1,722,268 research outputs found
Teacher Motivation in a Secondary Township School / South Africa. Conducive and Impeding Factors on Teacher Motivation Evaluated with the Help of the Self-Determination Theory by Deci & Ryan
No full textEducation has become one of the main foci in contemporary research. Not only students but also teachers have increasingly become the subjects of interrogation. By implementing theory into practice, teachers play a crucial role in the field of education. However, notably in developing countries, the educator’s working conditions are problematic and often demotivating. Hence, the purpose of this paper is to evaluate conducive and impeding factors on teacher motivation, which diverge in different cultural contexts, in a secondary township school in South Africa with the help of the self-determination theory by Deci & Ryan. Thus, semi-standardised guideline interviews with five South African secondary township school teachers were conducted. These interviews were evaluated by a content structuring qualitative content analysis. Learners’ discipline emerged to be the factor that influences teacher motivation the most. Further factors most commonly mentioned that have a significant impact on teacher motivation are the following:
- low salary
- lack of resources
- lack of support
- class size
- non-conducive facilities
Additionally, the findings of conducive and impeding factors serve the purpose of providing measures that foster the satisfaction of the three psychological needs in accordance with Deci & Ryan. Conclusively, this research paper is supposed to give insights into South African secondary township school teachers' motivational drive proving that most teachers initially had an internally motivated attitude towards their profession which has been continuously undermined by various factors and circumstances
Going Beyond Counting First Authors in Author Co-citation Analysis
Get PDFThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Variations on the Author
Get PDF“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
Modeling Motivation: Examining the Structural Validity of the Sport Motivation Scale-6 among Runners
Get PDFabstract: Two models of motivation are prevalent in the literature on sport and exercise participation (Deci & Ryan, 1991; Vallerand, 1997, 2000). Both models are grounded in self-determination theory (Deci & Ryan, 1985; Ryan & Deci, 2000) and consider the relationship between intrinsic, extrinsic, and amotivation in explaining behavior choice and outcomes. Both models articulate the relationship between need satisfaction (i.e., autonomy, competence, relatedness; Deci & Ryan, 1985, 2000; Ryan & Deci, 2000) and various cognitive, affective, and behavioral outcomes as a function of self-determined motivation. Despite these comprehensive models, inconsistencies remain between the theories and their practical applications. The purpose of my study was to examine alternative theoretical models of intrinsic, extrinsic, and amotivation using the Sport Motivation Scale-6 (SMS-6; Mallett et al., 2007) to more thoroughly study the structure of motivation and the practical utility of using such a scale to measure motivation among runners. Confirmatory factor analysis was used to evaluate eight alternative models. After finding unsatisfactory fit of these models, exploratory factor analysis was conducted post hoc to further examine the measurement structure of motivation. A three-factor structure of general motivation, external accolades, and isolation/solitude explained motivation best, although high cross-loadings of items suggest the structure of this construct still lacks clarity. Future directions to modify item content and re-examine structure as well as limitations of this study are discussed.Dissertation/ThesisM.A. Educational Psychology 201
Appropriate Similarity Measures for Author Cocitation Analysis
Get PDFWe provide a number of new insights into the methodological discussion about author cocitation analysis. We first argue that the use of the Pearson correlation for measuring the similarity between authors’ cocitation profiles is not very satisfactory. We then discuss what kind of similarity measures may be used as an alternative to the Pearson correlation. We consider three similarity measures in particular. One is the well-known cosine. The other two similarity measures have not been used before in the bibliometric literature. Finally, we show by means of an example that our findings have a high practical relevance.information science;Pearson correlation;cosine;similarity measure;author cocitation analysis
Dispelling the Myths Behind First-author Citation Counts
Get PDFWe conducted a full-scale evaluative citation analysis study of scholars in the XML research field to explore just how different from each other author rankings resulting from different citation counting methods actually are, and to demonstrate the capability of emerging data and tools on the Web in supporting more realistic citation counting methods. Our results contest some common arguments for the continued
use of first-author citation counts in the evaluation of scholars, such as high correlations between author rankings by first-author citation counts and other citation
counting methods, and high costs of using more realistic citation counting methods that are not well-supported by the ISI databases. It is argued that increasingly available digital full text research papers make it possible for citation analysis studies to go beyond what the ISI databases have directly supported and to employ more
sophisticated methods
Les effets de la perception du contexte organisationnel sur l'acceptation des nouvelles normes pédagogiques via la satisfaction des trois besoins fondamentaux et le type de motivation
No full textCette recherche a pour objectif d’étudier l’acceptation, la non-acceptation ou la résignation de nouvelles réformes scolaires à travers la perception du contexte de travail de l’individu via la satisfaction des trois besoins fondamentaux et le type de motivation (Deci & Ryan, 1985 ; Deci & Ryan, 2000 ; Deci & Ryan, 2002). Plus précisément, nous voulons mettre en évidence les effets de la perception du contexte de travail sur la satisfaction des trois besoins fondamentaux, le type de motivation au travail et l’acceptation, la non-acceptation ou la résignation de nouvelles réformes pédagogiques. Sur base d’une recherche dans la littérature scientifique, les perceptions des contextes peuvent être décrites comme étant un soutien à l’autonomie ou contrôlant (Deci & Ryan, 1985 b). Pour cette raison, deux perceptions du contexte organisationnel ont été examinées dans la présente étude. La première perception du contexte, soutien à l’autonomie est l’ensemble des facteurs socio- contextuels favorables à l’autonomie de l’individu (Deci & Ryan, 1987). Le contexte soutenant l’autonomie facilite la satisfaction des trois besoins fondamentaux, détermine une motivation intrinsèque et par conséquent est source de développement du bien-être, de performance (Amoura, Baldes, Gillet & Vallerand, 2010 ; Mageau & Moreau 2012) et d’acceptation du changement organisationnel (Baard, Deci & Ryan, 2004). La deuxième perception du contexte, selon la TAD (Deci & Ryan, 1985, 2000), rassemble les facteurs socio-contextuels contrôlants qui peuvent mener à la frustration des besoins fondamentaux, détermine une motivation intrinsèque et nuit à l’acceptation du changement organisationnel (Baard, Deci & Ryan, 2004). Ces deux perceptions du contexte organisationnel sont considérées comme étant incompatibles et représentent deux extrêmes opposés (Gossens, Luyck, Smits, Soenens, & Vansteenkiste, 2010). Nous avons décidé de mener notre étude au sein de l’Académie de Police de Namur. En effet, celle-ci a subi récemment un changement organisationnel qui demande aux enseignants une standardisation de leurs pratiques éducatives (alignement des contenus, des compétences, des objectifs). Par conséquent, nous pensons que la perception de leur milieu de travail est largement modifiée. Ce mémoire est proposé dans le cadre de l’évaluation d’une nouvelle politique scolaire mise en application au sein de l’Académie de Police de Namur depuis octobre 2015. Cette évaluation nous permettra de déterminer les leviers d’actions sur lesquels le gestionnaire doit intervenir en priorité pour favoriser l’acceptation de la standardisation des pratiques éducatives des enseignants.Master [120] en sciences de l'éducation, Université catholique de Louvain, 201
Der Einfluss emotionaler Erlebensqualitäten auf die Entwicklung der Lernmotivation in universitären Lehrveranstaltungen
Get PDFAusgehend von der Selbstbestimmungstheorie (Deci/Ryan 1985) beschäftigt sich der Beitrag mit der Bedeutung des Erlebens von Autonomie, Kompetenz und sozialer Eingebundenheit für die Veränderung der selbstbestimmten Motivation während universitärer Lehrveranstaltungen. Dabei werden zwei Komponenten des Autonomieerlebens anhand von Interviewdaten und Strukturgleichungsmodellen auf der Basis längsschnittlicher Fragebogendaten genauer analysiert. Während die quantitativen Befunde die besondere Bedeutung beider Komponenten des Autonomieerlebens unterstützen, kommt in den qualitativen Ergebnissen dem Kompetenzerleben eine besondere Bedeutung zu. (DIPF/Orig.)Based on self-determination theory (Deci/Ryan 1985) the author investigates the function of the experience of autonomy, competence and relatedness for the development of self-determined motivation during university courses. On the basis of interview- and questionnaire data two aspects of the experience of autonomy were analyzed. While the results of structural equation models obtained by a longitudinal survey support the theoretical assumption of the importance of the experience of both aspects of autonomy the qualitative interview data support the importance of the experience of competence. (DIPF/Orig.
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