Self-Motivation Research Papers - Academia.edu (original) (raw)

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- Neuroscience, Psychology, Self and Identity, Leadership
- by Humaira Siddiqua Malik
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- English Literature, Self and Identity, Poetry, English

The purpose of the present research was a comparison of emotional intelligence in women Basketball and Handball players. For that matter,126 players consisting of 56 women Basketball players and 70 women Handball players filled out a questionnaire which was developed by (Hyde, Pethe, & Dhar, 2002) This consists of 15 subscales for an overall assessment of emotional intelligence. The results of statistical analysis showed that the subscales of emotional intelligence and empathy were significantly higher in basketball players in comparison to handball players there was no significant difference for emotional self-awareness Considering the above findings, we can say that emotional intelligence is higher basketball player’s s than non-in handball player since they must constantly control and manage their emotions under different conditions of training and competition. Since emotional intelligence can be learned, it seems that participation in sports activities can be considered as a factor for developing this feature.

- by IERJ Journal
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- Emotional intelligence, Empathy, Self-awareness, Self-Motivation

Introduction. The relevance of studying the emotions of employees in organizations is due to the economic and psychological crisis, as a result of which many managers are trying to cope with their stress at work and, in some cases, their job duties remotely.
The study aims to examine the relationship between emotional intelligence and individual characteristics of self-actualization in managers of a large trading company.
Materials and methods. Forty employees from various trade organizations took part in the study. The following methods were used: the emotional intelligence assessment technique (N. Hall) and the self-actualization test (SAT) (E. Sjostrom). Spearman rank correlation method was used.
Research results. A reliable direct relationship between self-motivation and contact was obtained (rs = 0.460; p ≤ 0.05). Self-motivation, defined as managing one's emotions, determines a person's ability to quickly establish contacts with people and communicate.
The feedback of self-motivation and self-esteem was revealed (rs = -0.555; p ≤ 0.05). According to the respondents' evaluations, social success is not affected by a person's ability to manage emotions and feelings.
An inverse relationship of empathy and self-esteem was also revealed (rs = -0.463; p ≤ 0.05). Respondents believe that empathy with others can hinder the achievement of social success, recognition, and self-esteem.
Conclusion. Emotional intelligence of employees: contributes to developing their leadership skills, increases stress resistance at work, job satisfaction, motivation, interest in organizational learning, reduces emotional exhaustion and fatigue, and is a means of conflict resolution. All this has a positive effect on the company's efficiency.

Getting employees to work smart or do their best is a prime concern in every business organization. The organizations might have been using the traditional techniques for motivating their employees in order to improve their performance. Those techniques provide more importance to extrinsic motivational factors and largely depends on the managers' ability to effectively manipulate or influence those extrinsic factors. The article attempts to explore the idea if maintaining a status quo would really help manager to get the best output from the employees or could there be any other suitable alternative to achieve business goals. Since the motivation driver and needs of the work force have been changing a great deal in the contemporary business scenario, we need to rethink and make an assessment of the millennial generation. The article makes an attempt to review the scope of self-motivation and its role in improving the performance of the employee. The assumption here is that intrinsic motivation is a must to survive and grow and the management may have a very

- by Indrajit Goswami PhD
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- Employee Motivation, Millennials, Self-Motivation

The human world is changing and becoming more complex day by day. So work pressure, fear, anxiety, stress, depression is a common cognitive issues that every employee faces in the workplace which affect their productivity, performance, morale and so on. This paper attempts to find out the perception level of private university faculties in Bangladesh upon emotional intelligence. The scope of the study has been done about private universities faculties, where sample size is (N=250).The collected data has-been analyzed using mean, standard deviation and regression analysis. Overall this research contributes a meaningful implication about emotional intelligence and how private university faculties perceive them.

- by taslima khatun and +2
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- Emotional intelligence, Self Management, Self-awareness, Social Skills

Each person receives knowledge with varying degrees of validity according to his intelligence. Which makes an accurate representation of reality based on their experience. If the test of the authenticity of online education is accomplished then it can be considered as failed but online education is able to present a virtual environment simulating real-world events. Teachers can present the learning content according to the previous knowledge of the students in the next online class, according to the constructivist pedagogy by interacting and make rapport with the student in the first online constructivist pedagogical class. For the social and radical constructivists, bona fide encounters are significant so the individual might develop mental designs that are reasonable in significant circumstances. An online class is said to be capable of presenting the environment of reality but it is necessary for the students to have self-motivation and self-regulation to get a meaningful education in the class.

People always quote, “We are all the same.” Is this really the case? For us human beings, are we really the same with no slight difference? When we say “same”, it is about the way we communicate, our etiquette, our lifestyle, and our emotions as well. This quote is just flawed in a specific perspective, especially when we examine our way of learning language and how we get motivated and most importantly, motivate ourselves; we are the opposite of the same! For this purpose, it becomes a major essentiality to inspect or investigate the theoretical anatomy of “motivation” in second language acquisition and learning. This paper offers to throw light on the essence of motivation and mainly „selfmotivation‟ as a catalyst to reach linguistic self- confidence and therefore self-competence in linguistic communication. This quantitative research scenario examined the contribution of Egyptian EFL learners‟ motivation, self- motivation, and linguistic self-confidence in their proficiency, as w...

The Townsend Emotional Intelligence Inventory (TEQ-i®) is developed to measure Emotional Intelligence and has application for both personal development as well as effective workplace functioning. Emotional Intelligence is a form of intelligence that involves the ability to monitor your own and others’ feelings and emotions, to discriminate among them, and to use this information to guide your thinking and action.
The TEQ-i® measures a range of emotional intelligence facets and provides a detailed perspective of your existing emotional competence levels. The TEQ-i® then provides a detailed emotional competence development guideline based on your identified emotional intelligence strengths and challenges. Because abilities such as being able to handle frustration, controlling emotions, and getting along with other people (emotional competence) matters much more than IQ and technical skills, combined, the Townsend Emotional Intelligence Inventory identifies your emotional competence gaps and provides targeted development direction for optimal functioning in the workplace and society.
The questionnaire was developed by Dr Gary C. Townsend of Skillworx Africa (Pty) Ltd and is based on the Consortium for Research on Emotional Intelligence in Organisations Emotional Intelligence Framework.

- by Gary C Townsend
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- Personality Psychology, Emotion, Emotional intelligence, Personality

Part 1 of "Contemplation Leads to Poetry" has already been included on the site. Part 2 is just a continuation that juxtaposes the students' contemplation music writings/prose with their free-verse poetry. The contemplation program gave the kids all the skills necessary for poetry writing and reading, e.g., visualization, thinking, metacognition, feeling, creativity, metacognition, experiencing, intra-personal communication skills, inner listening/concentration/focusing, self-other-world-awareness, inner/outer observation, self-motivation, and "insight-motivation."

- by Jeffrey Pflaum
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- Creative Writing, Non Fiction Writing, Visualization, Poetry

This article was written about my book, MOTIVATING TEEN AND PRETEEN READERS: HOW TEACHERS AND PARENTS CAN LEAD THE WAY (Rowman & Littlefield Education). It describes the transformational process the minute you open up a book to read, e.g., visualization, where words are changed into mind-pictures, feelings, thoughts, and experiences. The article also explains how a passion-based Q & A technique about reading processes and reading life experiences can develop, improve, and expand a child's self-or-inner-motivation to read. The diverse, creative, and open-ended questions trigger a search into what I call, the "reading self," and takes you on a one-year journey into reading life. The purpose of the questioning technique is to get kids thinking about reading and its effects/affects on real life experiences. "Let the questions help you discover the real story of your reading self, mind, and world. You will amaze yourself by what you find out."

The benefits of self-regulated learning have been confirmed. However, research is still pending on motivational self-regulation. We studied the use of attainment value and cost strategies in a study sample of 821 secondary education students. Our results showed that the students made considerable use of both strategies, that these strategies correlated positively with each other, that females made a significantly greater use of the cost strategy, and that greater use of each of the strategies was associated with a distinct multiple-goal student group. The results also enabled us to construct a general explanatory model of these strategies based on academic goals and self-efficacy, and independent of students’ sex or multiple-goal group.

The Contemplation Music Writing Project is all about kids searching inner experiences while listening to music. The music soothes them inside so they can visualize events in their lives--both positive and negative--and contemplate, write about, and discuss them with classmates and teacher. The students' responses, or "contemplations," ranged the gamut from real-life experiences to fantasies, dreams, memories, and reflections. After practicing contemplation throughout the school year the kids learned to express themselves honestly, directly, and sensitively. As you read their writings, you can imagine the depth and intensity our post-discussions took. Usually we completed 100 or more contemplations by the end of the year. The children always appreciated contemplation after lunch because they knew they could chill, listen to some sounds, and write about their lives and feel inner peace afterwards. One result of this original type of writing was the effects/affects it had on the overall classroom environment--both academically and existentially. In simple terms, contemplation brought classes together.

- by Jeffrey Pflaum
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- Creative Writing, Music, Popular Music, Writing

Reading is a tough sell these days because kids have so many distractions, which includes just getting distracted while they read, losing concentration for all sorts of reasons, and not being motivated intrinsically, or from the INSIDE OUT. To help out teachers in the sadly forgotten area of motivation, I compiled a list of "sparks" to inspire adolescent readers with creative ideas and questions. They can be use as meaningful downtime motivators, and if presented over the course of a school year, would have positive effects/affects on the cyber psyches of today's children. Use these TRIGGERS or catalysts to jumpstart an inner-motivation to read, where students draw their own conclusions, make judgments and decisions about their reading independently, without someone "making" them enjoy reading.

- by Jeffrey Pflaum
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- Children's reading, Reading Habits/Attitudes, Reading, Reading Comprehension
- by Jeffrey Pflaum
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- Creative Writing, Popular Music, Critical Thinking, Writing

Literacy adult courses are traditionally delivered as synchronous face-to-face courses. Mobile technology introduced into literacy education enables a blended approach to learning by allowing for time and place flexibility. Literacy Uplift is a research project that aims to define design guidelines and principles for a mobile adult literacy learning system. Tabuenca, Kalz, Drachsler, and Specht (2015) explore the importance of tracking and monitoring time devoted to learning with mobile tools and their effect on selfregulated learning. Their work shows that there is a positive correlation between self-regulated learning and monitoring study-time, as well as between self-regulated learning and study-time planning. These authors also noticed that complexity of the tool has a negative impact on a learner's ability to use and integrate the tool into their schedule, hence forfeiting the benefits of the monitoring. With tools such as Experience API (xAPI) integrated into the system, time monitoring and logging can be done automatically without additional actions from the learner beyond giving one-time permission. Time spent on learning as well as other learner analytics can be visualized using various tools. These tools can not only show individual progress, but can also present the learner's situation within the context of a group when possible. Such information, combined with positive reinforcement through notifications and reminders, can be very motivating. As reported by Tabuenca et al. (2015), notifications and reminders have a positive impact on learner results. These authors suggest that notifications containing learning analytics and generic tips on self-regulation may positively influence time management skills and, as a result, improve the learner's ability to incorporate learning episodes into everyday life. Such reminders create occasional "stop and think" moments that, if containing adequately contextualized messages, can support learners in the capacity of learning to learn, especially when these notifications are combined with suitable visualizations. Tang and Kay (2014) claim that rewards and reward schedules are powerful techniques that can engage users in self-monitoring and reflection. Providing possibilities for the learner to see how they do in comparison to other learners in their course can encourage the learner to selfmonitor more closely, and develop the habit to maintain this behaviour over time (Zichermann & Cunningham, 2011). In this presentation, we analyze the design guidelines for a mobile adult literacy learning solution, focusing on the self-regulation and self-motivation elements required for successful learning using a blended learning approach. The analysis also points to potential technological solutions that can support implementation of these guidelines. Time tracking and reminders, visualization tools, and gamification elements as motivation and guidance tools in self-regulated learning are also discussed.