Use Of Motivational Techniques Research Articles

Motivational Strategies in ESL Classroom: Malaysian ESL Teachers' Beliefs and Practices

Motivational strategies are widely known as a practical method that is very much needed, especially in motivating students, to learn the second language. Therefore, this study is conducted to investigate further the ESL novice teachers' beliefs and practices on the motivational strategies used in the ESL classroom. The research was done among 40 ESL novice language teachers by distributing questionnaires that consist of closed-ended questions. The quantitative data was then analyzed using SPSS software to obtain descriptive statistics. This study's findings revealed the teachers' beliefs on the importance of the selected motivational strategies and how frequent they practice and implement the strategies in the ESL classroom. Therefore, it is hoped that this research would provide more insights for language teachers on the use of motivational techniques in the L2 classroom.

Use of motivational techniques to enhance unpaid caregiver engagement in a tailored skills training intervention

Objectives The Helping Invested Families Improve Veterans’ Experiences Study (HI-FIVES) evaluated a skills training program to support family caregivers of cognitively or functionally impaired persons. HI-FIVES demonstrated sustained improvements in caregivers’ and patients’ experiences of VA care. The aim of this distinct, secondary qualitative study was to explore the potential processes related to the individual tailored skills-based telephone training underpinning HI-FIVES intervention effects. We explored topics caregivers selected, characteristics of action items created, patterns of action or inaction, and barriers to action item completion across topics. Methods Qualitative data was analysed from 118 dyads randomized into the HI-FIVES intervention which included three weekly facilitated training calls covering five education topics and action items developed by caregivers for each topic. Qualitative analysis of text responses to questions from the training calls was used. Results Three of the top four most selected topics were caregiver-oriented and caregivers created an action item most often for self-care topics. Caregiver-oriented topics also had the highest action item completion rates. The majority of action items created met SMART guidelines for goal setting and simple structure. With regard to barriers to action item completion, caregivers commonly reported still contemplating/pending. Conclusion Our findings identify motivational interviewing as an effective technique to identify critical intervention content and address barriers to achieving caregiving goals. We suggest that caregivers felt more empowered to create and complete an action item when they had more control over completing the action item, such as in topics related to their own self-care.

Examining the interplay between depression, motivation, and antiretroviral therapy adherence: a social cognitive approach

ABSTRACTA large body of research identifies depressive symptoms as a barrier to optimal antiretroviral therapy (ART) adherence, whereas treatment motivation has been characterized as a facilitator. There is evidence, however, that these patterns may not hold for some ART patients despite the widespread use of motivational techniques aimed at promoting adherence. Little is known about how the interplay between different levels of depressive symptoms and variations in the types and levels of motivation may influence ART adherence. The purpose of this study was to examine the relationship between depressive symptoms, two types of motivation, and adherence, with self-efficacy as a mediator. The sample consisted of 121 ART patients who reported various levels of depressive symptoms (mean age = 41 years; 84% African-American; and 68% female). Path analysis revealed that self-efficacy fully mediated the relationship between the three predictor variables (depressive symptoms, intrinsic motivation, and extrinsic motivation) and adherence, χ2(3, N = 121) = .78, RMSEA = .00, SRMR = .02, CFI = 1.00, NNFI = 1.06. Findings suggest that interventions using motivational techniques to build adherence among patients with varying levels of depressive symptoms should address the role of treatment self-efficacy to improve their effectiveness.

Smoking Cessation

Smoking prevalence rates have substantially decreased among both adults and adolescents in the past 15 years. The decreasing rates are largely because of the effectiveness of tobacco control initiatives, including bans on smoking, increases in tobacco taxes, and behavioral interventions; yet a minority of people continue to smoke. It is possible that these individuals may be more resistant than others to smoking cessation interventions. As a result, it is important to intervene systematically. Brief advice offered in a primary care setting is well established as an effective strategy to promote smoking cessation. Barriers to providing smoking cessation in a primary care setting are discussed, and methods to enhance these efforts through consistent screening for tobacco use, use of motivational techniques, brief follow-up after quit attempts, and use of pharmacotherapy are provided.

Motivation as Pedagogical Technique for Teachers: A Cross Comparison Between Public and Private Sector

Paper mainly aims to diagnose the uses of teacher’s motivational techniques for secondary grader students. It also provides importance of motivational techniques for the betterment of student’s academic enhancement. It provides a clear comparative picture of public and private teachers about the use of motivational techniques to get the required objectives for students learning. It is evident from research studies that qualification and salary packages of government teachers are for better than that of private teachers, but the output is reverse. Keeping in view these issues the researcher conducted research on this topic. This study was carried out on a sample of 654 students from both public and private institutions. For data collection a three point rating scale was developed and administered by the researchers themselves and by post also from some institutions. There were twenty (24) statements and 18 main aspects in the questionnaire to test the designed hypotheses. Validation of the instrument was ensured by taking opinion from different experts in the field. As the basic purpose of this study was the investigation about the use of motivational techniques in public and private institutions, therefore, descriptive statistics were used to draw results. For data analysis purposes SPSS software was used. The findings narrated that teachers of both the sectors do not create intrinsic motivation among students. They also show anger and punish students during teaching. Findings also disclosed that teachers do not present models as a helping material which is a good academic technique for students to motivate them for learning. DOI: 10.5901/mjss.2013.v4n2p563

Motivating Intrapreneurs: The Relevance of Rewards

A challenge faced by management graduates in promoting intrapreneurship to achieve competitive advantage is the use of motivational techniques that build commitment to entrepreneurial behaviour. Despite the acknowledged importance of rewards to encourage innovation, there is surprisingly little empirical evidence to provide guidance on which rewards motivate intrapreneurs. This paper investigates the rewards that organizations use to motivate intrapreneurs in both service and information and communication technology firms in South Africa. The results indicate that an intrapreneurial reward system tends to focus on formal acknowledgement, social incentives and the organizational freedom of employees. These, rather than monetary incentives, are valued by intrapreneurs and therefore should be incorporated into the teaching curricula of business schools. It is argued that application of these findings will help managers to promote intrapreneurial behaviour and create engaged employees.

Managerial prescriptions under the resource-based view of strategy: the example of motivational techniques

Working from the perspective of the resource-based view of strategy, this paper addresses whether academics, consultants, and other sources of general managerial prescriptions can affect firms' long-run rent streams. The answer is affirmative. To demonstrate this, I discuss the use of motivational techniques as a well-understood and common managerial choice that may affect a firm's chance of generating rents. This paper interprets extant empirical research on goal setting and discusses the conceptualization of temporal rent patterns. I build upon an empirical finding in goal-setting research to compare the temporal patterns of rents for managerial choices embedded in path-dependent vs. path-independent processes. © 1998 John Wiley & Sons, Ltd.

Managerial prescriptions under the resource-based view of strategy: the example of motivational techniques

Working from the perspective of the resource-based view of strategy, this paper addresses whether academics, consultants, and other sources of general managerial prescriptions can affect firms' long-run rent streams. The answer is affirmative. To demonstrate this, I discuss the use of motivational techniques as a well-understood and common managerial choice that may affect a firm's chance of generating rents. This paper interprets extant empirical research on goal setting and discusses the conceptualization of temporal rent patterns. I build upon an empirical finding in goal-setting research to compare the temporal patterns of rents for managerial choices embedded in path-dependent vs. path-independent processes. © 1998 John Wiley & Sons, Ltd.

Decreased treatment time due to changes in technique and practice philosophy

A study was conducted to evaluate the impact of practice modifications on treatment time for patients in a private orthodontic office. Two patient groups were studied, consisting of Class I nonextraction, adult dentitions treated by one of the authors. One group (28 cases) was treated with the standard Begg technique and conventional motivation, hygiene, and finishing practices. The other (25 cases) was treated with the Tip-Edge appliance along with specific modifications to motivation, hygiene and finishing techniques. The average treatment time for the Tip-Edge group was 12.80 months versus 20.89 months for the Begg group. The use of motivational techniques and a specific mission and philosophy within a private orthodontic practice can help reduce total treatment time. The Tip-Edge appliance may reduce treatment time in Class I nonextraction therapy.