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factors</title> <meta name="description" content="Search results for: Motivation factors"> <meta name="keywords" content="Motivation factors"> <meta name="viewport" content="width=device-width, initial-scale=1, minimum-scale=1, maximum-scale=1, user-scalable=no"> <meta charset="utf-8"> <link href="https://cdn.waset.org/favicon.ico" type="image/x-icon" rel="shortcut icon"> <link href="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/css/bootstrap.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/plugins/fontawesome/css/all.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/css/site.css?v=150220211555" rel="stylesheet"> </head> <body> <header> <div class="container"> <nav class="navbar navbar-expand-lg navbar-light"> <a class="navbar-brand" href="https://waset.org"> <img src="https://cdn.waset.org/static/images/wasetc.png" alt="Open Science Research Excellence" title="Open Science Research Excellence" /> </a> <button class="d-block d-lg-none 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action="https://publications.waset.org/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="Motivation factors"> <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> 2820</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: Motivation factors</h1> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2820</span> A Theoretical Framework for Rural Tourism Motivation Factors</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=N.%20P.%20Tsephe">N. P. Tsephe</a>, <a href="https://publications.waset.org/search?q=S.%20D.%20Eyono%20Obono"> S. D. Eyono Obono</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>Rural tourism has many economical, environmental, and socio-cultural benefits. However, the development of rural tourism compared to urban tourism is also faced with several challenges added to the disadvantages of rural tourism. The aim of this study is to design a model of the factors affecting the motivations of rural tourists, in an attempt to improve the understanding of rural tourism motivation for the development of that form of tourism. The proposed model is based on a sound theoretical framework. It was designed following a literature review of tourism motivation theoretical frameworks and of rural tourism motivation factors. The tourism motivation theoretical framework that fitted to the best all rural tourism motivation factors was then chosen as the basis for the proposed model. This study hence found that the push and pull tourism motivation framework and the inner and outer directed values theory are the most adequate theoretical frameworks for the modeling of rural tourism motivation.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Motivation%20factors" title="Motivation factors">Motivation factors</a>, <a href="https://publications.waset.org/search?q=rural%20tourism" title=" rural tourism"> rural tourism</a>, <a href="https://publications.waset.org/search?q=tourism%20motivation%20theories." title=" tourism motivation theories."> tourism motivation theories.</a> </p> <a href="https://publications.waset.org/3031/a-theoretical-framework-for-rural-tourism-motivation-factors" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/3031/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/3031/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/3031/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/3031/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/3031/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/3031/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/3031/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/3031/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/3031/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/3031/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/3031.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">9428</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2819</span> Association between Job Satisfaction, Motivation and Five Factors of Organizational Citizenship Behavior</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=K.%20Mushtaq">K. Mushtaq</a>, <a href="https://publications.waset.org/search?q=M.%20Umar"> M. Umar</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The research aims to study the association between job satisfaction, motivation and the five factors of organizational citizenship behavior (i.e. Altruism, Conscientiousness, Sportsmanship, Courtesy and Civic virtue) among Public Sector Employees in Pakistan. In this research Structure Equation Modeling with confirmatory factor analysis was used to test the relationship between two independent and five dependent variables. Data was collected through questionnaire survey from 152 Public Servants Working in Gujrat District-Pakistan in different capacities. Stratified Random Sampling Technique was used to conduct this survey. The results of the study indicate that five factors of OCB have positive significant relation with both motivation and job satisfaction except the relationship of Civic Virtue with Motivation. The research findings implicate that factors other than motivation and job satisfaction may also affect OCB. Likewise, all the five factors of OCB may not be present in all populations. Thus, Managers must concentrate on increasing motivation and job satisfaction to increase OCB. Furthermore, the present research gives a direction to future researchers to use more independent variables (e.g. Culture, leadership, workplace environment, various job attitudes, types of motivation, etc.) on different types of populations with larger sample size in order to find the reasons behind insignificant relationship of civic virtue with Motivation in the research in hand and to generalize the tested model. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Five%20Factors%20of%20Organizational%20Citizenship%20Behavior%0D%0A%28OCB%29" title="Five Factors of Organizational Citizenship Behavior (OCB)">Five Factors of Organizational Citizenship Behavior (OCB)</a>, <a href="https://publications.waset.org/search?q=Motivation" title=" Motivation"> Motivation</a>, <a href="https://publications.waset.org/search?q=Job%20Satisfaction" title=" Job Satisfaction"> Job Satisfaction</a>, <a href="https://publications.waset.org/search?q=Public%20Sector%20Employees%20in%0D%0APakistan." title=" Public Sector Employees in Pakistan."> Public Sector Employees in Pakistan.</a> </p> <a href="https://publications.waset.org/10002345/association-between-job-satisfaction-motivation-and-five-factors-of-organizational-citizenship-behavior" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10002345/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10002345/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10002345/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10002345/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10002345/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10002345/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10002345/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10002345/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10002345/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10002345/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10002345.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">3167</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2818</span> Academic Motivation Maintenance for Students While Solving Mathematical Problems in the Middle School</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=M.%20Rodionov">M. Rodionov</a>, <a href="https://publications.waset.org/search?q=Z.%20Dedovets"> Z. Dedovets</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The level and type of student academic motivation are the key factors in their development and determine the effectiveness of their education. Improving motivation is very important with regard to courses on middle school mathematics. This article examines the general position regarding the practice of academic motivation. It also examines the particular features of mathematical problem solving in a school setting. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Teaching%20strategy" title="Teaching strategy">Teaching strategy</a>, <a href="https://publications.waset.org/search?q=mathematics" title=" mathematics"> mathematics</a>, <a href="https://publications.waset.org/search?q=motivation" title=" motivation"> motivation</a>, <a href="https://publications.waset.org/search?q=student." title=" student."> student.</a> </p> <a href="https://publications.waset.org/10002557/academic-motivation-maintenance-for-students-while-solving-mathematical-problems-in-the-middle-school" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10002557/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10002557/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10002557/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10002557/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10002557/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10002557/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10002557/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10002557/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10002557/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10002557/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10002557.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">1523</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2817</span> Employee Motivation Factors That Affect Job Performance of Suan Sunandha Rajabhat University Employee</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Orawan%20Boriban">Orawan Boriban</a>, <a href="https://publications.waset.org/search?q=Phatthanan%20Chaiyabut"> Phatthanan Chaiyabut</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>The purpose of this research is to study motivation factors and also to study factors relation to job performance to compare motivation factors under the personal factor classification such as gender, age, income, educational level, marital status, and working duration; and to study the relationship between Motivation Factors and Job Performance with job satisfactions. The sample groups utilized in this research were 400 Suan Sunandha Rajabhat University employees. This research is a quantitative research using questionnaires as research instrument. The statistics applied for data analysis including percentage, mean, and standard deviation. In addition, the difference analysis was conducted by t value computing, one-way analysis of variance and Pearson’s correlation coefficient computing. The findings of the study results were as follows the findings showed that the aspects of job promotion and salary were at the moderate levels. Additionally, the findings also showed that the motivations that affected the revenue branch chiefs’ job performance were job security, job accomplishment, policy and management, job promotion, and interpersonal relation.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Motivation%20Factors" title="Motivation Factors">Motivation Factors</a>, <a href="https://publications.waset.org/search?q=Job%20Performance" title=" Job Performance"> Job Performance</a>, <a href="https://publications.waset.org/search?q=Suan%0D%0ASunandha%20Rajabhat%20University%20Employee." title=" Suan Sunandha Rajabhat University Employee."> Suan Sunandha Rajabhat University Employee.</a> </p> <a href="https://publications.waset.org/9999314/employee-motivation-factors-that-affect-job-performance-of-suan-sunandha-rajabhat-university-employee" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/9999314/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/9999314/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/9999314/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/9999314/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/9999314/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/9999314/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/9999314/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/9999314/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/9999314/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/9999314/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/9999314.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">2852</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2816</span> Types of Motivation to Learn English: A Case Study of a Rural University, in Quintana Roo, Mexico</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Sandra%20Valdez-Hern%C3%A1ndez">Sandra Valdez-Hernández</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>Motivation is one of the most important factors when teaching language. Most institutions, at least in Mexico, pay low attention to the types of motivation students have when they are studying English; however, considering the motivation they have may lead to better understanding about their needs and purposes for learning English and the professors may understand and focus on their interests for making them persist in action through the course. This topic has been widely investigated in different countries, but more research needs to be done in Mexico to shed light on this area of potential impact. This quantitative study examines how students (n = 180) at a Rural University in Quintana Roo perceive their different types of motivation, intrinsic and extrinsic, instrumental, and integrative and the attitudes for the language. The findings reveal a high degree of intrinsic and instrumental motivation and provide insights into the perceived attitudes for learning English. Finding ways to persist in action may lead to better comprehending the reasons for learning English.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Attitudes%20for%20motivation" title="Attitudes for motivation">Attitudes for motivation</a>, <a href="https://publications.waset.org/search?q=types%20of%20motivation" title=" types of motivation"> types of motivation</a>, <a href="https://publications.waset.org/search?q=Extrinsic%20and%20Intrinsic%20motivation" title=" Extrinsic and Intrinsic motivation"> Extrinsic and Intrinsic motivation</a>, <a href="https://publications.waset.org/search?q=instrumental%20and%20integrative%20motivation." title=" instrumental and integrative motivation."> instrumental and integrative motivation.</a> </p> <a href="https://publications.waset.org/10013613/types-of-motivation-to-learn-english-a-case-study-of-a-rural-university-in-quintana-roo-mexico" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10013613/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10013613/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10013613/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10013613/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10013613/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10013613/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10013613/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10013613/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10013613/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10013613/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10013613.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">117</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2815</span> Working Motivation Factors Affecting Job Performance Effectiveness</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Supattra%20Kanchanopast">Supattra Kanchanopast</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>The purpose of this paper was to study motivation factors affecting job performance effectiveness. This paper drew upon data collected from an Internal Audit Staffs of Internal Audit Line of Head Office of Krung Thai Public Company Limited. Statistics used included frequency, percentage, mean and standard deviation, t-test, and one-way ANOVA test. The finding revealed that the majority of the respondents were female of 46 years of age and over, married and live together, hold a bachelor degree, with an average monthly income over 70,001 Baht. The majority of respondents had over 15 years of work experience. They generally had high working motivation as well as high job performance effectiveness. The hypotheses testing disclosed that employees with different working status had different level of job performance effectiveness at a 0.01 level of significance. Working motivation factors had an effect on job performance in the same direction with high level. Individual working motivation included working completion, reorganization, working progression, working characteristic, opportunity, responsibility, management policy, supervision, relationship with their superior, relationship with co-worker, working position, working stability, safety, privacy, working conditions, and payment. All of these factors related to job performance effectiveness in the same direction with medium level.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Internal%20Audit%20Staffs" title="Internal Audit Staffs">Internal Audit Staffs</a>, <a href="https://publications.waset.org/search?q=Job%20Performance%0D%0AEffectiveness" title=" Job Performance Effectiveness"> Job Performance Effectiveness</a>, <a href="https://publications.waset.org/search?q=Working%20Motivation." title=" Working Motivation."> Working Motivation.</a> </p> <a href="https://publications.waset.org/16244/working-motivation-factors-affecting-job-performance-effectiveness" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/16244/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/16244/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/16244/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/16244/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/16244/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/16244/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/16244/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/16244/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/16244/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/16244/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/16244.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">6385</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2814</span> Analyzing the Perceived Relationship between Motivation and Satisfaction for Rural Tourists in a Digital World</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=N.%20P.%20Tsephe">N. P. Tsephe</a>, <a href="https://publications.waset.org/search?q=S.%20D.%20Eyono%20Obono"> S. D. Eyono Obono</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>Rural tourism is usually associated with rural development because it has strong linkages to rural resources; but it remains underdeveloped compared to urban tourism. This underdevelopment of rural tourism serves as a motivation for this study whose aim is to examine the factors affecting the perceived satisfaction of rural tourists. The objectives of this study are: to identify and design theories and models on rural tourism satisfaction, and to empirically validate these models and theories through a survey of tourists from the Malealea Lodge which is located in the Mafeteng District, in the Mountain Kingdom of Lesotho. Data generated by the collection of questionnaires used by this survey was analyzed quantitatively using descriptive statistics and correlations in SPSS after checking the validity and the reliability of the questionnaire. The main hypothesis behind this study is the relationship between the demographics of rural tourists, their motivation, and their satisfaction, as supported by existing literature; except that motivation is measured in this study according to three dimensions: push factors, pull factors, and perceived usefulness of ICTs in the rural tourism experience. Findings from this study indicate that among the demographics factors, continent of origin and marital status influence the satisfaction of rural tourists; and their occupation affects their perceptions on the use of ICTs in rural tourism. Moreover, only pull factors were found to influence the satisfaction of rural tourists.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Digital%20world" title="Digital world">Digital world</a>, <a href="https://publications.waset.org/search?q=Motivation" title=" Motivation"> Motivation</a>, <a href="https://publications.waset.org/search?q=Rural%20tourism" title=" Rural tourism"> Rural tourism</a>, <a href="https://publications.waset.org/search?q=Satisfaction." title=" Satisfaction."> Satisfaction.</a> </p> <a href="https://publications.waset.org/10001131/analyzing-the-perceived-relationship-between-motivation-and-satisfaction-for-rural-tourists-in-a-digital-world" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10001131/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10001131/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10001131/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10001131/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10001131/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10001131/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10001131/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10001131/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10001131/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10001131/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10001131.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">1944</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2813</span> The Direct and Indirect Effects of the Achievement Motivation on Nurturing Intellectual Giftedness</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Al-Shabatat">Al-Shabatat</a>, <a href="https://publications.waset.org/search?q=M.%20Ahmad"> M. Ahmad</a>, <a href="https://publications.waset.org/search?q=Abbas"> Abbas</a>, <a href="https://publications.waset.org/search?q=M."> M.</a>, <a href="https://publications.waset.org/search?q=Ismail"> Ismail</a>, <a href="https://publications.waset.org/search?q=H.%20Nizam"> H. Nizam</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Achievement motivation is believed to promote giftedness attracting people to invest in many programs to adopt gifted students providing them with challenging activities. Intellectual giftedness is founded on the fluid intelligence and extends to more specific abilities through the growth and inputs from the achievement motivation. Acknowledging the roles played by the motivation in the development of giftedness leads to an effective nurturing of gifted individuals. However, no study has investigated the direct and indirect effects of the achievement motivation and fluid intelligence on intellectual giftedness. Thus, this study investigated the contribution of motivation factors to giftedness development by conducting tests of fluid intelligence using Cattell Culture Fair Test (CCFT) and analytical abilities using culture reduced test items covering problem solving, pattern recognition, audio-logic, audio-matrices, and artificial language, and self report questionnaire for the motivational factors. A number of 180 highscoring students were selected using CCFT from a leading university in Malaysia. Structural equation modeling was employed using Amos V.16 to determine the direct and indirect effects of achievement motivation factors (self confidence, success, perseverance, competition, autonomy, responsibility, ambition, and locus of control) on the intellectual giftedness. The findings showed that the hypothesized model fitted the data, supporting the model postulates and showed significant and strong direct and indirect effects of the motivation and fluid intelligence on the intellectual giftedness. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Achievement%20motivation" title="Achievement motivation">Achievement motivation</a>, <a href="https://publications.waset.org/search?q=Intellectual%20Giftedness" title=" Intellectual Giftedness"> Intellectual Giftedness</a>, <a href="https://publications.waset.org/search?q=Fluid%20Intelligence" title="Fluid Intelligence">Fluid Intelligence</a>, <a href="https://publications.waset.org/search?q=Analytical%20Giftedness" title=" Analytical Giftedness"> Analytical Giftedness</a>, <a href="https://publications.waset.org/search?q=CCFT" title=" CCFT"> CCFT</a>, <a href="https://publications.waset.org/search?q=Structural%20EquationModeling." title=" Structural EquationModeling."> Structural EquationModeling.</a> </p> <a href="https://publications.waset.org/8491/the-direct-and-indirect-effects-of-the-achievement-motivation-on-nurturing-intellectual-giftedness" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/8491/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/8491/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/8491/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/8491/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/8491/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/8491/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/8491/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/8491/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/8491/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/8491/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/8491.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">2173</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2812</span> Motivation Factors in Distance Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Sheila%20R.%20Bonito">Sheila R. Bonito</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>This study describes the relationship between motivation factors and academic performance among distance education students enrolled in a postgraduate nursing course. Students (n=96) participated in a survey that assesses student's motivational orientations from a cognitive perspective using a selfadministered questionnaire based on Pintrich-s Motivation Strategies for Learning Questionnaire (MLSQ). Results showed students- motivational factors are highest on task value (6.44, 0.71); followed by intrinsic goal orientation (6.20, 0.76), control beliefs (6.02, 0.89); extrinsic goal orientation (5.85, 1.13); self-efficacy for learning and performance (5.62, 0.84), and finally, test anxiety (4.21, 1.37). Weak positive correlations were found between academic performance and intrinsic goal orientation (r=0.13), extrinsic goal orientation (r=0.04), task value (r=0.09), control beliefs (r=0.02), and self-efficacy (r=0.05), while there was weak negative correlation with test anxiety (r=-0.04). Conclusions from the study indicate the need to focus on improving tasks and targeting intrinsic goal orientations of students to courses since these were positively correlated with academic performance and downplay the use of tests since these were negatively correlated with academic performance.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Motivation%20factors" title="Motivation factors">Motivation factors</a>, <a href="https://publications.waset.org/search?q=academic%20performance" title=" academic performance"> academic performance</a>, <a href="https://publications.waset.org/search?q=distance%0D%0Aeducation" title=" distance education"> distance education</a> </p> <a href="https://publications.waset.org/11386/motivation-factors-in-distance-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/11386/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/11386/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/11386/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/11386/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/11386/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/11386/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/11386/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/11386/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/11386/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/11386/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/11386.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">2265</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2811</span> Motivation Factors to Influence the Decision to Choose Thai Fabric</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Pisit%20Potjanajaruwit">Pisit Potjanajaruwit</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>The purpose of this research was to study the motivation factors to influence the decision to choose Thai Fabric. A multiple-stage sample was utilized to collect 400 samples from working women who had diverse occupations all over Thailand. This research was a quantitative analysis and questionnaire was used a tool to collect data. Descriptive statistics used in this research included percentage, average, and standard deviation and inferential statistics included hypothesis testing of one way ANOVA. The research findings revealed that demographic factors and social factors had an influence to the positive idea of wearing Thai fabric (F = 5.377, P value < 0.05). The respondents who had the age over 41 years old had a better positive idea of wearing Thai fabric than other groups. Moreover, the findings revealed that age had influenced the positive idea of wearing Thai fabric (F = 3.918, P value < 0.05). The respondents who had the age over 41 years old also had stronger believe that wearing Thai fabric to work and social gatherings are socially acceptable than other groups.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Decision" title="Decision">Decision</a>, <a href="https://publications.waset.org/search?q=Motivation" title=" Motivation"> Motivation</a>, <a href="https://publications.waset.org/search?q=Influence" title=" Influence"> Influence</a>, <a href="https://publications.waset.org/search?q=Thai%20Fabric." title=" Thai Fabric."> Thai Fabric.</a> </p> <a href="https://publications.waset.org/16226/motivation-factors-to-influence-the-decision-to-choose-thai-fabric" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/16226/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/16226/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/16226/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/16226/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/16226/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/16226/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/16226/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/16226/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/16226/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/16226/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/16226.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">2010</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2810</span> Exploring Value of Time, Shopping Behavior and Shopping Motivation of International Tourists in the Chatuchak Weekend Market</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Chanin%20Yoopetch">Chanin Yoopetch</a>, <a href="https://publications.waset.org/search?q=Natcha%20Toemtemsab"> Natcha Toemtemsab</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of this study was to explore the demographic differences of international tourists according to three main factors, including the value of time, shopping behavior and shopping motivation. The Chatuchak Weekend Market is known as one of the biggest weekend markets in the world. Too little academic studies had been conducted in this area of weekend market, despite its growth and continuous development. In general, both domestic visitors and international tourists are attracted to the perception of cheap and bargaining prices the weekend market. However, systematic research study can provide reliable understanding of the perception of the visitors. This study focused on the group of international tourists who visited the market and aimed to provide better insights based on the differences in their demographic factors. Findings indicated that several differences in value of time, shopping behavior, and shopping motivation were identified by gender, income and age. Research implications and directions for further studies were discussed. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Value%20of%20Time" title="Value of Time">Value of Time</a>, <a href="https://publications.waset.org/search?q=Shopping%20Behavior" title=" Shopping Behavior"> Shopping Behavior</a>, <a href="https://publications.waset.org/search?q=Shopping%0AMotivation" title=" Shopping Motivation"> Shopping Motivation</a>, <a href="https://publications.waset.org/search?q=Chatuchak%20Weekend%20Market." title=" Chatuchak Weekend Market."> Chatuchak Weekend Market.</a> </p> <a href="https://publications.waset.org/8173/exploring-value-of-time-shopping-behavior-and-shopping-motivation-of-international-tourists-in-the-chatuchak-weekend-market" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/8173/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/8173/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/8173/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/8173/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/8173/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/8173/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/8173/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/8173/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/8173/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/8173/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/8173.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">2309</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2809</span> Influence of Social Factors and Motives on Commitment of Sport Events Volunteers</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Farideh%20Sharififar">Farideh Sharififar</a>, <a href="https://publications.waset.org/search?q=Zahra%20Jamalian"> Zahra Jamalian</a>, <a href="https://publications.waset.org/search?q=Reza%20Nikbakhsh"> Reza Nikbakhsh</a>, <a href="https://publications.waset.org/search?q=Zahra%20Nobakht%20Ramezani"> Zahra Nobakht Ramezani</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In sport, human resources management gives special attention to method of applying volunteers, their maintenance, and participation of volunteers with each other and management approaches for better operation of events celebrants. The recognition of volunteers- characteristics and motives is important to notice, because it makes the basis of their participation and commitment at sport environment. The motivation and commitment of 281 volunteers were assessed using the organizational commitment scale, motivation scale and personal characteristics questionnaire.The descriptive results showed that; 64% of volunteers were women with age average 21/24 years old. They were physical education student, single (71/9%), without occupation (53%) and with average of 5 years sport experience. Their most important motivation was career factor and the most important commitment factor was normative factor. The results of examining the hypothesized showed that; age, sport experience and education are effective in the amount of volunteers- commitment. And the motive factors such as career, material, purposive and protective factors also have the power to predict the amount of sports volunteers- commitment value. Therefore it is recommended to provide possible opportunities for volunteers and carrying out appropriate instructional courses by events executive managers. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Sport%20Volunteers" title="Sport Volunteers">Sport Volunteers</a>, <a href="https://publications.waset.org/search?q=Motivation" title=" Motivation"> Motivation</a>, <a href="https://publications.waset.org/search?q=Organizational%0ACommitment" title=" Organizational Commitment"> Organizational Commitment</a>, <a href="https://publications.waset.org/search?q=Sport%20Event" title=" Sport Event"> Sport Event</a> </p> <a href="https://publications.waset.org/14391/influence-of-social-factors-and-motives-on-commitment-of-sport-events-volunteers" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/14391/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/14391/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/14391/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/14391/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/14391/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/14391/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/14391/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/14391/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/14391/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/14391/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/14391.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">2835</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2808</span> Factors Related to Working Behavior</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Charawee%20Butbumrung">Charawee Butbumrung</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>This paper aimed to study the factors that relate to working behavior of employees at Pakkred Municipality, Nonthaburi Province. A questionnaire was utilized as the tool in collecting information. Descriptive statistics included frequency, percentage, mean and standard deviation. Independent- sample t- test, analysis of variance and Pearson Correlation were also used. The findings of this research revealed that the majority of the respondents were female, between 25- 35 years old, married, with a Bachelor degree. The average monthly salary of respondents was between 8,001- 12,000 Baht, and having about 4-7 years of working experience. Regarding the overall working motivation factors, the findings showed that interrelationship, respect, and acceptance were ranked as highly important factors, whereas motivation, remunerations & welfare, career growth, and working conditions were ranked as moderately important factors. Also, overall working behavior was ranked as high. The hypotheses testing revealed that different genders had a different working behavior and had a different way of working as a team, which was significant at the 0.05 confidence level, Moreover, there was a difference among employees with different monthly salary in working behavior, problem- solving and decision making, which all were significant at the 0.05 confidence level. Employees with different years of working experience were found to have work working behavior both individual and as a team at the statistical significance level of 0.01 and 0.05. The result of testing the relationship between motivation in overall working revealed that interrelationship, respect and acceptance from others, career growth, and working conditions related to working behavior at a moderate level, while motivation in performing duties and remunerations and welfares related to working behavior towards the same direction at a low level, with a statistical significance of 0.01.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Employees%20of%20Pakkred%20Municipality" title="Employees of Pakkred Municipality">Employees of Pakkred Municipality</a>, <a href="https://publications.waset.org/search?q=Factors" title=" Factors"> Factors</a>, <a href="https://publications.waset.org/search?q=Nonthaburi%20Province" title=" Nonthaburi Province"> Nonthaburi Province</a>, <a href="https://publications.waset.org/search?q=Working%20Behavior." title=" Working Behavior."> Working Behavior.</a> </p> <a href="https://publications.waset.org/16201/factors-related-to-working-behavior" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/16201/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/16201/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/16201/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/16201/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/16201/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/16201/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/16201/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/16201/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/16201/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/16201/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/16201.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">1584</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2807</span> The Relationship between Learners-Motivation (Integrative and Instrumental) and English Proficiency among Iranian EFL Learners</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Mahshid%20Ghanea">Mahshid Ghanea</a>, <a href="https://publications.waset.org/search?q=Hamid%20Reza%20Zeraat%20Pisheh"> Hamid Reza Zeraat Pisheh</a>, <a href="https://publications.waset.org/search?q=Mohammad%20Hassan%20Ghanea"> Mohammad Hassan Ghanea</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The current study aims at investigating the relationship between the learners- integrative and instrumental motivation and English proficiency among Iranian EFL learners. The participants in this study consisted of 128 undergraduate university students including 64 males and 64 females, majoring in English as a foreign language, from Shiraz Azad University. Two research instruments were used to gather the needed data for this study: 1) Language Proficiency Test. 2) A scale on motivation which determines the type of the EFL learners- motivation. Correlatin coefficient and t-test were used to analyze the collected data and the main result was found as follows: There is a significant relationship between the integrative motivation and instrumental motivation with English proficiency among EFL learners of Shiraz Azad University. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=English%20proficiency" title="English proficiency">English proficiency</a>, <a href="https://publications.waset.org/search?q=motivation" title=" motivation"> motivation</a> </p> <a href="https://publications.waset.org/3297/the-relationship-between-learners-motivation-integrative-and-instrumental-and-english-proficiency-among-iranian-efl-learners" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/3297/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/3297/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/3297/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/3297/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/3297/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/3297/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/3297/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/3297/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/3297/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/3297/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/3297.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">3974</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2806</span> Motivation and Expectation of Developers on Green Construction: A Conceptual View</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Nurul%20Diyana">Nurul Diyana</a>, <a href="https://publications.waset.org/search?q=A."> A.</a>, <a href="https://publications.waset.org/search?q=Zainul%20Abidin"> Zainul Abidin</a>, <a href="https://publications.waset.org/search?q=N."> N.</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>Social cognitive theory explains the power to inaugurate change is determined by the mutual influence of personal proclivity and social factors which will shape ones- motivations and expectations. In construction industry, green concept offers an opportunity to leave a lighter footprint on the environment. This opportunity, however, has not been fully grasped by many countries. As such, venturing into green construction for many practitioners would be their maiden experience. Decision to venture into new practice such as green construction will be influenced by certain drivers. This paper explores these drivers which is further expanded into motivational factors and later becomes the platform upon which expectation for green construction stands. This theoretical concept of motivation and expectations, which is adapted from social cognitive theory, focus on developers- view because of their crucial role in green application. This conceptual framework, which serves as the basis for further research, will benefit the industry as it elucidate cognitive angles to attract more new entrants to green business.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Developers" title="Developers">Developers</a>, <a href="https://publications.waset.org/search?q=Green%20Construction" title=" Green Construction"> Green Construction</a>, <a href="https://publications.waset.org/search?q=Motivation" title=" Motivation"> Motivation</a>, <a href="https://publications.waset.org/search?q=Expectation" title=" Expectation"> Expectation</a>, <a href="https://publications.waset.org/search?q=Social%20Cognitive%20Theory." title=" Social Cognitive Theory."> Social Cognitive Theory.</a> </p> <a href="https://publications.waset.org/11588/motivation-and-expectation-of-developers-on-green-construction-a-conceptual-view" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/11588/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/11588/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/11588/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/11588/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/11588/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/11588/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/11588/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/11588/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/11588/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/11588/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/11588.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">4737</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2805</span> Users- Motivation and Satisfaction with IS</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Abbas%20Moshref%20Razavi">Abbas Moshref Razavi</a>, <a href="https://publications.waset.org/search?q=Rodina%20Ahmad"> Rodina Ahmad</a> </p> <p class="card-text"><strong>Abstract:</strong></p> To motivate users to adopt and use information systems effectively, the nature of motivation should be carefully investigated. People are usually motivated within ongoing processes which include a chain of states such as perception, stimulation, motivation, actions and reactions and finally, satisfaction. This study assumes that the relevant motivation processes should be executed in a proper and continuous manner to be able to persistently motivate and re-motivate people in organizational settings and towards information systems. On this basis, the study attempts to propose possible relationships between this process-nature view of motivation in terms of the common chain of states and the nearly unique properties of information systems as is perceived by users in the sense of a knowledgeable and authoritative entity. In the conclusion section, some guidelines for practitioners are suggested to ease their tasks for motivating people to adopt and use information systems. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Information%20Systems" title="Information Systems">Information Systems</a>, <a href="https://publications.waset.org/search?q=Satisfaction" title=" Satisfaction"> Satisfaction</a>, <a href="https://publications.waset.org/search?q=Motivation" title=" Motivation"> Motivation</a> </p> <a href="https://publications.waset.org/11250/users-motivation-and-satisfaction-with-is" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/11250/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/11250/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/11250/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/11250/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/11250/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/11250/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/11250/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/11250/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/11250/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/11250/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/11250.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">1292</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2804</span> Validation of the Career Motivation Scale among Chinese University and Vocational College Teachers</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Wei%20Zhang">Wei Zhang</a>, <a href="https://publications.waset.org/search?q=Lifen%20Zhao"> Lifen Zhao</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>The present study aims to translate and validate the Career Motivation Scale among Chinese University and vocational college teachers. Exploratory factor analysis supported a three-factor structure that was consistent with the original structure of career motivation: career insight, career identity, and career resilience. Confirmatory factor analysis showed that a second-order three-factor model with correlated measurement errors best fit the data. Configural, metric, and scalar invariance models were tested, demonstrating that the Chinese version of the Career Motivation Scale did not differ across groups of school type, educational level, and working years in current institutions. The concurrent validity of the Chinese Career Motivation Scale was confirmed by its significant correlations with work engagement, career adaptability, career satisfaction, job crafting, and intention to quit. The results of the study indicated that the Chinese Career Motivation Scale was a valid and reliable measure of career motivation among university and vocational college teachers in China.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Career%20motivation%20scale" title="Career motivation scale">Career motivation scale</a>, <a href="https://publications.waset.org/search?q=Chinese%20university%20and%20vocational%20college%20teachers" title=" Chinese university and vocational college teachers"> Chinese university and vocational college teachers</a>, <a href="https://publications.waset.org/search?q=measurement%20invariance" title=" measurement invariance"> measurement invariance</a>, <a href="https://publications.waset.org/search?q=validation." title=" validation."> validation.</a> </p> <a href="https://publications.waset.org/10013068/validation-of-the-career-motivation-scale-among-chinese-university-and-vocational-college-teachers" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10013068/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10013068/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10013068/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10013068/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10013068/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10013068/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10013068/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10013068/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10013068/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10013068/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10013068.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">371</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2803</span> A Study of Relationship between Mountaineering Participation Motivation and Risk Perception</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Yen-Chieh%20Wen">Yen-Chieh Wen</a>, <a href="https://publications.waset.org/search?q=Ching-Hui%20Lin"> Ching-Hui Lin</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The main purpose of this study is to analyze climbers involved in motivation and risk perception and analysis of the predictive ability of the risk perception "mountaineering" involved in motivation. This study used questionnaires, to have to climb the 3000m high mountain in Taiwan climbers object to carry out an investigation in order to non-random sampling, a total of 231 valid questionnaires were. After statistical analysis, the study found that: 1. Climbers the highest climbers involved in motivation "to enjoy the natural beauty of the fun. 2 climbers for climbers "risk perception" the highest: the natural environment of risk. 3. Climbers “seeking adventure stimulate", “competence achievement" motivation highly predictive of risk perception. Based on these findings, this study not only practices the recommendations of the outdoor leisure industry, and also related research proposals for future researchers. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Mountaineering" title="Mountaineering">Mountaineering</a>, <a href="https://publications.waset.org/search?q=motivation" title=" motivation"> motivation</a>, <a href="https://publications.waset.org/search?q=risk%20perception" title=" risk perception"> risk perception</a>, <a href="https://publications.waset.org/search?q=decision-making." title=" decision-making."> decision-making.</a> </p> <a href="https://publications.waset.org/15555/a-study-of-relationship-between-mountaineering-participation-motivation-and-risk-perception" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/15555/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/15555/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/15555/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/15555/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/15555/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/15555/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/15555/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/15555/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/15555/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/15555/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/15555.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">2856</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2802</span> Analysis of Student Motivation Behavior on e-Learning Based on Association Rule Mining</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Kunyanuth%20Kularbphettong">Kunyanuth Kularbphettong</a>, <a href="https://publications.waset.org/search?q=Phanu%20Waraporn"> Phanu Waraporn</a>, <a href="https://publications.waset.org/search?q=Cholticha%20Tongsiri"> Cholticha Tongsiri</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>This research aims to create a model for analysis of student motivation behavior on e-Learning based on association rule mining techniques in case of the Information Technology for Communication and Learning Course at Suan Sunandha Rajabhat University. The model was created under association rules, one of the data mining techniques with minimum confidence. The results showed that the student motivation behavior model by using association rule technique can indicate the important variables that influence the student motivation behavior on e-Learning.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Motivation%20behavior" title="Motivation behavior">Motivation behavior</a>, <a href="https://publications.waset.org/search?q=e-learning" title=" e-learning"> e-learning</a>, <a href="https://publications.waset.org/search?q=moodle%20log" title=" moodle log"> moodle log</a>, <a href="https://publications.waset.org/search?q=association%20rule%20mining." title=" association rule mining."> association rule mining.</a> </p> <a href="https://publications.waset.org/4005/analysis-of-student-motivation-behavior-on-e-learning-based-on-association-rule-mining" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/4005/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/4005/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/4005/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/4005/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/4005/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/4005/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/4005/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/4005/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/4005/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/4005/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/4005.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">1887</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2801</span> The Role of Intrinsic Motivation in Explaining Students- Willingness to Use Software Applications</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Anne%20Sorebo">Anne Sorebo</a>, <a href="https://publications.waset.org/search?q=Oystein%20Sorebo"> Oystein Sorebo</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The present study was designed to test the influence of intrinsic ICT-motivation, perceived usefulness and ease of use on business students- willingness to use a particular software package. A questionnaire was completed by 196 business students in Norway. We found that 34% of the variance in the students- willingness to use the software could be explained by the three proposed antecedents. Intrinsic ICT-motivation seems to be the most important predictor of students- satisfaction willingness to use the software package. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Spreadsheet" title="Spreadsheet">Spreadsheet</a>, <a href="https://publications.waset.org/search?q=business%20students" title=" business students"> business students</a>, <a href="https://publications.waset.org/search?q=technology%0Aacceptance" title=" technology acceptance"> technology acceptance</a>, <a href="https://publications.waset.org/search?q=intrinsic%20motivation." title=" intrinsic motivation."> intrinsic motivation.</a> </p> <a href="https://publications.waset.org/34/the-role-of-intrinsic-motivation-in-explaining-students-willingness-to-use-software-applications" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/34/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/34/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/34/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/34/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/34/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/34/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/34/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/34/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/34/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/34/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/34.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">2076</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2800</span> The Formation of Motivational Sphere for Learning Activity under Conditions of Change of One of Its Leading Components</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=M.%20Rodionov">M. Rodionov</a>, <a href="https://publications.waset.org/search?q=Z.%20Dedovets"> Z. Dedovets</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>This article discusses ways to implement a differentiated approach to developing academic motivation for mathematical studies which relies on defining the primary structural characteristics of motivation. The following characteristics are considered: features of realization of cognitive activity, meaningmaking characteristics, level of generalization and consistency of knowledge acquired by personal experience. The assessment of the present level of individual student understanding of each component of academic motivation is the basis for defining the relevant educational strategy for its further development.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Learning%20activity" title="Learning activity">Learning activity</a>, <a href="https://publications.waset.org/search?q=mathematics" title=" mathematics"> mathematics</a>, <a href="https://publications.waset.org/search?q=motivation" title=" motivation"> motivation</a>, <a href="https://publications.waset.org/search?q=student." title=" student."> student.</a> </p> <a href="https://publications.waset.org/10001022/the-formation-of-motivational-sphere-for-learning-activity-under-conditions-of-change-of-one-of-its-leading-components" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10001022/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10001022/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10001022/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10001022/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10001022/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10001022/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10001022/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10001022/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10001022/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10001022/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10001022.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">1955</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2799</span> Explanatory of Relationship between Learning Motivation and Learning Performance</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Chih%20Chin%20Yang">Chih Chin Yang</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In this paper, the relationship between learning motivation and learning performance is explored by using exchange theory. The relationship is concluded that external performance can raise learning motivation and then increase learning performance. The internal performance should be not completely neglected and the external performance should be not attached important excessively. The parents need self-study and must be also reeducated. The existing education must be improved in raise of internal performance. The incorrect learning thinking will mislead the students, parents, and educators of next generation, when the students obtain good learning performance in the learning environment with excess stimulants. Over operation of external performance will result abnormal learning thinking and violating learning goal. Learning is not only to obtain performance. Learning quality and learning performance will be limited as without learning motivation. The best learning motivation is, the best learning performance is. The learning for reward is not good for learning performance. Strategies of promoting life-long learning are including the encouraging for learner, establishment of good interaction learning environment, and the advertisement of the merit and the importance of life-long learning, which can let the learner with the correct learning motivation. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=exchange%20theory" title="exchange theory">exchange theory</a>, <a href="https://publications.waset.org/search?q=learning%20motivation" title=" learning motivation"> learning motivation</a>, <a href="https://publications.waset.org/search?q=learning%0Aperformance" title=" learning performance"> learning performance</a>, <a href="https://publications.waset.org/search?q=learning%20quality" title=" learning quality"> learning quality</a> </p> <a href="https://publications.waset.org/10416/explanatory-of-relationship-between-learning-motivation-and-learning-performance" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10416/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10416/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10416/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10416/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10416/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10416/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10416/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10416/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10416/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10416/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10416.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">1621</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2798</span> Factors of English Language Learning and Acquisition at Bisha College of Technology</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Khalid%20Albishi">Khalid Albishi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper participates in giving new vision and explains the learning and acquisition processes of English language by analyzing a certain context. Five important factors in English language acquisition and learning are discussed and suitable solutions are provided. The factors are compared with the learners' linguistic background at Bisha College of Technology BCT attempting to link the issues faced by students and the research done on similar situations. These factors are phonology, age of acquisition, motivation, psychology and courses of English. These factors are very important; because they interfere and affect specific learning processes at BCT context and general English learning situations. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Acquisition" title="Acquisition">Acquisition</a>, <a href="https://publications.waset.org/search?q=age" title=" age"> age</a>, <a href="https://publications.waset.org/search?q=factors" title=" factors"> factors</a>, <a href="https://publications.waset.org/search?q=language" title=" language"> language</a>, <a href="https://publications.waset.org/search?q=learning." title=" learning."> learning.</a> </p> <a href="https://publications.waset.org/10001696/factors-of-english-language-learning-and-acquisition-at-bisha-college-of-technology" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10001696/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10001696/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10001696/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10001696/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10001696/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10001696/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10001696/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10001696/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10001696/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10001696/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10001696.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">2018</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2797</span> International Tourists’ Travel Motivation by Push-Pull Factors and the Decision Making for Selecting Thailand as Destination Choice</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Siripen%20Yiamjanya">Siripen Yiamjanya</a>, <a href="https://publications.waset.org/search?q=Kevin%20Wongleedee"> Kevin Wongleedee</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>This research paper aims to identify travel motivation by push and pull factors that affected decision making of international tourists in selecting Thailand as their destination choice. A total of 200 international tourists who traveled to Thailand during January and February, 2014 were used as the sample in this study. A questionnaire was employed as a tool in collecting the data, conducted in Bangkok. The list consisted of 30 attributes representing both psychological factors as “push- based factors” and destination factors as “pull-based factors”. Mean and standard deviation were used in order to find the top ten travel motives that were important determinants in the respondents’ decision making process to select Thailand as their destination choice. The finding revealed the top ten travel motivations influencing international tourists to select Thailand as their destination choice included [i] getting experience in foreign land; [ii] Thai food; [iii] learning new culture; [iv] relaxing in foreign land; [v] wanting to learn new things; [vi] being interested in Thai culture, and traditional markets; [vii] escaping from same daily life; [viii] enjoying activities; [ix] adventure; and [x] good weather. Classification of push- based and pull- based motives suggested that getting experience in foreign land was the most important push motive for international tourists to travel, while Thai food portrayed its highest significance as pull motive. Discussion and suggestions were also made for tourism industry of Thailand.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Decision%20Making" title="Decision Making">Decision Making</a>, <a href="https://publications.waset.org/search?q=Destination%20Choice" title=" Destination Choice"> Destination Choice</a>, <a href="https://publications.waset.org/search?q=International%20Tourist" title=" International Tourist"> International Tourist</a>, <a href="https://publications.waset.org/search?q=Pull%20Factor" title=" Pull Factor"> Pull Factor</a>, <a href="https://publications.waset.org/search?q=Push%20Factor" title=" Push Factor"> Push Factor</a>, <a href="https://publications.waset.org/search?q=Thailand" title=" Thailand"> Thailand</a>, <a href="https://publications.waset.org/search?q=Travel%20Motivation." title=" Travel Motivation."> Travel Motivation.</a> </p> <a href="https://publications.waset.org/9998199/international-tourists-travel-motivation-by-push-pull-factors-and-the-decision-making-for-selecting-thailand-as-destination-choice" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/9998199/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/9998199/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/9998199/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/9998199/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/9998199/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/9998199/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/9998199/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/9998199/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/9998199/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/9998199/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/9998199.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">16386</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2796</span> Self-efficacy, Self-reliance, and Motivation inan Asynchronous Learning Environment</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Linda%20H.%20Meyer">Linda H. Meyer</a>, <a href="https://publications.waset.org/search?q=Carol%20S.%20Sternberger"> Carol S. Sternberger</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Self-efficacy, self-reliance, and motivation were examined in a quasi-experimental study with 178 sophomore university students. Participants used an interactive cardiovascular anatomy and physiology CD-ROM, and completed a 15-item questionnaire. Reliability of the questionnaire was established using Cronbach-s alpha. Post-tests and course grades were examined using a t-test, demonstrating no significance. Results of an item-to-item analysis of the questionnaire showed overall satisfaction with the teaching methodology and varied results for self-efficacy, selfreliance, and motivation. Kendall-s Tau was calculated for all items in the questionnaire. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Asynchronous%20learning%20environments" title="Asynchronous learning environments">Asynchronous learning environments</a>, <a href="https://publications.waset.org/search?q=motivation" title=" motivation"> motivation</a>, <a href="https://publications.waset.org/search?q=self-efficacy" title="self-efficacy">self-efficacy</a>, <a href="https://publications.waset.org/search?q=self-reliance." title=" self-reliance."> self-reliance.</a> </p> <a href="https://publications.waset.org/6643/self-efficacy-self-reliance-and-motivation-inan-asynchronous-learning-environment" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/6643/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/6643/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/6643/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/6643/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/6643/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/6643/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/6643/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/6643/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/6643/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/6643/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/6643.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">3658</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2795</span> Impact of Grade Sensitivity on Learning Motivation and Academic Performance</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Salwa%20Aftab">Salwa Aftab</a>, <a href="https://publications.waset.org/search?q=Sehrish%20Riaz"> Sehrish Riaz</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The objective of this study was to check the impact of grade sensitivity on learning motivation and academic performance of students and to remove the degree of difference that exists among students regarding the cause of their learning motivation and also to gain knowledge about this matter since it has not been adequately researched. Data collection was primarily done through the academic sector of Pakistan and was depended upon the responses given by students solely. A sample size of 208 university students was selected. Both paper and online surveys were used to collect data from respondents. The results of the study revealed that grade sensitivity has a positive relationship with the learning motivation of students and their academic performance. These findings were carried out through systematic correlation and regression analysis. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Academic%20performance" title="Academic performance">Academic performance</a>, <a href="https://publications.waset.org/search?q=correlation" title=" correlation"> correlation</a>, <a href="https://publications.waset.org/search?q=grade%20sensitivity" title=" grade sensitivity"> grade sensitivity</a>, <a href="https://publications.waset.org/search?q=learning%20motivation" title=" learning motivation"> learning motivation</a>, <a href="https://publications.waset.org/search?q=regression." title=" regression."> regression.</a> </p> <a href="https://publications.waset.org/10004904/impact-of-grade-sensitivity-on-learning-motivation-and-academic-performance" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10004904/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10004904/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10004904/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10004904/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10004904/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10004904/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10004904/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10004904/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10004904/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10004904/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10004904.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">2781</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2794</span> The Relevant Study of Leisure Motivation, Leisure Attitude and Health Promotion Lifestyle of Elderly People in Taiwan</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Cheng-Yu%20Tsai">Cheng-Yu Tsai</a>, <a href="https://publications.waset.org/search?q=Chiung-En%20Huang"> Chiung-En Huang</a>, <a href="https://publications.waset.org/search?q=Ming-Tsang%20Wu"> Ming-Tsang Wu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>The purpose of this study was to investigate the relationships among leisure motivation, leisure attitude, and health promotion lifestyle. The participants were recruited from a convenience sampling that subjects were at least 55 years of age in Tainan City, Taiwan. Three hundred survey instruments were distributed, and 227 effective instruments were returned, for an effective rate of 75.7%. The collected data were analyzed statistically. The findings of this research were as follows: 1.There is significantly correlated between leisure motivation and leisure attitude. 2. There is significantly correlated between leisure attitude and health promotion lifestyle. 3. There is significantly correlated between leisure motivation and health promotion lifestyle.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Leisure%20motivation" title="Leisure motivation">Leisure motivation</a>, <a href="https://publications.waset.org/search?q=leisure%20attitude" title=" leisure attitude"> leisure attitude</a>, <a href="https://publications.waset.org/search?q=health%20promotion%20lifestyle." title=" health promotion lifestyle. "> health promotion lifestyle. </a> </p> <a href="https://publications.waset.org/9998967/the-relevant-study-of-leisure-motivation-leisure-attitude-and-health-promotion-lifestyle-of-elderly-people-in-taiwan" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/9998967/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/9998967/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/9998967/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/9998967/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/9998967/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/9998967/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/9998967/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/9998967/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/9998967/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/9998967/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/9998967.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">2963</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2793</span> Factors Affecting General Practitioners’ Transfer of Specialized Self-Care Knowledge to Patients</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Weidong%20Xia">Weidong Xia</a>, <a href="https://publications.waset.org/search?q=Malgorzata%20Kolotylo"> Malgorzata Kolotylo</a>, <a href="https://publications.waset.org/search?q=Xuan%20Tan"> Xuan Tan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>This study examines the key factors that influence general practitioners’ learning and transfer of specialized arthritis knowledge and self-care techniques to patients during normal patient visits. Drawing on the theory of planed behavior and using matched survey data collected from general practitioners before and after training sessions provided by specialized orthopedic physicians, the study suggests that the general practitioner’s intention to use and transfer learned knowledge was influenced mainly by intrinsic motivation, organizational learning culture and absorptive capacity, but was not influenced by extrinsic motivation. The results provide both theoretical and practical implications.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Empirical%20study" title="Empirical study">Empirical study</a>, <a href="https://publications.waset.org/search?q=healthcare%20knowledge%20management" title=" healthcare knowledge management"> healthcare knowledge management</a>, <a href="https://publications.waset.org/search?q=patient%20self-care" title=" patient self-care"> patient self-care</a>, <a href="https://publications.waset.org/search?q=physician%20knowledge%20transfer." title=" physician knowledge transfer. "> physician knowledge transfer. </a> </p> <a href="https://publications.waset.org/10005530/factors-affecting-general-practitioners-transfer-of-specialized-self-care-knowledge-to-patients" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10005530/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10005530/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10005530/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10005530/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10005530/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10005530/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10005530/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10005530/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10005530/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10005530/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10005530.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">1239</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2792</span> Mining Educational Data to Analyze the Student Motivation Behavior</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Kunyanuth%20Kularbphettong">Kunyanuth Kularbphettong</a>, <a href="https://publications.waset.org/search?q=Cholticha%20Tongsiri"> Cholticha Tongsiri</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of this research aims to discover the knowledge for analysis student motivation behavior on e-Learning based on Data Mining Techniques, in case of the Information Technology for Communication and Learning Course at Suan Sunandha Rajabhat University. The data mining techniques was applied in this research including association rules, classification techniques. The results showed that using data mining technique can indicate the important variables that influence the student motivation behavior on e-Learning. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=association%20rule%20mining" title="association rule mining">association rule mining</a>, <a href="https://publications.waset.org/search?q=classification%20techniques" title=" classification techniques"> classification techniques</a>, <a href="https://publications.waset.org/search?q=e-%0ALearning" title=" e- Learning"> e- Learning</a>, <a href="https://publications.waset.org/search?q=Moodle%20log%20Motivation%20Behavior" title=" Moodle log Motivation Behavior"> Moodle log Motivation Behavior</a> </p> <a href="https://publications.waset.org/12793/mining-educational-data-to-analyze-the-student-motivation-behavior" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/12793/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/12793/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/12793/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/12793/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/12793/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/12793/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/12793/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/12793/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/12793/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/12793/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/12793.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">3093</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2791</span> Work Motivation, Work Stress, and Job Satisfaction in between Taiwan and China - An Empitical Study</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Tung-Liang%20Chen">Tung-Liang Chen</a>, <a href="https://publications.waset.org/search?q=Ming%20-%20Yi%20Huang"> Ming - Yi Huang</a>, <a href="https://publications.waset.org/search?q=Tchiu-Hui%20Su"> Tchiu-Hui Su</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study investigates the relationships between Work Motivation, Work Stress, and Job Satisfaction toward cross-strait employees. The target subjects are three manufacturing firms in Mainland China and Taiwan. Out of 450 distributed surveys, 352 valid surveys were obtained with the response rate of 78.22%.The findings have addressed three main pull factors toward cross-strait employees in choosing jobs, which are (1) high level of firm stability, (2) good firm image, and (3) good employee benefits. In addition, various employee attributes exert different impacts on Work Motivation, Work Stress, and Job Satisfaction. The comparison between expected and actual perceived Job Satisfaction toward cross-strait employees shows that “salary" ranks highest regarding expected Job Satisfaction whereas “co-worker relationship" ranks highest regarding actual perceived Job Satisfaction, which implies actual perceived Job Satisfaction do not match employee expectations. Therefore, this research further concludes that there exists differences between employees- expected and actual perceived Job Satisfaction. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Cross-strait" title="Cross-strait">Cross-strait</a>, <a href="https://publications.waset.org/search?q=job%20satisfaction" title=" job satisfaction"> job satisfaction</a>, <a href="https://publications.waset.org/search?q=work%20motivation" title=" work motivation"> work motivation</a>, <a href="https://publications.waset.org/search?q=work%20stress" title=" work stress"> work stress</a> </p> <a href="https://publications.waset.org/6617/work-motivation-work-stress-and-job-satisfaction-in-between-taiwan-and-china-an-empitical-study" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/6617/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/6617/bibtex" 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