Search results

1

Total Participation Management:Toward Psychological Determinants of Subjective Well-Being at Work

100%

Mika K., Stocki R., Bożek A.

Journal of Entrepreneurship, Management and Innovation

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2013

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vol. 9

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issue 4

29-52

EN

Aiming to determine which management practice has the strongest influence on the subjective well-being (SWB) of employees, three workplaces were assessed with reference to different levels of total participation management (TPM), an innovative approach to human resource management. The study examined whether the level of TPM is positively related with SWB, defined according to Diener’s (1984) affective and cognitive facets of work. The psychological explanation of the predicted dependence was the level of satisfaction of three basic needs (autonomy, competence and relatedness) distinguished by Deci and Ryan (2000a). The hypothesis about a positive relationship between SWB and TPM was confirmed. Results indicate that the least participative company has employees with the lowest subjective well-being and with the lowest satisfaction of basic psychological needs.

2

Etyka pracy i motywacja do pracy osób z różnych grup wiekowych – podobieństwa i różnice

100%

Chrupała-Pniak M., Grabowski D., Chudzicka-Czupała A.

Społeczeństwo i Edukacja. Międzynarodowe Studia Humanistyczne

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2015

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issue 1(16)

107-118

EN

The paper focuses on issues of work motivation and work ethic believes presented by members of orga- nizations. Ryan Deci’s Self Determination Theory (2000) and Weber’s work ethic concept (2011) serve as a theoretical basis for the explanation of work attitudes. The aim of our research is to present how the generational affiliation differentiate work ethic and work motivation in three groups of employees. The sample consists of 312 employees from Polish organizations in various industries. The study did not confirm any differences between age groups in their attitude towards work (work ethic), except from the acceptance of hard work. Young workers value the hard work more than others and they believe it leads to success. Significant differences also have been confirmed in the case of amotivation (scores higher for older employees) and external regulation (lower scores in older workers).

3

Súvislosti vzťahu učiteľ–žiak a školského výkonu: perspektívy pripútania a motivácie

100%

Brestovanský M.

Československá psychologie (Czechoslovak Psychology)

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2020

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vol. 64

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issue 6

668-689

EN

the doorstep of the fundamental reforms, accentuating the development of psychosocial qualities of all stakeholders engaged in education as determinants of a successful educational process. The narrative review focuses on research studies conducted since 2001, based on the paradigm of attachment and motivational theories of self-determination. Paper provides an overview of how the concept of school achievement and the individual key constructs of the teacher-student relationship are operationalized (closeness, conflict, relatedness, autonomy support, structure). It discusses main conclusions of the most significant studies in this area, as well as some inconsistent results and methodological problems. After rigorous impact and content selection, the review includes 17 empirical studies. Finally, specific current research challenges in the field are considered.

4

Successful language learning in a corporate setting: The role of attribution theory and its relation to intrinsic and extrinsic motivation

88%

Kálmán C., Gutierrez Eugenio E.

Studies in Second Language Learning and Teaching

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2015

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vol. 5

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issue 4

583-608

EN

Attribution theory (Weiner, 1985) and self-determination theory (Deci & Ryan, 1985) have been explored as contributors to L2 motivation (cf. Dörnyei, 2001) but have never been studied quantitatively in concert. In addition, students’ attributions for success in learning a foreign language have never been measured through the use of a questionnaire. The aim of this paper is therefore (a) to develop a questionnaire with reliable constructs that allows to measure adult learners’ attributions for their success in learning English in a corporate setting, (b) to investigate these learners’ attributions, and (c) to investigate the relationship between students’ attributions and the constructs of Intrinsic and Extrinsic motivation central to self-determination theory. Our main results show that among the attributions measured, interest, effort and corporate culture seemed to be the main causes that students recognised as directly involved in their success in learning English. Of all the attributional scales, interest and ability appeared to importantly contribute to intrinsic motivation, while corporate culture, encounters with foreign professionals and ability contributed to a lower extent to extrinsic motivation. It must be noted, however, that attributions for success to teacher and task were so consistently high that they could not be reliably measured with the questionnaire.

5

Successful language learning in a corporate setting: The role of attribution theory and its relation to intrinsic and extrinsic motivation

88%

Kálmán C., Gutierrez Eugenio E.

Studies in Second Language Learning and Teaching

|

2015

|

vol. 5

|

issue 4

583-608

EN

Attribution theory (Weiner, 1985) and self-determination theory (Deci & Ryan, 1985) have been explored as contributors to L2 motivation (cf. Dörnyei, 2001) but have never been studied quantitatively in concert. In addition, students’ attributions for success in learning a foreign language have never been measured through the use of a questionnaire. The aim of this paper is therefore (a) to develop a questionnaire with reliable constructs that allows to measure adult learners’ attributions for their success in learning English in a corporate setting, (b) to investigate these learners’ attributions, and (c) to investigate the relationship between students’ attributions and the constructs of Intrinsic and Extrinsic motivation central to self-determination theory. Our main results show that among the attributions measured, interest, effort and corporate culture seemed to be the main causes that students recognised as directly involved in their success in learning English. Of all the attributional scales, interest and ability appeared to importantly contribute to intrinsic motivation, while corporate culture, encounters with foreign professionals and ability contributed to a lower extent to extrinsic motivation. It must be noted, however, that attributions for success to teacher and task were so consistently high that they could not be reliably measured with the questionnaire.

6

Comparing self-determination theory and the L2 motivational self system and their relationships to L2 proficiency

88%

Takahashi C., Im S.

Studies in Second Language Learning and Teaching

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2020

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vol. 10

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issue 4

673-696

EN

This study empirically compares two often-utilized motivation theories in L2 studies: self-determination theory and the L2 motivational self system. It also examines the relationships among their motivational constructs, learners’ intended L2 learning effort, and L2 proficiency. While a number of studies have utilized these models in order to examine second language learners’ motivation, there has not been a thorough comparison of the two. Furthermore, while many studies have demonstrated the structural relationships between the motivational constructs of the two theories and the learner’s self-reported amount of effort, fewer studies have examined their L2 achievement. The results of this study indicated that the constituents in the two theories are correlated as predicted. Furthermore, while internalized types of motivation in self-determination theory predicted intended learning effort, which then led to L2 proficiency, the strength of the ideal L2 self was much weaker than the L2 learning experience, unlike what is argued in the theory.

7

Investigation of the Impact of OBE-Based Teaching Reform on Students’ Learning Experiences : From the Perspective of Self-Determination Theory

88%

Liu X. n., Somasundram P. A. P., He Y.

The New Educational Review

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2023

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vol. 72

108-121

EN

This study employed a questionnaire survey method and utilised the Self-Determination Theory as a theoretical framework to simulate students’ “needs”. The aim was to investigate the impact of OBE-based teaching reform on students’ academic achievement, satisfaction, autonomy, competence, and relatedness. The study used a quasi-experimental research design with 80 students from Changzhi Medical College as the sample and found that OBE teaching can improve students’ academic achievement, especially for middle and low-performance students. It can improve students’ satisfaction with the course and relatedness experience.

8

Intrinsic Motivation Predicting Performance Satisfaction in Athletes: Further Psychometric Evaluations of the Sport Motivation Scale-6

75%

Blecharz J., Horodyska K., Zarychta K., Adamiec A., Luszczynska A.

Polish Psychological Bulletin

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2015

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vol. 46

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issue 2

309-319

EN

The study investigated psychometric properties of the Sport Motivation Scale-6 (SMS-6), assessing intrinsic regulation, four extrinsic regulation constructs, and amotivation among athletes competing at a regional and national level. In particular, we tested the factorial structure of SMS-6, its short-term stability, and the associations of SMS-6 constructs with self-efficacy, self-esteem, motivational climate, and satisfaction with sport performance. Participants were 197 athletes (57.4% women), representing team (54.7%) and individual disciplines. The measurement was repeated at the three-week follow-up (n = 107). Results yielded support for the six first-order factor structure (three second-order factors). More autonomous forms of motivation were related to higher levels of self-efficacy, performance satisfaction, and taskoriented motivational climate in sport organizations. Sequential multiple mediation analysis showed that the association between general self-efficacy and performance satisfaction at a follow-up was mediated by introjected regulation and personal-barrier self-efficacy.

9

ROLA MOTYWACJI W PROCESIE UCZENIA SIĘ JĘZYKA PRZEZ UCZNIÓW Z DOŚWIADCZENIEM MIGRACJI – METODA JES-PL

75%

Pamuła-Behrens M., Morena K.

Neofilolog

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2019

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issue 52/1

43-60

EN

An increasing number of immigrant students pose new challenges for the Polish school. The immigrant groups consist of foreign children, but also Polish children who migrate with their parents. Their adaptation to a new place and integration are not always easy. These children do not only need professional support from the school and its staff, but also from Polish students. The key to succeeding in this complex process is to learn the language and culture of the country of settlement. Acquisition of this knowledge is conditioned by a motivation to face the Other, the language and culture. The purpose of the paper is to explore the role of motivation to learn the new language and culture of the country of settlement. In particular, we focus on determinants of motivation in the context of language learning and problems immigrant and refugee students are faced with in a new country. We also present the JES-PL Method which aims to support the development of language and communication skills within an immigrant family in the context of school language education (JES).

10

Work Motivation Profiles and Work Performance in a Group of Corporate Employees: A Two-Step Cluster Analysis

75%

Basińska B. A.

Roczniki Psychologiczne

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2020

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vol. 23

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issue 3

227-245

EN

Few studies have applied a person-centered approach to work motivation using cluster or profile analyses. Thus, little is known about which configurations of work motivations characterize professionals. The aim of this study is to establish the structure of work motivation profiles under the framework of self-determination theory and to examine the relationship between work motivation and subjective work performance. The study involved 147 corporate employees who completed the Multidimensional Work Motivation Scale and self-rated their work performance. The two-step cluster analysis was applied, followed by a one-way ANOVA and a post-hoc Bonferroni test. The findings revealed differences between the five profiles for all forms of motivational regulation on the self-determination continuum (large effect sizes). Further examination revealed that the employees’ current work performances differed across motivational profiles (medium effect size). Strongly and poorly motivated as well as autonomously motivated employees reported better subjective work performance compared to unmotivated individuals. In line with self-determination theory, the quantity and shape of motivation can be simultaneously considered in terms of both theoretical and practical implementation.

11

Direct and indirect relationships between disordered eating, sociocultural factors, satisfaction of basic psychological needs and controlled regulation of exercise in university students

75%

Paulisova E., Orosova O., Barbierik L.

Polish Psychological Bulletin

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2021

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vol. 52

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issue 2

12

Autonomy, Mastery, Purpose – a basis for good practice in organising university courses

63%

Zielicz A.

Journal of Modern Science

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2017

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issue 1(32)

183-208

EN

In this article we present a comparative case study of two master courses in mathematics organised respectively by a university in the UK and in Germany. The two cases are analysed in terms of the aspects of Autonomy, Mastery and Purpose which are related to the self-determination theory of Deci and Ryan and its concept of autonomous motivation. We reveal the differences between the two universities and consider their influence on the students behaviour and performance. Stronger features of Autonomy, Mastery and Purpose coincide with positive effects, which is in accordance with the predictions of self-determination theory. We propose Autonomy, Mastery and Purpose as a basis for establishing good practice in university teaching and make some suggestions for practical implementation.

13

Antymaterialistyczny przekaz w muzyce reggae a aspiracje życiowe jej słuchaczy

63%

Jach Ł.

Psychologia Ekonomiczna

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2013

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issue 4

44-57

EN

Contemporary researchers find that current human activity is directed by such materialistic values as money and social status. Although those values are reflected in the dominant popular culture, we can also find examples of opposing ideas. Among them is the world view connected with reggae music, presented in the texts of songs that highly appreciate personal freedom, interpersonal relations, and spiritual growth. In these songs, a world focused on achieving materialistic goals is compared with apocalyptic Babylon – powerful, but coming to an inevitable doom. This article presents the results of two studies to find if listening to reggae music is connected with certain profiles of life goals. The first study examined if attentive contact with anti-materialistic (reggae) or materialistic (hip-hop) lyrics might have an influence on personal life goals. The second study compared reggae listeners’ profiles of life goals with profiles of students. Both studies used the Aspiration Index (Grouzet et al., 2005; Górnik-Durose, & Janiec, 2010) which examines four types of life goals.

PL

Według badaczy współczesności obecne kierunki ludzkiej aktywności w znacznym stopniu wyznaczane są przez wartości materialistyczne. Choć znajdują one odzwierciedlenie w dominującej (pop)kulturze, odnaleźć można również przykłady przekazów wyraźnie im się przeciwstawiających. Należy do nich światopogląd związany z muzyką reggae, prezentowany w tekstach utworów wysoko waloryzujących wolność osobistą, relacje międzyludzkie oraz rozwój duchowy. Świat nastawiony na osiąganie celów materialistycznych porównywany jest w nich z apokaliptycznym Babilonem – potężnym, ale zmierzającym do nieuchronnej zagłady. W artykule zaprezentowano wyniki dwóch badań mających na celu ustalenie, czy obcowanie z treściami zawartymi w muzyce reggae wiąże się z określonym profilem celów życiowych. W pierwszym z nich starano się zbadać, czy refleksyjne obcowanie z muzycznym przekazem antymaterialistycznym (reggae) i materialistycznym (hip-hop) może wpływać na charakteryzujący jednostkę profil aspiracji życiowych. Drugie z badań polegało a porównaniu profilu aspiracji życiowych słuchaczy muzyki reggae z wynikami uzyskanymi w grupie porównawczej. W obu procedurach wykorzystano Indeks Aspiracji Życiowych (Grouzet i in., 2005; Górnik- Durose, Janiec, 2010) w autorskim ujęciu czteroczynnikowym.

14

Changing parents’ beliefs about the sports activities of their children: An intervention study

63%

Montero Carretero C., Barrado D., Gonzalez-Cutro D., Cervello E.

Ido Movement for Culture. Journal of Martial Arts Anthropology

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2019

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vol. 19

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issue 4

11-21

EN

Background. Since parents are one of the most influential social- agents on children’ behavior, it is crucial to develop strategies for them to put major emphasis on their children’s physical activity. The purpose of this study was to analyze the effects of a judo-based intervention developed according to the self-determination theory on parents’ motivation. Methods. Ninety-six parents (54 men and 42 women) aged between 25 and 48 (M = 37.2, SD =2.58) with no previous experience in judo participated in this study. The intervention consisted of a session in which parents practiced judo with their children under the direction of coaches who used strategies to promote the satisfaction of basic psychological needs. Results. The post-intervention results showed high values in the satisfaction of the three basic psychological needs and significant increases of more self-determined forms of motivation and future intention to practice judo both for their children and for themselves. These increases were significantly higher for those parents with lower pre-intervention scores on the index of self-determination. Conclusion. Providing the parents of young athletes with a practical experience together with their children, following specific strategies and guided by specialist professionals, could be an effective intervention to produce adaptive changes in their motivation. In addition, parents with low degrees of self- determined motivation would seem to be the main target of this kind of intervention.

PL

Tło. Ponieważ rodzice są osobami, które w dużym stopniu wpływają na zachowania społeczne dzieci, ważne jest opracowanie strategii, które pozwolą im położyć duży nacisk na aktywność fizyczną swoich dzieci. Celem pracy była analiza wpływu działania interwencyjnego opartego na judo, opracowanego zgodnie z teorią samostanowienia motywacji rodziców. Metody. W badaniu wzięło udział 96 rodziców (54 mężczyzn i 42 kobiety) w wieku od 25 do 48 lat (M = 37,2, SD = 2,58) bez wcześniejszego doświadczenia w judo. Działanie interwencyjne składało się z sesji, w której rodzice ćwiczyli judo ze swoimi dziećmi pod kierunkiem trenerów, którzy wykorzystywali strategie promujące zaspokojenie podstawowych potrzeb psychologicznych. Wyniki. Wyniki po interwencji wykazały wysokie wartości w zaspokajaniu trzech podstawowych potrzeb psychologicznych oraz znaczący wzrost bardziej samostanowiących form motywacji i deklaracji przyszłego zamiaru uprawiania judo przez dzieci, jak i rodziców. Wskaźniki wzrostu były istotnie wyższe w przypadku rodziców z niższą punktacją przedinterwencyjną w odniesieniu do wskaźniku samostanowienia. Wniosek. Zapewnienie rodzicom młodych sportowców praktycznego doświadczenia wraz z ich dziećmi, przy zastosowaniu określonych strategii i pod kierunkiem specjalistów, może być skutecznym sposobem wywołania adaptacyjnych zmian w ich motywacji. Ponadto głównym obiektem tego rodzaju działania interwencyjnego wydają się być rodzice o niskim stopniu samookreślonej motywacji.

15

Edukacja najmłodszych kontekstem kształtowania motywacji do uczenia się. Ogląd zjawiska w badaniach własnych

51%

Michalak R.

Konteksty Pedagogiczne

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2016

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vol. 2

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issue 7

EN

The success in any field of human activities, including learning, de-pends on motivation. According to the self-determination theory of E. Deci and R. Ryan, supporting social environment can increase motivation, mainly through organizing conditions for satisfying three innate psychological needs: autonomy, competence and relatedness. The article presents empirical results of pupils ex-periences regarding educational sources of motivation for learning.

PL

Warunkiem odniesienia sukcesu w każdej dziedzinie ludzkiego działania, także w uczeniu się, jest posiadanie dużej motywacji. Odwołując się do założeń teorii autodeterminacji E. Deciego i R. Ryana, można powiedzieć, że wspierające otoczenie społeczne może znacząco podnieść poziom motywacji ucznia, głównie poprzez organizowanie warunków umożliwiających zaspokojenie jego trzech naturalnych potrzeb: autonomii, poczucia kompetencji i związków z innymi. W artykule zaprezentowano wyniki badań doświadczeń uczniów na-uczania początkowego w zakresie edukacyjnych źródeł motywacji do uczenia się.

16

Percepcja klimatu uczenia się w szkole i poczucie zaspokojenia potrzeb a tożsamość uczniów w okresie dorastania

51%

Kram A.

Edukacja

|

2014

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issue 4(129)

50–61

PL

W artykule przedstawiono wyniki badania dotyczącego roli klimatu uczenia się i zaspokajania podstawowych potrzeb psychicznych, w ujęciu teorii autodeterminacji, w kontekście procesu formowania się tożsamości. Badaniu poddano 75 uczniów będących w okresie dorastania (13–20 lat), uczących się w gimnazjach i liceach ogólnokształcących, w których realizowany był tutoring. Posłużono się trzema kwestionariuszami: Kwestionariuszem klimatu uczenia się (LCQ), Skalą podstawowych potrzeb psychicznych (BPNS) oraz Skalą wymiarów rozwoju tożsamości (DIDS/PL). Wykazano, że spostrzeganie szkoły jako wspierającej autonomię ucznia oraz zaspokojenie potrzeby autonomii pozwala przewidywać większe natężenie podejmowania zobowiązań oraz identyfikacji z nimi, a niższe – eksploracji ruminacyjnej. Zaspokojenie potrzeby kompetencji okazało się natomiast istotne dla identyfikacji ze zobowiązaniami. Wykazano, że poczucie zaspokojenia potrzeb jest mediatorem pomiędzy klimatem uczenia się a wymiarami tożsamości.

XX

The paper presents the results of a study into the role of learning climate perception, satisfaction of basic psychological needs (both embedded within self-determination theory) for the process of identity development. The study group consisted of 75 adolescent students (age 13–20), who came from schools implementing the tutoring method. Three questionnaires were used: Learning Climate Questionnaire, Basic Psychological Needs Scale and Dimensions of Identity Development Scale. The results showed that perception of learning climate as autonomy supportive and satisfaction of need for autonomy results in higher level of commitment and identification with it and lower level of ruminative exploration. Satisfying the need for competence was important for identification with commitment. The sense of needs satisfaction plays a mediating role between learning climate perception and identity dimensions.

17

Prawo do samostanowienia narodów w prawie międzynarodowym – aktualna wykładnia

51%

Bobrowski K.

Krytyka Prawa. Niezależne studia nad prawem

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2015

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vol. 7

|

issue 1

23-49

EN

The Author presents a legal analysis of self-determination in international law. It is presented both through a historical and a modern perspective, recalling i.a. such cases as Kosovo, Quebec, Palestinian state in statu nascendi

PL

Autor chciałby zaprezentować analizę prawną prawa do samostanowienia narodów w prawie międzynarodowym. Temat omówiono zarówno w perspektywie historycznej, jak i współczesnej, powołując się m.in. na takie przypadki jak Kosowo, Quebec oraz Państwo Palestyńskie in statu nascendi.

Refine search results

Total Participation Management:Toward Psychological Determinants of Subjective Well-Being at Work

Etyka pracy i motywacja do pracy osób z różnych grup wiekowych – podobieństwa i różnice

Súvislosti vzťahu učiteľ–žiak a školského výkonu: perspektívy pripútania a motivácie

Successful language learning in a corporate setting: The role of attribution theory and its relation to intrinsic and extrinsic motivation

Successful language learning in a corporate setting: The role of attribution theory and its relation to intrinsic and extrinsic motivation

Comparing self-determination theory and the L2 motivational self system and their relationships to L2 proficiency

Investigation of the Impact of OBE-Based Teaching Reform on Students’ Learning Experiences : From the Perspective of Self-Determination Theory

Intrinsic Motivation Predicting Performance Satisfaction in Athletes: Further Psychometric Evaluations of the Sport Motivation Scale-6

ROLA MOTYWACJI W PROCESIE UCZENIA SIĘ JĘZYKA PRZEZ UCZNIÓW Z DOŚWIADCZENIEM MIGRACJI – METODA JES-PL

Work Motivation Profiles and Work Performance in a Group of Corporate Employees: A Two-Step Cluster Analysis

Direct and indirect relationships between disordered eating, sociocultural factors, satisfaction of basic psychological needs and controlled regulation of exercise in university students

Autonomy, Mastery, Purpose – a basis for good practice in organising university courses

Antymaterialistyczny przekaz w muzyce reggae a aspiracje życiowe jej słuchaczy

Changing parents’ beliefs about the sports activities of their children: An intervention study

Edukacja najmłodszych kontekstem kształtowania motywacji do uczenia się. Ogląd zjawiska w badaniach własnych

Percepcja klimatu uczenia się w szkole i poczucie zaspokojenia potrzeb a tożsamość uczniów w okresie dorastania

Prawo do samostanowienia narodów w prawie międzynarodowym – aktualna wykładnia