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"Self Motivation"
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Motivation and self-regulation across the life span
In the last two decades, an approach to the study of motivation has emerged that focuses on specific cognitive and affective mediators of behaviour. This book adds to this process-oriented approach a developmental perspective.
Book
Assessing the influence of emotional intelligence on teachers' performance in Lebanese private education institutions
PurposeThe main purpose of this study is to demonstrate and verify the influence of emotional intelligence skills on the performance of teachers in private higher educational institutions.Design/methodology/approachThis quantitative study is based on the positivism research philosophy and the deductive research. Data are collected form Lebanese educational institutions; 304 teachers are surveyed using the convenience sampling technique. Hypotheses are verified through the one-way ANOVA and the multiple linear regression (step-wise) technique with a Sig. value of 0.000 < 0.05.FindingsThe study verified that teachers' demographics have a direct impact on their performance. It also proved that emotions have an impact on teachers' behaviors; emotions are important energy re-sources that help them cope with difficult situations. Teachers with a high level of emotional intelligence are in tune with their own emotions. It is demonstrated that self-awareness, self-management, self-motivation and social skill have a positive statistical influence on the teacher's performance. Lebanese Private Educational Institutions system should be endowed with emotional intelligence to provide teachers with more effective abilities which would eventually reflect on the student's cognitive abilities especially attention and memory.Originality/valueThis study contributes to the literature by studying the emotional intelligence in Lebanese educational institutions which was studied in different countries except Lebanon. It is verified that integrating the emotional intelligence into Lebanese educational systems would play a decisive role in optimum academic performance; institutions should establish as a benchmark the skills related to emotional intelligence.
Journal Article
Pathways to Student Motivation: A Meta-Analysis of Antecedents of Autonomous and Controlled Motivations
Students' self-determined motivation (acting out of interest, curiosity, and abiding values) is associated with higher academic well-being, persistence, and achievement. Self-determination theory posits that self-determined motivation is dependent on the satisfaction of three psychological needs (relatedness, competence, and autonomy), which are in turn facilitated through need-supportive behaviors from notable others. In this meta-analysis, conducted over 144 studies and more than 79,000 students, we sought to overview pathways to student motivation in order to verify (1) how do psychological needs rank in the strength of their prediction of self-determined motivation and (2) which autonomy-support providers (parents or teachers) are the most relevant for psychological need satisfaction in students and self-determined motivation. Results show that teacher autonomy support predicts students' need satisfaction and self-determined motivation more strongly than parental autonomy support. In addition, competence is the most positive predictor of self-determined motivation, followed by autonomy and then by relatedness.
Journal Article
Anatomy of a breakthrough : how to get unstuck when it matters most
A groundbreaking guide to getting unstuck making breakthroughs in every sphere of life, from creative pursuits and sports to entrepreneurship and relationships.
Book
The contribution of school-related parental monitoring, self-determination, and self-efficacy to academic achievement
The aim of this study was to examine the contribution of school-related parental monitoring (SR-PM), self-determined motivation, and academic self-efficacy to academic achievement across time. The authors hypothesized that SR-PM would affect academic achievement indirectly via its effects on self-determined motivation and academic self-efficacy beliefs. The participants were 501 adolescents (220 boys; 281 girls) in Grades 6 and 9 as well as their mothers and fathers. We carried out a 2-year, multi-informant study in which the authors assessed SR-PM (maternal and paternal reports), self-determined motivation and academic self-efficacy (self-report), and academic achievement (school records). The authors used structural equation model analysis to test the hypotheses. The analysis shows that SR-PM was positively associated with self-determined motivation and academic self-efficacy and that self-determined motivation and academic self-efficacy affected academic achievement. Furthermore, analyses of indirect effects showed that SR-PM influences academic achievement via its effects on self-determined motivation and academic self-efficacy.
Journal Article
Supporting mid-career students’ psychological needs to improve motivation and retention in post-graduate courses
Currently Australia is experiencing an unprecedented teacher shortage. Increasing and retaining the number of mid-career Initial Teacher Education entrants has been identified as one strategy to combat the shortage. This study examines the psychological needs (autonomy, competence, and relatedness) innate to autonomous forms of motivation to support retention. While there is much research investigating how universities support students’ psychological needs using questionnaires, few have gathered data examining how students articulate their lived experiences, and fewer have examined mid-career students’ perspectives. This paper contributes to the literature by sharing 26 Master of Teaching (Early Childhood, Primary, Secondary) mid-career student perspectives on how a university promoted or hindered their psychological needs. The data, analysed using Critical Discourse Analysis, highlighted moments that students identified as maximising or minimising their autonomy and motivation. Similarities were found with previous research on supporting students’ psychological needs. Additional findings indicated mid-career students desired more control over the pace of their course, and workload issues in some schools during professional experience eroded their teacher-efficacy. Recommendations on how to support mid-career retention are suggested.
Journal Article
Self, motivation, and virtue : innovative interdisciplinary research
\"This volume features new findings by nine interdisciplinary teams of researchers on the topics of self, motivation, and virtue. Nine chapters bringing together scholars from the fields of philosophy, psychology, neuroscience, and sociology advance our substantive understanding of these important topics, and showcase a variety of research methods of interdisciplinary interest. Essays on Buddhism and the self in the context of romantic relationships, the development of personal projects and virtue, the notion of self-distancing and its moral impact, virtues as self-integrated traits, humility and the self in loving encounter, the importance of nation and faith in motivating virtue in western and non-western countries, roles for the self and virtue in eudaimonic growth, overcoming spiritual violence and sacramental shame in Christian communities, and an investigation into the moral self highlight the range and diversity of topics explored in this volume. The concept of deep integration also characterizes this work: each member of the interdisciplinary teams was fully and equally invested in their project from inception to completion. This approach invites teams to examine their disciplinary assumptions, rethink familiar concepts, and adjust methodologies in order to view their topics with fresh eyes. The result is not only new findings of substantive and methodological interest, but also an interesting glimpse into the thinking of the researchers as they sought interdisciplinary common ground in their research. Self, Motivation, and Virtue will be of interest to scholars in philosophy, moral psychology, neuroscience, and sociology who are working on these topics\"-- Provided by publisher.
Book
Self-Efficacy Meets Creativity: How the Dual Moderating Roles of Intrinsic and Extrinsic Motivation Shape Innovative Outcomes
Despite the growing emphasis on the role of creativity, the underlying mechanisms associating self-efficacy and creativity with certain mediating roles remain partly ambiguous. Generally defined as having the skill to make something new and original, creativity is commonly acknowledged as a construct having many ties in common with several realms. This study aims to discover its relationship with self-efficacy through the mediating roles of intrinsic and extrinsic motivation. The Marmara Creative Thinking Dispositions Scale, The Academic Self-Efficacy Scale, and The Academic Motivation Scale were used for collecting the data and they were administered to a total of 197 participants attending a university in İstanbul in the academic year of 2023-2024. The study followed a quantitative approach and mediation analysis was employed to examine the mediating roles through Structural Equation Modeling (SEM). The findings revealed that except for the link between creativity and extrinsic motivation, intrinsic motivation and self-efficacy correlated with creativity in a positive and significant way. As for the mediating roles, while there was a positive and significant effect of intrinsic motivation on the relationship between self-efficacy and creativity (β = 0.155, t = 0.664, p < 0.01), a significant but negative mediating role of extrinsic motivation (β = -0.064, t = -2.096, p < 0.05) was observed. The practical implications and interpretations of the findings are further discussed. Despite the growing emphasis on the role of creativity, the underlying mechanisms associating self-efficacy and creativity with certain mediating roles remain partly ambiguous. Generally defined as having the skill to make something new and original, creativity is commonly acknowledged as a construct having many ties in common with several realms. This study aims to discover its relationship with self-efficacy through the mediating roles of intrinsic and extrinsic motivation. The Marmara Creative Thinking Dispositions Scale, The Academic Self-Efficacy Scale, and The Academic Motivation Scale were used for collecting the data and they were administered to a total of 197 participants attending a university in İstanbul in the academic year of 2023-2024. The study followed a quantitative approach and mediation analysis was employed to examine the mediating roles through Structural Equation Modeling (SEM). The findings revealed that except for the link between creativity and extrinsic motivation, intrinsic motivation and self-efficacy correlated with creativity in a positive and significant way. As for the mediating roles, while there was a positive and significant effect of intrinsic motivation on the relationship between self-efficacy and creativity (β = 0.155, t = 0.664, p < 0.01), a significant but negative mediating role of extrinsic motivation (β = -0.064, t = -2.096, p < 0.05) was observed. The practical implications and interpretations of the findings are further discussed.
Journal Article