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and performance in computer science.</title> <meta name="description" content="Search results for: motivation and performance in computer science."> <meta name="keywords" content="motivation and performance in computer science."> <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" 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style="font-size:1.6rem;">Search results for: motivation and performance in computer science.</h1> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7491</span> A Case Study to Observe How Students’ Perception of the Possibility of Success Impacts Their Performance in Summative Exams</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Rochelle%20Elva">Rochelle Elva</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>Faculty in Higher Education today are faced with the challenge of convincing their students of the importance of the mastery of skills through learning. This is because most students often have a single motivation -to get high grades. If it appears that this goal will not be met, they lose their motivation and their academic efforts wane. This is true even for students in the competitive fields of STEM, including Computer Science majors. As educators, we have to understand our students and leverage what motivates them, to achieve our learning outcomes. This paper presents a case study that utilizes cognitive psychology’s Expectancy-Value Theory and Motivation Theory, to investigate the effect of sustained expectancy for success on students’ learning outcomes. In our case study, we explore how students’ motivation and persistence in their academic efforts are impacted by providing them with an unexpected path to success, which continues to the end of the semester. The approach was tested in an undergraduate computer science course with n = 56. The results of the study indicate that when presented with the real possibility of success, despite existing low grades, both low and high-scoring students persisted in their efforts to improve their performance. Their final grades were on average one place higher on the +/-letter grade scale, with some students scoring as high as three places above their predicted grade.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Expectancy%20for%20success%20and%20persistence" title="Expectancy for success and persistence">Expectancy for success and persistence</a>, <a href="https://publications.waset.org/search?q=motivation%0D%0Aand%20performance" title=" motivation and performance"> motivation and performance</a>, <a href="https://publications.waset.org/search?q=computer%20science%20education" title=" computer science education"> computer science education</a>, <a href="https://publications.waset.org/search?q=motivation%20and%0D%0Aperformance%20in%20computer%20science." title=" motivation and performance in computer science."> motivation and performance in computer science.</a> </p> <a href="https://publications.waset.org/10013505/a-case-study-to-observe-how-students-perception-of-the-possibility-of-success-impacts-their-performance-in-summative-exams" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10013505/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10013505/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10013505/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10013505/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10013505/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10013505/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10013505/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10013505/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10013505/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10013505/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10013505.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">306</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7490</span> Explanatory of Relationship between Learning Motivation and Learning Performance</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Chih%20Chin%20Yang">Chih Chin Yang</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In this paper, the relationship between learning motivation and learning performance is explored by using exchange theory. The relationship is concluded that external performance can raise learning motivation and then increase learning performance. The internal performance should be not completely neglected and the external performance should be not attached important excessively. The parents need self-study and must be also reeducated. The existing education must be improved in raise of internal performance. The incorrect learning thinking will mislead the students, parents, and educators of next generation, when the students obtain good learning performance in the learning environment with excess stimulants. Over operation of external performance will result abnormal learning thinking and violating learning goal. Learning is not only to obtain performance. Learning quality and learning performance will be limited as without learning motivation. The best learning motivation is, the best learning performance is. The learning for reward is not good for learning performance. Strategies of promoting life-long learning are including the encouraging for learner, establishment of good interaction learning environment, and the advertisement of the merit and the importance of life-long learning, which can let the learner with the correct learning motivation. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=exchange%20theory" title="exchange theory">exchange theory</a>, <a href="https://publications.waset.org/search?q=learning%20motivation" title=" learning motivation"> learning motivation</a>, <a href="https://publications.waset.org/search?q=learning%0Aperformance" title=" learning performance"> learning performance</a>, <a href="https://publications.waset.org/search?q=learning%20quality" title=" learning quality"> learning quality</a> </p> <a href="https://publications.waset.org/10416/explanatory-of-relationship-between-learning-motivation-and-learning-performance" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10416/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10416/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10416/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10416/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10416/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10416/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10416/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10416/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10416/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10416/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10416.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">1621</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7489</span> Students’ Motivation, Self-Determination, Test Anxiety and Academic Engagement</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Shakirat%20Abimbola%20Adesola">Shakirat Abimbola Adesola</a>, <a href="https://publications.waset.org/search?q=Shuaib%20Akintunde%20Asifat"> Shuaib Akintunde Asifat</a>, <a href="https://publications.waset.org/search?q=Jelili%20Olalekan%20Amoo"> Jelili Olalekan Amoo</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>This paper presented the impact of students’ emotions on learning when receiving lectures and when taking tests. It was observed during the study that students experience different types of emotions, and this was found to have a significant effect on their academic performance. A total of 1675 students from the department of Computer Science in two Colleges of Education in South-West Nigeria took part in this study. The students were randomly selected for the research. The sample comprises of 968 males representing 58%, and 707 females representing 42%. A structured questionnaire, of Motivated Strategies for Learning Questionnaire (MSLQ) was distributed to the participants to obtain their opinions. Data gathered were analyzed using the IBM SPSS 20 to obtain ANOVA, descriptive analysis, stepwise regression, and reliability tests. The results revealed that emotion moderately shape students’ motivation and engagement in learning; and that self-regulation and self-determination do have significant impact on academic performance. It was further revealed that test anxiety has a significant correlation with academic performance. </p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Motivation" title="Motivation">Motivation</a>, <a href="https://publications.waset.org/search?q=self-determination" title=" self-determination"> self-determination</a>, <a href="https://publications.waset.org/search?q=test%20anxiety" title=" test anxiety"> test anxiety</a>, <a href="https://publications.waset.org/search?q=academic%20performance" title=" academic performance"> academic performance</a>, <a href="https://publications.waset.org/search?q=academic%20engagement." title=" academic engagement."> academic engagement.</a> </p> <a href="https://publications.waset.org/10013802/students-motivation-self-determination-test-anxiety-and-academic-engagement" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10013802/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10013802/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10013802/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10013802/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10013802/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10013802/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10013802/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10013802/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10013802/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10013802/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10013802.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">72</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7488</span> Impact of Grade Sensitivity on Learning Motivation and Academic Performance</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Salwa%20Aftab">Salwa Aftab</a>, <a href="https://publications.waset.org/search?q=Sehrish%20Riaz"> Sehrish Riaz</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The objective of this study was to check the impact of grade sensitivity on learning motivation and academic performance of students and to remove the degree of difference that exists among students regarding the cause of their learning motivation and also to gain knowledge about this matter since it has not been adequately researched. Data collection was primarily done through the academic sector of Pakistan and was depended upon the responses given by students solely. A sample size of 208 university students was selected. Both paper and online surveys were used to collect data from respondents. The results of the study revealed that grade sensitivity has a positive relationship with the learning motivation of students and their academic performance. These findings were carried out through systematic correlation and regression analysis. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Academic%20performance" title="Academic performance">Academic performance</a>, <a href="https://publications.waset.org/search?q=correlation" title=" correlation"> correlation</a>, <a href="https://publications.waset.org/search?q=grade%20sensitivity" title=" grade sensitivity"> grade sensitivity</a>, <a href="https://publications.waset.org/search?q=learning%20motivation" title=" learning motivation"> learning motivation</a>, <a href="https://publications.waset.org/search?q=regression." title=" regression."> regression.</a> </p> <a href="https://publications.waset.org/10004904/impact-of-grade-sensitivity-on-learning-motivation-and-academic-performance" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10004904/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10004904/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10004904/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10004904/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10004904/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10004904/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10004904/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10004904/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10004904/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10004904/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10004904.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">2781</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7487</span> Evaluation of Introductory Programming Course for Non-Computer Science Majored Students</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=H.%20Varol">H. Varol</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>Although students’ interest level in pursuing Computer Science and related degrees are lower than previous decade, fundamentals of computers, specifically introductory level programming courses are either listed as core or elective courses for a number of non-computer science majors. Universities accommodate these non-computer science majored students either via creating separate sections of a class for them or simply offering mixed-body classroom solutions, in which both computer science and non-computer science students take the courses together. In this work, we demonstrated how we handle introductory level programming course at Sam Houston State University and also provide facts about our observations on students’ success during the coursework. Moreover, we provide suggestions and methodologies that are based on students’ major and skills to overcome the deficiencies of mix-body type of classes.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Computer%20science" title="Computer science">Computer science</a>, <a href="https://publications.waset.org/search?q=non-computer%20science%20major" title=" non-computer science major"> non-computer science major</a>, <a href="https://publications.waset.org/search?q=programming" title=" programming"> programming</a>, <a href="https://publications.waset.org/search?q=programming%20education." title=" programming education."> programming education.</a> </p> <a href="https://publications.waset.org/10004782/evaluation-of-introductory-programming-course-for-non-computer-science-majored-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10004782/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10004782/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10004782/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10004782/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10004782/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10004782/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10004782/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10004782/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10004782/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10004782/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10004782.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">1835</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7486</span> Creativity: A Motivational Tool for Interest and Conceptual Understanding in Science Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Thienhuong%20Hoang">Thienhuong Hoang</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>This qualitative, quantitative mixed-method study explores how students- motivation and interest in creative hands-on activities affected their conceptual understanding of science. The objectives of this research include developing a greater understanding about how creative activities, incorporated into the classroom as instructional strategies, increase student motivation and their learning or mastery of science concepts. The creative activities are viewed as a motivational tool, a specific type of task, which have an impact on student goals. Pre-and-post tests, pre-and-post interviews, and student responses measure motivational-goal theory variables, interest in the activity, and conceptual change. Implications for education and future research will be discussed.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Science%20education" title="Science education">Science education</a>, <a href="https://publications.waset.org/search?q=motivation" title=" motivation"> motivation</a>, <a href="https://publications.waset.org/search?q=conceptual%20understanding" title=" conceptual understanding"> conceptual understanding</a>, <a href="https://publications.waset.org/search?q=instructional%20strategies." title=" instructional strategies."> instructional strategies.</a> </p> <a href="https://publications.waset.org/15450/creativity-a-motivational-tool-for-interest-and-conceptual-understanding-in-science-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/15450/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/15450/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/15450/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/15450/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/15450/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/15450/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/15450/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/15450/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/15450/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/15450/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/15450.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">1804</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7485</span> Working Motivation Factors Affecting Job Performance Effectiveness</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Supattra%20Kanchanopast">Supattra Kanchanopast</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>The purpose of this paper was to study motivation factors affecting job performance effectiveness. This paper drew upon data collected from an Internal Audit Staffs of Internal Audit Line of Head Office of Krung Thai Public Company Limited. Statistics used included frequency, percentage, mean and standard deviation, t-test, and one-way ANOVA test. The finding revealed that the majority of the respondents were female of 46 years of age and over, married and live together, hold a bachelor degree, with an average monthly income over 70,001 Baht. The majority of respondents had over 15 years of work experience. They generally had high working motivation as well as high job performance effectiveness. The hypotheses testing disclosed that employees with different working status had different level of job performance effectiveness at a 0.01 level of significance. Working motivation factors had an effect on job performance in the same direction with high level. Individual working motivation included working completion, reorganization, working progression, working characteristic, opportunity, responsibility, management policy, supervision, relationship with their superior, relationship with co-worker, working position, working stability, safety, privacy, working conditions, and payment. All of these factors related to job performance effectiveness in the same direction with medium level.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Internal%20Audit%20Staffs" title="Internal Audit Staffs">Internal Audit Staffs</a>, <a href="https://publications.waset.org/search?q=Job%20Performance%0D%0AEffectiveness" title=" Job Performance Effectiveness"> Job Performance Effectiveness</a>, <a href="https://publications.waset.org/search?q=Working%20Motivation." title=" Working Motivation."> Working Motivation.</a> </p> <a href="https://publications.waset.org/16244/working-motivation-factors-affecting-job-performance-effectiveness" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/16244/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/16244/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/16244/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/16244/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/16244/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/16244/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/16244/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/16244/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/16244/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/16244/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/16244.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">6385</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7484</span> Integrating Computer Games with Mathematics Instruction in Elementary School- An Analysis of Motivation, Achievement, and Pupil-Teacher Interactions</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Kuo%20Hung%20Huang">Kuo Hung Huang</a>, <a href="https://publications.waset.org/search?q=Chong-Ji%20Ke"> Chong-Ji Ke</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of this study is to explore the impacts of computer games on the mathematics instruction. First, the research designed and implemented the web-based games according to the content of existing textbook. And the researcher collected and analyzed the information related to the mathematics instruction integrating the computer games. In this study, the researcher focused on the learning motivation of mathematics, mathematics achievement, and pupil-teacher interactions in classroom. The results showed that students under instruction integrating computer games significantly improved in motivation and achievement. The teacher tended to use less direct teaching and provide more time for student-s active learning. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=computer%20games" title="computer games">computer games</a>, <a href="https://publications.waset.org/search?q=mathematics%20instruction" title=" mathematics instruction"> mathematics instruction</a>, <a href="https://publications.waset.org/search?q=pupil-teacher%20interaction" title="pupil-teacher interaction">pupil-teacher interaction</a>, <a href="https://publications.waset.org/search?q=technology-enhanced%20learning" title=" technology-enhanced learning"> technology-enhanced learning</a> </p> <a href="https://publications.waset.org/11702/integrating-computer-games-with-mathematics-instruction-in-elementary-school-an-analysis-of-motivation-achievement-and-pupil-teacher-interactions" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/11702/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/11702/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/11702/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/11702/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/11702/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/11702/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/11702/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/11702/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/11702/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/11702/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/11702.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">1926</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7483</span> Analysis of Modified Heap Sort Algorithm on Different Environment</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Vandana%20Sharma">Vandana Sharma</a>, <a href="https://publications.waset.org/search?q=Parvinder%20S.%20Sandhu"> Parvinder S. Sandhu</a>, <a href="https://publications.waset.org/search?q=Satwinder%20Singh"> Satwinder Singh</a>, <a href="https://publications.waset.org/search?q=Baljit%20Saini"> Baljit Saini</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In field of Computer Science and Mathematics, sorting algorithm is an algorithm that puts elements of a list in a certain order i.e. ascending or descending. Sorting is perhaps the most widely studied problem in computer science and is frequently used as a benchmark of a system-s performance. This paper presented the comparative performance study of four sorting algorithms on different platform. For each machine, it is found that the algorithm depends upon the number of elements to be sorted. In addition, as expected, results show that the relative performance of the algorithms differed on the various machines. So, algorithm performance is dependent on data size and there exists impact of hardware also. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Algorithm" title="Algorithm">Algorithm</a>, <a href="https://publications.waset.org/search?q=Analysis" title=" Analysis"> Analysis</a>, <a href="https://publications.waset.org/search?q=Complexity" title=" Complexity"> Complexity</a>, <a href="https://publications.waset.org/search?q=Sorting." title=" Sorting."> Sorting.</a> </p> <a href="https://publications.waset.org/14236/analysis-of-modified-heap-sort-algorithm-on-different-environment" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/14236/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/14236/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/14236/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/14236/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/14236/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/14236/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/14236/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/14236/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/14236/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/14236/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/14236.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">2413</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7482</span> Employee Motivation Factors That Affect Job Performance of Suan Sunandha Rajabhat University Employee</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Orawan%20Boriban">Orawan Boriban</a>, <a href="https://publications.waset.org/search?q=Phatthanan%20Chaiyabut"> Phatthanan Chaiyabut</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>The purpose of this research is to study motivation factors and also to study factors relation to job performance to compare motivation factors under the personal factor classification such as gender, age, income, educational level, marital status, and working duration; and to study the relationship between Motivation Factors and Job Performance with job satisfactions. The sample groups utilized in this research were 400 Suan Sunandha Rajabhat University employees. This research is a quantitative research using questionnaires as research instrument. The statistics applied for data analysis including percentage, mean, and standard deviation. In addition, the difference analysis was conducted by t value computing, one-way analysis of variance and Pearson’s correlation coefficient computing. The findings of the study results were as follows the findings showed that the aspects of job promotion and salary were at the moderate levels. Additionally, the findings also showed that the motivations that affected the revenue branch chiefs’ job performance were job security, job accomplishment, policy and management, job promotion, and interpersonal relation.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Motivation%20Factors" title="Motivation Factors">Motivation Factors</a>, <a href="https://publications.waset.org/search?q=Job%20Performance" title=" Job Performance"> Job Performance</a>, <a href="https://publications.waset.org/search?q=Suan%0D%0ASunandha%20Rajabhat%20University%20Employee." title=" Suan Sunandha Rajabhat University Employee."> Suan Sunandha Rajabhat University Employee.</a> </p> <a href="https://publications.waset.org/9999314/employee-motivation-factors-that-affect-job-performance-of-suan-sunandha-rajabhat-university-employee" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/9999314/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/9999314/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/9999314/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/9999314/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/9999314/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/9999314/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/9999314/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/9999314/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/9999314/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/9999314/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/9999314.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">2852</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7481</span> Using Multimedia in Computer Based Learning (CBL) A Case Study: Teaching Science to Student</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Maryam%20Honarmand">Maryam Honarmand</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>Regarding to the fast growth of computer, internet, and virtual learning in our country (Iran) and need computer-based learning systems and multimedia tools as an essential part of such education, designing and implementing such systems would help teach different field such as science. This paper describes the basic principle of multimedia. At the end, with a description of learning science to the infant students, the method of this system will be explained.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Multimedia%20tools" title="Multimedia tools">Multimedia tools</a>, <a href="https://publications.waset.org/search?q=computer%20based%20learning" title=" computer based learning"> computer based learning</a>, <a href="https://publications.waset.org/search?q=science" title=" science"> science</a>, <a href="https://publications.waset.org/search?q=student." title=" student."> student.</a> </p> <a href="https://publications.waset.org/9636/using-multimedia-in-computer-based-learning-cbl-a-case-study-teaching-science-to-student" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/9636/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/9636/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/9636/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/9636/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/9636/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/9636/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/9636/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/9636/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/9636/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/9636/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/9636.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">1491</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7480</span> Motivation Factors in Distance Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Sheila%20R.%20Bonito">Sheila R. Bonito</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>This study describes the relationship between motivation factors and academic performance among distance education students enrolled in a postgraduate nursing course. Students (n=96) participated in a survey that assesses student's motivational orientations from a cognitive perspective using a selfadministered questionnaire based on Pintrich-s Motivation Strategies for Learning Questionnaire (MLSQ). Results showed students- motivational factors are highest on task value (6.44, 0.71); followed by intrinsic goal orientation (6.20, 0.76), control beliefs (6.02, 0.89); extrinsic goal orientation (5.85, 1.13); self-efficacy for learning and performance (5.62, 0.84), and finally, test anxiety (4.21, 1.37). Weak positive correlations were found between academic performance and intrinsic goal orientation (r=0.13), extrinsic goal orientation (r=0.04), task value (r=0.09), control beliefs (r=0.02), and self-efficacy (r=0.05), while there was weak negative correlation with test anxiety (r=-0.04). Conclusions from the study indicate the need to focus on improving tasks and targeting intrinsic goal orientations of students to courses since these were positively correlated with academic performance and downplay the use of tests since these were negatively correlated with academic performance.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Motivation%20factors" title="Motivation factors">Motivation factors</a>, <a href="https://publications.waset.org/search?q=academic%20performance" title=" academic performance"> academic performance</a>, <a href="https://publications.waset.org/search?q=distance%0D%0Aeducation" title=" distance education"> distance education</a> </p> <a href="https://publications.waset.org/11386/motivation-factors-in-distance-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/11386/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/11386/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/11386/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/11386/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/11386/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/11386/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/11386/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/11386/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/11386/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/11386/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/11386.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">2265</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7479</span> A Theoretical Framework for Rural Tourism Motivation Factors</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=N.%20P.%20Tsephe">N. P. Tsephe</a>, <a href="https://publications.waset.org/search?q=S.%20D.%20Eyono%20Obono"> S. D. Eyono Obono</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>Rural tourism has many economical, environmental, and socio-cultural benefits. However, the development of rural tourism compared to urban tourism is also faced with several challenges added to the disadvantages of rural tourism. The aim of this study is to design a model of the factors affecting the motivations of rural tourists, in an attempt to improve the understanding of rural tourism motivation for the development of that form of tourism. The proposed model is based on a sound theoretical framework. It was designed following a literature review of tourism motivation theoretical frameworks and of rural tourism motivation factors. The tourism motivation theoretical framework that fitted to the best all rural tourism motivation factors was then chosen as the basis for the proposed model. This study hence found that the push and pull tourism motivation framework and the inner and outer directed values theory are the most adequate theoretical frameworks for the modeling of rural tourism motivation.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Motivation%20factors" title="Motivation factors">Motivation factors</a>, <a href="https://publications.waset.org/search?q=rural%20tourism" title=" rural tourism"> rural tourism</a>, <a href="https://publications.waset.org/search?q=tourism%20motivation%20theories." title=" tourism motivation theories."> tourism motivation theories.</a> </p> <a href="https://publications.waset.org/3031/a-theoretical-framework-for-rural-tourism-motivation-factors" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/3031/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/3031/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/3031/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/3031/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/3031/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/3031/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/3031/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/3031/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/3031/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/3031/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/3031.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">9428</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7478</span> Motivation among the Managers in Construction Companies</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=A.Marisa">A.Marisa</a>, <a href="https://publications.waset.org/search?q=Nor%27Aini%20Yusof"> Nor'Aini Yusof</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Managers as the key employees have a very important role in maintaining the workforce performance which is critical to the construction companies- success in the future. If motivated employees start with motivated managers probably it would seem plausible if the de-motivated ones start with de-motivated managers. This study aims to analyze the importance of motivated managers to their successes and construction companies- successes. In this study, a quantitative method was used and the study area was in Medan, North Sumatera. Questionnaire survey was distributed directly to construction companies in Medan which are listed in the Construction Services Development Board. A total of 60 managers responded and the completed questionnaires were analyzed using the descriptive analysis. The results indicated that the respondents acknowledge the importance of motivation among themselves to the projects and construction companies- success, implying that it is vital to maintain the motivation and good performance of the workforce. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=construction%20companies" title="construction companies">construction companies</a>, <a href="https://publications.waset.org/search?q=managers" title=" managers"> managers</a>, <a href="https://publications.waset.org/search?q=motivation" title=" motivation"> motivation</a> </p> <a href="https://publications.waset.org/11624/motivation-among-the-managers-in-construction-companies" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/11624/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/11624/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/11624/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/11624/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/11624/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/11624/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/11624/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/11624/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/11624/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/11624/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/11624.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">2365</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7477</span> A Study on the Importance of Motivation among the Managers in Construction Companies in Medan</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=A.Marisa">A.Marisa</a>, <a href="https://publications.waset.org/search?q=Nor%27Aini%20Yusof"> Nor'Aini Yusof</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Managers as the key employees have a very important role in maintaining the workforce performance which is critical to the construction companies- success in the future. If motivated employees start with motivated managers probably it would seem plausible if the de-motivated ones start with de-motivated managers. This study aims to analyze the importance of motivated managers to their successes and construction companies- successes. In this study, a quantitative method was used and the study area was in Medan, North Sumatera. Questionnaire survey was distributed directly to construction companies in Medan which are listed in the Construction Services Development Board. A total of 60 managers responded and the completed questionnaires were analyzed using the descriptive analysis. The results indicated that the respondents acknowledge the importance of motivation among themselves to the projects and construction companies- success, implying that it is vital o maintain the motivation and good performance of the workforce. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=construction%20companies" title="construction companies">construction companies</a>, <a href="https://publications.waset.org/search?q=managers" title=" managers"> managers</a>, <a href="https://publications.waset.org/search?q=motivation" title=" motivation"> motivation</a> </p> <a href="https://publications.waset.org/13080/a-study-on-the-importance-of-motivation-among-the-managers-in-construction-companies-in-medan" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/13080/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/13080/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/13080/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/13080/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/13080/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/13080/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/13080/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/13080/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/13080/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/13080/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/13080.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">1709</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7476</span> Academic Motivation Maintenance for Students While Solving Mathematical Problems in the Middle School</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=M.%20Rodionov">M. Rodionov</a>, <a href="https://publications.waset.org/search?q=Z.%20Dedovets"> Z. Dedovets</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The level and type of student academic motivation are the key factors in their development and determine the effectiveness of their education. Improving motivation is very important with regard to courses on middle school mathematics. This article examines the general position regarding the practice of academic motivation. It also examines the particular features of mathematical problem solving in a school setting. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Teaching%20strategy" title="Teaching strategy">Teaching strategy</a>, <a href="https://publications.waset.org/search?q=mathematics" title=" mathematics"> mathematics</a>, <a href="https://publications.waset.org/search?q=motivation" title=" motivation"> motivation</a>, <a href="https://publications.waset.org/search?q=student." title=" student."> student.</a> </p> <a href="https://publications.waset.org/10002557/academic-motivation-maintenance-for-students-while-solving-mathematical-problems-in-the-middle-school" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10002557/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10002557/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10002557/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10002557/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10002557/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10002557/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10002557/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10002557/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10002557/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10002557/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10002557.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">1523</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7475</span> Types of Motivation to Learn English: A Case Study of a Rural University, in Quintana Roo, Mexico</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Sandra%20Valdez-Hern%C3%A1ndez">Sandra Valdez-Hernández</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>Motivation is one of the most important factors when teaching language. Most institutions, at least in Mexico, pay low attention to the types of motivation students have when they are studying English; however, considering the motivation they have may lead to better understanding about their needs and purposes for learning English and the professors may understand and focus on their interests for making them persist in action through the course. This topic has been widely investigated in different countries, but more research needs to be done in Mexico to shed light on this area of potential impact. This quantitative study examines how students (n = 180) at a Rural University in Quintana Roo perceive their different types of motivation, intrinsic and extrinsic, instrumental, and integrative and the attitudes for the language. The findings reveal a high degree of intrinsic and instrumental motivation and provide insights into the perceived attitudes for learning English. Finding ways to persist in action may lead to better comprehending the reasons for learning English.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Attitudes%20for%20motivation" title="Attitudes for motivation">Attitudes for motivation</a>, <a href="https://publications.waset.org/search?q=types%20of%20motivation" title=" types of motivation"> types of motivation</a>, <a href="https://publications.waset.org/search?q=Extrinsic%20and%20Intrinsic%20motivation" title=" Extrinsic and Intrinsic motivation"> Extrinsic and Intrinsic motivation</a>, <a href="https://publications.waset.org/search?q=instrumental%20and%20integrative%20motivation." title=" instrumental and integrative motivation."> instrumental and integrative motivation.</a> </p> <a href="https://publications.waset.org/10013613/types-of-motivation-to-learn-english-a-case-study-of-a-rural-university-in-quintana-roo-mexico" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10013613/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10013613/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10013613/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10013613/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10013613/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10013613/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10013613/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10013613/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10013613/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10013613/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10013613.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">117</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7474</span> Learning Based On Computer Science Unplugged in Computer Science Education: Design, Development, and Assessment</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Eiko%20Takaoka">Eiko Takaoka</a>, <a href="https://publications.waset.org/search?q=Yoshiyuki%20Fukushima"> Yoshiyuki Fukushima</a>, <a href="https://publications.waset.org/search?q=Koichiro%20Hirose"> Koichiro Hirose</a>, <a href="https://publications.waset.org/search?q=Tadashi%20Hasegawa"> Tadashi Hasegawa</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>Although, all high school students in Japan are required to learn informatics, many of them do not learn this topic sufficiently. In response to this situation, we propose a support package for high school informatics classes. To examine what students learned and if they sufficiently understood the context of the lessons, a questionnaire survey was distributed to 186 students. We analyzed the results of the questionnaire and determined the weakest units, which were “basic computer configuration” and “memory and secondary storage”. We then developed a package for teaching these units. We propose that our package be applied in high school classrooms.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Computer%20Science%20Unplugged" title="Computer Science Unplugged">Computer Science Unplugged</a>, <a href="https://publications.waset.org/search?q=computer%20science%20outreach" title=" computer science outreach"> computer science outreach</a>, <a href="https://publications.waset.org/search?q=high%20school%20curriculum" title=" high school curriculum"> high school curriculum</a>, <a href="https://publications.waset.org/search?q=experimental%20evaluation." title=" experimental evaluation."> experimental evaluation.</a> </p> <a href="https://publications.waset.org/9998703/learning-based-on-computer-science-unplugged-in-computer-science-education-design-development-and-assessment" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/9998703/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/9998703/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/9998703/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/9998703/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/9998703/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/9998703/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/9998703/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/9998703/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/9998703/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/9998703/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/9998703.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">2122</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7473</span> Integrating Visual Modeling throughout the Computer Science Curriculum</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Carol%20B.Collins">Carol B.Collins</a>, <a href="https://publications.waset.org/search?q=M.%20H.%20N%20Tabrizi"> M. H. N Tabrizi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purposes of this paper are to (1) promote excellence in computer science by suggesting a cohesive innovative approach to fill well documented deficiencies in current computer science education, (2) justify (using the authors- and others anecdotal evidence from both the classroom and the real world) why this approach holds great potential to successfully eliminate the deficiencies, (3) invite other professionals to join the authors in proof of concept research. The authors- experiences, though anecdotal, strongly suggest that a new approach involving visual modeling technologies should allow computer science programs to retain a greater percentage of prospective and declared majors as students become more engaged learners, more successful problem-solvers, and better prepared as programmers. In addition, the graduates of such computer science programs will make greater contributions to the profession as skilled problem-solvers. Instead of wearily rememorizing code as they move to the next course, students will have the problem-solving skills to think and work in more sophisticated and creative ways. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Algorithms" title="Algorithms">Algorithms</a>, <a href="https://publications.waset.org/search?q=CASE" title=" CASE"> CASE</a>, <a href="https://publications.waset.org/search?q=Problem-solving" title=" Problem-solving"> Problem-solving</a>, <a href="https://publications.waset.org/search?q=UML." title=" UML."> UML.</a> </p> <a href="https://publications.waset.org/12925/integrating-visual-modeling-throughout-the-computer-science-curriculum" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/12925/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/12925/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/12925/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/12925/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/12925/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/12925/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/12925/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/12925/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/12925/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/12925/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/12925.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">1387</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7472</span> The Implementation of Self-Determination Theory on the Opportunities and Challenges for Blended e-Learning in Motivating Egyptian Logistic Learners</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Aisha%20Tarek%20Noour">Aisha Tarek Noour</a>, <a href="https://publications.waset.org/search?q=Nick%20Hubbard"> Nick Hubbard</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>Learner motivation is considered to be an important component for the Blended e-Learning (BL) Method. BL is an effective learning method in multiple domains, which opens several opportunities for its participants to engage in the learning environment. This research explores the learners’ perspective of BL according to the Self-Determination Theory (SDT). It identifies the opportunities and challenges for using the BL in Logistics Education (LE) in Egyptian Higher Education (HE). SDT is approached from different perspectives within the relationship between Intrinsic Motivation (IM), Extrinsic Motivation (EM) and Amotivation (AM). A self-administered face-to-face questionnaire was used to collect data from learners who were geographically widely spread around three colleges of International Transport and Logistics (CILTs) at the Arab Academy for Science, Technology and Maritime Transport (AAST&MT) in Egypt. Six hundred and sixteen undergraduates responded to a questionnaire survey. Respondents were drawn from three branches in Greater Cairo, Alexandria, and Port Said. The data analysis used was SPSS 22 and AMOS 18.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Intrinsic%20Motivation" title="Intrinsic Motivation">Intrinsic Motivation</a>, <a href="https://publications.waset.org/search?q=Extrinsic%20Motivation" title=" Extrinsic Motivation"> Extrinsic Motivation</a>, <a href="https://publications.waset.org/search?q=Amotivation" title=" Amotivation"> Amotivation</a>, <a href="https://publications.waset.org/search?q=Blended%20e-Learning" title=" Blended e-Learning"> Blended e-Learning</a>, <a href="https://publications.waset.org/search?q=Self%20Determination%20Theory." title=" Self Determination Theory."> Self Determination Theory.</a> </p> <a href="https://publications.waset.org/10000122/the-implementation-of-self-determination-theory-on-the-opportunities-and-challenges-for-blended-e-learning-in-motivating-egyptian-logistic-learners" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10000122/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10000122/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10000122/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10000122/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10000122/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10000122/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10000122/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10000122/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10000122/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10000122/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10000122.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">2377</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7471</span> Using Visual Technologies to Promote Excellence in Computer Science Education </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Carol%20B.%20Collins">Carol B. Collins</a>, <a href="https://publications.waset.org/search?q=M.%20H.%20N%20Tabrizi"> M. H. N Tabrizi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purposes of this paper are to (1) promote excellence in computer science by suggesting a cohesive innovative approach to fill well documented deficiencies in current computer science education, (2) justify (using the authors' and others anecdotal evidence from both the classroom and the real world) why this approach holds great potential to successfully eliminate the deficiencies, (3) invite other professionals to join the authors in proof of concept research. The authors' experiences, though anecdotal, strongly suggest that a new approach involving visual modeling technologies should allow computer science programs to retain a greater percentage of prospective and declared majors as students become more engaged learners, more successful problem-solvers, and better prepared as programmers. In addition, the graduates of such computer science programs will make greater contributions to the profession as skilled problem-solvers. Instead of wearily rememorizing code as they move to the next course, students will have the problem-solving skills to think and work in more sophisticated and creative ways. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Algorithms" title="Algorithms">Algorithms</a>, <a href="https://publications.waset.org/search?q=CASE" title=" CASE"> CASE</a>, <a href="https://publications.waset.org/search?q=UML" title=" UML"> UML</a>, <a href="https://publications.waset.org/search?q=Problem-solving." title=" Problem-solving."> Problem-solving.</a> </p> <a href="https://publications.waset.org/4848/using-visual-technologies-to-promote-excellence-in-computer-science-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/4848/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/4848/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/4848/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/4848/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/4848/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/4848/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/4848/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/4848/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/4848/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/4848/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/4848.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">1616</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7470</span> Job Satisfaction and Motivation as Predictors of Lecturers’ Effectiveness in Nigeria Police Academy</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Abdulkareem%20Hussein%20Bibire">Abdulkareem Hussein Bibire</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Job satisfaction and motivation have been given an important attention in psychology because they are seen as main instruments in maintaining organizational growth and development; they are also used to accomplish organizational aims and objectives. However, it has been observed that some institutions failed in motivating and stimulating their workers; in contrast, workers may be motivated but not satisfied with the job and failed to perform efficiently and effectively. It is hoped that the study of this nature would be of significance value to all stakeholders in education specifically, lecturers in higher institutions in Nigeria. Also, it is hoped that the findings of this study will enhance lecturers’ effectiveness and performance in discharging their duties. In the light of the above statements, this study investigated whether job satisfaction and motivation predict lecturers’ effectiveness in Nigeria Police Academy, Wudil, Kano State. Correlational research method was adopted for the study, while purposive sampling technique was used to choose the institution and the sampled lectures (70). Simple random sampling technique was used to select one hundred cadets across the academy. Two instruments were used to elicit information from both lecturers and cadets. These were job satisfaction and motivation; and lecturers’ effectiveness Questionnaires. The instruments were subjected to pilot testing and found to have reliability coefficient of 0.69 and 0.71 respectively. The results of the study revealed that there was a significance relationship among job satisfaction, motivation and lecturers effectiveness in Nigeria Police Academy. There was a significance relationship between job satisfaction and lecturers’ effectiveness in Nigeria Police Academy the cal r is 0.21 while the crt r is 0.19. at p<0.05 and; there was a significance relationship between job motivation and lecturers effectiveness in Nigeria Police Academy the cal r is 0.20 while the crt r is 0.19 at p<0.05This study therefore concluded that there was a significance relationship among job satisfaction, motivation and lecturers effectiveness in Nigeria Police Academy. Based on the data collected, collated and analyzed Recommendations were made for both the lecturers and the Academy management. It is also suggested that lecturers should be industrious in their primary assignment in other to make values to cadets lives and career. And management should also try to enhance lecturers performance by more motivational needs for the lecturers. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Satisfaction" title="Satisfaction">Satisfaction</a>, <a href="https://publications.waset.org/search?q=motivation" title=" motivation"> motivation</a>, <a href="https://publications.waset.org/search?q=lecturer%20effectiveness" title=" lecturer effectiveness"> lecturer effectiveness</a>, <a href="https://publications.waset.org/search?q=academy." title=" academy."> academy.</a> </p> <a href="https://publications.waset.org/10003090/job-satisfaction-and-motivation-as-predictors-of-lecturers-effectiveness-in-nigeria-police-academy" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10003090/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10003090/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10003090/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10003090/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10003090/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10003090/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10003090/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10003090/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10003090/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10003090/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10003090.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">2135</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7469</span> A Comparative Study on Achievement Motivation and Sports Competition Anxiety among the Students of Different Tier of Academic Hierarchy</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Nitai%20Biswas">Nitai Biswas</a>, <a href="https://publications.waset.org/search?q=Prasenjit%20Kapas"> Prasenjit Kapas</a>, <a href="https://publications.waset.org/search?q=Arumay%20Jana"> Arumay Jana</a>, <a href="https://publications.waset.org/search?q=Asish%20Paul"> Asish Paul</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Introduction: Motivation is basic drive for all kinds of action. It has direct influence on academic achievement and sports performance that builds urge to incentive values of success. In other words, it can be defined as the need for success to attain excellence. Anxiety in pre competition especially in sports formulates positive inward settings in mind to overcome the challenge. There is a tendency to perceive competitive situations as some threatening issues and to respond them with feelings of apprehension and tension. Aim: Aim of the study was to compare the achievement motivation and competition anxiety among three different classes of students. Methods and Materials: To conduct the study the researcher has taken 131 male subjects from three different classes as Extra Department, Bachelor of Physical Education-I and Master of Physical EducationII, aged 19-28 years. Achievement motivation and sports competition anxiety were measured by the questionnaire. To analyze the data mean, standard deviation for each parameter as descriptive statistics and one way analysis of variance as inferential statistics were employed. Results: From the result of the study in achievement motivation (p ≥ 0.05) and competition anxiety (p ≥ 0.05) no significant differences were found among the said three groups. Conclusion: The study concluded that all three groups had almost the same state of achievement motivation and sports competition anxiety. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Anxiety" title="Anxiety">Anxiety</a>, <a href="https://publications.waset.org/search?q=sports%20psychology" title=" sports psychology"> sports psychology</a>, <a href="https://publications.waset.org/search?q=sports%20competition%20anxiety" title=" sports competition anxiety"> sports competition anxiety</a>, <a href="https://publications.waset.org/search?q=achievement%20motivation" title=" achievement motivation"> achievement motivation</a>, <a href="https://publications.waset.org/search?q=academic%20hierarchy." title=" academic hierarchy."> academic hierarchy.</a> </p> <a href="https://publications.waset.org/10011829/a-comparative-study-on-achievement-motivation-and-sports-competition-anxiety-among-the-students-of-different-tier-of-academic-hierarchy" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10011829/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10011829/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10011829/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10011829/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10011829/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10011829/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10011829/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10011829/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10011829/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10011829/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10011829.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">1456</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7468</span> The Relationship between Learners-Motivation (Integrative and Instrumental) and English Proficiency among Iranian EFL Learners</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Mahshid%20Ghanea">Mahshid Ghanea</a>, <a href="https://publications.waset.org/search?q=Hamid%20Reza%20Zeraat%20Pisheh"> Hamid Reza Zeraat Pisheh</a>, <a href="https://publications.waset.org/search?q=Mohammad%20Hassan%20Ghanea"> Mohammad Hassan Ghanea</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The current study aims at investigating the relationship between the learners- integrative and instrumental motivation and English proficiency among Iranian EFL learners. The participants in this study consisted of 128 undergraduate university students including 64 males and 64 females, majoring in English as a foreign language, from Shiraz Azad University. Two research instruments were used to gather the needed data for this study: 1) Language Proficiency Test. 2) A scale on motivation which determines the type of the EFL learners- motivation. Correlatin coefficient and t-test were used to analyze the collected data and the main result was found as follows: There is a significant relationship between the integrative motivation and instrumental motivation with English proficiency among EFL learners of Shiraz Azad University. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=English%20proficiency" title="English proficiency">English proficiency</a>, <a href="https://publications.waset.org/search?q=motivation" title=" motivation"> motivation</a> </p> <a href="https://publications.waset.org/3297/the-relationship-between-learners-motivation-integrative-and-instrumental-and-english-proficiency-among-iranian-efl-learners" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/3297/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/3297/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/3297/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/3297/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/3297/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/3297/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/3297/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/3297/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/3297/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/3297/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/3297.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">3974</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7467</span> Users- Motivation and Satisfaction with IS</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Abbas%20Moshref%20Razavi">Abbas Moshref Razavi</a>, <a href="https://publications.waset.org/search?q=Rodina%20Ahmad"> Rodina Ahmad</a> </p> <p class="card-text"><strong>Abstract:</strong></p> To motivate users to adopt and use information systems effectively, the nature of motivation should be carefully investigated. People are usually motivated within ongoing processes which include a chain of states such as perception, stimulation, motivation, actions and reactions and finally, satisfaction. This study assumes that the relevant motivation processes should be executed in a proper and continuous manner to be able to persistently motivate and re-motivate people in organizational settings and towards information systems. On this basis, the study attempts to propose possible relationships between this process-nature view of motivation in terms of the common chain of states and the nearly unique properties of information systems as is perceived by users in the sense of a knowledgeable and authoritative entity. In the conclusion section, some guidelines for practitioners are suggested to ease their tasks for motivating people to adopt and use information systems. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Information%20Systems" title="Information Systems">Information Systems</a>, <a href="https://publications.waset.org/search?q=Satisfaction" title=" Satisfaction"> Satisfaction</a>, <a href="https://publications.waset.org/search?q=Motivation" title=" Motivation"> Motivation</a> </p> <a href="https://publications.waset.org/11250/users-motivation-and-satisfaction-with-is" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/11250/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/11250/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/11250/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/11250/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/11250/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/11250/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/11250/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/11250/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/11250/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/11250/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/11250.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">1292</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7466</span> Validation of the Career Motivation Scale among Chinese University and Vocational College Teachers</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Wei%20Zhang">Wei Zhang</a>, <a href="https://publications.waset.org/search?q=Lifen%20Zhao"> Lifen Zhao</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>The present study aims to translate and validate the Career Motivation Scale among Chinese University and vocational college teachers. Exploratory factor analysis supported a three-factor structure that was consistent with the original structure of career motivation: career insight, career identity, and career resilience. Confirmatory factor analysis showed that a second-order three-factor model with correlated measurement errors best fit the data. Configural, metric, and scalar invariance models were tested, demonstrating that the Chinese version of the Career Motivation Scale did not differ across groups of school type, educational level, and working years in current institutions. The concurrent validity of the Chinese Career Motivation Scale was confirmed by its significant correlations with work engagement, career adaptability, career satisfaction, job crafting, and intention to quit. The results of the study indicated that the Chinese Career Motivation Scale was a valid and reliable measure of career motivation among university and vocational college teachers in China.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Career%20motivation%20scale" title="Career motivation scale">Career motivation scale</a>, <a href="https://publications.waset.org/search?q=Chinese%20university%20and%20vocational%20college%20teachers" title=" Chinese university and vocational college teachers"> Chinese university and vocational college teachers</a>, <a href="https://publications.waset.org/search?q=measurement%20invariance" title=" measurement invariance"> measurement invariance</a>, <a href="https://publications.waset.org/search?q=validation." title=" validation."> validation.</a> </p> <a href="https://publications.waset.org/10013068/validation-of-the-career-motivation-scale-among-chinese-university-and-vocational-college-teachers" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10013068/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10013068/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10013068/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10013068/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10013068/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10013068/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10013068/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10013068/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10013068/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10013068/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10013068.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">371</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7465</span> A Study of Relationship between Mountaineering Participation Motivation and Risk Perception</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Yen-Chieh%20Wen">Yen-Chieh Wen</a>, <a href="https://publications.waset.org/search?q=Ching-Hui%20Lin"> Ching-Hui Lin</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The main purpose of this study is to analyze climbers involved in motivation and risk perception and analysis of the predictive ability of the risk perception "mountaineering" involved in motivation. This study used questionnaires, to have to climb the 3000m high mountain in Taiwan climbers object to carry out an investigation in order to non-random sampling, a total of 231 valid questionnaires were. After statistical analysis, the study found that: 1. Climbers the highest climbers involved in motivation "to enjoy the natural beauty of the fun. 2 climbers for climbers "risk perception" the highest: the natural environment of risk. 3. Climbers “seeking adventure stimulate", “competence achievement" motivation highly predictive of risk perception. Based on these findings, this study not only practices the recommendations of the outdoor leisure industry, and also related research proposals for future researchers. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Mountaineering" title="Mountaineering">Mountaineering</a>, <a href="https://publications.waset.org/search?q=motivation" title=" motivation"> motivation</a>, <a href="https://publications.waset.org/search?q=risk%20perception" title=" risk perception"> risk perception</a>, <a href="https://publications.waset.org/search?q=decision-making." title=" decision-making."> decision-making.</a> </p> <a href="https://publications.waset.org/15555/a-study-of-relationship-between-mountaineering-participation-motivation-and-risk-perception" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/15555/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/15555/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/15555/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/15555/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/15555/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/15555/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/15555/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/15555/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/15555/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/15555/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/15555.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">2856</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7464</span> Analysis of Student Motivation Behavior on e-Learning Based on Association Rule Mining</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Kunyanuth%20Kularbphettong">Kunyanuth Kularbphettong</a>, <a href="https://publications.waset.org/search?q=Phanu%20Waraporn"> Phanu Waraporn</a>, <a href="https://publications.waset.org/search?q=Cholticha%20Tongsiri"> Cholticha Tongsiri</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>This research aims to create a model for analysis of student motivation behavior on e-Learning based on association rule mining techniques in case of the Information Technology for Communication and Learning Course at Suan Sunandha Rajabhat University. The model was created under association rules, one of the data mining techniques with minimum confidence. The results showed that the student motivation behavior model by using association rule technique can indicate the important variables that influence the student motivation behavior on e-Learning.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Motivation%20behavior" title="Motivation behavior">Motivation behavior</a>, <a href="https://publications.waset.org/search?q=e-learning" title=" e-learning"> e-learning</a>, <a href="https://publications.waset.org/search?q=moodle%20log" title=" moodle log"> moodle log</a>, <a href="https://publications.waset.org/search?q=association%20rule%20mining." title=" association rule mining."> association rule mining.</a> </p> <a href="https://publications.waset.org/4005/analysis-of-student-motivation-behavior-on-e-learning-based-on-association-rule-mining" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/4005/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/4005/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/4005/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/4005/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/4005/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/4005/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/4005/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/4005/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/4005/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/4005/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/4005.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">1887</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7463</span> The Role of Intrinsic Motivation in Explaining Students- Willingness to Use Software Applications</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Anne%20Sorebo">Anne Sorebo</a>, <a href="https://publications.waset.org/search?q=Oystein%20Sorebo"> Oystein Sorebo</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The present study was designed to test the influence of intrinsic ICT-motivation, perceived usefulness and ease of use on business students- willingness to use a particular software package. A questionnaire was completed by 196 business students in Norway. We found that 34% of the variance in the students- willingness to use the software could be explained by the three proposed antecedents. Intrinsic ICT-motivation seems to be the most important predictor of students- satisfaction willingness to use the software package. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Spreadsheet" title="Spreadsheet">Spreadsheet</a>, <a href="https://publications.waset.org/search?q=business%20students" title=" business students"> business students</a>, <a href="https://publications.waset.org/search?q=technology%0Aacceptance" title=" technology acceptance"> technology acceptance</a>, <a href="https://publications.waset.org/search?q=intrinsic%20motivation." title=" intrinsic motivation."> intrinsic motivation.</a> </p> <a href="https://publications.waset.org/34/the-role-of-intrinsic-motivation-in-explaining-students-willingness-to-use-software-applications" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/34/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/34/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/34/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/34/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/34/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/34/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/34/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/34/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/34/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/34/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/34.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">2076</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7462</span> The Formation of Motivational Sphere for Learning Activity under Conditions of Change of One of Its Leading Components</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=M.%20Rodionov">M. Rodionov</a>, <a href="https://publications.waset.org/search?q=Z.%20Dedovets"> Z. Dedovets</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>This article discusses ways to implement a differentiated approach to developing academic motivation for mathematical studies which relies on defining the primary structural characteristics of motivation. The following characteristics are considered: features of realization of cognitive activity, meaningmaking characteristics, level of generalization and consistency of knowledge acquired by personal experience. The assessment of the present level of individual student understanding of each component of academic motivation is the basis for defining the relevant educational strategy for its further development.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Learning%20activity" title="Learning activity">Learning activity</a>, <a href="https://publications.waset.org/search?q=mathematics" title=" mathematics"> mathematics</a>, <a href="https://publications.waset.org/search?q=motivation" title=" motivation"> motivation</a>, <a href="https://publications.waset.org/search?q=student." title=" student."> student.</a> </p> <a href="https://publications.waset.org/10001022/the-formation-of-motivational-sphere-for-learning-activity-under-conditions-of-change-of-one-of-its-leading-components" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10001022/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10001022/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10001022/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10001022/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10001022/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10001022/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10001022/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10001022/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10001022/xml" target="_blank" rel="nofollow" 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