Motivation and Engagement

There are many studies related to gender differences in students’ science related affective characteristics in science education literature. However, there are few studies related to students’ physics related affective characteristics. The purpose of this study is to find out gender differences in freshmen’s selected affective characteristics related to physics, and to determine the best-fitting structural equation models for males’ and females’ physics related affective characteristics. The affective characteristics selected for this study are: interest in physics courses in general, interest in the freshmen physics course, importance of the physics courses in general, importance of the freshmen physics course, aspiring extra activities related to physics, student motivation in physics, achievement motivation in physics, physics test anxiety, physics course anxiety, physics self-concept and physics self-efficacy. The researchers developed the Affective Characteristics Scale, which consisted of 54 items related to 12 selected affective characteristics. The items were scored on a 5-point Likert scale. Sample of the study consists of 433 female and 435 male students in three state universities in Ankara. A one-way multivariate analysis of variance (MANOVA) was conducted to determine the effect of gender on freshmen’s physics related affective characteristics. Significant differences were found among gender groups on the dependent measures in favor of male students. Analyses of variances (ANOVA) on each dependent variable were conducted as follow-up tests to MANOVA. Best-fitting structural equation models of the affective characteristics for female and male freshmen were determined.

Estimado participante:

Las organizaciones que buscan el crecimiento y desarrollo consideran muy importante realizar un diagnóstico de su organización, a fin de conocer la opinión de la gente que trabaja en los diferentes puestos y niveles funcionales.

Por tal razón, solicitamos de su participación contestando los 45 ítems que se presentan a continuación de una manera honesta y lo más rápidamente posible, pues la primera respuesta que llega a nuestra mente es la que nos representa fielmente.

Para cada una de los enunciados le pedimos que encierre en un círculo solamente una opción en cada caso y de acuerdo con la siguiente clasificación:
1) De acuerdo fuertemente
2) De acuerdo
3) De acuerdo ligeramente
4) En desacuerdo ligeramente
5) En desacuerdo
6) En desacuerdo fuertemente

Agradecemos enormemente su participación.

The authors examine the effects of school bonding on academic achievement (measured by math achievement scores) in a sample of 12th graders from the Educational Longitudinal Study of 2002 (Ingels, Pratt, Rogers, Siegel, & Stutts, 2005). Components of school bonding have proximal and distal effects on academic achievement. Attachment to school and school involvement had direct effects on achievement; attachment to teachers and school commitment behaviors had indirect effects on achievement through school-related delinquency and prior achievement. Implications for counselors are discussed.

With the ongoing pandemic and technological evolutions, remote work has become the new normal. However, existing employee engagement instruments do not take the remote aspect of work into account. This paper proposes a nine-item instrument for assessing employee engagement in general, and remote worker engagement specifically. The instrument was named EENDEED, for enhanced engagement nurtured by determination, efficacy, and exchange dimensions. It was grounded on three theories: (1) self-determination; (2) self-efficacy; and (3) social exchange. After generating the proposed scale grounded on the literature and theory, data were collected from 626 participants in the United States through an online survey. The dataset was split in two random samples of 405 and 195 cases respectively, after eliminating 26 cases with missing values. An exploratory factor analysis (EFA) on the larger sample helped discover its two-factor structure, namely PERFORMANCE and SELF-RELIANCE. A confirmatory f...

The chapter presents a review of the research literature examining perfectionism from a motivational perspective. Taking the two-factor model of perfectionism—differentiating the two higher-order dimensions of perfectionistic strivings and perfectionistic concerns—as a basis, we present analyses of the differential relationships that the two dimensions show with key motivational constructs focusing on achievement motivation and self-determination theory. As regards achievement motivation, we examine the relationships with achievement motives (hope of success and fear of failure) and achievement goals (task and ego goals, 2 × 2 and 3 × 2 achievement goals). As regards self-determination theory, we examine the relationships with autonomous and controlled motivation and with the different regulatory styles associated with intrinsic motivation, extrinsic motivation, and amotivation. Based on the findings of our review, we propose that the differential motivational qualities of perfectionistic strivings and perfectionistic concerns are important to understand why perfectionism is a “double-edged sword” that may energize or paralyze people, motivating some perfectionists to engage and others to disengage. We conclude that perfectionism research may profit from seeing perfectionism from a motivational perspective, perhaps even regard perfectionism as a motive disposition (need for perfection) whereby perfectionistic strivings represent the approach-oriented and autonomous aspects, and perfectionistic concerns the avoidance-oriented and controlled aspects.

Che cosa possiamo dire ai nostri figli e ai nostri studenti per motivarli a studiare?

Quali sono le argomentazioni più efficaci? Quali sono quelle più convincenti?

In questo libro ne ho raccolte 190.

www.mariopolito.it
info@mariopolito.it

This paper examines literature on the transition period into college of first year college students. Promoting development and success during a student’s entry to college, known as the transition period, is critical. Research suggests that colleges and universities must use information on incoming students, including demographics and diversity, to provide proper transition programming and to promote success. However, there is a lack of research regarding student affairs programming for students in transition. As success in college can be determined by their first semester, and even the first few weeks, creating programming to assist transitioning students is necessary to promote and enhance their cognitive and intellectual development and success. Student affairs programming should emphasize total inclusion at the institution as student success includes integration into the campus community. This can be accomplished through academic and social programming, with special attention to diversity, technology, and preparing students for the job market after college.

The present study was designed to examine the effects of ARCS motivational model (Keller, 2010) on university prep class students' motivation. For this purpose, ARCS motivational model strategies were inserted to the instructional design via detailed lesson plans which were applied throughout ten weeks. To find out the effects of ARSC model Course Interest Survey (CIS) and Instructional Materials Motivation Survey (IMMS) were administered at the beginning and end of the study. The results of CIS indicated a significant increase since students showed higher course motivation based on the overall CIS results at the end of the study. CIS was evaluated in terms of each ARCS category and a significant difference was observed in all scales. The results showed that the ARCS model inserted language instruction had positive influence on students' course motivation in all categories. As for IMMS results a significant difference in students' instructional motivation scores was found. For a deeper understanding, two subscales of IMMS were assessed separately and the results revealed significant differences in both subscales. Students' instructional materials motivation increased.

Motivational speech is an incredibly powerful method to help you get motivated to achieve success in your life. It will raise your spirits and make you feel that you can do anything that you put in your mind. Most of the people are going through tough times right now. They feel that they are not able to do anything with their lives.
Motivation is a sole art made into words which can be a compelling resource that goes beyond merely good speaking ability. The objective of it is to promote reflection or influence opinions by appealing to our sentiments. As in Martin Luther King’s Motivational Speech, “I have a dream” are excellent evidence that words can change the history of the world.

The relationship between employee loyalty and organizational performance has long been recognized but not included in performance appraisal models. This study identifies the perspectives of Master of Business Administration (MBA) candidates at a small
private university in the eastern U.S. Fifteen interviews were conducted after distributing flyers among MBA classes and interested students volunteered to participate. The study was qualitative, based on personal interviews, to explore how loyalty is perceived in relation to performance. The theoretical framework used was Hogan's (1983) socioanalytic theory to explain differences in people’s performance at work. Through use of a grounded theory approach, employees’ perceptions on loyalty as a component of employee performance evaluation inducted to a theoretical model. This research shows, for the first time, loyalty as an expectation of performance from the perspective of individuals preparing to be future managers. The model explains the interrelationship between the suggested dimensions inducted from participants’ perceptions for the purpose to assess both company and employee loyalty. The theoretical model demonstrates that a balance is needed to build a loyalty base between the company and employee loyalty that will lead to better performance. Specifically, respondents identified components of loyalty in the dimensions of integrity, flexibility, transparency support, dedication, conscientiousness, accountability, and advocacy. The model supports intuitive recognition that management behavior that creates employee loyalty also improves employee performance. The theoretical model can be used by researchers and human resource professionals to shape their quantitative research and organizational policies.

Este livro é fruto de parte de um extenso trabalho de pesquisa, de cunho teórico, reflexivo e prático, na busca de soluções que apontem para a criação e manutenção de processos motivacionais eficazes aos indivíduos. Por isso, é dedicado a explorar e discutir conceitualmente o fenômeno gamification. Apresenta direções e diretrizes para a aplicação desta prática independente das áreas: corporativa, mercadológica ou instrucional.

Structured professional judgement tools were specifically created to measure risk related to violent extremism. But there is no instrument that measures disengagement and deradicalization program. The result of an action research realized in parallel of the follow-up of 450 French jihadists enabled the creation of a trial of a specialized protocol, named NOORAPPLI 3D 1. It is intended for professionals who take charge of jihadists. Its main aim is to measure how disengagement/deradicalization programs manage to change attitudes associated to violent extremism. It fills practitioners' need of deepening in order to measure the exit of radicalization and to fight recidivism. This practical guide helps professionals to consider the meaning of the radicalized individ-ual's engagement (engagement motives with promises of a better world and/or self), to detect his needs which were compensated by the radical discourse (psychological, socio-political…), to evaluate his level of "paranoid perspective" (rigid and persecuting emotional dimension), his level of "socialization in terrorism" (relational dimension) and his level of adhesion to the utopia of a perfect world with divine law (ideological dimension) as well as the evolution of the cognitive change provoked by these three dimensions (dichotomic thought causing an inversion of the perpetrator/victim status and the dehumanisation of victims). This article aims at submitting to critics this trial of exit of jihadist radicalization protocol. It presents a method which led to the creation of items allowing a follow-up individual to be replaced in his own trajectory of radicalization. NOORAPPLI 3D relies on results of a scientific research on contemporary jihadism but incorporates them transversely, to help professionals to measure concretely follow-up individuals, on the basis of objective facts and not according to subjective representations nor principled positions. NOORAPPLI 3D items are organized into three chapters corresponding to the three dimensions of the radicalization process (emotional, relational, ideological). For each of these items, four levels of answers are proposed. The professional will check the closest answer to the concerned subject's situation. The items are formulated so that the professional will gather precise information on each matter: either after a discussion or by the observation of the radicalized individual's behaviour, with a risk of dissimulation. The following items must be adapted and experimented. It will also be necessary to adapt them to help professionals of other countries because they are built upon the exit of radicalization of French jihadists who were largely recruited by French extremist leaders in the French language and tested by teams of French professionals within and outside prisons. FOREWORD: The question of assessing and taking charge a potential perpetrator of a terrorist attack forms a major societal issue. According to me, the present work represents an important action research given an examination of the international literature and the meeting of numerous concerned participants. This attempt of operationalisation of criteria which is compulsory in terms of evaluation and motivation, constitutes an important advance. The pursuit of such a work should foresee the deepening of relations between the defined criteria, their internal consistency, the recoveries of profiles in a same individual, as well as gender comparisons, often neglected internationally speaking. These joint analyses with relapse factors described in the international literature , will clear the specified fields of surveillance and the targets for an individualized support".

It is commonly assumed in the research literature that computer games are a useful educational tool because students find them motivating. This paper questions this assumption and describes a study that was undertaken to examine the motivational potential of using computer game-based learning with students in Higher Education. A series of twelve in-depth interviews were carried out to explore individuals' perceptions of, and motivations for, game-playing for leisure and study. These interviews were followed by a larger-scale survey, examining student motivations to play games and to learn with games; data from 200 students were collected and analysed.

Employee Perceptions of Loyalty as a Factor of Performance. Grounded Theory Approach by Chanaz Gargouri Dissertation Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy Human Services Walden University July 2017 Abstract The relationship between employee loyalty and organizational performance has long been recognized but not included in performance appraisal models. This study identifies the perspectives of Master of Business Administration (MBA) candidates at a small private university in the eastern U.S. Fifteen interviews were conducted after distributing flyers among MBA classes and interested students volunteered to participate. The studyThe relationship between employee loyalty and organizational performance has long been recognized but not included in performance appraisal models. This study identifies the perspectives of Master of Business Administration (MBA) candidates at a small private university in the eastern U.S. Fifteen intervi...

Engagement is crucial for all students in any learning. Attention wanes when children are disengaged and learning will decrease. Children with special needs will find it difficult to engage with teachers and activities due to factors such as inattention, slow processing speed, boredom, and others. Hence, the author of this paper proposed a TPE model which consists of three components (1) Task (T), (2) People (P), and (3) Environment (E). These components have a direct impact on students’ engagement in their learning. Additionally, suggested checklists on how these components can be used as guidelines to help teachers plan their lessons were also included. It is hoped that this model serve to promote active engagement in children with special needs in their learning so as to enhance motivation, attention, and participation.

This qualitative study aims to explore in more depth the experience of young people volunteering in the global South for the first time. Semi-structured interviews were carried out with three participants prior their departure, to methodically investigate their expectations and motivations to engage in this voluntary experience abroad. After the volunteering experience, a second interview was held with the same participants to unfold and explore their experience in the global South. The participants joined different volunteering organisations in Malta, each of which regularly organises volunteering experiences for small groups to countries in the global South.
All interviews were transcribed verbatim and analysed using thematic analysis. From the findings of the first interviews - prior the voluntary experience - five super-ordinate themes emerged: (i)Volunteering: Participants’ Definition, (ii)Volunteering: Motivations, Drives and Incentives; (iii)The Element of Trust; (iv)Emotional Roller Coaster and (v)Expectations and Predictions. Results have shown that young volunteers have expectations from the volunteering experience. Furthermore, the same expectations generate a vast range of emotions which mainly derive from not knowing what is going to happen.
The second part of this research study presents the post voluntary experience interviews which were analysed under nine super-ordinate themes: (i)Homecoming; (ii)Challenges Faced; (iii)Emotions and Feelings; (iv)Skills-Sets; (v)The Element of Participation; (vi)Change in Motivation; (vii)Meaningful Experience and Long-term Effect; (viii)Doing it Again” and finally, (ix) Recommending International Volunteering Experiences to Young People. Here again, participants experienced fluctuating emotions during the experience. Overall, the participants expressed that it was a “life changing” and “meaningful experience”.
Literature suggests that volunteering in the global South promotes social, personal and global development. International volunteering can experiences provide the time and space for young people to become agents of change. Nevertheless, if the young person is not well prepared, the experience could also lead to emotional distress.
Through the insight of this study, I hope that volunteering finds a firm place in the field of youth work, where the ultimate goal is the holistic development of youths.

Keywords: International volunteering; Young People; Personal and Social Development; Global South; Skills; Motivations; Expectations; Meaningful experience; Youth Work.

This chapter describes a classroom-based research of how the author makes an attempt to foster joy and creativity amongst his class of 38 students, averaging 13 years of age, who are in an academically low achieving group in a secondary school in Singapore. For this purpose, the author developed a simple candy floss kit project to teach science to them in science lessons, as well as guiding them to showcase their creativity through variations of the kit in design and technology lessons. An instrument was designed to capture the students’ views towards the use of the project as a vehicle for them to showcase their creativity. This instrument infused elements from Guilford’s and Torrance’s frameworks for creativity (fluency, flexibility, originality, and elaboration) and indicators of product creativity (novelty, resolution, and style) through Besemer’s Creative Product Analysis Model. Findings highlight that the students enjoyed doing the project and found it as a useful vehicle to showcase their creative use of science in the design-and-make process.

A lo largo de este trabajo haremos un acercamiento a las bases teóricas de los cambios que se han venido dando en la cultura de los medios masivos y no convencionales de comunicación, esto ejemplificado a través de casos reales. Así como, las transformaciones presentes en el consumo de los medios. Igualmente, abarcamos transversalmente la sinergia de medios como un factor que ha vuelto a tomar fuerza en una dinámica enteramente nueva.
Adicionalmente, explicaremos en qué consisten los nuevos medios utilizados por las marcas para generar engagement y así lograr un vínculo emocional más fuerte que ayude al consumo.
Está claro que en el pasado la publicidad manejó un modelo push que poco a poco se fue deteriorando y perdiendo la vigencia y efectividad que las marcas demandaban. No obstante, ante este problema la solución era hacer un cambio paradigmático pensado no en los que querían vender, en este caso la marca; sino estratégicamente elaborado para quienes querían fueran sus seguidores o consumidores.
Estos conceptos son trabajados para sustentar la creación de la página de internet BogoReview. En ésta el lector tendrá la oportunidad de tener un acercamiento con casos reales colombianos, específicamente presentes en la ciudad de Bogotá. Allí no sólo podrá ver imágenes de las diferentes campañas, sino tendrá la posibilidad de opinar y tomar una actitud crítica frente a éstas.

Our study explores the relationship between employee engagement and foci-commitment of employees in professional service firms (PSFs). PSFs compete on the basis of their ability to encourage their employees to generate exceptional knowledge-based services and products, acting within and beyond the organizational boundaries. In order to achieve these outputs, the PSFs need to ensure that their professionals are engaged and committed. Drawing on 375 surveys from the employees of a global PSF, we compare two models to test the relationship between work engagement and multi-foci commitment: the organization, the client, the team and the profession. We first explore an overall positive effect of work engagement on commitment to all four foci. We then compare the overall impact to the independent effects of work engagement dimensions on four commitment foci. Our findings suggest that work engagement with three dimensions is a better-fitting model in the PSFs context.

This study among 477 employees working in the call centre of a Dutch telecom company (response 88%) examined the predictive validity of the job demands -resources (JD -R) model for self-reported absenteeism and turnover intentions. The central hypothesis was that job demands would be the most important predictors of absenteeism, through their relationship with health problems (i.e., exhaustion and Repetitive Strain Injury-RSI), whereas job resources would be the most important predictors of turnover intentions, through their relationship with involvement (i.e., organizational commitment and dedication). Results of a series of SEM analyses largely supported these dual processes. In the first energy-driven process, job demands (i.e., work pressure, computer problems, emotional demands, and changes in tasks) were the most important predictors of health problems, which, in turn, were related to sickness absence (duration and long-term absence). In the second motivation-driven process, job resources (i.e., social support, supervisory coaching, performance feedback and time control) were the only predictors of involvement, which, in turn, was related to turnover intentions. Additionally, job resources had a weak negative relationship with health problems, and health problems positively influenced turnover intentions. The application of the JD -R model as a human resource management tool in call centres as well as in other organizations is discussed.

Online education, as a type of distance education, has attracted the attentions of administrators, instructors, and students in recent decades. In the midst of the Covid-19 epidemic, online education has become an unavoidable need. Students' participation in such programs may have an impact on their learning and achievement. The current study looked at the link between engagement and achievement in online classrooms. As a result, the study used a correlational design to address the research questions using Dixon's Online Student Engagement Scale and a researcher-created achievement exam. The questionnaire was developed in 2015 and comprises four categories and 19 items on a seven-point Likert scale. In 2020, the questionnaire was modified with Google Form and distributed to 297 students enrolled in general English courses via a university LMS. The second instrument was a 40-item test of reading comprehension developed by the researcher. The examination was created on the basis of reading theories and was given as a final exam. The one-sample t-test findings indicated that students' achievement and engagement levels are adequate. Quantile regression revealed a strong link between top achievers' engagement and achievement. However, bivariate correlation revealed no statistically significant link between typical students' engagement and achievement. However, students' level of engagement perception was satisfactory. The concept of engagement applies to high achievers but not to ordinary or low performers, making measurement error possible.

The paper analyzes employee motivation and its interaction with stress and communication. If the communication is properly managed, both at the level of the employees in a working group and at the level of the management of employees, benefits can be gained in terms of better motivation of employees with less stress which undoubtedly accumulates during work. Therefore, the relationship of three factors: motivation, stress and communication are highly correlated. However, as each of these factors is affected by a large number of others, so is the network of different influences and the input and output forces that this triangle creates are extremely large and dense. The authors presented a theoretical overview of the situation and general advice of a significant problem, both from the perspective of employees and from the perspective of organizations and their management.
Key words: Motivation,  Communication,  Stress,  Employees,  Management

One of the four main skills of language, reading is a concept encountered by individuals both in the process of education and social life. Individuals reading and having positive motivation towards reading constitute successful societies. The purpose of this study is to determine the correlation of reading motivation & reading engagement with reading comprehension skills in 8th grade students. The sample of the study consisted of 183 students studying at 8th grade of secondary school during the school year of 2016-2017. The data were collected by using “reading motivation and engagement scale” developed by Guthrie and Klauda (2014) and adapted into Turkish by Yıldız and Aktaş (2015) as well as “test of reading comprehension” developed by the researcher. According to the data obtained, a significant difference was found in terms of the variables of gender and age. Additionally, while positive significant correlations were found among the subscales of reading motivation and engagement scale, reading motivation& reading engagement had a negative correlation with reading comprehension. According to the regression analysis, none of the variables predicted each other.

In the past few years, several articles have come out in Japan which describe techniques that encourage and measure oral communication, referred to in this paper as TEMOC. This paper asks the following questions- Are TEMOC in fact a valid measure of the leamers,oral proficiency? Does language learning result from regularly monitoring and rewarding the use of spoken English in the classroom? And, in what way does the regular measure of oral communication complement the established testing norms of many Japanese schools? The results of this three—year study found that TEMOC may have some educational value in Japanese language classes, provided they are used fairly and consistently. This study suggests that TEMOC have the potential to be a valid measure of the learners’ oral ability. Under certain circumstances, TEMOC may even help learners to better acquire the target language. However, other findings warn against using TEMOC as a measure of grammatical knowledge or written skills.

Stories have been engaging humans for thousands of years, but in interactive narrative environments, the narrative is perceived to diminish as the source of engagement. One reason for this apparent diminution, is that in interactive environments there has been difficulty in understanding the relationship between the design of the unfolding story, and the ability of a user within the story world to alter the course of events. As yet there are no standard or accepted evaluative methods to understand interaction at a granular level, and to understand how stories and narratives flow across the expanse of technologies and mixed realities that characterise the way people communicate, share knowledge and are entertained.

This book is now available for FREE to download at: https://tinyurl.com/MotivatingStudents2pdf

The title of the book, Motivating Students by Design, was chosen because the author explains how instructors can motivate students intentionally through the design of their courses. The two primary purposes of this book are to present a motivation model that can be used to design instruction and to provide practical motivation strategies and examples that can be used to motivate students to engage in learning. Based on decades of research, Dr. Brett Jones presents a framework to organize teaching strategies that motivate students. All of the strategies presented are followed by several examples, which provide readers with over 100 ideas for how the strategies can be implemented in courses. This book will be useful to graduate students and beginning professors, as well as professors who are more experienced and want to refine their instruction or try new strategies.

This article sets forth the early phases of a methodological proposal for designing and developing Volunteered Geographic Information (VGI) initiatives based on a system perspective analysis in which the components depend and interact dynamically among each other. First, it focuses on those characteristics of VGI projects that present different goals and modes of organization, while using a crowdsourcing strategy to manage participants and contributions. Next, a tool is developed in order to design the central crowdsourced processing unit that is best suited for a specific project definition, associating it with a trend towards crowd-based or community-driven approaches. The design is structured around the characterization of different ways of participating, and the task cognitive demand of working on geo-information management, spatial problem solving and ideation, or knowledge acquisition. Then, the crowdsourcing process design helps to identify what kind of participants are needed and outline subsequent engagement strategies. This is based on an analysis of differences among volunteers' participatory behaviors and the associated set of factors motivating them to contribute, whether on a crowd or community-sourced basis. From a VGI system perspective, this paper presents a set of guidelines and methodological steps in order to align project goals, processes and volunteers and thus successfully attract participation. This methodology helps establish the initial requirements for a VGI system, and, in its current state, it mainly focuses on two components of the system: project and participants.

Motto: " Human collaboration is the original home of human cooperative communication, but then this new form of communication facilitates ever more complex forms of collaboration in a coevolutionary spiral. " (Tomasello, 2008, p.344) Petr Kadlec SUMMARY Change has become a permanent characteristic of the working environment in organizations. Management's primary interest is to maintain productivity and motivation during the change, while achieving the goals of the change. This paper presents how the findings in several neuroscience areas come together to demonstrate their direct application in the real workplace environment. We focus on one-to-many communication, which is the most efficient setting in daily practice. There are several insights that provide the main direction: 1. it is not the change itself, but the uncertainty caused by the change that is the main reason for the perceived discomfort 2. the closest opportunity to find support is in a relationship with others 3. the employee's support of the change is directly influenced by the motivational aspects of the company's social environment, represented primarily by the factors of Social Comfort 4. the main, if not the only, means to maintain motivation and productivity during the change period is communication in the broadest sense of the word 5. the lack of information concerning the change that employees often complain about is rather a lack of social communication 6. all communication activities taken shall be aimed at achieving intentional communication (Noordzij, et al., 2010) and using most of Compassionate Communication (Newberg & Waldman, 2012) 7. to achieve true practical efficiency in the challenging period of change, the communication activities have to be targeted, multidirectional, well-timed and both proactive and reactive – always with a primary focus on social aspects. Practical experience from the application of the principles in extensive international change projects illustrates the opportunity.

Tutti sono pronti a dichiarare che gli insegnanti debbano motivare gli studenti. Tutti sono d’accordo su questo punto.

Ma chi motiva gli insegnanti?

Nessuno.

Ma anche i docenti hanno bisogno di essere motivati.

Allora, ci provo io, con questa mia "lunga" lettera di motivazione ai docenti, per apprezzare il loro bellissimo e difficilissimo lavoro.

www.mariopolito.it
info@mariopolito.it

Constructions accidents have led to many workers in Hong Kong seriously injure or even die every year. Huge sum of money has been spent on compensation by contractors. Lack of safety knowledge is one of the causes behind these accidents. While information technology has become part of the indispensible lives among youngsters and teenagers, it is foreseeable that construction workforce on site in the coming decade will meet certain level of computer skills and knowledge. With the help of information technology, geographical boundary in knowledge sharing among safety officers or relevant stakeholders from all over the world is removed. Faster knowledge sharing is also expected. Knowledge sharing among construction workforce in Hong Kong is still restricted in traditional face-to-face interaction. Use of information technology in construction companies is still piecemeal and limited on daily work communication. This paper aims to study the possible motivation in sharing construction safety knowledge inter and intra construction organizations.

The 10th edition of the New Perspectives in Science Education Conference will take place in Florence, Italy, on 18 - 19 March 2021.
The objective of the Conference is to promote transnational cooperation and share good practice in the field of innovation for science education. The New Perspectives in Science Education Conference is also an excellent opportunity for the presentation of previous and current projects in the science field.

The Call for Papers is addressed to teachers, researchers and experts in the field of science education as well as to coordinators of science and training projects.
Experts in the field of science teaching and learning are therefore invited to submit an abstract of a paper to be presented during the conference.

Important dates:
12 February 2021: Abstract submission extended deadline
19 February 2021: Notification of abstract evaluation
26 February 2021: Deadline for paper submission
18-19 March 2021: Conference days

There will be three presentation modalities: synchronous, asynchronous and virtual poster presentation.

All accepted papers will be included in the Conference Proceedings published by Filodiritto Editore with ISBN, ISSN, DOI and ISPN codes. The publication will be sent to be reviewed for inclusion in the Conference Proceedings Citation Index by Thomson Reuters (ISI-Clarivate). The publication will also be included in Academia and indexed in Google Scholar.

Contact: science@pixel-online.net
Official website: http://conference.pixel-online.net/NPSE/callforpapers.php
YouTube promo video: https://youtu.be/RtI-lt0KS_Q

With the ongoing pandemic and technological evolutions, remote work has become the new normal. However, existing employee engagement instruments do not take the remote aspect of work into account. This paper proposes a nine-item instrument for assessing employee engagement in general, and remote worker engagement specifically. The instrument was named EENDEED, for enhanced engagement nurtured by determination, efficacy, and exchange dimensions. It was grounded on three theories: (1) self-determination; (2) self-efficacy; and (3) social exchange. After generating the proposed scale grounded on the literature and theory, data were collected from 626 participants in the United States through an online survey. The dataset was split in two random samples of 405 and 195 cases respectively, after eliminating 26 cases with missing values. An exploratory factor analysis (EFA) on the larger sample helped discover its two-factor structure, namely PERFORMANCE and SELF-RELIANCE. A confirmatory f...

With the ongoing pandemic and technological evolutions, remote work has become the new normal. However, existing employee engagement instruments do not take the remote aspect of work into account. This paper proposes a nine-item instrument for assessing employee engagement in general, and remote worker engagement specifically. The instrument was named EENDEED, for enhanced engagement nurtured by determination, efficacy, and exchange dimensions. It was grounded on three theories: (1) self-determination; (2) self-efficacy; and (3) social exchange. After generating the proposed scale grounded on the literature and theory, data were collected from 626 participants in the United States through an online survey. The dataset was split in two random samples of 405 and 195 cases respectively, after eliminating 26 cases with missing values. An exploratory factor analysis (EFA) on the larger sample helped discover its two-factor structure, namely PERFORMANCE and SELF-RELIANCE. A confirmatory f...

Although perfectionism is a personality disposition that plays an important role in educational contexts, research on perfectionism and school engagement is limited. School engagement is a key process in predicting educational outcomes in students. Consequently, it is important to know how perfectionism relates to school engagement and whether perfectionism predicts relative changes in school engagement over time. Using a sample of 486 students from 6th-12th grade (54% female) and employing a longitudinal design with three waves spaced 4-5 months apart, the present study investigated whether perfectionism (perfectionistic strivings and perfectionistic concerns) predicted relative changes in students’ school engagement (behavioral, emotional, and cognitive engagement). Results showed that both perfectionistic strivings and concerns were related to school engagement, but only perfectionistic strivings predicted relative increases in school engagement. Implications for the understanding of how perfectionistic strivings contribute to school students’ engagement are discussed.

Engaging caregivers is an essential component of service for at-risk youth. Engagement has been described as specific behaviours (e.g. treatment participation) and attitudes (e.g. therapeutic alliance). Although best practices for working with suicidal youth includes involving parents in the assessment and crisis plan, there has been almost no research on the process that clinicians in outpatient settings use to engage parents of youth who exhibit risk for suicide. The purpose of this study was to document how clinicians in outpatient mental-health settings engaged parents following a youth suicide assessment. Twenty-four clinicians from the rural Midwestern USA took part in two focus groups to discuss typical interactions with parents following a suicide assessment. Analyses suggested that clinicians’ engagement with parents included five major elements: (i) presenting difficult information; (ii) responding to parents’ reactions; (iii) joining with parents; (iv) moving the parents towards concrete actions; and (v) addressing rural gun culture. The results are discussed within the context of Staudt’s conceptual framework of engagement with caregivers of at-risk children. Implications for practice and research are discussed.

This chapter reports the views from parents of 38 students, averaging 13 years of age, in a secondary school in Singapore towards the use of appealing design-and-make toy projects to foster joy of learning and creativity in science amongst their children who are in an academically low achieving group. An instrument to capture the parents’ views was developed and administered in a parent-teacher conference (PTC) at the end of the school term. In the PTC, parents and siblings of these students had a chance to look through their design journals and fiddled with their toy inventions. Information gathered from the parents highlight that they value the teacher’s approach in motivating and engaging their children to learn science and were impressed with the creativity showcased by their children through the toy projects. Such positive views from the parents affirm the use of appealing design-and-make toy projects to promote interest and understanding in science, as well as foster their creativity and inventiveness in the STEM (Science, Technology, Engineering, and Mathematics) areas.

An engaged classroom atmosphere is an essential component of learning. Despite this, learners are not always motivated to actively engage within work, demonstrated by a lack of behavioral, emotional and/or cognitive engagement. By considering the commonalities between well-established theories of engagement, key factors for further engaging learners during class time can be better understood. This paper focuses on summarizing such theories and how the use of readily-available technology can support them in a learning environment. The consensus in the literature is that learners will become most engaged when expected performance is well clarified, goals are set within the learning, immediate and clear feedback is provided on performance, work is appropriately rewarded, and performance is tracked over time. An overview of technology-based research which can support the learning in theses ways is given. Recommendations for instructors to create more engaged classes by implementing and evaluating such technology are then provided.

Online learning is no longer very novel these days.  It is rather fairly mundane where nearly every academic institution has implemented some facet in one manner or another.  But how people learn online isn’t the same as how they learn in face-to-face learning environments, and often requires greater levels of motivation (or different types of motivation) in order to persist towards actually achieving one’s academic goals.  This difference or lack of motivation is only one barrier towards greater engagement and persistence in online education.  Online learners have shared that there is an overwhelming sense of isolation due to a lack of social interaction and engagement along with collaborative engagement with peers within online courses (Muilenburg & Berge, 2005; Redmond, Abawi, Brown, Henderson, & Heffernan, 2018).  Additionally, traditional pedagogical and didactic methods do not work to spur motivation in the adult learner, but rather adults seek to purposely fulfill different learning needs and goals via andragogical methods (Knowles, Holton, & Swanson, 2012).

The purpose of this paper is to explore the intersections of these contributing factors: lack of learning motivation, lack of social interaction and collaborative engagement, and misaligned learning methods.  By exploring online learning for the adults population through the lens of these various motivational theories and concepts, the hope is to ideate and develop strategies and support that can be embedded within the curriculum or the learning experience to enhance the motivation within the learning experience aimed at increasing learner persistence towards achieving their goals and to educate and empower adult learners towards self-regulating their motivations within their learning experience enabling them to apply the same techniques outside of learning in their other personal and professional pursuits.

Teacher-student relations are a strong motivator and indicator of learning. Trust between teacher and student is a fundamental prerequisite for higher learning (Curzon-Hobson, 2002). Further, the relationship allows for the construction of a safe and nurturing environment that facilitates the students' ability to create and trust their knowledge (Raider-Roth, 2005) . The purpose of this study was to assess the impact of a deliberate focus on relationship building in the undergraduate classroom at the United States Military Academy. Using a teacher-as-researcher method, the instructor asked students to make personal introductions for 4 classes (semester 1), 8 classes (semester 2), and 11 classes (semester 3) to support class cohesion and improve classroom participation by enhancing student-student and student-teacher relationships. The study used qualitative data to assess the impact of introductions on student participation and satisfaction and to facilitate the development of student enthusiasm.

The theorisation and understanding of contemporary social movements, socio-technological phenomena, and the intersection of the two are limited by an incommensurability between the conceptualisations of individual agency and the disciplining powers of social structures. We present a theory of sociotechnological agency that bridges the individual and the social through a reconceptualization of the conventional notion of intentionality. Drawing from recent theories of affect and embodiment, posthuman-influenced materialisms and realisms, postmodern critical theory, and critiques of network theory, we present a model for understanding sociopolitical action and dissent that accounts for individual human agency as a nexus of overlapping and often competing subjectivities, as well as both nonhuman technological agencies and assemblages of the two. The model presented avoids the tendency of much critical theory, new materialist theory and speculative realisms to discount or dismiss human agency altogether, and the predilection of situationist technosocial research to ignore the constraints of technological systems of production and reproduction. This model of agents (as actants) and agencies (as force vectors of action) is situated within an ecological model of competing systemic social logics dominated by the global-hegemonic capitalist code in order to conceptualise the possibility space of individual and/or social resistance. (Prezi here: https://prezi.com/kjdflwhaedwl/agency-resistance-and-orders-of-dissent/)

Past research suggests that sociability can enhance volunteers’ experiences of virtual citizen science (VCS). We define four types of sociability. We also describe how outreach events - ‘Thinkcamps’ – can be used to support the design of social tools for VCS platforms.