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1	Motivace sester v intenzivní péči / Motivation of nurses in intensive care Kovandová, Martina January 2015 (has links) AND KEY WORDS The thesis is focused on the motivation of nurses working in intensive care and presents theoretical and empirici part. The aim of the theoretical part is to define the concept of motivation from the perspective of psychology. Among other things, it includes motivation of employees to perform a quality work and last but not least, motivation and job satisfaction of nurses in health care. The work will also include examples of research on thist topic. Practical part inculdes quantitative research which is in form of questionnaire. This research is compared to other researches with focus on the motivational elements of nursing. In conclusion, the data are analyzed statisticaly and evaluated in the final discussion. Keywords: motivation, lack of motivation, management, job satisfaction, nurse.
2	The effects of motivation on student academic performance in Capricorn College for Technical and Vocational Education and Training Thoka, Bella Mmapatji January 2020 (has links) Thesis (M.Dev. ( Planning and Management)) -- University of Limpopo, 2020 / Motivation has been said to be a major factor in determining student academic performance, and in this study the researcher aimed to investigate the effects of motivation on National Curriculum Vocational (NCV) students‟ academic performance at Capricorn TVET College. Due to the nature of the study the researcher used mixed research methods to collect data. The research findings revealed that motivation has an effect on students‟ academic performance such that lack of motivation has been identified as a major factor that contributes to poor academic performance among NCV students. Lack of lecturer motivation, inadequate Learning, Teaching and Support Materials (LTSM), lack of practical work were also identified as factors that can hinder NCV students‟ motivation. The results also revealed that positive college culture and positive student competition as well as giving of rewards or incentives to students are the most effective motivational strategies to enhance students‟ motivation and can assist in keeping students motivated. The study also determined that it would be beneficial if lecturers use those strategies to motivate students. Alternative sustainable motivational strategies are essential in order to keep students motivated and for them to be able to perform well academically. Lack of motivation Academic performance National Curriculum Vocational (NCV) Academic achievement Technical education Adult college students
3	Motivace k učitelské profesi / Motivation for the teaching profession Křížová, Kateřina January 2012 (has links) Anotace: The thesis "The motivation for the teaching profession" dealt with fundamental problems of motivation to the teaching profession. In the theoretical part, we have focused on general characteristics of terms that pertain to the teaching profession, particularly the theory of the teaching profession, the choice of the teaching profession, the phase of the teaching profession, teacher typology, the role of teacher training and professionalization of teachers, but also washed into the teaching profession, status of teachers in society, the prestige of the teaching profession, on motivation and disincentives to the teaching profession, teachers' job satisfaction and coping in the teaching profession. Based on this theoretical target was set of thesis and research work was carried out. The aim of this thesis was to investigate the motivation of students second and 3 year master's program, major in Teaching for elementary schools, the Faculty of natural sciences, humanities and teaching Technical University in Liberec, which leads to the choice and the teaching profession. Research has therefore focused mainly on the circumstances of the election of teacher training, assessment of the advantages and disadvantages of the teaching profession, the prestige of the teaching profession, etc. The research was...
4	En studie i elevmotivation genom självreglerande lärande som metod för inlärning i moderna språk / A study on Learner Motivation by means of Learner Autonomy as Studying Technique in Modern Language Learning Gehrke, Karina Wiebke January 2022 (has links) Onödiga språkvalsbyten i moderna språk kan anses vara resultat av motivationsbrist kopplat till intrycket att glädje i språkvalsstudier inte leder till gymnasiebehörighet. Denna studie ämnar undersöka och fördjupa kunskap om a) samband mellan självreglering och elevmotivation, samt b) samband mellan glädje och motivation. Hattie och Zierer (2019) konstaterar att mer självreglering leder till ökad elevmotivation. För att pröva om denna slutsats kan verifieras, genomfördes en empirisk studie med lärarintervjuer som besvarade följande fråga: Vad anser lärare är en bra återkoppling till eleverna? För att kunna nå en slutsats i frågan om samband mellan självreglering och elevmotivation etablerades först en definition av begreppet självreglering. I detta syfte användes en teori som står för uppsatsens analytiska ramverk. Ramverket baseras på författare som arbetar i linje med Richard M. Ryans och Edward L. Decis Self-Determination Theory (SDT). Då slutsatsen att mer självreglerande lärande leder till ökad elevmotivation inte kunde verifieras i min empiriska studie, genomfördes en noggrann litteraturstudie. Utifrån denna kunde jag sedan göra en analys av mina frågeställningar med anslutande diskussion. Resultatet antyder att lärare bör fokusera på elevmotivationens kvalitet, med den prototypiska intrinsiska motivationen som mål, för att kunna motverka motivationsbristen i skolan. I detta forskningsarbete kom jag dessutom fram till slutsatsen att en högre motivation i allra högsta grad kan leda till ett mer effektivt lärande i allmänhet. Nyckelord: effektivt lärande, elevmotivation, intrinsisk motivation, motivationsbrist, Self-Determination Theory, självreglering, återkoppling formative assessment learner autonomy Self-Determination Theory motivation language studies language learner autonomy SDT intrinsic motivation extrinsic motivation learning motivation self-regulation student motivation modern languages language learning formative feedback self-regulated learning effective learning task level process level self-regulation level feedback long-term goals learning goals high school eligibility curriculum primary school language choice multilingual society result-oriented curriculum learning system language skills curriculum in modern languages upper secondary school motivation difficulty motivation problem German lack of motivation planning phase implementation phase self-reflection phase metacognition metacognitive strategy metacognitive process thought process visible learning controlled learning autonomous self-regulation sense of autonomy social values personal values self-regulation style identified regulation integrated regulation SDT work method self-reflection goal setting learning activity formative Motivation im Unterricht Lernermotivation Autonomie Fremdsprachenunterricht Formative Diagnostik Lernerautonomie Lernmotivation Selbstregulation Autonomie Schülermotivation moderne Sprachen Sprachenlernen formative Beurteilung formatives Feedback selbstgesteuertes Lernen effektives Lernen Freude am Lernen Aufgabenebene Prozessebene Selbstregulationsebene Feedback Lernziele Lehrplan Grundschule mehrsprachige Gesellschaft ergebnisorientierter Lehrplan Lernsystem Sprachkompetenz Lehrplan in Moderne Sprachen Sekundarstufe II Motivationsschwierigkeit Motivationsproblem Fach Deutsch DaF Motivationsmangel Planungsphase Umsetzungsphase Selbstreflexionsphase Metakognition metakognitive Strategien metakognitiver Prozess Denkprozess sichtbares Lernen intrinsische Motivation extrinsische Motivation kontrolliertes Lernen autonome Selbstregulation Autonomiegefühl soziale Werte persönliche Werte Selbstregulationsstil identifizierte Regulation integrierte Regulation SDT Arbeitsmethode Selbstreflexion Zielsetzung Lernaktivität lärandemotivation självreglering autonomi elevmotivation moderna språk språkinlärning formativ bedömning formativ återkoppling självreglerande lärande effektivt lärande glädje i undervisning uppgiftsnivå processnivå självregleringsnivå återkoppling långsiktiga mål lärandemål gymnasiebehörighet läroplan språkvalslektion grundskola språkval flerspråkig samhälle resultatorienterad lärosystem språkkunskap kursplan i moderna språk högstadiet motivationssvårighet motivationsproblematik tyska motivationsbrist planeringsfas genomförandefas självreflektionsfas metakognition metakognitiv strategi metakognitiv process tankeprocess synligt lärande inneboende motivation yttre motivation kontrollerad autonom självreglering extrinsisk motivation intrinsisk motivation autonomikänsla sociala värden personliga värden självregleringsstil identifierad reglering integrerad reglering SDT arbetsmetod självreflektion målsättning inlärningsaktivitet formativ Learning Lärande

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