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concurrence</title> <meta name="description" content="Search results for: motivational concurrence"> <meta name="keywords" content="motivational concurrence"> <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 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action="https://publications.waset.org/abstracts/search"> <div id="custom-search-input"> <div class="input-group"> <i class="fas fa-search"></i> <input type="text" class="search-query" name="q" placeholder="Author, Title, Abstract, Keywords" value="motivational concurrence"> <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> 196</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: motivational concurrence</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">196</span> Cross-Cultural Analysis of the Impact of Project Atmosphere on Project Success and Failure</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Omer%20Livvarcin">Omer Livvarcin</a>, <a href="https://publications.waset.org/abstracts/search?q=Mary%20Kay%20Park"> Mary Kay Park</a>, <a href="https://publications.waset.org/abstracts/search?q=Michael%20Miles"> Michael Miles</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The current literature includes a few studies that mention the impact of relations between teams, the business environment, and experiences from previous projects. There is, however, limited research that treats the phenomenon of project atmosphere (PA) as a whole. This is especially true of research identifying parameters and sub-parameters, which allow project management (PM) teams to build a project culture that ultimately imbues project success. This study’s findings identify a number of key project atmosphere parameters and sub-parameters that affect project management success. One key parameter identified in the study is a cluster related to cultural concurrence, including artifacts such as policies and mores, values, perceptions, and assumptions. A second cluster centers on motivational concurrence, including such elements as project goals and team-member expectations, moods, morale, motivation, and organizational support. A third parameter cluster relates to experiential concurrence, with a focus on project and organizational memory, previous internal PM experience, and external environmental PM history and experience). A final cluster of parameters is comprised of those falling in the area of relational concurrence, including inter/intragroup relationships, role conflicts, and trust. International and intercultural project management data was collected and analyzed from the following countries: Canada, China, Nigeria, South Korea and Turkey. The cross-cultural nature of the data set suggests increased confidence that the findings will be generalizable across cultures and thus applicable for future international project management success. The intent of the identification of project atmosphere as a critical project management element is that a clear understanding of the dynamics of its sub-parameters upon projects may significantly improve the odds of success of future international and intercultural projects. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=project%20management" title="project management">project management</a>, <a href="https://publications.waset.org/abstracts/search?q=project%20atmosphere" title=" project atmosphere"> project atmosphere</a>, <a href="https://publications.waset.org/abstracts/search?q=cultural%20concurrence" title=" cultural concurrence"> cultural concurrence</a>, <a href="https://publications.waset.org/abstracts/search?q=motivational%20concurrence" title=" motivational concurrence"> motivational concurrence</a>, <a href="https://publications.waset.org/abstracts/search?q=relational%20concurrence" title=" relational concurrence"> relational concurrence</a> </p> <a href="https://publications.waset.org/abstracts/87844/cross-cultural-analysis-of-the-impact-of-project-atmosphere-on-project-success-and-failure" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/87844.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">318</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">195</span> Rural School English Teacher Motivational Practice on Facilitating Student Motivation</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Hsiao-Wen%20Hsu">Hsiao-Wen Hsu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> It is generally believed that the teacher’s use of motivational strategies can enhance student motivation, especially in a place like Taiwan where teacher usually dominates student EFL learning. However, only little empirical studies support this claim. This study examined the connection between teachers’ use of motivational teaching practice and observed student motivated behavior in rural junior high schools in Taiwan. The use of motivational strategies by 12 teachers in five recognized rural junior high schools was investigated observed using a classroom observation instrument, the Motivation Orientation of Language Teaching. Meanwhile, post-lesson teacher evaluations accomplished by both the researcher and the teacher were functioning as part of the measure of teacher motivational practice. The data collected through observation scheme follows the real-time coding principle to examine observable teacher motivational practice and learner motivated behaviors. The results support the previous research findings that teachers’ use of motivational strategies is associated with the student motivated behaviors as well as the students’ level of motivation regarding English learning. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=English%20learning" title="English learning">English learning</a>, <a href="https://publications.waset.org/abstracts/search?q=motivational%20strategies" title=" motivational strategies"> motivational strategies</a>, <a href="https://publications.waset.org/abstracts/search?q=student%20motivation" title=" student motivation"> student motivation</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%20motivational%20practices" title=" teacher motivational practices"> teacher motivational practices</a> </p> <a href="https://publications.waset.org/abstracts/66373/rural-school-english-teacher-motivational-practice-on-facilitating-student-motivation" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/66373.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">407</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">194</span> Coach-Created Motivational Climate and the Coach-Athlete Relationship</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Kamila%20Irena%20Szpunar">Kamila Irena Szpunar</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The central idea of the study is considered from two perspectives. The first perspective includes the interpersonal relationships formed by coach and athlete. Another perspective is connected with motivational environment which is created by the coach in team. This study will show the interplay between the perceived motivational climate created by the coach and the interpersonal dynamics between coaches and athletes. It is important because it will supply knowledge of the interpersonal conditions that can foster adaptive or maladaptive behavior in sport conditions. It also ensures implications for understanding how the perceived motivational atmosphere in a team is manifested at the level of coach – athlete relationship and interactions. The primary purpose of the study was to identify the association between coach-athlete relationship and athletes' perception of the motivational climate in team sports. The secondary purposes examined the differences between female and male athletes in perceiving of the motivational climate and the coach athlete-relationship. To check coach-athlete relationship Polish translation of The Coach-Athlete Relationship Questionnaire will be used. It measures athletes' perceptions of coach- athlete relationship defined by 3+1 Cs conceptual model of the coach-athlete relationship. From this model were used three constructs such as closeness (feelings of trust, respect etc.), commitment (thoughts about the future of the relationship), and complementarity (co-operative interactions during practice sessions). To check perceived motivational climate will be used Polish translation of The Perceived Motivational Climate in Sport Questionnaire-2 (PMCSQ-2). PMCSQ-2 was created to assess athletes' perceptions of the motivational climates in their teams. The questionnaire includes two general dimensions, the perceived task-involving climate and the perceived ego-involving climate; each contains three subscales. To check the associations between elements the motivational climate and coach-athlete relationship was used canonical correlation analysis. Student's t-test was used to check gender differences in athletes' perceptions of the motivational climate and the coach-athlete relationship. The findings suggest that in Polish athletes' perceptions of the coach-athlete relationship have motivational significance and that there are gender differences between female and male athletes in both variables – coach-athlete relationship and kind of motivational climate. According to the author's knowledge, such kind of study has not been conducted in Polish conditions before and is the first study on the subject of the motivational climate and the coach-athlete relationship in Poland. Information from this study can be useful for the development of interventions for enhancing the quality of coach- athlete relationship and its associated outcomes connected with motivational climate. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=coach-athlete%20relationship" title="coach-athlete relationship">coach-athlete relationship</a>, <a href="https://publications.waset.org/abstracts/search?q=ego-involving%20climate" title=" ego-involving climate"> ego-involving climate</a>, <a href="https://publications.waset.org/abstracts/search?q=motivational%20climate" title=" motivational climate"> motivational climate</a>, <a href="https://publications.waset.org/abstracts/search?q=task-involving%20climate" title=" task-involving climate"> task-involving climate</a> </p> <a href="https://publications.waset.org/abstracts/71117/coach-created-motivational-climate-and-the-coach-athlete-relationship" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/71117.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">198</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">193</span> Motivational Qualities of and Flow State Responses to Participant-Selected Music and Researcher-Selected Music</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nurul%20A.%20Hamzah">Nurul A. Hamzah</a>, <a href="https://publications.waset.org/abstracts/search?q=Tony%20Morris"> Tony Morris</a>, <a href="https://publications.waset.org/abstracts/search?q=Dan%20Van%20Der%20Westhuizen"> Dan Van Der Westhuizen</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Music listening can potentially promote the achievement of flow state during exercise. Selecting music for exercise should consider the motivational factors-internal factors (music tempo and musicality) and external factors (cultural impact and association). This study was a cross-over study which was designed to examine the motivational qualities of music (participant-selected music and researcher-selected music) and flow state responses during exercise accompanying with music. 17 healthy participants (M=30.2, SD=6.3 years old) were among low physical activity individuals. Participants completed two separate sessions of 30 minutes of moderate intensity exercise (40-60% of Heart Rate Reserve) while listening to music. Half the participants at random were assigned to exercise with participant-selected music first, and half were assigned to exercise with researcher-selected music first. Parameters including flow state responses (Flow State Scale-2) and motivational music rating (Brunel Music Rating Inventory-2) were administered immediately after the exercise. Results from this study showed that there were no significant differences for both flow state t(32)=0.00, p>0.05 and motivational music rating t(32)= .393, p>0.05 between exercise with participant-selected music and exercise with researcher-selected music. Listening to music either participant or researcher selected music could promote flow experience during exercise when music is perceived as motivational. Music tempo and music preference are factors that could influence individuals to enjoy exercise and improve the exercise performance. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=motivational%20music" title="motivational music">motivational music</a>, <a href="https://publications.waset.org/abstracts/search?q=flow%20state" title=" flow state"> flow state</a>, <a href="https://publications.waset.org/abstracts/search?q=researcher-selected%20music" title=" researcher-selected music"> researcher-selected music</a>, <a href="https://publications.waset.org/abstracts/search?q=participant-selected%20music" title=" participant-selected music"> participant-selected music</a> </p> <a href="https://publications.waset.org/abstracts/50776/motivational-qualities-of-and-flow-state-responses-to-participant-selected-music-and-researcher-selected-music" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/50776.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">384</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">192</span> Motivational Interviewing as a Framework for Coaching Physicians through ACGME Milestones</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Michael%20Olson">Michael Olson</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The Accreditation Council for Graduate Medical Education (ACGME) in the U.S. has established core competencies and milestones for family physicians in residency training programs. These competencies are intended to guide preceptors as they work with physician trainees toward independent practice. This conceptual paper describes a framework for coaching trainees toward these milestones using motivational interviewing as an evidence-based approach. The main objective of applying the motivational interviewing framework to the residency training setting is to facilitate clinical behavior change that meets higher level competencies/rubric. This is a work in progress and there is no manuscript/paper prepared to date. A conceptual paper/framework will be completed by the conference deadline. This is based on a separate but related development of work we have completed and published elsewhere. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=coaching" title="coaching">coaching</a>, <a href="https://publications.waset.org/abstracts/search?q=motivational%20%20interviewing" title=" motivational interviewing"> motivational interviewing</a>, <a href="https://publications.waset.org/abstracts/search?q=physicians" title=" physicians"> physicians</a>, <a href="https://publications.waset.org/abstracts/search?q=competencies" title=" competencies"> competencies</a> </p> <a href="https://publications.waset.org/abstracts/142114/motivational-interviewing-as-a-framework-for-coaching-physicians-through-acgme-milestones" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/142114.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">175</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">191</span> The Effect of Motivational Postures as a Concomitant Factor and Peer Reporting Behavior on Taxpayer Compliance Decisions</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Elen%20Puspitasari">Elen Puspitasari</a>, <a href="https://publications.waset.org/abstracts/search?q=Yeye%20Susilowati"> Yeye Susilowati</a>, <a href="https://publications.waset.org/abstracts/search?q=Wahyu%20Meiranto"> Wahyu Meiranto</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study uses an experiment to examine the effect of motivational postures and peer’s reporting behavior on taxpayer compliance decisions. The motivational postures of taxpayers placed as a concomitant variable. Taxpayers were randomly assigned to alternate peer reporting behavior as an experimental variable with two level treatments and then responded to tax reporting scenarios. A motivational posture was measured with 29 statements developed by Braithwaite. Therefore, this experimental research uses Quasi-Experimental Design Between-Subject with Covariate with random assignment method. The subject in this experiment is the taxpayers who has a tax ID and have experience in reporting their tax revenue. The most important is that they earn income from their own business. The analysis technique used was Analysis of Covariate. The results showed that the posture of motivation as concomitant factors does not affect tax compliance decisions. Furthermore, this study proves that peer reporting behavior will determine the decisions of tax compliance. The findings in this study are intended to provide some practical implications for improving tax compliance. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=motivational%20postures" title="motivational postures">motivational postures</a>, <a href="https://publications.waset.org/abstracts/search?q=concomitant" title=" concomitant"> concomitant</a>, <a href="https://publications.waset.org/abstracts/search?q=tax%20compliance%20decisions" title=" tax compliance decisions"> tax compliance decisions</a>, <a href="https://publications.waset.org/abstracts/search?q=peer%20reporting%20behavior" title=" peer reporting behavior"> peer reporting behavior</a> </p> <a href="https://publications.waset.org/abstracts/30853/the-effect-of-motivational-postures-as-a-concomitant-factor-and-peer-reporting-behavior-on-taxpayer-compliance-decisions" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/30853.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">274</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">190</span> Understanding Cyber Terrorism from Motivational Perspectives: A Qualitative Data Analysis</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Yunos%20Zahri">Yunos Zahri</a>, <a href="https://publications.waset.org/abstracts/search?q=Ariffin%20Aswami"> Ariffin Aswami</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Cyber terrorism represents the convergence of two worlds: virtual and physical. The virtual world is a place in which computer programs function and data move, whereas the physical world is where people live and function. The merging of these two domains is the interface being targeted in the incidence of cyber terrorism. To better understand why cyber terrorism acts are committed, this study presents the context of cyber terrorism from motivational perspectives. Motivational forces behind cyber terrorism can be social, political, ideological and economic. In this research, data are analyzed using a qualitative method. A semi-structured interview with purposive sampling was used for data collection. With the growing interconnectedness between critical infrastructures and Information & Communication Technology (ICT), selecting targets that facilitate maximum disruption can significantly influence terrorists. This work provides a baseline for defining the concept of cyber terrorism from motivational perspectives. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=cyber%20terrorism" title="cyber terrorism">cyber terrorism</a>, <a href="https://publications.waset.org/abstracts/search?q=terrorism" title=" terrorism"> terrorism</a>, <a href="https://publications.waset.org/abstracts/search?q=motivation" title=" motivation"> motivation</a>, <a href="https://publications.waset.org/abstracts/search?q=qualitative%20analysis" title=" qualitative analysis"> qualitative analysis</a> </p> <a href="https://publications.waset.org/abstracts/61035/understanding-cyber-terrorism-from-motivational-perspectives-a-qualitative-data-analysis" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/61035.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">421</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">189</span> Emerging Dimensions of Intrinsic Motivation for Effective Performance</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Prachi%20Bhatt">Prachi Bhatt</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Motivated workforce is an important asset of an organisation. Intrinsic motivation is one of the key aspects of people operations and performance. Researches have emphasized the significance of internal factors in individuals’ motivation. In the changing business scenario, it is a challenge for the organizations’ leaders to inspire and motivate their workforce. The present study deals with the intrinsic motivation potential of an individual which govern the innate capability of an individual driving him or her to behave or perform in the changing work environment, tasks, teams. Differences at individual level significantly influence differences in levels of motivation. In the above context, the present research attempts to explore behavioral trait dimensions which influence motivational potential of an individual. The present research emphasizes the significance of intrinsic motivational potential and the significance of exploring the differences in the intrinsic motivational potential levels of individuals at work places. Thus, this paper empirically tests the framework of behavioral traits which affects motivational potential of an individual. With the help of two studies i.e., Study 1 and Study 2, exploratory factor analysis and confirmatory factor analysis, respectively, indicated a reliable measure assessing intrinsic motivational potential of an individual. Given the variety of challenges of motivating contemporary workforce, and with increasing importance of intrinsic motivation, the paper discusses the relevance of the findings and of the measure assessing intrinsic motivational potential. Assessment of such behavioral traits would assist in the effective realization of intrinsic motivational potential of individuals. Additionally, the paper discusses the practical implications and furnishes scope for future research. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=behavioral%20traits" title="behavioral traits">behavioral traits</a>, <a href="https://publications.waset.org/abstracts/search?q=individual%20differences" title=" individual differences"> individual differences</a>, <a href="https://publications.waset.org/abstracts/search?q=intrinsic%20motivational%20potential" title=" intrinsic motivational potential"> intrinsic motivational potential</a>, <a href="https://publications.waset.org/abstracts/search?q=intrinsic%20motivation" title=" intrinsic motivation"> intrinsic motivation</a>, <a href="https://publications.waset.org/abstracts/search?q=motivation" title=" motivation"> motivation</a>, <a href="https://publications.waset.org/abstracts/search?q=workplace%20motivation" title=" workplace motivation"> workplace motivation</a> </p> <a href="https://publications.waset.org/abstracts/90248/emerging-dimensions-of-intrinsic-motivation-for-effective-performance" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/90248.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">196</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">188</span> Positive Affect, Negative Affect, Organizational and Motivational Factor on the Acceptance of Big Data Technologies</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sook%20Ching%20Yee">Sook Ching Yee</a>, <a href="https://publications.waset.org/abstracts/search?q=Angela%20Siew%20Hoong%20Lee"> Angela Siew Hoong Lee</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Big data technologies have become a trend to exploit business opportunities and provide valuable business insights through the analysis of big data. However, there are still many organizations that have yet to adopt big data technologies especially small and medium organizations (SME). This study uses the technology acceptance model (TAM) to look into several constructs in the TAM and other additional constructs which are positive affect, negative affect, organizational factor and motivational factor. The conceptual model proposed in the study will be tested on the relationship and influence of positive affect, negative affect, organizational factor and motivational factor towards the intention to use big data technologies to produce an outcome. Empirical research is used in this study by conducting a survey to collect data. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=big%20data%20technologies" title="big data technologies">big data technologies</a>, <a href="https://publications.waset.org/abstracts/search?q=motivational%20factor" title=" motivational factor"> motivational factor</a>, <a href="https://publications.waset.org/abstracts/search?q=negative%20affect" title=" negative affect"> negative affect</a>, <a href="https://publications.waset.org/abstracts/search?q=organizational%20factor" title=" organizational factor"> organizational factor</a>, <a href="https://publications.waset.org/abstracts/search?q=positive%20affect" title=" positive affect"> positive affect</a>, <a href="https://publications.waset.org/abstracts/search?q=technology%20acceptance%20model%20%28TAM%29" title=" technology acceptance model (TAM)"> technology acceptance model (TAM)</a> </p> <a href="https://publications.waset.org/abstracts/59434/positive-affect-negative-affect-organizational-and-motivational-factor-on-the-acceptance-of-big-data-technologies" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/59434.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">362</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">187</span> High Motivational Salient Face Distractors Slowed Target Detection: Evidence from Behavioral Studies</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Rashmi%20Gupta">Rashmi Gupta</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Rewarding stimuli capture attention involuntarily as a result of an association process that develops quickly during value learning, referred to as the reward or value-driven attentional capture. It is essential to compare reward with punishment processing to get a full picture of value-based modulation in visual attention processing. Hence, the present study manipulated both valence/value (reward as well as punishment) and motivational salience (probability of an outcome: high vs. low) together. Series of experiments were conducted, and there were two phases in each experiment. In phase 1, participants were required to learn to associate specific face stimuli with a high or low probability of winning or losing points. In the second phase, these conditioned stimuli then served as a distractor or prime in a speeded letter search task. Faces with high versus low outcome probability, regardless of valence, slowed the search for targets (specifically the left visual field target) and suggesting that the costs to performance on non-emotional cognitive tasks were only driven by motivational salience (high vs. loss) associated with the stimuli rather than the valence (gain vs. loss). It also suggests that the processing of motivationally salient stimuli is right-hemisphere biased. Together, results of these studies strengthen the notion that our visual attention system is more sensitive to affected by motivational saliency rather than valence, which termed here as motivational-driven attentional capture. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=attention" title="attention">attention</a>, <a href="https://publications.waset.org/abstracts/search?q=distractors" title=" distractors"> distractors</a>, <a href="https://publications.waset.org/abstracts/search?q=motivational%20salience" title=" motivational salience"> motivational salience</a>, <a href="https://publications.waset.org/abstracts/search?q=valence" title=" valence"> valence</a> </p> <a href="https://publications.waset.org/abstracts/100657/high-motivational-salient-face-distractors-slowed-target-detection-evidence-from-behavioral-studies" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/100657.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">220</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">186</span> Motivational Factors for the Practice of Exercise in a Sample of Portuguese Fitness Center Users</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=N.%20Sena">N. Sena</a>, <a href="https://publications.waset.org/abstracts/search?q=C.%20Vasconcelos"> C. Vasconcelos</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Portugal has a lower rate of people who exercise. Fitness centers are a widely recognized context for the performance of an exercise. Thus, the objective of this study is to analyze the motivational factors for the practice of exercise in a sample of Portuguese fitness center users. The sample consists of 34 users (23 men and 11 women), aged between 16 and 60 years old (24.7 ± 11,5 years old). The instrument used for data collection was the Motivation Questionnaire for Exercise (version translated and validated into Portuguese), consisting of forty-nine items grouped into ten motivational factors. Responses to the Exercise Motivation Questionnaire are given on a 6-point Likert scale (0="not at all true for me" to 5="completely true for me"). With regard to the results, it is possible to verify that the motivational factors considered most relevant by the sample of our study were “Well-being” (4.44 ± 0.28), followed by “Health” (4.29 ± 0.57) and “Stress Management” (4.06 ± 0.54). The factors “Affiliation” (3.11 ± 0.49) “Personal Appreciation” (2.26 ± 0.59) and “Medical History” (1.71 ± 0.74) were considered by the respondents to be the least important factors for performing the exercise. The conclusion of this study is that in the sample of this study, the factors that most motivated the practice of exercise were “Well-being”, “Health” and “Stress Management”. In the opposite direction, the factors that least motivated the individuals in this sample to practice exercise were “Affiliation”, “Personal Appreciation” and “Medical History”. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=exercise" title="exercise">exercise</a>, <a href="https://publications.waset.org/abstracts/search?q=fitness%20center%20users" title=" fitness center users"> fitness center users</a>, <a href="https://publications.waset.org/abstracts/search?q=motivational%20factors" title=" motivational factors"> motivational factors</a>, <a href="https://publications.waset.org/abstracts/search?q=Portugal" title=" Portugal"> Portugal</a> </p> <a href="https://publications.waset.org/abstracts/160038/motivational-factors-for-the-practice-of-exercise-in-a-sample-of-portuguese-fitness-center-users" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/160038.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">82</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">185</span> Testimonials from Nurses: A Video Presentation to Motivate Freshmen to Pursue their Nursing Career</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Rachell%20Denise%20S.%20Concepcion">Rachell Denise S. Concepcion</a>, <a href="https://publications.waset.org/abstracts/search?q=Chantelle%20Vianca%20D.%20L.%20Cobarrubias"> Chantelle Vianca D. L. Cobarrubias</a>, <a href="https://publications.waset.org/abstracts/search?q=Kimberly%20B.%20Coloma"> Kimberly B. Coloma</a>, <a href="https://publications.waset.org/abstracts/search?q=Celina%20Renee%20R.%20Colorado"> Celina Renee R. Colorado</a>, <a href="https://publications.waset.org/abstracts/search?q=Charlene%20S.%20Constantino"> Charlene S. Constantino</a>, <a href="https://publications.waset.org/abstracts/search?q=Huette%20Iris%20C.%20Consulta"> Huette Iris C. Consulta </a> </p> <p class="card-text"><strong>Abstract:</strong></p> AIMS: This study determined the effect of motivational video in increasing the level of self-motivation among first year nursing students to pursue their nursing career. METHODS: A quantitative quasi experimental one-group pretest-posttest research design was used and purposive sampling technique was utilized. Motivation for Choosing Nursing as a Career Questionnaire was used in determining the level of motivation before and after using the motivational video. The of motivational video entitled, “Testimonials from Nurses” was used as the intervention wherein testimonials from successful Thomasian nursing graduates was considered and viewed by the students in order to inspire them to take nursing as their career. The subjects are nursing students who obtained a score ranging from 21-40 in the questionnaire. Before the viewing, the researchers provided a brief introduction and background to enable the participants to fully understand the contents. After which, debriefing was done. The data gathered was analyzed using the Paired T-Test using SPSS version 21.0. The Pre-test and Post-test scores were compared, which further statistically, differentiated by mean, standard deviation and t-test scores. Results: The t-test value is -17.221 and p value of 0.00 < 0.05 which indicates that there is a statistically significant change in the level of self-motivation of first year nursing students before and after viewing the motivational video. Conclusion: It was therefore concluded that motivational video entitled, “Testimonials From Nurses is an effective intervention in increasing the level of self-motivation of first year nursing students to pursue their nursing career. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=motivational%20video" title="motivational video">motivational video</a>, <a href="https://publications.waset.org/abstracts/search?q=freshmen" title=" freshmen"> freshmen</a>, <a href="https://publications.waset.org/abstracts/search?q=self-motivation" title=" self-motivation"> self-motivation</a>, <a href="https://publications.waset.org/abstracts/search?q=nursing%20career" title=" nursing career"> nursing career</a> </p> <a href="https://publications.waset.org/abstracts/20837/testimonials-from-nurses-a-video-presentation-to-motivate-freshmen-to-pursue-their-nursing-career" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/20837.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">337</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">184</span> Intrinsic Motivational Factor of Students in Learning Mathematics and Science Based on Electroencephalogram Signals</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Norzaliza%20Md.%20Nor">Norzaliza Md. Nor</a>, <a href="https://publications.waset.org/abstracts/search?q=Sh-Hussain%20Salleh"> Sh-Hussain Salleh</a>, <a href="https://publications.waset.org/abstracts/search?q=Mahyar%20Hamedi"> Mahyar Hamedi</a>, <a href="https://publications.waset.org/abstracts/search?q=Hadrina%20Hussain"> Hadrina Hussain</a>, <a href="https://publications.waset.org/abstracts/search?q=Wahab%20Abdul%20Rahman"> Wahab Abdul Rahman</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Motivational factor is mainly the students’ desire to involve in learning process. However, it also depends on the goal towards their involvement or non-involvement in academic activity. Even though, the students’ motivation might be in the same level, but the basis of their motivation may differ. In this study, it focuses on the intrinsic motivational factor which student enjoy learning or feeling of accomplishment the activity or study for its own sake. The intrinsic motivational factor of students in learning mathematics and science has found as difficult to be achieved because it depends on students’ interest. In the Program for International Student Assessment (PISA) for mathematics and science, Malaysia is ranked as third lowest. The main problem in Malaysian educational system, students tend to have extrinsic motivation which they have to score in exam in order to achieve a good result and enrolled as university students. The use of electroencephalogram (EEG) signals has found to be scarce especially to identify the students’ intrinsic motivational factor in learning science and mathematics. In this research study, we are identifying the correlation between precursor emotion and its dynamic emotion to verify the intrinsic motivational factor of students in learning mathematics and science. The 2-D Affective Space Model (ASM) was used in this research in order to identify the relationship of precursor emotion and its dynamic emotion based on the four basic emotions, happy, calm, fear and sad. These four basic emotions are required to be used as reference stimuli. Then, in order to capture the brain waves, EEG device was used, while Mel Frequency Cepstral Coefficient (MFCC) was adopted to be used for extracting the features before it will be feed to Multilayer Perceptron (MLP) to classify the valence and arousal axes for the ASM. The results show that the precursor emotion had an influence the dynamic emotions and it identifies that most students have no interest in mathematics and science according to the negative emotion (sad and fear) appear in the EEG signals. We hope that these results can help us further relate the behavior and intrinsic motivational factor of students towards learning of mathematics and science. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=EEG" title="EEG">EEG</a>, <a href="https://publications.waset.org/abstracts/search?q=MLP" title=" MLP"> MLP</a>, <a href="https://publications.waset.org/abstracts/search?q=MFCC" title=" MFCC"> MFCC</a>, <a href="https://publications.waset.org/abstracts/search?q=intrinsic%20motivational%20factor" title=" intrinsic motivational factor"> intrinsic motivational factor</a> </p> <a href="https://publications.waset.org/abstracts/52426/intrinsic-motivational-factor-of-students-in-learning-mathematics-and-science-based-on-electroencephalogram-signals" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/52426.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">366</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">183</span> Are There Any Positive Effects of Motivational Interviewing on Motion Sickness?</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Unal%20Demirtas">Unal Demirtas</a>, <a href="https://publications.waset.org/abstracts/search?q=Mehmet%20Ergin%20Dipcin"> Mehmet Ergin Dipcin</a>, <a href="https://publications.waset.org/abstracts/search?q=Mehmet%20Cetin"> Mehmet Cetin</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Background: Applied to student candidates prior to entering the air force academy, under the name of Cadet selection flights and executed as 7-8 sorties under the surveillance of flight instructors, this training is mainly towards appraising students’ characteristics of flying ability. All pilot cadets are gone through physical examination before cadet selection flight in a military hospital. Some cadets may show motion sickness symptoms during this flights. The most common symptoms: Nausea, vomiting, vertigo, headache, anxiety, paresthaesia, asthenia, muscle contraction and excitement. These cadets are examined by flight surgeon, after this flight surgeon and psychologist have an motivational interviewing with these cadets. Method: In this study, we have applied a survey that we question the severity of the symptom to the candidates that have motion sickness after the first sortie. We have questioned the candidate who had a motivational interviewing by the psychologist after the treatment of the flight surgeon that whether the candidate relived the complaints that he has at the previous sortie after the second sortie and whether there is decrease or increase in the severity of the complaints compared to the previous flight. Findings: 15 candidates have applied for the flight surgeon with at least one of the motion sickness symptoms. 11 of the 15 candidates showing motion sickness symptoms after the first flight expressed that their complaints are decreased after the motivational interviewing and 4 of the candidates stated that there are no changes in their complaints. The frequently expressed complaints are nausea, vertigo, headache, exhaustion and vomiting respectively. 7 out of 15 candidates expressed that they have same kind of complains in bus, ship etc. Conclusion: It is observed in our study that only conducting motivational interviewing with the candidates without any organic disorders without giving any drugs has a positive effect on the candidates in terms of motion sickness. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=aeromedicine" title="aeromedicine">aeromedicine</a>, <a href="https://publications.waset.org/abstracts/search?q=candidate" title=" candidate"> candidate</a>, <a href="https://publications.waset.org/abstracts/search?q=motion%20sickness" title=" motion sickness"> motion sickness</a>, <a href="https://publications.waset.org/abstracts/search?q=motivational%20interviewing" title=" motivational interviewing"> motivational interviewing</a>, <a href="https://publications.waset.org/abstracts/search?q=pilot" title=" pilot"> pilot</a> </p> <a href="https://publications.waset.org/abstracts/31861/are-there-any-positive-effects-of-motivational-interviewing-on-motion-sickness" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/31861.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">474</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">182</span> A Study on the Motivational Factors of Women Entrepreneurship</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Gladys%20Oppong">Gladys Oppong</a>, <a href="https://publications.waset.org/abstracts/search?q=Saumya%20Singh"> Saumya Singh</a>, <a href="https://publications.waset.org/abstracts/search?q=Pramod%20Pathak"> Pramod Pathak</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Women entrepreneurship has started establishing itself globally. Despite various social hurdles, Indian women have proved their strength in the area of entrepreneurship. Rising pattern of women entrepreneurship in Indian context make it significant to know the reason behind it. It’s a normal perception that women with financially strong backgrounds are highly motivated to progress in the area of entrepreneurship while lack of money becomes a major restraint for others. The proposed study attempts to identify the motivational factors for becoming women entrepreneur. The research work is to be conducted on women entrepreneurs. For this purpose, factor analysis will be used. The study has identified a set of motivational factors namely family business, social status, education and qualification, self-fulfillment and achievement among others that give momentum to the women to become an entrepreneur. The outcome of the study will be helpful in developing women entrepreneurship in India. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=women%20entrepreneurship" title="women entrepreneurship">women entrepreneurship</a>, <a href="https://publications.waset.org/abstracts/search?q=motivation" title=" motivation"> motivation</a>, <a href="https://publications.waset.org/abstracts/search?q=family%20business" title=" family business"> family business</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20status" title=" social status"> social status</a> </p> <a href="https://publications.waset.org/abstracts/88584/a-study-on-the-motivational-factors-of-women-entrepreneurship" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/88584.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">345</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">181</span> Motivational Strategies and Job Satisfaction as Correlates of Library Service Delivery in Selected Tertiary Institutions in Southwest Nigeria</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Esther%20Kelechi%20Soyele">Esther Kelechi Soyele</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Job satisfaction is the expression of an organisation's fulfillment of work output. In order to achieve effective job satisfaction, the motivation of employees is very essential in stimulating their obligation towards their work. The study examined the motivational strategies, job satisfaction as a correlation of library service delivery in some selected tertiary institutions in southwest Nigeria. The study adopted a descriptive survey research design. A simple random sampling method was employed to select 200 library staff consisting of both library professionals and para-professionals. Two hundred (200) questionnaires were given out, but only one hundred and twenty-nine 129 (96% response rate) were used for the study. Both simple percentage and one and two way ANOVA was used for data analysis. Findings revealed that 60.4% of the respondents were males while 39.6% were female; most of the respondents’ relatively belong to the age group of 31-40 and 41-50, 93.3% were within the age range of 21-50 years, and 43.2 % were M.Sc degree holders. The result revealed a (p < 0.05) significant relationship between work motivational strategies and library service delivery. The results also revealed that motivational development program strategies and job satisfaction have (p < 0.05) a positive significant relationship with library service delivery. It was concluded that work motivation strategies are essential for job satisfaction which is very important in any organization in the attainment of its goals and objectives and helps in maintaining a high standard. The study recommended that more incentive plans that will enhance job satisfaction should be put in place to encourage employees to be more active in carrying out their job effectively. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=job%20satisfaction" title="job satisfaction">job satisfaction</a>, <a href="https://publications.waset.org/abstracts/search?q=library" title=" library"> library</a>, <a href="https://publications.waset.org/abstracts/search?q=library%20services" title=" library services"> library services</a>, <a href="https://publications.waset.org/abstracts/search?q=motivational%20strategies" title=" motivational strategies"> motivational strategies</a> </p> <a href="https://publications.waset.org/abstracts/131459/motivational-strategies-and-job-satisfaction-as-correlates-of-library-service-delivery-in-selected-tertiary-institutions-in-southwest-nigeria" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/131459.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">215</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">180</span> High Arousal and Athletic Performance</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Turki%20Mohammed%20Al%20Mohaid">Turki Mohammed Al Mohaid</a> </p> <p class="card-text"><strong>Abstract:</strong></p> High arousal may lead to inhibited athletic performance, or high positive arousal may enhance performance is controversial. To evaluate and review this issue, 31 athletes (all male) were induced into high pre-determined goal arousal and high arousal without pre-determined goal motivational states and tested on a standard grip strength task. Paced breathing was used to change psychological and physiological arousal. It was noted that significant increases in grip strength performance occurred when arousal was high and experienced as delighted, happy, and pleasant excitement in those with no pre-determined goal motivational states. Blood pressure, heart rate, and other indicators of physiological activity were not found to mediate between psychological arousal and performance. In a situation where athletic performance necessitates maximal motor strength over a short period, performance benefits of high arousal may be enhanced by designing a specific motivational state. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=high%20arousal" title="high arousal">high arousal</a>, <a href="https://publications.waset.org/abstracts/search?q=athletic" title=" athletic"> athletic</a>, <a href="https://publications.waset.org/abstracts/search?q=performance" title=" performance"> performance</a>, <a href="https://publications.waset.org/abstracts/search?q=physiological" title=" physiological"> physiological</a> </p> <a href="https://publications.waset.org/abstracts/149436/high-arousal-and-athletic-performance" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/149436.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">116</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">179</span> Subjective Well-Being, Emotional Regulation and Motivational Orientation of Competition Athletes</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Cristina%20Costa-Lobo">Cristina Costa-Lobo</a>, <a href="https://publications.waset.org/abstracts/search?q=Priscila%20Martins"> Priscila Martins</a>, <a href="https://publications.waset.org/abstracts/search?q=Silvia%20Amado%20Cordeiro"> Silvia Amado Cordeiro</a>, <a href="https://publications.waset.org/abstracts/search?q=Ana%20Campina"> Ana Campina</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Behavior directed toward high levels of sports performance and excellence implies task-focused processes, processes of cognitive and emotional regulation. This research aims to understand if subjective well-being, emotional regulation, and motivational orientation influence the performance of competitive athletes. The sample of this study is a non-probabilistic convenience sample, consisting of 50 male athletes, aged 14 to 15 years, who belong to training teams integrated in the pedagogical department of a sports club in the North of Portugal. In terms of performance, the distinction between team A and team B is due to the championships in which the respective athletes participate. Team A participates in national championships where the levels of demand and challenge are more pronounced and the team B only participates in championships at the district level. Was verified the internal consistency of the subjective happiness scale, the emotional regulation scale, and the motivational orientation questionnaire. SPSS, version 22.0, was used in the data treatment. When comparing the dimensions of emotional regulation with performance, it can be seen that athletes with lower sports scores have higher levels of emotional control and emotional self-awareness. As far as situational responsiveness is concerned, only the emotional self-control dimension and the emotional self-awareness dimension show an influence on the income, although, contrary to what would be expected, they appear to be associated with lower incomes. When comparing the motivational orientation with the athletic performance, it is verified that the athletes with the highest performance present an ego-oriented motivation, evidencing the athletes with a lower performance athletic tendency towards the task orientation. Only the ego-oriented dimension seems to be associated with high sport performance. The motivational orientation for the ego and the dimensions emotional control and emotional self-awareness are presented in this study as having influence on sports performance. Following these studies that have shown concern with the characterization of the best athletes and the promotion of higher sports performances, this work contributes to the signaling of psychological variables associated with high sports income. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=subjective%20well-being" title="subjective well-being">subjective well-being</a>, <a href="https://publications.waset.org/abstracts/search?q=emotional%20regulation" title=" emotional regulation"> emotional regulation</a>, <a href="https://publications.waset.org/abstracts/search?q=motivational%20orientation" title=" motivational orientation"> motivational orientation</a>, <a href="https://publications.waset.org/abstracts/search?q=sports%20performance" title=" sports performance"> sports performance</a> </p> <a href="https://publications.waset.org/abstracts/70634/subjective-well-being-emotional-regulation-and-motivational-orientation-of-competition-athletes" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/70634.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">276</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">178</span> Fluctuations in Motivational Strategies EFL Teachers Use in Virtual and In-Person Classes across Context</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sima%20Modirkhamene">Sima Modirkhamene</a>, <a href="https://publications.waset.org/abstracts/search?q=Arezoo%20Khezri"> Arezoo Khezri</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of the present investigation was to probe the main motivational strategies Iranian school vs. institute teachers use in virtual and in-person classes to motivate students in learning the English language. Yet another purpose was to understand teachers’ perceptions about any modifications in their use of motivational strategies before and during/after the pandemic. For the purpose of this investigation, a total of 63 EFL teachers (35 female, 28 male) were conveniently sampled from schools and institutes in the cities of Mahabad and Sardasht. Moreover, for the interview phase of the study, 20 percent (n=16) of the sample was selected conveniently. The required data was gathered through a modified questionnaire (Cheng & Dornyei, 2007) consisting of 42 items and a set of semi-structured interviews. The outcomes of a set of non-parametric Mann-Whitney U tests demonstrated that presenting tasks properly in online classes and familiarizing learners with L2- related values in in-person classes came out as the most influential source of motivational strategies practiced by EFL school teachers. Additionally, it was found that proper teacher behavior(showing enthusiasm) in both in-person and virtual classes and presenting tasks properly in in-person classes were overwhelmingly endorsed by EFL institute teachers. The study also portrayed no statistically significant mean difference between school and institute EFL teachers’ overall use of motivational strategies in virtual and in-person classes. The interview results indicated that the strategies of designing tasks through technological aids, provision of videos, gamification techniques, assigning projects, and delivering formative online feedback were held in high regard during/after the pandemic due to the high reliance of teaching on the Internet connection. Meanwhile, the research has indicated that the spread of COVID-19 was the main reason for teachers’ modifications in motivational strategies, in response to the crisis of the pandemic, all educational contexts at all levels resorted to online education as a result their strategies were adapted to the new situation. The findings brought to light through this investigation provided initial evidence of the unintended consequences of the pandemic on teachers’ strategic choices. Therefore, to deliver a better education for the future, the study suggests more concentration on the quality of teaching as well as reframing the status quo of teaching . <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=virtual%20teaching" title="virtual teaching">virtual teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=motivational%20teaching%20strategies" title=" motivational teaching strategies"> motivational teaching strategies</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching%20context" title=" teaching context"> teaching context</a>, <a href="https://publications.waset.org/abstracts/search?q=online%20education" title=" online education"> online education</a> </p> <a href="https://publications.waset.org/abstracts/178811/fluctuations-in-motivational-strategies-efl-teachers-use-in-virtual-and-in-person-classes-across-context" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/178811.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">57</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">177</span> Motivating Factors of Mobile Device Applications toward Learning</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Yen-Mei%20Lee">Yen-Mei Lee</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Mobile learning (m-learning) has been applied in the education field not only because it is an alternative to web-based learning but also it possesses the ‘anytime, anywhere’ learning features. However, most studies focus on the technology-related issue, such as usability and functionality instead of addressing m-learning from the motivational perspective. Accordingly, the main purpose of the current paper is to integrate critical factors from different motivational theories and related findings to have a better understand the catalysts of an individual’s learning motivation toward m-learning. The main research question for this study is stated as follows: based on different motivational perspectives, what factors of applying mobile devices as medium can facilitate people’s learning motivations? Self-Determination Theory (SDT), Uses and Gratification Theory (UGT), Malone and Lepper’s taxonomy of intrinsic motivation theory, and different types of motivation concepts were discussed in the current paper. In line with the review of relevant studies, three motivating factors with five essential elements are proposed. The first key factor is autonomy. Learning on one’s own path and applying personalized format are two critical elements involved in the factor of autonomy. The second key factor is to apply a build-in instant feedback system during m-learning. The third factor is creating an interaction system, including communication and collaboration spaces. These three factors can enhance people’s learning motivations when applying mobile devices as medium toward learning. To sum up, in the currently proposed paper, with different motivational perspectives to discuss the m-learning is different from previous studies which are simply focused on the technical or functional design. Supported by different motivation theories, researchers can clearly understand how the mobile devices influence people’s leaning motivation. Moreover, instructional designers and educators can base on the proposed factors to build up their unique and efficient m-learning environments. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=autonomy" title="autonomy">autonomy</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20motivation" title=" learning motivation"> learning motivation</a>, <a href="https://publications.waset.org/abstracts/search?q=mobile%20learning%20%28m-learning%29" title=" mobile learning (m-learning)"> mobile learning (m-learning)</a>, <a href="https://publications.waset.org/abstracts/search?q=motivational%20perspective" title=" motivational perspective"> motivational perspective</a> </p> <a href="https://publications.waset.org/abstracts/87532/motivating-factors-of-mobile-device-applications-toward-learning" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/87532.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">181</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">176</span> Examining Motivational Dynamics and L2 Learning Transitions of Air Cadets Between Year One and Year Two: A Retrodictive Qualitative Modelling Approach</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Kanyaporn%20Sommeechai">Kanyaporn Sommeechai</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Air cadets who aspire to become military pilots upon graduation undergo rigorous training at military academies. As first-year cadets are akin to civilian freshmen, they encounter numerous challenges within the seniority-based military academy system. Imposed routines, such as mandatory morning runs and restrictions on mobile phone usage for two semesters, have the potential to impact their learning process and motivation to study, including second language (L2) acquisition. This study aims to investigate the motivational dynamics and L2 learning transitions experienced by air cadets. To achieve this, a Retrodictive Qualitative Modelling approach will be employed, coupled with the adaptation of the three-barrier structure encompassing institutional factors, situational factors, and dispositional factors. Semi-structured interviews will be conducted to gather rich qualitative data. By analyzing and interpreting the collected data, this research seeks to shed light on the motivational factors that influence air cadets' L2 learning journey. The three-barrier structure will provide a comprehensive framework to identify and understand the institutional, situational, and dispositional factors that may impede or facilitate their motivation and language learning progress. Moreover, the study will explore how these factors interact and shape cadets' motivation and learning experiences. The outcomes of this research will yield fundamental data that can inform strategies and interventions to enhance the motivation and language learning outcomes of air cadets. By better understanding their motivational dynamics and transitions, educators and institutions can create targeted initiatives, tailored pedagogical approaches, and supportive environments that effectively inspire and engage air cadets as L2 learners. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=second%20language" title="second language">second language</a>, <a href="https://publications.waset.org/abstracts/search?q=education" title=" education"> education</a>, <a href="https://publications.waset.org/abstracts/search?q=motivational%20dynamics" title=" motivational dynamics"> motivational dynamics</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20transitions" title=" learning transitions"> learning transitions</a> </p> <a href="https://publications.waset.org/abstracts/169588/examining-motivational-dynamics-and-l2-learning-transitions-of-air-cadets-between-year-one-and-year-two-a-retrodictive-qualitative-modelling-approach" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/169588.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">69</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">175</span> ICT-Driven Cataloguing and Classification Practical Classes: Perception of Nigerian Library and Information Science Students on Motivational Factors</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Abdulsalam%20Abiodun%20Salman">Abdulsalam Abiodun Salman</a>, <a href="https://publications.waset.org/abstracts/search?q=Abdulmumin%20Isah"> Abdulmumin Isah</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The study investigated the motivational factors that could enhance the teaching and understanding of ICT-driven cataloguing and classification (Cat and Class) practical classes among students of library and information science (LIS) in Kwara State Library Schools, Nigeria. It deployed a positivist research paradigm using a quantitative method by deploying the use of questionnaires for data collection. The population of the study is one thousand, one hundred and twenty-five (1,125) which was obtained from the department of each respective library school (the University of Ilorin, Ilorin (Unilorin); Federal Polytechnic Offa, (Fedpoffa); and Kwara State University (KWASU). The sample size was determined using the research advisor table. Hence, the study sample of one hundred and ten (110) was used. The findings revealed that LIS students were averagely motivated toward ICT-driven Cataloguing and Classification practical classes. The study recommended that modern cataloguing and classification tools for practical classes should be made available in the laboratories as motivational incentives for students. It was also recommended that library schools should motivate the students beyond the provision of these ICT-driven tools but also extend the practical class periods. Availability and access to medical treatment in case of injuries during the practical classes should be made available. Technologists/Tutors of Cat and Class practical classes should also be exposed to further training in modern trends, especially emerging digital knowledge and skills in cataloguing and classification. This will keep both the tutors and students abreast of the new development in the technological arena. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=cataloguing%20and%20classification" title="cataloguing and classification">cataloguing and classification</a>, <a href="https://publications.waset.org/abstracts/search?q=motivational%20factors" title=" motivational factors"> motivational factors</a>, <a href="https://publications.waset.org/abstracts/search?q=ICT-driven%20practical%20classes" title=" ICT-driven practical classes"> ICT-driven practical classes</a>, <a href="https://publications.waset.org/abstracts/search?q=LIS%20students" title=" LIS students"> LIS students</a>, <a href="https://publications.waset.org/abstracts/search?q=Nigeria" title=" Nigeria"> Nigeria</a> </p> <a href="https://publications.waset.org/abstracts/149679/ict-driven-cataloguing-and-classification-practical-classes-perception-of-nigerian-library-and-information-science-students-on-motivational-factors" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/149679.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">135</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">174</span> Impact of Instructional Designing in Digital Game-Based Learning for Enhancing Students' Motivation</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Shafaq%20Rubab">Shafaq Rubab</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The primary reason for dropping out of school is associated with students’ lack of motivation in class, especially in mathematics. Digital game-based learning is an approach that is being actively explored; there are very few learning games based on proven instructional design models or frameworks due to which the effectiveness of the learning games suffers. The purpose of this research was twofold: first, developing an appropriate instructional design model and second, evaluating the impact of the instructional design model on students’ motivation. This research contributes significantly to the existing literature in terms of student motivation and the impact of instructional design model in digital game-based learning. The sample size for this study consists of two hundred out-of-school students between the age of 6 and 12 years. The research methodology used for this research was a quasi-experimental approach and data was analyzed by using the instructional material motivational survey questionnaire which is adapted from the Keller Arcs model. Control and experimental groups consisting of two hundred students were analyzed by utilizing instructional material motivational survey (IMMS), and comparison of result from both groups showed the difference in the level of motivation of the students. The result of the research showed that the motivational level of student in the experimental group who were taught by the game was higher than the student in control group (taught by conventional methodology). The mean score of the experimental group against all subscales (attention, relevance, confidence, and satisfaction) of IMMS survey was higher; however, no statistical significance was found between the motivational scores of control and experimental group. The positive impact of game-based learning on students’ level of motivation, as measured in this study, strengthens the case for the use of pedagogically sound instructional design models in the design of interactive learning applications. In addition, the present study suggests learning from interactive, immersive applications as an alternative solution for children, especially in Third World countries, who, for various reasons, do not attend school. The mean score of experimental group against all subscales of IMMS survey was higher; however, no statistical significance was found between motivational scores of control and experimental group. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=digital%20game-based%20learning" title="digital game-based learning">digital game-based learning</a>, <a href="https://publications.waset.org/abstracts/search?q=students%E2%80%99%20motivation" title=" students’ motivation"> students’ motivation</a>, <a href="https://publications.waset.org/abstracts/search?q=and%20instructional%20designing" title=" and instructional designing"> and instructional designing</a>, <a href="https://publications.waset.org/abstracts/search?q=instructional%20material%20motivational%20survey" title=" instructional material motivational survey"> instructional material motivational survey</a> </p> <a href="https://publications.waset.org/abstracts/75751/impact-of-instructional-designing-in-digital-game-based-learning-for-enhancing-students-motivation" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/75751.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">420</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">173</span> Qualitative and Quantitative Analysis of Motivation Letters to Model Turnover in Non-Governmental Organization</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=A.%20Porshnev">A. Porshnev</a>, <a href="https://publications.waset.org/abstracts/search?q=A.%20Zaporozhtchuk"> A. Zaporozhtchuk </a> </p> <p class="card-text"><strong>Abstract:</strong></p> Motivation regarded as a key factor of labor turnover, is especially important for volunteers working on an altruistic basis in NGO. Despite the motivational letter, candidate selection depends on the impression of the selection committee, which can be subject to human bias. We expect that structured and unstructured information provided in motivation letters could be used to improve candidate selection procedures. In our paper, we perform qualitative and quantitative analysis of 2280 motivation letters, create logistic regression, and build a decision tree to improve selection procedures. Our analysis showed that motivation factors are significant and enable human resources department to forecast labor turnover and provide extra information to demographic, professional and timing questions. In spite of the average level of accuracy the model demonstrates the selection procedures of company of under consideration can be improved. We also discuss interrelation between answers to open and closed motivation questions, recommend changes in motivational letter templates to ensure more relevant information about applicants and further steps to create more accurate model. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=decision%20trees" title="decision trees">decision trees</a>, <a href="https://publications.waset.org/abstracts/search?q=logistic%20regression" title=" logistic regression"> logistic regression</a>, <a href="https://publications.waset.org/abstracts/search?q=model" title=" model"> model</a>, <a href="https://publications.waset.org/abstracts/search?q=motivational%20letter" title=" motivational letter"> motivational letter</a>, <a href="https://publications.waset.org/abstracts/search?q=non-governmental%20organization" title=" non-governmental organization"> non-governmental organization</a>, <a href="https://publications.waset.org/abstracts/search?q=retention" title=" retention"> retention</a>, <a href="https://publications.waset.org/abstracts/search?q=turnover" title=" turnover"> turnover</a> </p> <a href="https://publications.waset.org/abstracts/84283/qualitative-and-quantitative-analysis-of-motivation-letters-to-model-turnover-in-non-governmental-organization" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/84283.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">177</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">172</span> Management of Innovations in the Context of Overcoming Destructive Work Motivation and Anomie</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Naira%20Hakobyan">Naira Hakobyan</a>, <a href="https://publications.waset.org/abstracts/search?q=Shant%20Bagratyan"> Shant Bagratyan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper explores the phenomenon of management of innovations from the standpoint of work motivation. The main purpose of the theoretical research is to reveal the role of management of innovations to overcome the destructive work motivation and anomie. Systematization of the theoretical approaches and the literary sources indicates connections between destructive forms of work motivation and anomie. These connections allow an understanding of the role of innovations dedicated to decrease the motivational destructiveness of the employees. It is important to note that, in general, the presence of destructive motivation among employees can lead to work anomie. At the same time, issues related to the influence of destructive motivation on innovative processes in the management of an organization are not sufficiently studied. Exploring the factors leading to destructive work motivation and anomie manages toolkit and innovative ways of solution of the motivational destructiveness. The relevance of this scientific issue is that motivational destructiveness and work anomie are widespread phenomena in modern society. It means that previous forms of management become unusable and the way to introduce the innovations seems unclear for the employees. Investigation of the phenomenon of management of innovations is carried out in the following logical sequence: firstly, the issues of destructive work motivation and leadership are considered, and then the key points of work anomie are presented. Finally, there are explored the modern trends in the management of innovations aimed at overcoming motivational destructiveness and work anomie. The issue of management of innovations is explored by two levels: external-social and internal-organizational levels. Considering the phenomenon of management of innovations, the motivational role of the innovations is emphasized. The object of the research is the phenomenon of management of innovations in the context of overcoming motivational and anomic destructiveness. The paper presents the results of the theoretical analysis of the main factors of destructive motivation and work anomie among employees: an excessive dependence of employees on the manager, ignorance of one’s own work functions or unreasonable change by the manager, prevalence of formalism in assessing work comparing with the content and quality of work, lack of adaptive interaction among employees and low self-esteem of work activity. The paper theoretically proves that unclearly formulated innovative strategies for the development of the organization, lack of feedback from the manager to employees regarding the discussion of innovative technologies, non-compliance of working conditions with declared norms and standards, and formalism in management of innovations lead to destructiveness in a management system. The results of the research can be useful for managers, sociologists, economists, and psychologists. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=management%20of%20innovations" title="management of innovations">management of innovations</a>, <a href="https://publications.waset.org/abstracts/search?q=destructive%20motivation" title=" destructive motivation"> destructive motivation</a>, <a href="https://publications.waset.org/abstracts/search?q=work%20anomie" title=" work anomie"> work anomie</a>, <a href="https://publications.waset.org/abstracts/search?q=leadership" title=" leadership"> leadership</a>, <a href="https://publications.waset.org/abstracts/search?q=workaholism" title=" workaholism"> workaholism</a> </p> <a href="https://publications.waset.org/abstracts/189832/management-of-innovations-in-the-context-of-overcoming-destructive-work-motivation-and-anomie" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/189832.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">19</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">171</span> Student's Perception on the Relationship between Teacher's Supportive Teaching, Thwarting Teaching, Their Needed Satisfaction, Frustration, and Motivational Regulation at Vocational High School</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Chi%20C.%20Lin">Chi C. Lin</a>, <a href="https://publications.waset.org/abstracts/search?q=Chih.%20H.%20Hsieh"> Chih. H. Hsieh</a>, <a href="https://publications.waset.org/abstracts/search?q=Chi%20H.%20Lin"> Chi H. Lin</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The present study attempted to develop and test a self-determination theory dual-process model among teachers’ need supportive teaching, need thwarting teaching, and students’ need satisfaction, need frustration, and motivation regulation on vocational high school learners. This study adopted a survey questionnaire method. Participants were 736 (472 males, 264 females) vocational high school students in Taiwan. The instrument included five sets: the Teachers’ Need Supportive Teaching Scale, the Teachers’ Need Thwart Teaching Scale, the Need Satisfaction Scale, the Need Frustration Scale, and the Motivational Regulation Scale. A Structural equation modeling was used for the data analyses, results indicated that (1) teachers’ need supportive teaching had direct effects on students’ need satisfaction; (2) teachers’ thwarting teaching also had a direct effect on students’ need frustration; (3) teachers’ need supportive teaching had a negative direct effect on students’ need frustration; (4) students’ need satisfaction had direct effects on their autonomous motivation and control motivation, respectively; (5) students’ need frustration also had direct effects on their control motivation and motivation, respectively; (6) the model proposed in this study fit mostly with the empirical data. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=motivational%20regulation" title="motivational regulation">motivational regulation</a>, <a href="https://publications.waset.org/abstracts/search?q=need%20satisfaction" title=" need satisfaction"> need satisfaction</a>, <a href="https://publications.waset.org/abstracts/search?q=need%20frustration" title=" need frustration"> need frustration</a>, <a href="https://publications.waset.org/abstracts/search?q=supportive%20teaching" title=" supportive teaching"> supportive teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=thwart%20teaching" title=" thwart teaching"> thwart teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=vocational%20high%20school%20students" title=" vocational high school students"> vocational high school students</a> </p> <a href="https://publications.waset.org/abstracts/128148/students-perception-on-the-relationship-between-teachers-supportive-teaching-thwarting-teaching-their-needed-satisfaction-frustration-and-motivational-regulation-at-vocational-high-school" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/128148.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">133</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">170</span> Examining Motivational Strategies of Foreign Manufacturing Firms in Ghana</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Samuel%20Ato%20Dadzie">Samuel Ato Dadzie</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The objective of this study is to examine the influence of eclectic paradigm on motivational strategy of foreign subsidiaries in Ghana. This study uses binary regression model, and the analysis was based on 75 manufacturing investments made by MNEs from different countries in 1994–2008. The results indicated that perceived market size increases the probability of foreign firms undertaking a market seeking (MS) in Ghana, while perceived cultural distance between Ghana and foreign firm’s home countries decreased the probability of foreign firms undertaking an market seeking (MS) foreign direct investment (FDI) in Ghana. Furthermore, extensive international experience decreases the probability of foreign firms undertaking a market seeking (MS) foreign direct investment (FDI) in Ghana. Most of the studies done by earlier researchers were based on the advanced and emerging countries and offered support for the theory, which was used in generalizing the result that multinational corporations (MNCs) normally used the theory regarding investment strategy outside their home country. In using the same theory in the context of Ghana, the result does not offer strong support for the theory. This means that MNCs that come to Sub-Sahara Africa cannot rely much on eclectic paradigm for their motivational strategies because prevailing economic conditions in Ghana are different from that of the advanced and emerging economies where the institutional structures work. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=foreign%20subsidiary" title="foreign subsidiary">foreign subsidiary</a>, <a href="https://publications.waset.org/abstracts/search?q=motives" title=" motives"> motives</a>, <a href="https://publications.waset.org/abstracts/search?q=Ghana" title=" Ghana"> Ghana</a>, <a href="https://publications.waset.org/abstracts/search?q=foreign%20direct%20investment" title=" foreign direct investment"> foreign direct investment</a> </p> <a href="https://publications.waset.org/abstracts/29171/examining-motivational-strategies-of-foreign-manufacturing-firms-in-ghana" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/29171.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">432</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">169</span> Math Word Problems: Context and Achievement</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Irena%20Smetackova">Irena Smetackova</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The important part of school mathematics are word problems which represent the connection between school knowledge and life reality. To find the reasons why students consider word problems to be difficult, it is necessary to take into consideration the motivational settings, besides mathematical knowledge and reading skills. Our goal is to identify whether the familiar or unfamiliar context of math word problem influences solving success rate and if so, whether the reasons are motivational or cognitive. For this purpose, we conducted three steps study in group of fifty pupils 9-10 years old. In the first step, we asked pupils to create ‘the best’ word problems for entered numerical formula. The set of 19 word problems with different contexts were selected. In the second step, pupils were asked to evaluate (without solving) how they like each item and how easy it is for them. The 6 word problems with low preference and low estimated success rate were selected and combined with other 6 problems with high preference and success rate. In the third step, the same pupils were asked to solve the word problems. The analysis showed that pupils attitudes and solving toward word problems varied by the context. The strong gender patterns both in preferred contexts and in estimated success rates were identified however the real success rate did not differ so strongly. The success gap between word problems with and without preferred contexts were stronger than the gap between problems with and without real experience with the context. The hypothesis that motivational factors are more important than cognitive factors was confirmed. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=mathematics" title="mathematics">mathematics</a>, <a href="https://publications.waset.org/abstracts/search?q=context%20of%20reality" title=" context of reality"> context of reality</a>, <a href="https://publications.waset.org/abstracts/search?q=motivation" title=" motivation"> motivation</a>, <a href="https://publications.waset.org/abstracts/search?q=cognition" title=" cognition"> cognition</a>, <a href="https://publications.waset.org/abstracts/search?q=word%20problems" title=" word problems"> word problems</a> </p> <a href="https://publications.waset.org/abstracts/84849/math-word-problems-context-and-achievement" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/84849.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">198</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">168</span> The Motivation System Development: Case-Study of the Trade Metal Company in Russian Federation </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Elena%20V.%20Lysenko">Elena V. Lysenko</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Motivating as the leading function of a modern Human Resources Management involves issues of increasing the effectiveness of the organization in a broader context. During the formation of motivational systems, the top-management of organization should pay equal attention to both external motivation (incentive system) and internal (self-motivation). The balance of internal and external motivation harmonizes the relations between employers and employees, increases the level of job satisfaction by the organization staff, which in turn leads the organization to success and ensures the organization`s profitability and competitiveness in the market environment. The article is devoted to the study of personnel motivation system in the small metal trade company, which is located in Yekaterinburg, Russian Federation. The study took place during November-December, 2016 ordered by the Company Director to analyze the motivational potential of work (managerial aspect of motivation) and motivation of personnel (personnel aspect of motivation) with the purpose to construct a system of employees’ motivation. The research tools included 6 specially selected tests of motivation, which are: “Motivation profile of your job”, “Constructive motivational attitudes”, Tests about Motivation of achievements (1st variant: Test by А.Mehrabian by the theory of D.С.McClelland and 2nd variant: Test about leading needs according with the theory of D.С.MacClelland), Tests by T.Elers (1st variant: “Determination of the motivation towards success or to avoid failure” and 2nd variant: “Trends to achieve results or to avoid failure”). The results of the study showed only one, but fundamental problem of the whole organization: high level of both motivational potential in work and self-motivation, especially in terms of achievement motivation, but serious lack of productivity. According the results which study showed this problem is derived from insufficient staff competence. The research suggests basic guidelines in order to build the new personnel motivation system for this Company, which is planned to be developed in the nearest future. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=incentive%20system" title="incentive system">incentive system</a>, <a href="https://publications.waset.org/abstracts/search?q=motivation%20of%20achievements" title=" motivation of achievements"> motivation of achievements</a>, <a href="https://publications.waset.org/abstracts/search?q=motivation%20system" title=" motivation system"> motivation system</a>, <a href="https://publications.waset.org/abstracts/search?q=self-motivation" title=" self-motivation"> self-motivation</a> </p> <a href="https://publications.waset.org/abstracts/67465/the-motivation-system-development-case-study-of-the-trade-metal-company-in-russian-federation" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/67465.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">311</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">167</span> Study of Polish and Ukrainian Volunteers Helping War Refugees. Psychological and Motivational Conditions of Coping with Stress of Volunteer Activity</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Agata%20Chudzicka-Czupa%C5%82a">Agata Chudzicka-Czupała</a>, <a href="https://publications.waset.org/abstracts/search?q=Nadiya%20Hapon"> Nadiya Hapon</a>, <a href="https://publications.waset.org/abstracts/search?q=Liudmyla%20Karamushka"> Liudmyla Karamushka</a>, <a href="https://publications.waset.org/abstracts/search?q=Marta%20%C5%BCywio%C5%82ek-Szeja"> Marta żywiołek-Szeja</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Objectives: The study is about the determinants of coping with stress connected with volunteer activity for Russo-Ukrainian war 2022 refugees. We examined the mental health reactions, chosen psychological traits, and motivational functions of volunteers working in Poland and Ukraine in relation to their coping with stress styles. The study was financed with funds from the Foundation for Polish Science in the framework of the FOR UKRAINE Programme. Material and Method: The study was conducted in 2022. The study was a quantitative, questionnaire-based survey. Data was collected through an online survey. The volunteers were asked to assess their propensity to use different styles of coping with stress connected with their activity for Russo-Ukrainian war refugees using The Brief Coping Orientation to Problems Experienced Inventory (Brief-COPE) questionnaire. Depression, anxiety, and stress were measured using the Depression, Anxiety, and Stress (DASS)-21 item scale. Chosen psychological traits, psychological capital and hardiness, were assessed by The Psychological Capital Questionnaire and The Norwegian Revised Scale of Hardiness (DRS-15R). Then The Volunteer Function Inventory (VFI) was used. The significance of differences between the variable means of the samples was tested by the Student's t-test. We used multivariate linear regression to identify factors associated with coping with stress styles separately for each national sample. Results: The sample consisted of 720 volunteers helping war refugees (in Poland, 435 people, and 285 in Ukraine). The results of the regression analysis indicate variables that are significant predictors of the propensity to use particular styles of coping with stress (problem-focused style, emotion-focused style and avoidant coping). These include levels of depression and stress, individual psychological characteristics and motivational functions, different for Polish and Ukrainians. Ukrainian volunteers are significantly more likely to use all three coping with stress styles than Polish ones. The results also prove significant differences in the severity of anxiety, stress and depression, the selected psychological traits and motivational functions studied, which led volunteers to participate in activities for war refugees. Conclusions: The results show that depression and stress severity, as well as psychological capital and hardiness, and motivational factors are connected with coping with stress behavior. The results indicate the need for increased attention to the well-being of volunteers acting under stressful conditions. They also prove the necessity of guiding the selection of people for specific types of volu <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=anxiety" title="anxiety">anxiety</a>, <a href="https://publications.waset.org/abstracts/search?q=coping%20with%20stress%20styles" title=" coping with stress styles"> coping with stress styles</a>, <a href="https://publications.waset.org/abstracts/search?q=depression" title=" depression"> depression</a>, <a href="https://publications.waset.org/abstracts/search?q=hardiness" title=" hardiness"> hardiness</a>, <a href="https://publications.waset.org/abstracts/search?q=mental%20health" title=" mental health"> mental health</a>, <a href="https://publications.waset.org/abstracts/search?q=motivational%20functions" title=" motivational functions"> motivational functions</a>, <a href="https://publications.waset.org/abstracts/search?q=psychological%20capital" title=" psychological capital"> psychological capital</a>, <a href="https://publications.waset.org/abstracts/search?q=resilience" title=" resilience"> resilience</a>, <a href="https://publications.waset.org/abstracts/search?q=stress" title=" stress"> stress</a>, <a href="https://publications.waset.org/abstracts/search?q=war" title=" war"> war</a>, <a href="https://publications.waset.org/abstracts/search?q=volunteer" title=" volunteer"> volunteer</a>, <a href="https://publications.waset.org/abstracts/search?q=civil%20society" title=" civil society"> civil society</a> </p> <a href="https://publications.waset.org/abstracts/163019/study-of-polish-and-ukrainian-volunteers-helping-war-refugees-psychological-and-motivational-conditions-of-coping-with-stress-of-volunteer-activity" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/163019.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 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