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motivation</title> <meta name="description" content="Search results for: extrinsic motivation"> <meta name="keywords" content="extrinsic motivation"> <meta name="viewport" content="width=device-width, initial-scale=1, minimum-scale=1, maximum-scale=1, user-scalable=no"> <meta charset="utf-8"> <link href="https://cdn.waset.org/favicon.ico" type="image/x-icon" rel="shortcut icon"> <link href="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/css/bootstrap.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/plugins/fontawesome/css/all.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/css/site.css?v=150220211555" rel="stylesheet"> </head> <body> <header> <div class="container"> <nav class="navbar navbar-expand-lg navbar-light"> <a class="navbar-brand" href="https://waset.org"> <img src="https://cdn.waset.org/static/images/wasetc.png" alt="Open Science Research Excellence" title="Open Science Research Excellence" /> </a> <button class="d-block d-lg-none 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action="https://publications.waset.org/abstracts/search"> <div id="custom-search-input"> <div class="input-group"> <i class="fas fa-search"></i> <input type="text" class="search-query" name="q" placeholder="Author, Title, Abstract, Keywords" value="extrinsic motivation"> <input type="submit" class="btn_search" value="Search"> </div> </div> </form> </div> </div> <div class="row mt-3"> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Commenced</strong> in January 2007</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Frequency:</strong> Monthly</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Edition:</strong> International</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Paper Count:</strong> 1318</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: extrinsic motivation</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1258</span> Assessment of Training, Job Attitudes and Motivation: A Mediation Model in Banking Sector of Pakistan</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Abdul%20Rauf">Abdul Rauf</a>, <a href="https://publications.waset.org/abstracts/search?q=Xiaoxing%20Liu"> Xiaoxing Liu</a>, <a href="https://publications.waset.org/abstracts/search?q=Rizwan%20Qaisar%20Danish"> Rizwan Qaisar Danish</a>, <a href="https://publications.waset.org/abstracts/search?q=Waqas%20Amin"> Waqas Amin</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The core intention of this study is to analyze the linkage of training, job attitudes and motivation through a mediation model in the banking sector of Pakistan. Moreover, this study is executed to answer a range of queries regarding the consideration of employees about training, job satisfaction, motivation and organizational commitment. Hence, the association of training with job satisfaction, job satisfaction with motivation, organizational commitment with job satisfaction, organization commitment as independently with motivation and training directly related to motivation is determined in this course of study. A questionnaire crafted for comprehending the purpose of this study by including four variables such as training, job satisfaction, motivation and organizational commitment which have to measure. A sample of 450 employees from seventeen private (17) banks and two (2) public banks was taken on the basis of convenience sampling from Pakistan. However, 357 questionnaires, completely filled were received back. AMOS used for assessing the conformity factor analysis (CFA) model and statistical techniques practiced to scan the collected data (i.e.) descriptive statistics, regression analysis and correlation analysis. The empirical findings revealed that training and organizational commitment has a significant and positive impact directly on job satisfaction and motivation as well as through the mediator (job satisfaction) also the impact sensing in the same way on the motivation of employees in the financial Banks of Pakistan. In this research study, the banking sector is under discussion, so the findings could not generalize on other sectors such as manufacturing, textiles, telecom, and medicine, etc. The low sample size is also the limitation of this study. On the foundation of these results the management fascinates to make the revised strategies regarding training program for the employees as it enhances their motivation level, and job satisfaction on a regular basis. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=job%20satisfaction" title="job satisfaction">job satisfaction</a>, <a href="https://publications.waset.org/abstracts/search?q=motivation" title=" motivation"> motivation</a>, <a href="https://publications.waset.org/abstracts/search?q=organizational%20commitment" title=" organizational commitment"> organizational commitment</a>, <a href="https://publications.waset.org/abstracts/search?q=Pakistan" title=" Pakistan"> Pakistan</a>, <a href="https://publications.waset.org/abstracts/search?q=training" title=" training"> training</a> </p> <a href="https://publications.waset.org/abstracts/78058/assessment-of-training-job-attitudes-and-motivation-a-mediation-model-in-banking-sector-of-pakistan" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/78058.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">254</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1257</span> The Study of Participant Motivation, Social Support, and Training Satisfaction of Collegiate Teakwondo Athlete</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Wen-Goang%20Yang">Wen-Goang Yang</a>, <a href="https://publications.waset.org/abstracts/search?q=Li-Wei%20Liu"> Li-Wei Liu</a>, <a href="https://publications.waset.org/abstracts/search?q=Peli-Ling%20Liu"> Peli-Ling Liu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of this study was to explore relations among athletic participant motivation, social support, and training satisfaction. The approach was tested using structural equation modeling, involving 300 Teakwondo Athletics from 2017 National Intercollegiate Athletic Games, using a revised scale for Participant Motivation, Social Support, and Training Satisfaction. Statistical method included descriptive statistics and PLS-SEM. The results of the research as a follow: (1) The athletes ‘participant motivation’ positively effects the ‘social support’. (2) The athletes ‘participant motivation’ positively effects the ‘training satisfaction’. (3) The athletes ‘social support’ positively effects the ‘training satisfaction’. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=teakwondo" title="teakwondo">teakwondo</a>, <a href="https://publications.waset.org/abstracts/search?q=collegiate%20athlete" title=" collegiate athlete"> collegiate athlete</a>, <a href="https://publications.waset.org/abstracts/search?q=PLS-SEM" title=" PLS-SEM"> PLS-SEM</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20support" title=" social support"> social support</a> </p> <a href="https://publications.waset.org/abstracts/73521/the-study-of-participant-motivation-social-support-and-training-satisfaction-of-collegiate-teakwondo-athlete" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/73521.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">223</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1256</span> Explore Urban Spatial Density with Boltzmann Statistical Distribution</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jianjia%20Wang">Jianjia Wang</a>, <a href="https://publications.waset.org/abstracts/search?q=Tong%20Yu"> Tong Yu</a>, <a href="https://publications.waset.org/abstracts/search?q=Haoran%20Zhu"> Haoran Zhu</a>, <a href="https://publications.waset.org/abstracts/search?q=Kun%20Liu"> Kun Liu</a>, <a href="https://publications.waset.org/abstracts/search?q=Jinwei%20Hao"> Jinwei Hao</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The underlying pattern in the modern city is agglomeration. To some degree, the distribution of urban spatial density can be used to describe the status of this assemblage. There are three intrinsic characteristics to measure urban spatial density, namely, Floor Area Ratio (FAR), Building Coverage Ratio (BCR), and Average Storeys (AS). But the underlying mechanism that contributes to these quantities is still vague in the statistical urban study. In this paper, we explore the corresponding extrinsic factors related to spatial density. These factors can further provide the potential influence on the intrinsic quantities. Here, we take Shanghai Inner Ring Area and Manhattan in New York as examples to analyse the potential impacts on urban spatial density with six selected extrinsic elements. Ebery single factor presents the correlation to the spatial distribution, but the overall global impact of all is still implicit. To handle this issue, we attempt to develop the Boltzmann statistical model to explicitly explain the mechanism behind that. We derive a corresponding novel quantity, called capacity, to measure the global effects of all other extrinsic factors to the three intrinsic characteristics. The distribution of capacity presents a similar pattern to real measurements. This reveals the nonlinear influence on the multi-factor relations to the urban spatial density in agglomeration. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=urban%20spatial%20density" title="urban spatial density">urban spatial density</a>, <a href="https://publications.waset.org/abstracts/search?q=Boltzmann%20statistics" title=" Boltzmann statistics"> Boltzmann statistics</a>, <a href="https://publications.waset.org/abstracts/search?q=multi-factor%20correlation" title=" multi-factor correlation"> multi-factor correlation</a>, <a href="https://publications.waset.org/abstracts/search?q=spatial%20distribution" title=" spatial distribution"> spatial distribution</a> </p> <a href="https://publications.waset.org/abstracts/148943/explore-urban-spatial-density-with-boltzmann-statistical-distribution" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/148943.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">150</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1255</span> Psychological Compatibility of Football Players According to Success Achievement and Failure Avoidance Motivation</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Konstantin%20A.%20Bochaver">Konstantin A. Bochaver</a>, <a href="https://publications.waset.org/abstracts/search?q=Alexandra%20O.%20Savinkina"> Alexandra O. Savinkina</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The study analyzed the relationship between the homogeneity-heterogeneity of players in a football team and their efficiency. Compatible players were examined in terms of level of socio-psychological development of the team for which they act. It was shown that in teams of high level of socio-psychological development more compatible were athletes with different levels of failure avoidance motivation. But in low-level teams – bucking the trend. The homogeneity of success achievement motivation was not a factor in the effectiveness of the football team. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=compatibility" title="compatibility">compatibility</a>, <a href="https://publications.waset.org/abstracts/search?q=failure%20avoidance%20motivation" title=" failure avoidance motivation"> failure avoidance motivation</a>, <a href="https://publications.waset.org/abstracts/search?q=football" title=" football"> football</a>, <a href="https://publications.waset.org/abstracts/search?q=heterogeneity" title=" heterogeneity"> heterogeneity</a>, <a href="https://publications.waset.org/abstracts/search?q=homogeneity" title=" homogeneity"> homogeneity</a>, <a href="https://publications.waset.org/abstracts/search?q=soccer" title=" soccer"> soccer</a>, <a href="https://publications.waset.org/abstracts/search?q=sport%20team" title=" sport team"> sport team</a>, <a href="https://publications.waset.org/abstracts/search?q=success%20achievement%20motivation" title=" success achievement motivation"> success achievement motivation</a> </p> <a href="https://publications.waset.org/abstracts/59006/psychological-compatibility-of-football-players-according-to-success-achievement-and-failure-avoidance-motivation" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/59006.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">365</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1254</span> Resilience Grit and Intrinsic Motivation Are Predictors of Better Studying Results among First-year Cadets in the Cadet Basic Training Course</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Rosita%20Kanapeckaite">Rosita Kanapeckaite</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Every year, some candidates who enroll in Generolas Jonas Zemaitis Military Academy of Lithuania do not complete a basic seven weeks cadet course and leave the Academy. Experience in other countries shows that psychological resilience grit and intrinsic motivation can lead to better course completion results. We examined the psychological resilience grit and intrinsic motivation as predictors of better results among newcomers who participate in the Cadet Basic Training (CBT) course. Based on past research and theory of other countries' military academies, we expected that resilience grit, and intrinsic motivation would predict performance in the Cadet Basic Training course. Results of regression analyses revealed that resilience and grit can predict better course results, but intrinsic motivation can not predict retention. These findings suggest that resilience and grit assessment and training may prove valuable in enhancing performance and retention within military training environments. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=military" title="military">military</a>, <a href="https://publications.waset.org/abstracts/search?q=intrinsic%20motivation" title=" intrinsic motivation"> intrinsic motivation</a>, <a href="https://publications.waset.org/abstracts/search?q=grit" title=" grit"> grit</a>, <a href="https://publications.waset.org/abstracts/search?q=resilience" title=" resilience"> resilience</a> </p> <a href="https://publications.waset.org/abstracts/143469/resilience-grit-and-intrinsic-motivation-are-predictors-of-better-studying-results-among-first-year-cadets-in-the-cadet-basic-training-course" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/143469.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">208</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1253</span> An Investigation on the Relationship between Taxi Company Safety Climate and Safety Performance of Taxi Drivers in Iloilo City</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jasper%20C.%20Dioco">Jasper C. Dioco</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The study was done to investigate the relationship of taxi company safety climate and drivers’ safety motivation and knowledge on taxi drivers’ safety performance. Data were collected from three Taxi Companies with taxi drivers as participants (N = 84). The Hiligaynon translated version of Transportation Companies’ Climate Scale (TCCS), Safety Motivation and Knowledge Scale, Occupational Safety Motivation Questionnaire and Global Safety Climate Scale were used to study the relationships among four parameters: (a) Taxi company safety climate; (b) Safety motivation; (c) Safety knowledge; and (d) Safety performance. Correlational analyses found that there is no relation between safety climate and safety performance. A Hierarchical regression demonstrated that safety motivation predicts the most variance in safety performance. The results will greatly impact how taxi company can increase safe performance through the confirmation of the proximity of variables to organizational outcome. A strong positive safety climate, in which employees perceive safety to be a priority and that managers are committed to their safety, is likely to increase motivation to be safety. Hence, to improve outcomes, providing knowledge based training and health promotion programs within the organization must be implemented. Policy change might include overtime rules and fatigue driving awareness programs. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=safety%20climate" title="safety climate">safety climate</a>, <a href="https://publications.waset.org/abstracts/search?q=safety%20knowledge" title=" safety knowledge"> safety knowledge</a>, <a href="https://publications.waset.org/abstracts/search?q=safety%20motivation" title=" safety motivation"> safety motivation</a>, <a href="https://publications.waset.org/abstracts/search?q=safety%20performance" title=" safety performance"> safety performance</a>, <a href="https://publications.waset.org/abstracts/search?q=taxi%20drivers" title=" taxi drivers"> taxi drivers</a> </p> <a href="https://publications.waset.org/abstracts/86848/an-investigation-on-the-relationship-between-taxi-company-safety-climate-and-safety-performance-of-taxi-drivers-in-iloilo-city" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/86848.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">192</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1252</span> The Influence of Intrinsic Motivation on the Second Language Learners’ Writing Skill: The Case of Third Year Students of English at Constantine 1 University</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Chadia%20Nasri">Chadia Nasri</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Researches in the field of foreign language learning have indicated the importance of the mastery of the four language skills; speaking, listening, writing and reading. As far as writing is concerned, recent studies have shown that this skill is unavoidable for learning a second language successfully. Writing is characterized as a complex system not easy to achieve. Writing has been proved to be affected by a variety of factors, particularly psychological ones; anxiety, intrinsic motivation, aptitude, etc. Intrinsic motivation is said to be the most influential factors in the foreign language learning process and is considered as the key factor for success. To investigate these two aspects; writing and intrinsic motivation, and the positive correlation between them, our hypothesis is designed on the basis that the degree of learners’ intrinsic motivation helps in facilitating their engagement in the writing tasks. Two questionnaires, one for teachers and the other for students, have been carried out to check the validity of the research hypothesis. As for the teachers’ questionnaire, the results have indicated their awareness of the importance of intrinsic motivation in the learning process and the role it plays in the mastery of their students’ writing skill. In addition, teachers have mentioned various procedures aiming at raising their students’ intrinsic motivation to write. The students’ questionnaire, on the other hand, has investigated students’ reasons for learning a foreign language with regard to their attitudes towards writing as an important skill that they need to master. Their answers to the questionnaire together with the marks they got in the second term test they have had in the writing module have been compared to see whether students’ writing proficiency can be determined by the degree of their intrinsic motivation. The comparison of the collected data has shown the positive correlation between both aspects. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=foreign%20language%20learning" title="foreign language learning">foreign language learning</a>, <a href="https://publications.waset.org/abstracts/search?q=intrinsic%20motivation" title=" intrinsic motivation"> intrinsic motivation</a>, <a href="https://publications.waset.org/abstracts/search?q=motivation" title=" motivation"> motivation</a>, <a href="https://publications.waset.org/abstracts/search?q=writing%20proficiency" title=" writing proficiency"> writing proficiency</a> </p> <a href="https://publications.waset.org/abstracts/61327/the-influence-of-intrinsic-motivation-on-the-second-language-learners-writing-skill-the-case-of-third-year-students-of-english-at-constantine-1-university" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/61327.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">293</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1251</span> The Effects of Drill and Practice Courseware on Students’ Achievement and Motivation in Learning English</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Y.%20T.%20Gee">Y. T. Gee</a>, <a href="https://publications.waset.org/abstracts/search?q=I.%20N.%20Umar"> I. N. Umar</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Students’ achievement and motivation in learning English in Malaysia is a worrying trend as it is lagging behind several other countries in Asia. Thus, necessary actions have to be taken by the parties concerned to overcome this problem. The purpose of this research was to study the effects of drill and practice courseware on students’ achievement and motivation in learning English language. A multimedia courseware was developed for this purpose. The independent variable was the drill and practice courseware while the dependent variables were the students’ achievement and motivation. Their achievement was measured using pre-test and post-test scores, while motivation was measured using a questionnaire adapted from Keller’s (1979) Instructional Materials Motivation Scale. A total of 60 students from three vernacular primary schools in a northern state in Malaysia were randomly selected in this study. The findings indicate: (1) a significant difference between the students’ pre-test and post-test scores after using the courseware, (2) no significant difference in the achievement score between male and female students after using the courseware, (3) a significant difference in motivation score between the female and the male students, and (4) while the female students scored significantly higher than the male students in the aspects of relevance, confidence and satisfaction, no significant difference in terms of attention was observed between them. Overall, the findings clearly indicate that although the female students are significantly more motivated than their male students, they are equally good in terms of achievement after learning from the courseware. Through this study, the drill and practice courseware is proven to influence the students’ learning and motivation. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=courseware" title="courseware">courseware</a>, <a href="https://publications.waset.org/abstracts/search?q=drill%20and%20practice" title=" drill and practice"> drill and practice</a>, <a href="https://publications.waset.org/abstracts/search?q=English%20learning" title=" English learning"> English learning</a>, <a href="https://publications.waset.org/abstracts/search?q=motivation" title=" motivation"> motivation</a> </p> <a href="https://publications.waset.org/abstracts/18538/the-effects-of-drill-and-practice-courseware-on-students-achievement-and-motivation-in-learning-english" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/18538.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">307</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1250</span> Examining the Relationship between Preferred Leadership Style and Motivation of Female Volleyball Players in Ethiopian Primer League Clubs</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Meseret%20Mulugeta">Meseret Mulugeta</a>, <a href="https://publications.waset.org/abstracts/search?q=Alemmebrat%20Kiflu"> Alemmebrat Kiflu</a>, <a href="https://publications.waset.org/abstracts/search?q=Belaynehchikle"> Belaynehchikle</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of the present study was to examine the preferred leadership style and motivation of premier league volleyball players. The sample encompassed 46 female premier league volleyball players whose ages ranged between 15 and 35 years. The data were collected using standardized questionnaires. The questionnaires were distributed to 46 female players from five volleyball clubs in the Premier League. To evaluate the motivational level of the players, the Sports Motivation Scale (SMS-6) was used. The leadership scale for sport was used to evaluate leadership. Descriptive statistics and the person correlation coefficient (P <0.05) were used to validate the relationship between leadership style and motivation. The result showed that there is a meaningful and significant relationship between leadership style and motivation. Concerning preferred coaching styles, the most preferred style was training and instruction, with a mean score of 4.10, and the least preferred style was autocratic, with a mean score of 3.37. The result of the Pearson correlation coefficient showed that the correlation between motivation types and leadership styles showed that motivation was significantly and positively correlated with all independent variables except autocratic leadership style, which is negatively correlated with motivation. This study’s nobility is to provide evidence for the most effective coaching to practice the training and instruction behaviour and social support behaviour leadership styles and refrain from using the autocratic leadership style. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=autocratic" title="autocratic">autocratic</a>, <a href="https://publications.waset.org/abstracts/search?q=training%20and%20instruction" title=" training and instruction"> training and instruction</a>, <a href="https://publications.waset.org/abstracts/search?q=motivation" title=" motivation"> motivation</a>, <a href="https://publications.waset.org/abstracts/search?q=leadership%20style" title=" leadership style"> leadership style</a> </p> <a href="https://publications.waset.org/abstracts/176454/examining-the-relationship-between-preferred-leadership-style-and-motivation-of-female-volleyball-players-in-ethiopian-primer-league-clubs" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/176454.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">83</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1249</span> The Effects of Gender and Socioeconomic Status on Academic Motivation: The Case of Lithuania</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ausra%20Turcinskaite-Balciuniene">Ausra Turcinskaite-Balciuniene</a>, <a href="https://publications.waset.org/abstracts/search?q=Jonas%20Balciunas"> Jonas Balciunas</a>, <a href="https://publications.waset.org/abstracts/search?q=Gediminas%20Merkys"> Gediminas Merkys</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The problematic of gender and socioeconomic status biased differences in academic motivation patterns is discussed. Gender identity is understood according to symbolic interactionism perspective: as a result of reflected appraisals, social comparisons, self-attributions, and identifications, shaped by social environment and family context. The effects of socioeconomic status on academic motivation are conceptualized according to Bourdieu’s habitus concept, reflecting the role of unconscious and internalized cultural signals, proper to low and high socioeconomic status family contexts. Since families differ by various socioeconomic features, the hypothesis about possible impact of parents’ socioeconomic status on their children’s academic motivation interfering with gender socialization effects is held. The survey, aiming to seize gender differences in academic motivation and self-recorded improvement-oriented efforts as a result of socialization processes operating in the families of low and high socioeconomic status, was designed. The results of Lithuanian higher education students’ survey are presented and discussed. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=academic%20motivation" title="academic motivation">academic motivation</a>, <a href="https://publications.waset.org/abstracts/search?q=gender" title=" gender"> gender</a>, <a href="https://publications.waset.org/abstracts/search?q=socialization" title=" socialization"> socialization</a>, <a href="https://publications.waset.org/abstracts/search?q=socioeconomic%20status" title=" socioeconomic status"> socioeconomic status</a> </p> <a href="https://publications.waset.org/abstracts/13764/the-effects-of-gender-and-socioeconomic-status-on-academic-motivation-the-case-of-lithuania" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/13764.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">396</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1248</span> Language Anxiety and Motivation as Predictors of English as a Foreign Language Achievement</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Fakieh%20Alrabai">Fakieh Alrabai</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The present study examines the predictive power of foreign language anxiety and motivation, as two significant affective variables, in English as a foreign language (EFL) achievement. It also explores the causal relationship between these two factors (i.e. which variable causes the other); and which one of them best predicts other affective factors including learner attitude, self-esteem, and autonomy. The study utilized experimental treatments among 210 Saudi EFL learners divided into four groups. Group 1 was exposed to anxiety-controlling moments, group 2 was exposed to motivational moments, group 3 was exposed to anxiety-controlling and motivational moments together, and group 4 was exposed to no specific anxiety or motivation strategies. The influence of the treatment on the study variables was evaluated using a triangulation of measurements including questionnaires, classroom observations, and achievement tests. Descriptive analysis, ANOVA, ANCOVA, and regression analyses have been deployed to figure out the study findings. While both motivation and anxiety significantly predicted learners EFL achievement, motivation has been found to be the best predictor of learners’ achievement; and therefore, operates as the mediator of EFL achievement. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=motivation" title="motivation">motivation</a>, <a href="https://publications.waset.org/abstracts/search?q=anxiety" title=" anxiety"> anxiety</a>, <a href="https://publications.waset.org/abstracts/search?q=achievement" title=" achievement"> achievement</a>, <a href="https://publications.waset.org/abstracts/search?q=autonomy" title=" autonomy"> autonomy</a> </p> <a href="https://publications.waset.org/abstracts/109618/language-anxiety-and-motivation-as-predictors-of-english-as-a-foreign-language-achievement" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/109618.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">128</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1247</span> The Impact of Motivation on Employee Performance in South Korea</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Atabong%20Awung%20Lekeazem">Atabong Awung Lekeazem</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of this paper is to identify the impact or role of incentives on employee’s performance with a particular emphasis on Korean workers. The process involves defining and explaining the different types of motivation. In defining them, we also bring out the difference between the two major types of motivations. The second phase of the paper shall involve gathering data/information from a sample population and then analyzing the data. In the analysis, we shall get to see the almost similar mentality or value which Koreans attach to motivation, which a slide different view coming only from top management personnel. The last phase shall have us presenting the data and coming to a conclusion from which possible knowledge on how managers and potential managers can ignite the best out of their employees. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=motivation" title="motivation">motivation</a>, <a href="https://publications.waset.org/abstracts/search?q=employee%E2%80%99s%20performance" title=" employee’s performance"> employee’s performance</a>, <a href="https://publications.waset.org/abstracts/search?q=Korean%20workers" title=" Korean workers"> Korean workers</a>, <a href="https://publications.waset.org/abstracts/search?q=business%20information%20systems" title=" business information systems"> business information systems</a> </p> <a href="https://publications.waset.org/abstracts/26562/the-impact-of-motivation-on-employee-performance-in-south-korea" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/26562.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">414</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1246</span> The Learning Styles Approach to Math Instruction: Improving Math Achievement and Motivation among Low Achievers in Kuwaiti Elementary Schools</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Eisa%20M.%20Al-Balhan">Eisa M. Al-Balhan</a>, <a href="https://publications.waset.org/abstracts/search?q=Mamdouh%20M.%20Soliman"> Mamdouh M. Soliman</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study introduced learning styles techniques into mathematics teaching to improve mathematics achievement and motivation among Kuwaiti fourth- and fifth-grade low achievers. The study consisted of two groups. The control group (N = 212) received traditional math tutoring based on a textbook and the tutor’s knowledge of math. The experimental group (N = 209) received math tutoring from instructors trained in the Learning Style™ approach. Three instruments were used: Motivation Scale towards Mathematics; Achievement in Mathematics Test; and the manual of learning style approach indicating the individual’s preferred learning style: AKV, AVK, KAV, KVA, VAK, or VKA. The participating teachers taught to the detected learning style of each student or group. The findings show significant improvement in achievement and motivation towards mathematics in the experimental group. The outcome offers information to variables affecting achievement and motivation towards mathematics and demonstrates the leading role of Kuwait in education within the region. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=elementary%20school" title="elementary school">elementary school</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20style" title=" learning style"> learning style</a>, <a href="https://publications.waset.org/abstracts/search?q=math%20low%20achievers" title=" math low achievers"> math low achievers</a>, <a href="https://publications.waset.org/abstracts/search?q=SmartWired%E2%84%A2" title=" SmartWired™"> SmartWired™</a>, <a href="https://publications.waset.org/abstracts/search?q=math%20instruction" title=" math instruction"> math instruction</a>, <a href="https://publications.waset.org/abstracts/search?q=motivation" title=" motivation"> motivation</a> </p> <a href="https://publications.waset.org/abstracts/158887/the-learning-styles-approach-to-math-instruction-improving-math-achievement-and-motivation-among-low-achievers-in-kuwaiti-elementary-schools" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/158887.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">110</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1245</span> Intrinsic Motivational Factor of Students in Learning Mathematics and Science Based on Electroencephalogram Signals</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Norzaliza%20Md.%20Nor">Norzaliza Md. Nor</a>, <a href="https://publications.waset.org/abstracts/search?q=Sh-Hussain%20Salleh"> Sh-Hussain Salleh</a>, <a href="https://publications.waset.org/abstracts/search?q=Mahyar%20Hamedi"> Mahyar Hamedi</a>, <a href="https://publications.waset.org/abstracts/search?q=Hadrina%20Hussain"> Hadrina Hussain</a>, <a href="https://publications.waset.org/abstracts/search?q=Wahab%20Abdul%20Rahman"> Wahab Abdul Rahman</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Motivational factor is mainly the students’ desire to involve in learning process. However, it also depends on the goal towards their involvement or non-involvement in academic activity. Even though, the students’ motivation might be in the same level, but the basis of their motivation may differ. In this study, it focuses on the intrinsic motivational factor which student enjoy learning or feeling of accomplishment the activity or study for its own sake. The intrinsic motivational factor of students in learning mathematics and science has found as difficult to be achieved because it depends on students’ interest. In the Program for International Student Assessment (PISA) for mathematics and science, Malaysia is ranked as third lowest. The main problem in Malaysian educational system, students tend to have extrinsic motivation which they have to score in exam in order to achieve a good result and enrolled as university students. The use of electroencephalogram (EEG) signals has found to be scarce especially to identify the students’ intrinsic motivational factor in learning science and mathematics. In this research study, we are identifying the correlation between precursor emotion and its dynamic emotion to verify the intrinsic motivational factor of students in learning mathematics and science. The 2-D Affective Space Model (ASM) was used in this research in order to identify the relationship of precursor emotion and its dynamic emotion based on the four basic emotions, happy, calm, fear and sad. These four basic emotions are required to be used as reference stimuli. Then, in order to capture the brain waves, EEG device was used, while Mel Frequency Cepstral Coefficient (MFCC) was adopted to be used for extracting the features before it will be feed to Multilayer Perceptron (MLP) to classify the valence and arousal axes for the ASM. The results show that the precursor emotion had an influence the dynamic emotions and it identifies that most students have no interest in mathematics and science according to the negative emotion (sad and fear) appear in the EEG signals. We hope that these results can help us further relate the behavior and intrinsic motivational factor of students towards learning of mathematics and science. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=EEG" title="EEG">EEG</a>, <a href="https://publications.waset.org/abstracts/search?q=MLP" title=" MLP"> MLP</a>, <a href="https://publications.waset.org/abstracts/search?q=MFCC" title=" MFCC"> MFCC</a>, <a href="https://publications.waset.org/abstracts/search?q=intrinsic%20motivational%20factor" title=" intrinsic motivational factor"> intrinsic motivational factor</a> </p> <a href="https://publications.waset.org/abstracts/52426/intrinsic-motivational-factor-of-students-in-learning-mathematics-and-science-based-on-electroencephalogram-signals" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/52426.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">366</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1244</span> The Effect of Video Games on English as a Foreign Language Students' Language Learning Motivation</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Shamim%20Ali">Shamim Ali</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Researchers and teachers have begun developing digital games and model environments for educational purpose; therefore this study examines the effect of a videos game on secondary school students’ language learning motivation. Secondly, it tries to find out the opportunities to develop a decision making process and simultaneously it analyzes the solutions for further implementation in educational setting. Participants were 30 male students randomly assigned to one of the following three treatments: 10 students were assigned to read the game’s story; 10 students were players, who played video game; and, and the last 10 students acted as watchers and observers, their duty was to watch their classmates play the digital video game. A language learning motivation scale was developed and it was given to the participants as a pre- and post-test. Results indicated a significant language learning motivation and the participants were quite motivated in the end. It is, thus, concluded that the use of video games can help enhance high school students’ language learning motivation. It was suggested that video games should be used as a complementary activity not as a replacement for textbook since excessive use of video games can divert the original purpose of learning. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=EFL" title="EFL">EFL</a>, <a href="https://publications.waset.org/abstracts/search?q=English%20as%20a%20Foreign%20Language" title=" English as a Foreign Language"> English as a Foreign Language</a>, <a href="https://publications.waset.org/abstracts/search?q=motivation" title=" motivation"> motivation</a>, <a href="https://publications.waset.org/abstracts/search?q=video%20games" title=" video games"> video games</a>, <a href="https://publications.waset.org/abstracts/search?q=EFL%20learners" title=" EFL learners"> EFL learners</a> </p> <a href="https://publications.waset.org/abstracts/100055/the-effect-of-video-games-on-english-as-a-foreign-language-students-language-learning-motivation" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/100055.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">178</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1243</span> Efl Learner’s Perceptions of Online Learning and Motivation</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sonia%20Achour">Sonia Achour</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Owing to the outbreak of the Corona pandemic, the shift to online learning took place abruptly. Neither practitioners nor learners were prepared for this sudden move. Higher education providers were compelled to implement online courses on a very short notice. Sultan Qaboos University is one among these. The question of motivation attracted a great number of educators. A case study was carried out so as to shed some lights on students' perceptions towards virtual learning and how it influenced their motivation to learning. The data was collected by means of semi-structured interviews of a focused group of 16 students along with classroom observation over a 12 week period. Both interviews and class observation revealed that there was a general negative feeling about the online teaching platform and its impact on the learners' motivation. Several factors were identified, namely the absence of interaction, social isolation, inconsistency of instructional knowledge, unfamiliarity with the new learning environment, IT illiteracy, and teacher development. The researcher aims at demonstrating the effect of virtual classrooms on students' motivation to acquire L2. The findings may be used to inform future decisions about courses, curriculum design. And teacher development <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=online%20learning" title="online learning">online learning</a>, <a href="https://publications.waset.org/abstracts/search?q=motivation" title=" motivation"> motivation</a>, <a href="https://publications.waset.org/abstracts/search?q=EFL%20context" title=" EFL context"> EFL context</a>, <a href="https://publications.waset.org/abstracts/search?q=virtual%20setting" title=" virtual setting"> virtual setting</a> </p> <a href="https://publications.waset.org/abstracts/156952/efl-learners-perceptions-of-online-learning-and-motivation" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/156952.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">90</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1242</span> A Comparative Study on Achievement Motivation and Sports Competition Anxiety among the Students of Different Tier of Academic Hierarchy</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nitai%20Biswas">Nitai Biswas</a>, <a href="https://publications.waset.org/abstracts/search?q=Prasenjit%20Kapas"> Prasenjit Kapas</a>, <a href="https://publications.waset.org/abstracts/search?q=Arumay%20Jana"> Arumay Jana</a>, <a href="https://publications.waset.org/abstracts/search?q=Asish%20Paul"> Asish Paul</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Introduction: Motivation is basic drive for all kinds of action. It has direct influence on academic achievement and sports performance that builds urge to incentive values of success. In other words, it can be defined as the need for success to attain excellence. Anxiety in pre competition especially in sports formulates positive inward settings in mind to overcome the challenge. There is a tendency to perceive competitive situations as some threatening issues and to respond them with feelings of apprehension and tension. Aim: Aim of the study was to compare the achievement motivation and competition anxiety among three different classes of students. Methods and Materials: To conduct the study the researcher has taken 131 male subjects from three different classes as Extra Department, Bachelor of Physical Education-I and Master of Physical EducationII, aged 19-28 years. Achievement motivation and sports competition anxiety were measured by the questionnaire. To analyze the data mean, standard deviation for each parameter as descriptive statistics and one way analysis of variance as inferential statistics were employed. Results: From the result of the study in achievement motivation (p ≥ 0.05) and competition anxiety (p ≥ 0.05) no significant differences were found among the said three groups. Conclusion: The study concluded that all three groups had almost the same state of achievement motivation and sports competition anxiety. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=anxiety" title="anxiety">anxiety</a>, <a href="https://publications.waset.org/abstracts/search?q=sports%20psychology" title=" sports psychology"> sports psychology</a>, <a href="https://publications.waset.org/abstracts/search?q=sports%20competition%20anxiety" title=" sports competition anxiety"> sports competition anxiety</a>, <a href="https://publications.waset.org/abstracts/search?q=achievement%20motivation" title=" achievement motivation"> achievement motivation</a>, <a href="https://publications.waset.org/abstracts/search?q=academic%20hierarchy" title=" academic hierarchy"> academic hierarchy</a>, <a href="https://publications.waset.org/abstracts/search?q=E.D." title=" E.D."> E.D.</a>, <a href="https://publications.waset.org/abstracts/search?q=B.P.Ed." title=" B.P.Ed."> B.P.Ed.</a>, <a href="https://publications.waset.org/abstracts/search?q=M.P.Ed" title=" M.P.Ed"> M.P.Ed</a> </p> <a href="https://publications.waset.org/abstracts/116843/a-comparative-study-on-achievement-motivation-and-sports-competition-anxiety-among-the-students-of-different-tier-of-academic-hierarchy" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/116843.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">145</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1241</span> A Critical Review and Bibliometric Analysis on Measures of Achievement Motivation</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Kanupriya%20Rawat">Kanupriya Rawat</a>, <a href="https://publications.waset.org/abstracts/search?q=Aleksandra%20B%C5%82achnio"> Aleksandra Błachnio</a>, <a href="https://publications.waset.org/abstracts/search?q=Pawe%C5%82%20Izdebski"> Paweł Izdebski</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Achievement motivation, which drives a person to strive for success, is an important construct in sports psychology. This systematic review aims to analyze the methods of measuring achievement motivation used in previous studies published over the past four decades and to find out which method of measuring achievement motivation is the most prevalent and the most effective by thoroughly examining measures of achievement motivation used in each study and by evaluating most highly cited achievement motivation measures in sport. In order to understand this latent construct, thorough measurement is necessary, hence a critical evaluation of measurement tools is required. The literature search was conducted in the following databases: EBSCO, MEDLINE, APA PsychARTICLES, Academic Search Ultimate, Open Dissertations, ERIC, Science direct, Web of Science, as well as Wiley Online Library. A total of 26 articles met the inclusion criteria and were selected. From this review, it was found that the Achievement Goal Questionnaire- Sport (AGQ-Sport) and the Task and Ego Orientation in Sport Questionnaire (TEOSQ) were used in most of the research, however, the average weighted impact factor of the Achievement Goal Questionnaire- Sport (AGQ-Sport) is the second highest and most relevant in terms of research articles related to the sport psychology discipline. Task and Ego Orientation in Sport Questionnaire (TEOSQ) is highly popular in cross-cultural adaptation but has the second last average IF among other scales due to the less impact factor of most of the publishing journals. All measures of achievement motivation have Cronbach’s alpha value of more than .70, which is acceptable. The advantages and limitations of each measurement tool are discussed, and the distinction between using implicit and explicit measures of achievement motivation is explained. Overall, both implicit and explicit measures of achievement motivation have different conceptualizations of achievement motivation and are applicable at either the contextual or situational level. The conceptualization and degree of applicability are perhaps the most crucial factors for researchers choosing a questionnaire, even though they differ in their development, reliability, and use. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=achievement%20motivation" title="achievement motivation">achievement motivation</a>, <a href="https://publications.waset.org/abstracts/search?q=task%20and%20ego%20orientation" title=" task and ego orientation"> task and ego orientation</a>, <a href="https://publications.waset.org/abstracts/search?q=sports%20psychology" title=" sports psychology"> sports psychology</a>, <a href="https://publications.waset.org/abstracts/search?q=measures%20of%20achievement%20motivation" title=" measures of achievement motivation"> measures of achievement motivation</a> </p> <a href="https://publications.waset.org/abstracts/158755/a-critical-review-and-bibliometric-analysis-on-measures-of-achievement-motivation" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/158755.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">96</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1240</span> Motivational Profiles of the Entrepreneurial Career in Spanish Businessmen</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Magdalena%20Su%C3%A1rez-Ortega">Magdalena Suárez-Ortega</a>, <a href="https://publications.waset.org/abstracts/search?q=M.%20Fe.%20S%C3%A1nchez-Garc%C3%ADa"> M. Fe. Sánchez-García</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper focuses on the analysis of the motivations that lead people to undertake and consolidate their business. It is addressed from the framework of planned behavior theory, which recognizes the importance of the social environment and cultural values, both in the decision to undertake business and in business consolidation. Similarly, it is also based on theories of career development, which emphasize the importance of career management competencies and their connections to other vital aspects of people, including their roles within their families and other personal activities. This connects directly with the impact of entrepreneurship on the career and the professional-personal project of each individual. This study is part of the project titled Career Design and Talent Management (Ministry of Economy and Competitiveness of Spain, State Plan 2013-2016 Excellence Ref. EDU2013-45704-P). The aim of the study is to identify and describe entrepreneurial competencies and motivational profiles in a sample of 248 Spanish entrepreneurs, considering the consolidated profile and the profile in transition (n = 248).In order to obtain the information, the Questionnaire of Motivation and conditioners of the entrepreneurial career (MCEC) has been applied. This consists of 67 items and includes four scales (E1-Conflicts in conciliation, E2-Satisfaction in the career path, E3-Motivations to undertake, E4-Guidance Needs). Cluster analysis (mixed method, combining k-means clustering with a hierarchical method) was carried out, characterizing the groups profiles according to the categorical variables (chi square, p = 0.05), and the quantitative variables (ANOVA). The results have allowed us to characterize three motivational profiles relevant to the motivation, the degree of conciliation between personal and professional life, and the degree of conflict in conciliation, levels of career satisfaction and orientation needs (in the entrepreneurial project and life-career). The first profile is formed by extrinsically motivated entrepreneurs, professionally satisfied and without conflict of vital roles. The second profile acts with intrinsic motivation and also associated with family models, and although it shows satisfaction with their professional career, it finds a high conflict in their family and professional life. The third is composed of entrepreneurs with high extrinsic motivation, professional dissatisfaction and at the same time, feel the conflict in their professional life by the effect of personal roles. Ultimately, the analysis has allowed us to line the kinds of entrepreneurs to different levels of motivation, satisfaction, needs and articulation in professional and personal life, showing characterizations associated with the use of time for leisure, and the care of the family. Associations related to gender, age, activity sector, environment (rural, urban, virtual), and the use of time for domestic tasks are not identified. The model obtained and its implications for the design of training actions and orientation to entrepreneurs is also discussed. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=motivation" title="motivation">motivation</a>, <a href="https://publications.waset.org/abstracts/search?q=entrepreneurial%20career" title=" entrepreneurial career"> entrepreneurial career</a>, <a href="https://publications.waset.org/abstracts/search?q=guidance%20needs" title=" guidance needs"> guidance needs</a>, <a href="https://publications.waset.org/abstracts/search?q=life-work%20balance" title=" life-work balance"> life-work balance</a>, <a href="https://publications.waset.org/abstracts/search?q=job%20satisfaction" title=" job satisfaction"> job satisfaction</a>, <a href="https://publications.waset.org/abstracts/search?q=assessment" title=" assessment"> assessment</a> </p> <a href="https://publications.waset.org/abstracts/66428/motivational-profiles-of-the-entrepreneurial-career-in-spanish-businessmen" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/66428.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">301</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1239</span> Teacher Trainers’ Motivation in Transformation of Teaching and Learning: The Fun Way Approach</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Malathi%20Balakrishnan">Malathi Balakrishnan</a>, <a href="https://publications.waset.org/abstracts/search?q=Gananthan%20M.%20Nadarajah"> Gananthan M. Nadarajah</a>, <a href="https://publications.waset.org/abstracts/search?q=Noraini%20Abd%20Rahim"> Noraini Abd Rahim</a>, <a href="https://publications.waset.org/abstracts/search?q=Amy%20Wong%20On%20Mei"> Amy Wong On Mei</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of the study is to investigate the level of intrinsic motivation of trainers after attending a Continuous Professional Development Course (CPD) organized by Institute of Teacher Training Malaysia titled, ‘Transformation of Teaching and Learning the Fun Way’. This study employed a survey whereby 96 teacher trainers were given Situational Intrinsic Motivational Scale (SIMS) Instruments. Confirmatory factor analysis was carried out to get validity of this instrument in local setting. Data were analyzed with SPSS for descriptive statistic. Semi structured interviews were also administrated to collect qualitative data on participants experiences after participating in the two-day fun-filled program. The findings showed that the participants’ level of intrinsic motivation showed higher mean than the amotivation. The results revealed that the intrinsic motivation mean is 19.0 followed by Identified regulation with a mean of 17.4, external regulation 9.7 and amotivation 6.9. The interview data also revealed that the participants were motivated after attending this training program. It can be concluded that this program, which was organized by Institute of Teacher Training Malaysia, was able to enhance participants’ level of motivation. Self-Determination Theory (SDT) as a multidimensional approach to motivation was utilized. Therefore, teacher trainers may have more success using the ‘The fun way approach’ in conducting training program in future. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=teaching%20and%20learning" title="teaching and learning">teaching and learning</a>, <a href="https://publications.waset.org/abstracts/search?q=motivation" title=" motivation"> motivation</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%20trainer" title=" teacher trainer"> teacher trainer</a>, <a href="https://publications.waset.org/abstracts/search?q=SDT" title=" SDT"> SDT</a> </p> <a href="https://publications.waset.org/abstracts/37347/teacher-trainers-motivation-in-transformation-of-teaching-and-learning-the-fun-way-approach" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/37347.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">461</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1238</span> How to Reconcile Financial Incentives and Pro-Social Motivations of Loan Officers in Microfinance?</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Julie%20De%20Pril">Julie De Pril</a>, <a href="https://publications.waset.org/abstracts/search?q=C%C3%A9cile%20Godfroid"> Cécile Godfroid</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Nowadays, achieving double bottom line has become a widely recognized objective for microfinance institutions (MFIs). They would like to be financially sustainable or even profitable while continuing to focus on their social mission. In order to rise their financial performance, MFIs tend to grant financial bonuses to loan officers so that they increase their performance and efficiency. However, as argued by motivation crowding theory, monetary rewards may not have only positive effects but can also erode intrinsic motivation. Since MFIs pursue social objectives in addition to their financial ones, their employees’ intrinsic motivations may include the willingness to help others, like in many non-profit organizations. This is called pro-social motivation in the psychology literature. Particularly, this type of motivation should be highly reflected among microfinance loan officers as a part of their role consists in improving clients’ welfare. Therefore, it seems to be crucial for MFIs to find an equilibrium between the efficiency benefits obtained thanks to the granting of financial incentives and the deterioration of social performance that may result from the reduction of the loan officers’ pro-social motivation. This paper attempts to suggest, with a mathematical model, an optimal incentive scheme MFIs could rely on. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=loan%20officers" title="loan officers">loan officers</a>, <a href="https://publications.waset.org/abstracts/search?q=microfinance" title=" microfinance"> microfinance</a>, <a href="https://publications.waset.org/abstracts/search?q=prosocial%20motivation" title=" prosocial motivation"> prosocial motivation</a>, <a href="https://publications.waset.org/abstracts/search?q=rewards" title=" rewards"> rewards</a> </p> <a href="https://publications.waset.org/abstracts/38027/how-to-reconcile-financial-incentives-and-pro-social-motivations-of-loan-officers-in-microfinance" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/38027.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">307</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1237</span> The Impact of Teacher's Emotional Intelligence on Students' Motivation to Learn</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Marla%20Wendy%20Spergel">Marla Wendy Spergel</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of this qualitative study is to showcase graduated high school students’ to voice on the impact past teachers had on their motivation to learn, and if this impact has affected their post-high-school lives. Through a focus group strategy, 21 graduated high school alumni participated in three separate focus groups. Participants discussed their former teacher’s emotional intelligence skills, which influenced their motivation to learn or not. A focused review of the literature revealed that teachers are a major factor in a student’s motivation to learn. This research was guided by Bandura’s Social Cognitive Theory of Motivation and constructs related to learning and motivation from Carl Rogers’ Humanistic Views of Personality, and from Brain-Based Learning perspectives with a major focus on the area of Emotional Intelligence. Findings revealed that the majority of participants identified teachers who most motivated them to learn and demonstrated skills associated with emotional intelligence. An important and disturbing finding relates to the saliency of negative experiences. Further work is recommended to expand this line of study in Higher Education, perform a long-term study to better gain insight into long-term benefits attributable to experiencing positive teachers, study the negative impact teachers have on students’ motivation to learn, specifically focusing on student anxiety and acquired helplessness. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=emotional%20intelligence" title="emotional intelligence">emotional intelligence</a>, <a href="https://publications.waset.org/abstracts/search?q=learning" title=" learning"> learning</a>, <a href="https://publications.waset.org/abstracts/search?q=motivation" title=" motivation"> motivation</a>, <a href="https://publications.waset.org/abstracts/search?q=pedagogy" title=" pedagogy"> pedagogy</a> </p> <a href="https://publications.waset.org/abstracts/91644/the-impact-of-teachers-emotional-intelligence-on-students-motivation-to-learn" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/91644.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">157</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1236</span> International Tourists’ Motivation to Revisit Bangkok, Thailand </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Kevin%20Wongleedee">Kevin Wongleedee</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The objective of this research was to study the level of importance of motivation factors from the perspective of international tourist who visited Bangkok, Thailand. The independent variables included gender, age, levels of education, occupation, and income while the dependent variables were ten motivation factors. A simple random sampling method was utilized to get 200 respondents. The majority of respondents were both male and female in almost the same proportion and most were between 21-40 years old. Most were married and had a graduate degree. The average income of the respondents was between $30,000-50,000. The findings revealed the ranking levels of importance by highest mean to lowest mean as follows: Thai food, nature-beaches, spa, tradition markets, shopping places, museums, festivals, night entertainment, conference/expo, and visiting friends. In addition, the overall means is 4.11 with 0.812 SD. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=international%20tourist" title="international tourist">international tourist</a>, <a href="https://publications.waset.org/abstracts/search?q=motivation" title=" motivation"> motivation</a>, <a href="https://publications.waset.org/abstracts/search?q=revisit" title=" revisit"> revisit</a>, <a href="https://publications.waset.org/abstracts/search?q=Thailand" title=" Thailand"> Thailand</a> </p> <a href="https://publications.waset.org/abstracts/9148/international-tourists-motivation-to-revisit-bangkok-thailand" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/9148.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">301</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1235</span> Motivational Factors on Non-Academic Staff of Higher Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Atya%20Nur%20Aisha">Atya Nur Aisha</a>, <a href="https://publications.waset.org/abstracts/search?q=Pamoedji%20Hardjomidjojo"> Pamoedji Hardjomidjojo</a>, <a href="https://publications.waset.org/abstracts/search?q=Yassierli"> Yassierli</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Motivation is an important aspect which affects employee behavior to achieve performance. Working motivation tend to be unstable, it easily changing. This condition could be affected by individual factors, namely working ability, and organizational factors, such as working condition and incentives system. The purpose of this study was to examine the impact of individual and organizational factors on non-academic staff motivation. A questionnaire was designed and distributed to 150 non-academic staff of a university in Indonesia. Regression analysis was used to identify the relationship. Results revealed that individual working ability and incentives system had a positive impact on non-academic staff motivation (sig 0.001). This study provides information about practical implication for university authorities and theoretical implications for researchers who interested in exploring motivational and employee performance in a higher education context. It was proposed to increase productivity and work motivation of non-academic staff, university authorities should maintain equality and feasibility of incentives system and design a human resource development to improve employee ability. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=motivation" title="motivation">motivation</a>, <a href="https://publications.waset.org/abstracts/search?q=incentives" title=" incentives"> incentives</a>, <a href="https://publications.waset.org/abstracts/search?q=working%20ability" title=" working ability"> working ability</a>, <a href="https://publications.waset.org/abstracts/search?q=non-academic%20staff" title=" non-academic staff"> non-academic staff</a> </p> <a href="https://publications.waset.org/abstracts/39687/motivational-factors-on-non-academic-staff-of-higher-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/39687.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">410</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1234</span> Potential Roles of Motivation and Teaching Strategies in Communicative Competencies among Palestinian University Students</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Hazem%20Hasan%20Hushayish">Hazem Hasan Hushayish</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Motivation and teaching strategies are commonly believed to improve students’ communicative competence in English as a foreign language; still, there is not much empirical evidence to support this claim. The present study is intended to focus on the effects of motivational factors and teaching strategies on the communicative competence among the Palestinian undergraduates. In the first phase, one hundred and eighty participants, who are studying English language in three Palestinian universities, answered a questionnaire. The questionnaire included items derived from Gardner’s 2001, 2004, 2006, 2007 Attitude/Motivation Test Battery AMTB and items from Dörnyei 2007 and Guilloteaux and Dörnyei 2008 teaching strategies framework for foreign language classrooms. In the second phase, 6 participants, from the same universities, were interviewed. The quantitative results indicated that participants’ communicative competence is significantly affected by motivation and teaching strategies. Also, the qualitative results indicated that teaching strategies do not directly affect students’ communicative competence, but rather affect their motivation. Consequently, the current study will add substantively to the literature concerning the effects of motivation and teaching strategies in communicative competencies among EFL learners in the Palestinian context, and some suggested procedures and suggestions that help improve learners’ communicative competences. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=communicative%20competence" title="communicative competence">communicative competence</a>, <a href="https://publications.waset.org/abstracts/search?q=motivation" title=" motivation"> motivation</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching%20strategies" title=" teaching strategies"> teaching strategies</a>, <a href="https://publications.waset.org/abstracts/search?q=Palestinian%20undergraduates" title=" Palestinian undergraduates"> Palestinian undergraduates</a> </p> <a href="https://publications.waset.org/abstracts/107103/potential-roles-of-motivation-and-teaching-strategies-in-communicative-competencies-among-palestinian-university-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/107103.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">189</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1233</span> Working Memory Capacity and Motivation in Japanese English as a Foreign Language Learners' Speaking Skills</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Akiko%20Kondo">Akiko Kondo</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Although the effects of working memory capacity on second/foreign language speaking skills have been researched in depth, few studies have focused on Japanese English as a foreign language (EFL) learners as compared to other languages (Indo-European languages), and the sample sizes of the relevant Japanese studies have been relatively small. Furthermore, comparing the effects of working memory capacity and motivation which is another kind of frequently researched individual factor on L2 speaking skills would add to the scholarly literature in the field of second language acquisition research. Therefore, the purposes of this study were to investigate whether working memory capacity and motivation have significant relationships with Japanese EFL learners’ speaking skills and to investigate the degree to which working memory capacity and motivation contribute to their English speaking skills. One-hundred and ten Japanese EFL students aged 18 to 26 years participated in this study. All of them are native Japanese speakers and have learned English as s foreign language for 6 to 15. They completed the Versant English speaking test, which has been widely used to measure non-native speakers’ English speaking skills, two types of working memory tests (the L1-based backward digit span test and the L1-based listening span test), and the language learning motivation survey. The researcher designed the working memory tests and the motivation survey. To investigate the relationship between the variables (English speaking skills, working memory capacity, and language learning motivation), a correlation analysis was conducted, which showed that L2 speaking test scores were significantly related to both working memory capacity and language learning motivation, although the correlation coefficients were weak. Furthermore, a multiple regression analysis was performed, with L2 speaking skills as the dependent variable and working memory capacity and language learning motivation as the independent variables. The results showed that working memory capacity and motivation significantly explained the variance in L2 speaking skills and that the L2 motivation had slightly larger effects on the L2 speaking skills than the working memory capacity. Although this study includes several limitations, the results could contribute to the generalization of the effects of individual differences, such as working memory and motivation on L2 learning, in the literature. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=individual%20differences" title="individual differences">individual differences</a>, <a href="https://publications.waset.org/abstracts/search?q=motivation" title=" motivation"> motivation</a>, <a href="https://publications.waset.org/abstracts/search?q=speaking%20skills" title=" speaking skills"> speaking skills</a>, <a href="https://publications.waset.org/abstracts/search?q=working%20memory" title=" working memory"> working memory</a> </p> <a href="https://publications.waset.org/abstracts/89988/working-memory-capacity-and-motivation-in-japanese-english-as-a-foreign-language-learners-speaking-skills" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/89988.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">164</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1232</span> Survey Study of Integrative and Instrumental Motivation in English Language Learning of First Year Students at Naresuan University International College (NUIC), Thailand</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Don%20August%20G.%20Delgado">Don August G. Delgado</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Foreign Language acquisition without enough motivation is tough because it is the force that drives students’ interest or enthusiasm to achieve learning. In addition, it also serves as the students’ beacon to achieve their goals, desires, dreams, and aspirations in life. Since it plays an integral factor in language learning acquisition, this study focuses on the integrative and instrumental motivation levels of all the first year students of Naresuan University International College. The identification of their motivation level and inclination in learning the English language will greatly help all NUIC lecturers and administrators to create a project or activities that they will truly enjoy and find worth doing. However, if the findings of this study will say otherwise, this study can also show to NUIC lecturers and administrators how they can help and transform NUIC freshmen on becoming motivated learners to enhance their English proficiency levels. All respondents in this study received an adopted and developed questionnaire from different researches in the same perspective. The questionnaire has 24 questions that were randomly arranged; 12 for integrative motivation and 12 for instrumental motivation. The questionnaire employed the five-point Likert scale. The tabulated data were analyzed according to its means and standard deviations using the Standard Deviation Calculator. In order to interpret the motivation level of the respondents, the Interpretation of Mean Scores was utilized. Thus, this study concludes that majority of the NUIC freshmen are neither integratively motivated nor instrumentally motivated students. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=motivation" title="motivation">motivation</a>, <a href="https://publications.waset.org/abstracts/search?q=integrative" title=" integrative"> integrative</a>, <a href="https://publications.waset.org/abstracts/search?q=foreign%20language%20acquisition" title=" foreign language acquisition"> foreign language acquisition</a>, <a href="https://publications.waset.org/abstracts/search?q=instrumental" title=" instrumental"> instrumental</a> </p> <a href="https://publications.waset.org/abstracts/54254/survey-study-of-integrative-and-instrumental-motivation-in-english-language-learning-of-first-year-students-at-naresuan-university-international-college-nuic-thailand" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/54254.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">228</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1231</span> The Efficacy of Motivation Management Training for Students’ Academic Achievement and Self-Concept</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ramazan%20Hasanzadeh">Ramazan Hasanzadeh</a>, <a href="https://publications.waset.org/abstracts/search?q=Leyla%20Vatandoust"> Leyla Vatandoust </a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study examined the efficacy of motivation management training for students’ academic achievement and self-concept. The pretest–posttest quasi-experimental study used a cluster random sampling method to select subjects for the experimental (20 subjects) and control (20 subjects) groups. posttest was conducted with both groups to determine the effect of the training. An academic achievement and academic self-concept questionnaire (grade point average requirement) was used for the pretest and posttest. The results showed that the motivation management training increased academic self-concept and academic achievement. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=motivation%20management" title="motivation management">motivation management</a>, <a href="https://publications.waset.org/abstracts/search?q=academic%20self-concept" title=" academic self-concept"> academic self-concept</a>, <a href="https://publications.waset.org/abstracts/search?q=academic%20achievement" title=" academic achievement"> academic achievement</a>, <a href="https://publications.waset.org/abstracts/search?q=students" title=" students"> students</a> </p> <a href="https://publications.waset.org/abstracts/74590/the-efficacy-of-motivation-management-training-for-students-academic-achievement-and-self-concept" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/74590.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">261</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1230</span> The Effect of Emotional Intelligence on Performance and Motivation of Staff: A Case Study of East Azerbaijan Red Crescent</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Bahram%20Asghari%20Aghdam">Bahram Asghari Aghdam</a>, <a href="https://publications.waset.org/abstracts/search?q=Ali%20Mahjoub"> Ali Mahjoub</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of this study is to evaluate the effect of emotional intelligence on the motivation and performance of East Azarbaijan the Red Crescent staff. In this study, EI is determined as the independent variable component of self awareness, self management, social awareness, and relations management, motivation and performance as dependent variables. The research method is descriptive-survey. In this study, simple random sampling method is used and research sample consists of 130 East Azarbaijan the Red Crescent staff that uses Cochran's formula 100 of them were selected and questionnaires were filled by them. Three types of questionnaires were used in this study for emotional intelligence, consisting of the Bradbury Travis and Jane Greaves standard questionnaire; and for motivation and performance a questionnaire is regulated by the researcher with help of professionals and experts in this field that consists of 33 questions about the motivation and 15 questions about performance and content validity were used to obtain the necessary credit. Reliability by using the Cronbach's alpha coefficient /948 was approved. Also, in this study to test the hypothesis of the Spearman correlation coefficient and linear regressions and determine fitness of variables' of structural equation modeling is used. The results show that emotional intelligence with coefficient /865, motivation and performance of in East Azerbaijan the Red Crescent employees has a positive effect. Based on Friedman Test ranking the most influence in motivation and performance of staff in respondents' opinion is in order of self-awareness, relations management, social awareness and self-management. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=emotional%20intelligence" title="emotional intelligence">emotional intelligence</a>, <a href="https://publications.waset.org/abstracts/search?q=self-awareness" title=" self-awareness"> self-awareness</a>, <a href="https://publications.waset.org/abstracts/search?q=self-management" title=" self-management"> self-management</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20awareness" title=" social awareness"> social awareness</a>, <a href="https://publications.waset.org/abstracts/search?q=relations%20management" title=" relations management"> relations management</a>, <a href="https://publications.waset.org/abstracts/search?q=motivation" title=" motivation"> motivation</a>, <a href="https://publications.waset.org/abstracts/search?q=performance" title=" performance"> performance</a> </p> <a href="https://publications.waset.org/abstracts/9312/the-effect-of-emotional-intelligence-on-performance-and-motivation-of-staff-a-case-study-of-east-azerbaijan-red-crescent" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/9312.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">485</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1229</span> Emerging Dimensions of Intrinsic Motivation for Effective Performance</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Prachi%20Bhatt">Prachi Bhatt</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Motivated workforce is an important asset of an organisation. Intrinsic motivation is one of the key aspects of people operations and performance. Researches have emphasized the significance of internal factors in individuals’ motivation. In the changing business scenario, it is a challenge for the organizations’ leaders to inspire and motivate their workforce. The present study deals with the intrinsic motivation potential of an individual which govern the innate capability of an individual driving him or her to behave or perform in the changing work environment, tasks, teams. Differences at individual level significantly influence differences in levels of motivation. In the above context, the present research attempts to explore behavioral trait dimensions which influence motivational potential of an individual. The present research emphasizes the significance of intrinsic motivational potential and the significance of exploring the differences in the intrinsic motivational potential levels of individuals at work places. Thus, this paper empirically tests the framework of behavioral traits which affects motivational potential of an individual. With the help of two studies i.e., Study 1 and Study 2, exploratory factor analysis and confirmatory factor analysis, respectively, indicated a reliable measure assessing intrinsic motivational potential of an individual. Given the variety of challenges of motivating contemporary workforce, and with increasing importance of intrinsic motivation, the paper discusses the relevance of the findings and of the measure assessing intrinsic motivational potential. Assessment of such behavioral traits would assist in the effective realization of intrinsic motivational potential of individuals. Additionally, the paper discusses the practical implications and furnishes scope for future research. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=behavioral%20traits" title="behavioral traits">behavioral traits</a>, <a href="https://publications.waset.org/abstracts/search?q=individual%20differences" title=" individual differences"> individual differences</a>, <a href="https://publications.waset.org/abstracts/search?q=intrinsic%20motivational%20potential" title=" intrinsic motivational potential"> intrinsic motivational potential</a>, <a href="https://publications.waset.org/abstracts/search?q=intrinsic%20motivation" title=" intrinsic motivation"> intrinsic motivation</a>, <a href="https://publications.waset.org/abstracts/search?q=motivation" title=" motivation"> motivation</a>, <a href="https://publications.waset.org/abstracts/search?q=workplace%20motivation" title=" workplace motivation"> workplace motivation</a> </p> <a href="https://publications.waset.org/abstracts/90248/emerging-dimensions-of-intrinsic-motivation-for-effective-performance" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/90248.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">196</span> </span> </div> </div> <ul class="pagination"> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=extrinsic%20motivation&page=2" rel="prev">&lsaquo;</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=extrinsic%20motivation&page=1">1</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=extrinsic%20motivation&page=2">2</a></li> <li class="page-item active"><span class="page-link">3</span></li> <li class="page-item"><a class="page-link" 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