Search results for " MOTIVATION"

Understanding Civic Engagement on Social Media Based on Users’ Motivation to Contribute

2021

Social media offer various opportunities for civic engagement by, e.g., liking, sharing, or posting relevant content. Users’ motivation to contribute to relevant topics is quite divers and can stem from an intrinsic motivation to do good or external incentives such as being recognised and rewarded by other users. In our study, we adopt self-determination theory, which defines motivation as broad continuum ranging from intrinsic motivation to external regulation. We conducted a quantitative survey with 667 Facebook users to identify how the different kinds of motivation impact the users’ behaviour in terms of reading, liking, sharing, commenting, and posting topics relevant to civic engageme…

Psychoeducational Challenges in Spanish Children With Dyslexia and Their Parents’ Stress During the COVID-19 Pandemic

2021

BackgroundResearch during 2020 has been rapidly attending to the impact of COVID-19 on various dimensions of wellbeing (e.g., physical, psychological, lifestyle and routines) on adults and children around the world. However, less attention has focused on the psychoeducational impact on children and their families. To our knowledge, no currently available studies have looked specifically at the impact of COVID-19 on students with dyslexia and their families. Research on this topic is needed to offer greater support for this population of students and their families.ObjectiveThe main objective of this paper is to examine the psychoeducational impact of the required COVID-19 quarantine in Spai…

Cross‐lagged associations between kindergarten teachers' causal attributions and children's task motivation and performance in reading

2009

The present study investigated whether kindergarten teachers' causal attributions would predict children's reading‐related task motivation and performance, or whether it is rather children's motivation and performance that contribute to teachers' causal attributions. To investigate this, 69 children (five to six years old at baseline) and their teachers were examined twice during the kindergarten year. Teachers filled in a questionnaire measuring their causal attributions twice during the kindergarten year. Information about the children's reading‐related task motivation and performance was gathered at the beginning of and at the end of the kindergarten year. The results showed that the hig…

Reading comprehension difficulty is often distinct from difficulty in reading fluency and accompanied with problems in motivation and school well-bei…

2019

This paper examined if difficulty in reading comprehension (PISA) is distinct from difficulty in reading fluency and if the distinct types of reading difficulties are differently associated with learning motivation, school burnout, and school enjoyment. The participants were 1324 Finnish ninth graders. Findings suggested that difficulties in reading comprehension are often distinct from difficulties in reading fluency. Three reading difficulty groups were identified: (1) poor readers with both fluency and reading comprehension difficulties (n = 46, 3.5%), (2) slow readers with only fluency difficulties (n = 70, 5.3%), and (3) poor comprehenders with only reading comprehension difficulties (…

Predicting Mathematics Achievement in Secondary Education: The Role of Cognitive, Motivational, and Emotional Variables.

2020

Academic achievement in general, and in mathematics in particular, is positively associated not only with cognitive abilities, but also with emotional and motivational skills. The objective of this study was to analyze the prediction strength of cognitive, motivational, and emotional variables in mathematics achievement throughout high school, considering students' gender and age. A large sample of 2,365 Spanish students from the 4 years of high school (12-16 years old) participated in the study. Students provided information about their intellectual skills, perceived competence in mathematics, perceived utility of mathematics, intrinsic interest in learning, mathematics anxiety, and their …

Academic Achievement and Delay: A Study with Italian Post-Graduate Students in Psychology

2021

Study by Factor Analysis of motivations for tourists to travel along Sicilian Wine Routes and visiting cellar doors

2008

Istruttoria tecnico-scientifica nel giudizio a quo e giudizio di legittimità costituzionale: il caso dell’obbligo vaccinale nella decretazione d’urge…

2022

Muovendo dall’ordinanza n. 38 del 2022 del Consiglio di giustizia amministrativa per la Regione siciliana (CGARS), il contributo si sofferma a) sull’estensione per analogia degli obblighi vaccinali; b) su oscurità ed incoerenze della disciplina sugli obblighi vaccinali in tema di accesso alle strutture socio-sanitarie. Il contributo si incentra poi sull'istruttoria tecnico-scientifica e la motivazione sulla non manifesta infondatezza delle questioni di legittimità costituzionale aventi ad oggetto la disciplina sull'obbligo vaccinale e sugli aspetti problematici dell'ordinanza di rimessione del CGARS.

Il principio metodologico assente. Perché i giudici non sembrano argomentare in modo sufficientemente razionale e perché, invece, dovrebbero farlo

2011

In questo lavoro sosterrò due tesi. La prima è che non sembra possibile ricostruire il contenuto (di molte) delle motivazioni giudiziali elaborate in molti Stati Costituzionali come una catena di argomenti logicamente corretta. Se, infatti, teniamo conto degli argomenti normalmente addotti nelle sentenze, dei cosiddetti livelli espliciti della motivazione giudiziale, spesso nella giustificazione esterna della premessa maggiore del sillogismo decisionale manca una premessa normativa di carattere generale (che possa, ovviamente, giustificare in modo corretto la premessa maggiore medesima, e “a fortiori” il dispositivo). La seconda tesi che sosterrò è che solo in presenza di certe condizioni i…

The Switch to Online Learning during the COVID-19 Pandemic: The Interplay between Personality and Mental Health on University Students

2023

The switching from traditional to online learning during the COVID-19 pandemic was challenging for students, determining an increase in physical and mental health problems. The current paper applied a two-step cluster analysis in a large sample of n = 1028 university students (Mage = 21.10 years, SD = 2.45 years; range: 18–30 years; 78.4% females). Participants responded to an online survey exploring neuroticism, trait/state anxiety, general self-efficacy, academic motivation, fear of COVID-19, the impact of the COVID-19 pandemic on physical and mental health, and the help requests. Results showed two significant clusters of students having a Maladaptive Academic Profile (n = 456; 44.4%) or…