values" title="Human values">Human values</a>, <a href="https://publications.waset.org/search?q=service%20quality" title=" service quality"> service quality</a>, <a href="https://publications.waset.org/search?q=mediation" title=" mediation"> mediation</a>, <a href="https://publications.waset.org/search?q=motivation" title=" motivation"> motivation</a>, <a href="https://publications.waset.org/search?q=commercial%20bank." title=" commercial bank."> commercial bank.</a> </p> <a href="https://publications.waset.org/10006491/the-relationship-between-human-values-and-service-quality-with-the-mediating-role-of-motivation-a-quantitative-study-on-malaysian-commercial-banks" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10006491/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10006491/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10006491/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10006491/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10006491/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10006491/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10006491/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10006491/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10006491/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10006491/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10006491.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">878</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">259</span> The Direct and Indirect Effects of the Achievement Motivation on Nurturing Intellectual Giftedness</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Al-Shabatat">Al-Shabatat</a>, <a href="https://publications.waset.org/search?q=M.%20Ahmad"> M. Ahmad</a>, <a href="https://publications.waset.org/search?q=Abbas"> Abbas</a>, <a href="https://publications.waset.org/search?q=M."> M.</a>, <a href="https://publications.waset.org/search?q=Ismail"> Ismail</a>, <a href="https://publications.waset.org/search?q=H.%20Nizam"> H. Nizam</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Achievement motivation is believed to promote giftedness attracting people to invest in many programs to adopt gifted students providing them with challenging activities. Intellectual giftedness is founded on the fluid intelligence and extends to more specific abilities through the growth and inputs from the achievement motivation. Acknowledging the roles played by the motivation in the development of giftedness leads to an effective nurturing of gifted individuals. However, no study has investigated the direct and indirect effects of the achievement motivation and fluid intelligence on intellectual giftedness. Thus, this study investigated the contribution of motivation factors to giftedness development by conducting tests of fluid intelligence using Cattell Culture Fair Test (CCFT) and analytical abilities using culture reduced test items covering problem solving, pattern recognition, audio-logic, audio-matrices, and artificial language, and self report questionnaire for the motivational factors. A number of 180 highscoring students were selected using CCFT from a leading university in Malaysia. Structural equation modeling was employed using Amos V.16 to determine the direct and indirect effects of achievement motivation factors (self confidence, success, perseverance, competition, autonomy, responsibility, ambition, and locus of control) on the intellectual giftedness. The findings showed that the hypothesized model fitted the data, supporting the model postulates and showed significant and strong direct and indirect effects of the motivation and fluid intelligence on the intellectual giftedness. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Achievement%20motivation" title="Achievement motivation">Achievement motivation</a>, <a href="https://publications.waset.org/search?q=Intellectual%20Giftedness" title=" Intellectual Giftedness"> Intellectual Giftedness</a>, <a href="https://publications.waset.org/search?q=Fluid%20Intelligence" title="Fluid Intelligence">Fluid Intelligence</a>, <a href="https://publications.waset.org/search?q=Analytical%20Giftedness" title=" Analytical Giftedness"> Analytical Giftedness</a>, <a href="https://publications.waset.org/search?q=CCFT" title=" CCFT"> CCFT</a>, <a href="https://publications.waset.org/search?q=Structural%20EquationModeling." title=" Structural EquationModeling."> Structural EquationModeling.</a> </p> <a href="https://publications.waset.org/8491/the-direct-and-indirect-effects-of-the-achievement-motivation-on-nurturing-intellectual-giftedness" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/8491/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/8491/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/8491/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/8491/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/8491/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/8491/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/8491/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/8491/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/8491/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/8491/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/8491.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">2173</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">258</span> The Efficacy of Motivation Management Training for Students’ Academic Achievement and Self-Concept</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Ramazan%20Hasanzadeh">Ramazan Hasanzadeh</a>, <a href="https://publications.waset.org/search?q=Leyla%20Vatandoust"> Leyla Vatandoust </a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study examined the efficacy of motivation management training for students’ academic achievement and self-concept. The pretest–posttest quasi-experimental study used a cluster random sampling method to select subjects for the experimental (20 subjects) and control (20 subjects) groups. posttest was conducted with both groups to determine the effect of the training. An academic achievement and academic self-concept questionnaire (grade point average requirement) was used for the pretest and posttest. The results showed that the motivation management training increased academic self-concept and academic achievement. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Motivation%20management" title="Motivation management">Motivation management</a>, <a href="https://publications.waset.org/search?q=academic%20self-concept" title=" academic self-concept"> academic self-concept</a>, <a href="https://publications.waset.org/search?q=academic%20achievement" title=" academic achievement"> academic achievement</a>, <a href="https://publications.waset.org/search?q=students." title=" students. "> students. </a> </p> <a href="https://publications.waset.org/10007851/the-efficacy-of-motivation-management-training-for-students-academic-achievement-and-self-concept" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10007851/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10007851/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10007851/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10007851/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10007851/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10007851/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10007851/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10007851/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10007851/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10007851/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10007851.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">982</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">257</span> The Impact of Motivation, Trust, and National Cultural Differences on Knowledge Sharing within the Context of Electronic Mail</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Said%20Abdullah%20Al%20Saifi">Said Abdullah Al Saifi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The goal of this research is to examine the impact of trust, motivation, and national culture on knowledge sharing within the context of electronic mail. This study is quantitative and survey based. In order to conduct the research, 200 students from a leading university in New Zealand were chosen randomly to participate in a questionnaire survey. Motivation and trust were found to be significantly and positively related to knowledge sharing. The research findings illustrated that face saving, face gaining, and individualism positively moderates the relationship between motivation and knowledge sharing. In addition, collectivism culture negatively moderates the relationship between motivation and knowledge sharing. Moreover, the research findings reveal that face saving, individualism, and collectivism culture positively moderate the relationship between trust and knowledge sharing. In addition, face gaining culture negatively moderates the relationship between trust and knowledge sharing. This study sets out several implications for researchers and practitioners. The study produces an integrative model that shows how attributes of national culture impact knowledge sharing through the use of emails. A better understanding of the relationship between knowledge sharing and trust, motivation, and national culture differences will increase individuals’ ability to make wise choices when sharing knowledge with those from different cultures. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Knowledge%20sharing" title="Knowledge sharing">Knowledge sharing</a>, <a href="https://publications.waset.org/search?q=motivation" title=" motivation"> motivation</a>, <a href="https://publications.waset.org/search?q=national%20culture" title=" national culture"> national culture</a>, <a href="https://publications.waset.org/search?q=trust." title=" trust."> trust.</a> </p> <a href="https://publications.waset.org/10004990/the-impact-of-motivation-trust-and-national-cultural-differences-on-knowledge-sharing-within-the-context-of-electronic-mail" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10004990/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10004990/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10004990/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10004990/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10004990/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10004990/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10004990/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10004990/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10004990/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10004990/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10004990.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">1626</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">256</span> Motivation among the Managers in Construction Companies</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=A.Marisa">A.Marisa</a>, <a href="https://publications.waset.org/search?q=Nor%27Aini%20Yusof"> Nor'Aini Yusof</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Managers as the key employees have a very important role in maintaining the workforce performance which is critical to the construction companies- success in the future. If motivated employees start with motivated managers probably it would seem plausible if the de-motivated ones start with de-motivated managers. This study aims to analyze the importance of motivated managers to their successes and construction companies- successes. In this study, a quantitative method was used and the study area was in Medan, North Sumatera. Questionnaire survey was distributed directly to construction companies in Medan which are listed in the Construction Services Development Board. A total of 60 managers responded and the completed questionnaires were analyzed using the descriptive analysis. The results indicated that the respondents acknowledge the importance of motivation among themselves to the projects and construction companies- success, implying that it is vital to maintain the motivation and good performance of the workforce. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=construction%20companies" title="construction companies">construction companies</a>, <a href="https://publications.waset.org/search?q=managers" title=" managers"> managers</a>, <a href="https://publications.waset.org/search?q=motivation" title=" motivation"> motivation</a> </p> <a href="https://publications.waset.org/11624/motivation-among-the-managers-in-construction-companies" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/11624/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/11624/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/11624/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/11624/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/11624/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/11624/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/11624/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/11624/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/11624/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/11624/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/11624.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">2365</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">255</span> Working Motivation Factors Affecting Job Performance Effectiveness</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Supattra%20Kanchanopast">Supattra Kanchanopast</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>The purpose of this paper was to study motivation factors affecting job performance effectiveness. This paper drew upon data collected from an Internal Audit Staffs of Internal Audit Line of Head Office of Krung Thai Public Company Limited. Statistics used included frequency, percentage, mean and standard deviation, t-test, and one-way ANOVA test. The finding revealed that the majority of the respondents were female of 46 years of age and over, married and live together, hold a bachelor degree, with an average monthly income over 70,001 Baht. The majority of respondents had over 15 years of work experience. They generally had high working motivation as well as high job performance effectiveness. The hypotheses testing disclosed that employees with different working status had different level of job performance effectiveness at a 0.01 level of significance. Working motivation factors had an effect on job performance in the same direction with high level. Individual working motivation included working completion, reorganization, working progression, working characteristic, opportunity, responsibility, management policy, supervision, relationship with their superior, relationship with co-worker, working position, working stability, safety, privacy, working conditions, and payment. All of these factors related to job performance effectiveness in the same direction with medium level.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Internal%20Audit%20Staffs" title="Internal Audit Staffs">Internal Audit Staffs</a>, <a href="https://publications.waset.org/search?q=Job%20Performance%0D%0AEffectiveness" title=" Job Performance Effectiveness"> Job Performance Effectiveness</a>, <a href="https://publications.waset.org/search?q=Working%20Motivation." title=" Working Motivation."> Working Motivation.</a> </p> <a href="https://publications.waset.org/16244/working-motivation-factors-affecting-job-performance-effectiveness" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/16244/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/16244/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/16244/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/16244/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/16244/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/16244/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/16244/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/16244/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/16244/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/16244/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/16244.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">6385</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">254</span> The Implementation of Self-Determination Theory on the Opportunities and Challenges for Blended e-Learning in Motivating Egyptian Logistic Learners</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Aisha%20Tarek%20Noour">Aisha Tarek Noour</a>, <a href="https://publications.waset.org/search?q=Nick%20Hubbard"> Nick Hubbard</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>Learner motivation is considered to be an important component for the Blended e-Learning (BL) Method. BL is an effective learning method in multiple domains, which opens several opportunities for its participants to engage in the learning environment. This research explores the learners’ perspective of BL according to the Self-Determination Theory (SDT). It identifies the opportunities and challenges for using the BL in Logistics Education (LE) in Egyptian Higher Education (HE). SDT is approached from different perspectives within the relationship between Intrinsic Motivation (IM), Extrinsic Motivation (EM) and Amotivation (AM). A self-administered face-to-face questionnaire was used to collect data from learners who were geographically widely spread around three colleges of International Transport and Logistics (CILTs) at the Arab Academy for Science, Technology and Maritime Transport (AAST&MT) in Egypt. Six hundred and sixteen undergraduates responded to a questionnaire survey. Respondents were drawn from three branches in Greater Cairo, Alexandria, and Port Said. The data analysis used was SPSS 22 and AMOS 18.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Intrinsic%20Motivation" title="Intrinsic Motivation">Intrinsic Motivation</a>, <a href="https://publications.waset.org/search?q=Extrinsic%20Motivation" title=" Extrinsic Motivation"> Extrinsic Motivation</a>, <a href="https://publications.waset.org/search?q=Amotivation" title=" Amotivation"> Amotivation</a>, <a href="https://publications.waset.org/search?q=Blended%20e-Learning" title=" Blended e-Learning"> Blended e-Learning</a>, <a href="https://publications.waset.org/search?q=Self%20Determination%20Theory." title=" Self Determination Theory."> Self Determination Theory.</a> </p> <a href="https://publications.waset.org/10000122/the-implementation-of-self-determination-theory-on-the-opportunities-and-challenges-for-blended-e-learning-in-motivating-egyptian-logistic-learners" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10000122/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10000122/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10000122/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10000122/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10000122/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10000122/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10000122/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10000122/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10000122/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10000122/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10000122.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">2377</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">253</span> A Study on the Importance of Motivation among the Managers in Construction Companies in Medan</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=A.Marisa">A.Marisa</a>, <a href="https://publications.waset.org/search?q=Nor%27Aini%20Yusof"> Nor'Aini Yusof</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Managers as the key employees have a very important role in maintaining the workforce performance which is critical to the construction companies- success in the future. If motivated employees start with motivated managers probably it would seem plausible if the de-motivated ones start with de-motivated managers. This study aims to analyze the importance of motivated managers to their successes and construction companies- successes. In this study, a quantitative method was used and the study area was in Medan, North Sumatera. Questionnaire survey was distributed directly to construction companies in Medan which are listed in the Construction Services Development Board. A total of 60 managers responded and the completed questionnaires were analyzed using the descriptive analysis. The results indicated that the respondents acknowledge the importance of motivation among themselves to the projects and construction companies- success, implying that it is vital o maintain the motivation and good performance of the workforce. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=construction%20companies" title="construction companies">construction companies</a>, <a href="https://publications.waset.org/search?q=managers" title=" managers"> managers</a>, <a href="https://publications.waset.org/search?q=motivation" title=" motivation"> motivation</a> </p> <a href="https://publications.waset.org/13080/a-study-on-the-importance-of-motivation-among-the-managers-in-construction-companies-in-medan" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/13080/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/13080/bibtex" target="_blank" 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