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From Readiness to Action: How Motivation Works

100%
Kruglanski A. W., Chernikova M., Schori-Eyal N.
Polish Psychological Bulletin
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2014
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vol. 45
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issue 3
259-267
EN
We present a new theoretical construct labeled motivational readiness. It is defined as the inclination, whether or not ultimately implemented, to satisfy a desire. A general model of readiness is described which builds on the work of prior theories, including animal learning models and personality approaches, and which aims to integrate a variety of research findings across different domains of motivational research. Components of this model include the Want state (that is, an individual’s currently active desire), and the Expectancy of being able to satisfy that Want. We maintain that the Want concept is the critical ingredient in motivational readiness: without it, readiness cannot exist. In contrast, some motivational readiness can exist without Expectancy. We also discuss the role of incentive in motivational readiness. Incentive is presently conceived of in terms of a Match between a Want and a Perceived Situational Affordance. Whereas in classic models incentive was portrayed as a first order determinant of motivational readiness, here we describe it as a second order factor which affects readiness by influencing Want, Expectancy, or both. The new model’s relation to its theoretical predecessors, and its implications for future research, also are discussed.
2
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The Effect of Incentive Reward, School Principal Leadership, Work Motivation on the Performance of Senior High School Teachers in Medan

100%
Nasution N.
The New Educational Review
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2018
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vol. 53
62-70
EN
Improving teaching performance is most likely an act that leads to substantial gains in student learning, essential to know the strengths of teachers and those aspects of their practice which could be further developed. The objective of this research is to find out the effect of incentive, leadership, and work motivation on teacher performance. Research findings showed a direct effect of incentive reward on teacher performance, which reached the value of 0.350, whereas the indirect effect of incentive on teacher performance through work motivation was at the value of 0.155. The direct effect of school principal leadership on teacher performance was at the value of 0.156, whereas the indirect effect of school principal leadership on performance through work motivation was 0.094. The direct effect of work motivation on performance reached the value of 0.378.
3
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Motivation to become a preschool teacher

88%
Burkovičová R.
The New Educational Review
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2016
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vol. 43
181-192
EN
The purpose of the presented research was to find out which external and internal considerations and life experience motivate students for acquiring university education for the teaching profession to major in preschool teaching. Data collection was based on the method of unstructured interview on a given theme. Evaluation was based on coding. The presented factors are external factors of the “people” category. Every category is divided into sub-categories and the subcategories are further subdivided to subgroups on the basis of the nature of the incentive. Young people were mainly affected in their decision-making by their mother, her professional and private behaviour, by positive stimuli from their grandmothers, aunts and children. Fathers were not mentioned as actors in making this kind of decision. The most frequently mentioned human factor was represented by female teachers on different levels of education and from different school types. The discouraging factors included schoolmates. Children and schoolmates were newly identified considerations.
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ТВОРЧА САМОРЕАЛІЗАЦІЯ ЯК НЕВІД’ЄМНИЙ КОМПОНЕНТ НАВЧАЛЬНО-ВИХОВНОГО ПРОЦЕСУ

75%
Флярковська О.
Педагогічні науки: теорія, історія, інноваційні технології
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2014
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issue 6(40)
150-159
EN
This article is devoted to the results of a survey study of the teachers on the formation of readiness for creative self in adolescence during extracurricular educational work of an educational institution. The article focuses on the need to develop creative self in adolescence. The conditions are necessary for the formation of readiness for creative self-adolescents. The features of formation of readiness for creative self in adolescence are defined in the article. The article states that the effectiveness of educational activities in the class is not at odds with notions of purpose and of its structural components. Usually educational activities are associated with determining the effect. The impact on identity formationis specially organized teaching activities whose purpose is the formation of a teenager with social characteristics and qualities. It is indicated that educational process plays a significant impact on the development of adolescent personality and willingness to formation of self-actualization. As in the extracurricular education a teenager takes some knowledge and behavior, updated personal values, he formed condition, which is an important component of self-actualization. A willing teenager is acquired in the process of education, based on a positive attitude to work, the knowledge and needs, objectification of its subject matter and ways of interacting with him, a system of educational elements, consisting of a combination of knowledge, skills, experiences, emotional and value orientations of convictions. Thus, the study of teachers indicated that a teacher incentives the respondents understood as the creation of conditions in which young people are included in the activities with the highest efficiency as the promotion of activities that enables them to express themselves in a positive sense and promptly evaluate their activities. The performance of its teachers is mostly associated with the successes and achievements of teenagers. Thus, the success of the activity they relate to is the implementation capacities of adolescents. In the study we concluded that a basic requirement in the formation of readiness for creative self-identity in extracurricular educational work is to create such conditions that the teenager could be directed to an active, creative activity, revealing its potential and leads to high levels of activity and independence.
5
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Uwarunkowania stopnia zwrotu ankiet pocztowych w Polsce w świetle badań eksperymentalnych

38%
Gorbaniuk O.
Roczniki Nauk Społecznych
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2000-2001
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vol. 28-29
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issue 1
241-267
EN
The basic task of the experimental studies related in the article was to learn about the specificity of the Polish population as far as response of potential respondents is concerned to marketing research conducted with the use of the method of postal survey. To this end significance of effect of 15 variables on the return rate of the questionnaires was checked. The variables were distinguished on the basis of analysis of the relevant literature as well as of study results and Polish university teachers' experiences. A900 person random sample was drawn with the help of acomputer algorithm that was representative of the whole of adult Lublin residents with respect to age and sex. The whole drawn sample was divided into 16 experimental groups, each group numbering 50 subjects, and one control numbering 100 subjects. Each of the distinguished groups represented a different variable that was studied. The study results show that enclosing an envelope for the reply, reminding of the reply, enclosing a greater sum of money with the questionnaire, and a higher education and older age of the possible respondents had a positive effect on the percentage of returned questionnaires. The percentage was decreased when the envelopes containing the questionnaires were franked, the volume of the questionnaires was bigger, the survey was under the auspices of a private study centre, the subject was prenotified about his participation in the survey and when too small a sum of money was offered for the participation (50 gr). However, such variables as the subject of the survey, anonymity of the respondents, a repeated dispatch of the questionnaires, lottery and the sex of the respondents did not have a significant effect on the degree of return in the light of the obtained results. If anonymity was not guaranteed, or respondents were offered taking part in the study in return for filling in the questionnaire, and in the case of female respondents we can only talk about tendencies to decrease the return rate.
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