As Práticas Esportivas Educacionais (PEEs), oferecidas em algumas escolas e em outros espaços, devem ser abordadas na perspectiva do Esporte Educacional, e a prática pedagógica dos professores deve ser pautada em ações que motivem os alunos e produzam autonomia, tomada de decisão e prazer. O objetivo do presente estudo foi investigar como ocorrem as Práticas Esportivas Educacionais (PEEs), a partir: a) do clima motivacional percebido pelos alunos participantes das PEEs; b) da percepção dos professores em relação ao seu papel educacional e motivacional nas aulas das PEEs; e c) do clima motivacional das aulas das PEEs. O estudo foi desenvolvido como uma pesquisa de natureza descritiva, com delineamento qualitativo e quantitativo, através de três delineamentos: 1) o clima motivacional dos alunos das PEEs, na qual foi aplicado o Questionário do Esporte de orientação para Tarefa ou Ego traduzido, adaptado e validado por Hirota e De Marco (2006), a uma amostra intencional de alunos do Centro Municipal de Educação Avançada - CEMEA de Uberaba - MG, entre 10 e 14 anos de idade, de ambos os sexos, praticantes de pelo menos uma das modalidades do PROETI (Programa de Tempo Integral); 2) a percepção dos professores das PEEs do seu papel educacional e motivacional, estudo que contou com a análise do documento norteador do Programa PROETI, entrevista com os professores do programa e observação das aulas em relação aos aspectos educacionais do esporte; 3) o clima motivacional nas aulas das PEEs, no qual foram observadas as aulas utilizando o instrumento Target como referência para verificar a orientação dada pelos professores. Os dados do questionário foram tabulados e analisados através do software SPSS-DATA EDITOR (versão 21.0 for Windows). As entrevistas foram gravadas, transcritas e analisadas segunda a Análise de Conteúdo (BARDIN, 2011). Para as observações, foi utilizada a técnica de \"Registro de Evento\" de Fagundes (2006) caracterizada pela contagem de frequência das vezes em que os comportamentos investigados se repetem, dentro de um intervalo determinado. Após a realização destas investigações, foi realizada a triangulação entre os resultados, visando a uma inter-relação entre os dados obtidos, com o objetivo de entender melhor o fenômeno estudado. Participaram do Estudo 1, 118 praticantes de modalidades esportivas, cujos resultados demonstraram que o clima motivacional deles é orientado para a tarefa. No Estudo 2, o documento norteador do PROETI aponta para o ensino do Esporte Educacional com o objetivo de formação; os professores motivam seus alunos através de atividades recreativas, percebem a motivação dos alunos pelas suas atitudes, utilizam um padrão tradicional de aula e, embora trabalhem aspectos educacionais nas aulas, não conseguem identificá-los na prática; e as atividades propostas enfocam, principalmente, o princípio da corresponsabilidade. No Estudo 3, verificamos que o clima motivacional das aulas é orientado para a aprendizagem. Concluímos que, embora, o documento norteador do projeto, os alunos e as aulas apontem para uma mesma orientação, no caso para a tarefa ou aprendizagem, os professores não têm muita consciência de sua ação no ensino do Esporte Educacional / The Educational Sports Practices program (PEEs), offered in some schools and other areas, must be addressed according to the Educational Sports program, and the teaching pedagogical practices used should be based on actions that motivate students and develop their autonomy, decision-making skills and promote enjoyment. The objective of this study was to investigate how the Educational Sports Practices (PEEs) happen through: a) the motivational climate perceived by PEEs participants; b) the teachers\' perception of their educational and motivational role in the PEEs classes; c) the motivational climate of PEEs classes. The study was conducted as a descriptive research with qualitative and quantitative plans, through three outlines: 1) the motivational climate of PEEs students, in which we applied the Task and Ego Orientation in Sports Questionnaire, translated, adapted and validated by Hirota & De Marco (2006), to an intentional sample of students from the Municipal Center of Advanced Education - CEMEA - in Uberaba - MG, aged between 10 and 14 years old, from both sexes, and who do sports on the Full Time Program (PROETI); 2) the perception of PEEs teachers of their educational and motivational roles, which included the analysis of the PROETI guidance document, interview with the program\'s teachers and observation of classes focusing on the educational aspects of sports; 3) the motivational climate in PEEs classes, by observing classes and using the Target instrument as a reference to check instructions given by teachers. The questionnaire data was tabulated and analyzed using the SPSS-DATA EDITOR software (version 21.0 for Windows). Interviews were recorded, transcribed and analyzed according to Content Analysis (Bardin, 2011). In the observations we used the \"Event Log\" technique by Fagundes (2006) which is characterized by the frequency count of the times the investigated behavior is repeated at given intervals. After conducting these investigations, triangulation of the results was performed aiming at an interrelationship between the data obtained in order to better understand the phenomenon studied. Study 1 results showed that the motivational climate of the 118 sports participants in it is task-oriented. In Study 2, the PROETI guidance document aims at Educational Sports for teachers\' formation; teachers motivate their students through recreational activities, realize students\' motivation by their attitudes, use a traditional standard class model, and, although they work educational aspects in class, they cannot identify these aspect in practice; and the proposed activities focus mainly on the principle of coresponsibility. In Study 3, we find that the motivational climate of the classes is learning oriented. It is concluded that, even though the guidance document of the project, students and classes point to the same direction, for the task or learning, teachers do not have much awareness of their action in Educational Sports

This study employed the L2 Motivational Self-System (Dörnyei, 2005) as a framework to compare differences in the types of motivation reported by Chinese learners of English in a foreign language context (China) and a second language context (USA). It followed up on studies by Taguchi, Magid, and Papi (2009) and You and Dörnyei (2016). The participants consisted of 61 current students at an American university who come from Mainland China. This study adopted a mixed-method approach, using an internet-based questionnaire followed by an individual interview. The investigation aimed to explore what types of English learning motivation Chinese students have in different contexts, as well as to compare the shift in Chinese students' motivation when they move from an EFL (China) to an ESL (USA) context. A recent study conducted by You & Dörnyei (2016), provided a solid empirical description of the main features of language learning motivation in China. The detailed information presented in You & Dörnyei's study serves as a baseline to further explore the differences in English learner motivation in different settings. The findings of this study can be used as a reference to align English language learners' motivational self-system with their own pattern of development.

The purpose of this qualitative interpretive descriptive study was to better understand children’s perceptions of the use of motivational interviewing (MI) as a communication style for childhood obesity treatment. Childhood obesity in the United States has reached epidemic proportions and much research effort has been dedicated to reversing this trend. One approach that has demonstrated positive outcomes in the clinical setting is MI. Leading organizations in pediatric healthcare now recommend MI as a communication style to be used for childhood obesity-related behavior change. Although empiric studies have demonstrated improvement in outcomes when this communication style is used with patients and families, no study to date had looked at MI from the perspective of the child. Thorne’s (2008) framework for interpretive descriptive research was used for this study. Individual interviews with children ages 7 through 13 were conducted in an outpatient weight management clinic that utilizes MI as the primary communication style for facilitating behavior change. Qualitative data analysis was conducted utilizing Thorne’s recommendations for interpretive descriptive research. Five themes emerged from the data: 1) Empowerment, 2) Freedom to be Me, 3) Educating without “Educating”, 4) Unconditional Support, and 5) Blossoming. A conceptual model was developed from the research findings to help clinicians working with children in similar contexts glean a deeper understanding of the use of MI with children. Future research endeavors should focus on the implementation of this model in clinical practice to strengthen the conceptual links and determine applicability to practice.

This research focused on the motivational orientations of students attending community colleges in western North Carolina. The purpose of the study was to develop a profile of students with disabilities in degree, diploma, or certificate programs, to determine their motivations for enrolling, and compare the results to students without disabilities at the same colleges. Five community colleges were randomly selected from the colleges in the western counties of North Carolina. A stratified random sample of students, both with and without disabilities, was selected. Each student was mailed a copy of the Educational Participation Scale (EPS) modified to collect demographic data. A follow-up reminder was mailed at two-week and four-week intervals. Four hundred sixty-eight questionnaires were distributed. One hundred ninety-eight responses were received for an overall return rate of 42.3%. The results indicated that, among the group of students with disabilities, there was a higher proportion who were female. These students were older, yet less likely to have children in the home and work full-time, as compared to their nondisabled peers. Students with disabilities scored higher on four of the EPS factors; Social Contact, Educational Preparation, Social Stimulation, and Cognitive Interest. These students appear motivated to participate by the opportunity to meet new people and find social stimulation. They also were more likely than their non-disabled counterparts to seek a remedy for past educational deficiencies and satisfy their intellectual curiosities. These results suggest that the main reasons why students with disabilities enroll in community colleges are social and academic concerns. Community colleges need to be sensitive to the unique needs of students with disabilities and design programs and services that emphasize the continuing development of these students.

Preface -- A note to the reader -- A word about wisdom essentials -- Wisdom is best : think and live wisely -- Make insight your priority -- Buy wisdom, education and insight -- Good things come out of wisdom -- Wisdom's cry and call to everyone -- Intelligence outranks muscles -- Don't assume you know it -- Your face mirrors your heart -- Finding wisdom has much gain -- A warning against a life of crime -- Favor : how to obtain favor for successful living -- Speak out for justice -- Walk with the wise -- A whack on the heads of fools -- One who knows much says little -- If you quit listening -- Warning against adultery -- Warning against foolish acts -- The value of hard work -- The king's protocol -- Children listen to your father -- Wisdom and foolishness throw a party -- A honest life is worth it -- Fear of God expands your life -- The path of a good leader -- Manage your energy, attention and time -- Do your best : prepare for the worst -- Thirty sterling principles to live by -- Without good direction people lose their way -- A God-shaped life -- Sift and weigh every word -- Everything has a place and a purpose -- The right words at the right time -- Fools recycle silliness -- Hodge-podge of wise principles -- Four mysteries -- Four intolerables -- Four dignitaries -- Fall small wonders -- A good wife -- Start with God -- Learn it by heart -- The final word. "At the core of your being you truly want an enriching and fulfilling life. There are many ways to experience a good life. Wisdom Essentials for Successful Living is designed to help you find the right way to experience a good life. Wisdom Essentials for Successful Living is written so that we'll all know how to live well and right. It is written so that we will understand what life means and where it's going. It is essentially a manual for living, for learning what's right and just and fair. It is a practical book for everyday people stumbling through life. It will teach the inexperienced the ropes and hopefully give young people a grasp on reality. There is something in this book for everyone. There's something in the manual for seasoned men and women. There is still a thing or two for the experienced to learn. There is fresh insight broken down in simplicity to probe and penetrate the rhymes and seasons of your life..." / https://dc.etsu.edu/etsu_books/1092/thumbnail.jpg

This book explores the vision of cultivating a year-round system of renewal and positioning of your mind to think thoughts of wisdom. / https://dc.etsu.edu/etsu_books/1105/thumbnail.jpg

La presente tesis tiene como objetivo principal identificar la relación entre la motivación y la productividad en el área administrativa del sector de certificaciones de sistemas de gestión en el Perú en el primer semestre del año 2018. Tiene un enfoque de investigación cuantitativa de diseño no experimental y tipo descriptivo correlacional. Para la recolección de datos en la investigación cuantitativa se usaron dos cuestionarios en los colaboradores, una para medir los factores motivacionales y de higiene de Frederick Herzberg, y otro para medir la eficacia y eficiencia en dicha área, en ambos se tomó en cuenta la escala de Likert, donde se eligieron 5 niveles que iban desde Totalmente en desacuerdo hasta Totalmente de acuerdo. La muestra cuantitativa fue de 51 colaboradores, y para apoyar y validar la información obtenida se realizaron entrevistas a expertos de dicho sector, con la finalidad obtener información complementaria que nos pudiera corroborar los resultados. Luego de la realización del análisis de datos, los resultados revelaron que existen una correlación positiva muy alta entre la motivación y la productividad laboral, con un nivel de coeficiente de correlación de 0.909; por otro lado, el único factor de higiene que no tiene una correlación con la productividad es la relación con los superiores; y para finalizar, el factor de higiene “relaciones interpersonales” tiene una correlación negativa moderada de 0.473 con la productividad. Con ello se demuestra la gran implicancia que tiene la motivación sobre la productividad dentro de una organización. / The main objective of this thesis is to identify the relationship between motivation and productivity in the administrative area of the management system certifications sector in Peru in the first half of the 2018. It has a non-experimental design quantitative research approach and correlational descriptive type. For the collection of data in quantitative research two questionnaires were used in the collaborators, one to measure the motivational and hygiene factors of Frederick Herzberg, and another to measure the effectiveness and efficiency in that area, in both the scale was considered from Likert, where 5 levels were chosen ranging from Totally Disagree to Totally Agree. The quantitative sample consisted of 51 (Fifty-one) collaborators, and to support and validate the information obtained, interviews were conducted with experts in the sector, so that we could obtain information that corroborate the results. After revising the data analysis, the results revealed that employees have a very high positive correlation between motivation and work productivity, with a correlation coefficient level of 0.909; On the other hand, the only factor of hygiene that does not have a correlation with productivity is the relationship with superiors; and finally, the hygiene factor "interpersonal relationships" has a moderate negative correlation of 0.473 with productivity. With this in consideration it demonstrates the great implication that motivation has on productivity within an organization. / Tesis

The purpose of this study was to assess the impact of motivational interviewing (MI) counselor training in a public vocational rehabilitation (VR) setting. Data were collected from a total of 347 participants (67 counselors and 280 clients) in the experimental and comparison groups, during the pre-and-posttests. The counselors in the experimental group received a 4-hour standardized MI training and a 4-week follow up coaching sessions. Results of this study indicated that counselors in the experimental group demonstrated significant gains in their MI competence scores compared to the comparison group. The clients of the experimental group’s counselors significantly improved their engagement in VR services and working alliance with their counselors. Also, counselors’ education level and CRC status showed strong correlation with the posttest MI competence total scores. Finally, working alliance was found to be a significant predictor of client engagement. This study established the preparatory knowledge for the relationship between MI counselor training, client engagement, and counselor-client working alliance in a public rehabilitation setting. The results of this study contribute to the rehabilitation literature by providing evidence-based knowledge and tools designed to improve the quality of VR service outcomes, such as employment, for people with disabilities. With the findings of this research, there is evidence available to provide rehabilitation administrators to justify investing time and other resources into training rehabilitation counselors on the use of MI intervention. / Includes bibliography. / Dissertation (Ph.D.)--Florida Atlantic University, 2017. / FAU Electronic Theses and Dissertations Collection

It is currently estimated that over one-third of children aged 6-11 years in the United States are overweight or obese with some of the highest rates documented in Southern Appalachia. Primary care providers are uniquely positioned to intervene, however, lack of time as well as training and confidence in using behavioral techniques have been cited as barriers. Recommended strategies include use of a multidisciplinary team approach, family-centered communication, behavioral strategies, and care delivery following the chronic care model, including enhancement of parent self-management. The purpose of this study was to develop and evaluate a parent-mediated approach utilizing physician’s brief motivational interviewing and parent group sessions to treat child overweight and obesity in the primary care setting in Southern Appalachia. The current study enrolled 67 children (5-11 years) with BMI≥85th percentile and a parent/primary caregiver from four primary care practices in Southern Appalachia. The two participating Pediatric practices and two Family Medicine practices were randomized to intervention or usual care control groups. Providers in the intervention group were trained to deliver two individual visits, using brief motivational interviewing and following the AAP 15-minutes obesity prevention protocol, and four group visits using the NIH We Can! Curriculum with parents over an 8-10 week period. Trained study staff also completed four phone calls using brief motivational interviewing with parents following each group visit. Child weight and height and parent surveys were collected for both intervention and control groups at baseline, three, and six months. Additionally, parents in the intervention group completed We Can! surveys at baseline and following the fourth group session. An analysis of covariance (ANCOVA) was performed to test for the effect of treatment on zBMI at three and six months post-intervention. We Can! survey results were analyzed using paired t-tests. Data on 53 (82%) and 46 (69%) of participants was available at 3 and 6 months, respectively. While the point estimate of the treatment effect was in the expected direction, the effect of treatment assignment did not have a statistically significant effect on the zBMI at either three or six months. However, significant (p This study provides preliminary data on the use of a combination of individual and group visits with parents to treat overweight and obesity in children in primary care.

Seven professionals who worked with men sentenced for intimate partner violence in a psychosocial intervention project in Valencia were interviewed about motivational interviews. Motivational interviews can increase these clients' assumption of responsibility and motivation. The purpose of this study was to seek knowledge about the function of motivational interviews in an intervention with offenders. The method for the study was qualitative using a semi-structured interview. An inductive thematic analysis was used to code and analyze data. The analysis resulted in four themes: 1. Assume responsibility, 2. Motivation - a reason to change and to set a goal, 3. Strategies to motivate and 4. A bond. The respondents described the motivational interviews of use to bond with clients, to resolve their resistance and to deal with difficult feelings towards the clients. As professionals they considered that motivated clients had found a personal reason to change and had formulated a relevant goal. / Programa Contexto University of Valencia