Catalogue Search | MBRL
Are you sure you want to remove the book from the shelf?
{{itemTitle}}
228,941
result(s) for
"MOTIVATION"
Sort by:
Theories of Motivation in Education: an Integrative Framework
Several major theories have been established in research on motivation in education to describe, explain, and predict the direction, initiation, intensity, and persistence of learning behaviors. The most commonly cited theories of academic motivation include expectancy-value theory, social cognitive theory, self-determination theory, interest theory, achievement goal theory, and attribution theory. To gain a deeper understanding of the similarities and differences among these prominent theories, we present an integrative framework based on an action model (Heckhausen & Heckhausen, 2018). The basic model is deliberately parsimonious, consisting of six stages of action: the situation, the self, the goal, the action, the outcome, and the consequences. Motivational constructs from each major theory are related to these determinants in the course of action, mainly revealing differences and to a lesser extent commonalities. In the integrative model, learning outcomes represent a typical indicator of goal-directed behavior. Associated recent meta-analyses demonstrate the empirical relationship between the motivational constructs of the six central theories and academic achievement. They provide evidence for the explanatory value of each theory for students’ learning.
Journal Article
Hidden potential : the science of achieving greater things
\"The #1 New York Times bestselling author of Think Again illuminates how we can elevate ourselves and others to unexpected heights. We live in a world that's obsessed with talent. We celebrate gifted students in school, natural athletes in sports, and child prodigies in music. But admiring people who start out with innate advantages leads us to overlook the distance we ourselves can travel. We underestimate the range of skills that we can learn and the amount of ground that we can gain. When opportunity doesn't knock, there are ways to to build a door. Hidden Potential offers a new framework for reaching aspirations and exceeding expectations. Realizing potential isn't about being a workaholic or a perfectionist. What matters most is not how hard we work, but how well we learn. It's not about being a genius-growth depends more on developing character skills than cognitive skills. The character skills that propel progress include the proactivity to absorb and adapt to new information, the courage to embrace discomfort, and the determination to find the beauty in imperfections. Mastering those skills doesn't require us to find the one perfect mentor or expert coach to guide us. Often we just need to borrow a compass to begin charting our own path. And we can clear the path for more people by building better systems of opportunity in our schools, teams, and workplaces. Many writers have chronicled the habits of superstars who accomplish great things. This book breaks new ground by revealing how anyone can rise to achieve greater things. The true measure of your potential isn't the height of the peak you reach, but how far you climb to get there\"-- Provided by publisher.
Book
Health worker motivation to deliver quality care in western Nigeria
Abstract
Background
Motivation of health service providers (HSPs) is an important factor for delivering quality services and achieving client satisfaction. Understanding the motivation to perform is therefore important in providing evidence for interventions.
Objective
To assess motivation to deliver quality service among antenatal care service providers in public secondary health facilities in western Nigeria.
Method
A cross-sectional, facility-based study was conducted using a validated, semi-structured self-administered questionnaire. In all, 280 HSPs were recruited using multistage sampling method. Data were analyzed using Epi-info statistical software. Inferential statistics such as chi square and binary regression were applied.
Results
Factors with high mean scores as motivators were those related to individual aspects especially conscientiousness, cooperativeness, timeliness and attendance, and appreciation from patients. Factors with the lowest mean scores were those linked with work organization such as limited resources (insufficient staff and equipment) and poor promotion processes. Overall, only 69 (24.5%) of HSPs reported that they were motivated to deliver quality care. Predictors of motivation were nonphysician cadre and longer years of service. Nurse/midwives, lab scientists/lab technicians, and pharmacist/pharmacy technicians were all more likely to be motivated than physicians. HSPs with more than 10 years experience on their current job were almost 9 times more likely to be motivated than those who had spent a lesser duration [odds ratio (OR), 1.14; 95% CI, 1.06–1.22].
Conclusion
HSPs were not motivated to deliver quality care, especially physicians and those who had spent lesser duration on their current job. Interventions should focus on the provision of adequate resources and improving promotion process.
Journal Article
Taking “Fun and Games” Seriously: Proposing the Hedonic-Motivation System Adoption Model (HMSAM)
Hedonic-motivation systems (HMS) -- systems used primarily to fulfill users' intrinsic motivations -- are the elephant in the room for IS research. Growth in HMS sales has outperformed utilitarian-motivation systems (UMS) sales for more than a decade, generating billions in revenue annually; yet IS research focuses mostly on UMS. In this study, researchers explain the role of intrinsic motivations in systems use and propose the HMS adoption model (HMSAM) to improve the understanding of HMS adoption. The HMSAM extends van der Heijden's (2004) model of hedonic system adoption by including cognitive absorption (CA) as a key mediator of perceived ease of use (PEOU) and of behavioral intentions to use (BIU) HMS. Results from experiments involving 665 participants confirm that, in a hedonic context, CA is a more powerful and appropriate predictor of BIU than PEOU or joy, and that the effect of PEOU on BIU is fully mediated by CA sub-constructs.
Journal Article
Vocabulary by Gamification
Gamification uses game elements such as quests, challenges, levels, and rewards to motivate and engage students in the classroom. Given the engagement that students feel during gameplay, it is sensible to include elements of game design to motivate students and create a space for comprehensive vocabulary instruction. Designing a gamified vocabulary curriculum begins with clear learning goals, a careful selection of key terms, and the transformation of activities into quest challenges. This article shares how to design a gamified vocabulary curriculum to scaffold higher order thinking skills. Snapshots and examples of vocabulary gamification, along with suggestions for everyday practice, are included and aligned to the levels of Bloom's taxonomy. A discussion on how gamification supports student autonomy and mastery learning in a goal‐oriented environment is provided.
Journal Article
Impact of Intrinsic and Extrinsic Motivation on Work Engagement: A Cross-Sectional Study of Nurses Working in Long-Term Care Facilities
Nurses’ work motivation impacts their job satisfaction and work engagement, affecting their quality of care. Work motivation, a personal resource, can be categorized into intrinsic and extrinsic motivation, each of which may function differently in the job demands–resources (JD–R) model. To study the effect of nurses’ intrinsic and extrinsic work motivation on work engagement in long-term care (LTC) facilities, we randomly selected 1200 facilities from 6055 LTC facilities in eastern Japan. Two nurses from each facility completed a self-report questionnaire—newly developed for this study for evaluating intrinsic and extrinsic work motivation—to assess their work engagement, job satisfaction, and work motivation. Multiple regression analysis of 561 valid questionnaires investigated the relationship between work motivation and work engagement, indicating that intrinsic work motivation, job satisfaction, and age had a significant positive effect on work engagement, while extrinsic work motivation had no significant effect. However, half the nurses chose to work because of extrinsic work motivation, explaining the high turnover rate of nursing staff in LTC facilities. Findings indicate the importance of measures to foster nurses’ intrinsic motivation to improve work engagement. Further research should investigate how to improve the intrinsic motivation of nurses working in LTC facilities.
Journal Article