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1.
高校教师激励是一个复杂的、多因素相互作用的系统，是高校人力资源管理的核心。在对高校教师激励因素进行问卷调查的基础上，运用灰色关联度法对影响高校教师积极性的因素进行研究，确定了各激励因素的主次关系，发现不同特性高校教师对激励有不同的重视程度，其结论对高校人力资源管理具有重要意义。 相似文献
2.
论高校人力资源管理 总被引：10，自引：0，他引：10
吉贻祥 《南通师范学院学报》2003,19(4):149-151
高校的主体是教师。高校教师的劳动特点和需要特点决定了高校人力资源管理的特殊性。高校人力资源管理的核心是激励，激励模式主要由激励过程和激励环节两方面构成。当前高校人力资源管理应确立人力资源是高校第一资源的观念、以人为本的观念以及开放的观念。 相似文献
3.
张洪慧 《中国科教创新导刊》2008,(29)
高校作为特殊的人才管理机构,在进行人力资源管理过程中要注重精神激励的方式,本文通过结合分析目前高校教师管理中精神激励的现状和问题,提出了在高校内对教师实施精神激励应遵循的原则和采用的方式。 相似文献
4.
明确高校教师激励在教师管理中的重要作用，找出教师激励存在的问题，实施有效的激励措施，提高教师人才队伍的积极性和创造性，是培育高校科研实力、提高高校核心竞争力的必然选择。如何结合我国高校教师的特点，改进以往教师激励的不足，实现高校人力资源的合理配置，是摆在每个教育研究者面前的重大课题。 相似文献
5.
激励是调动高校教师积极性的手段,遵循公平原则是高校教师激励的核心问题。高校不同于企业,高校教师属于人才群体中的一个特殊群体,高校教师的劳动有其自身的特点,因而高校教师激励如何遵循公平性原则也便有其独特性。 相似文献
6.
激励是高校人力资源管理的核心、高校发展的关键,通过激励可以吸引、留住、合理使用人才,调动教师的积极性和创造性。文章借鉴国外教师聘任制的经验教训,分析了我国高校教师聘任制存在的问题,提出了激励视角下教师聘任制改革的策略。 相似文献
7.
高校师资管理中的教师行为激励 总被引：1，自引：0，他引：1
周宗诚 《乌鲁木齐成人教育学院学报》2002,10(4):45-47
高校师资管理属于一种人力资源开发和管理。现代人力资源开发和管理理论的一个重要内容是调动生员工作积极性的行为激励。本文结合高校教师的需要和高校教师的劳动的特点 ;从目的、基础、方式和载体四个方面分析了高校师资管理中的教师行为激励 相似文献
8.
高等院校教师绩效管理体系的构建 总被引：5，自引：0，他引：5
绩效管理在高校教师管理中的应用,是人力资源管理应用在高校教师管理中的核心,是教师教学团队建设的重要内容之一。目前我国高校绩效管理和绩效考核的实施还处于起步和探索阶段,文章就高校教师绩效管理体系构建中存在的问题、体系运行和激励功能的应用等方面进行了分析和研究,提出了高校教师绩效管理的基本运行模式。 相似文献
9.
高校教师薪酬激励机制建构的理论基础 总被引：5，自引：0，他引：5
薪酬激励机制是现代人力资源管理的核心机制。从高校教师———知识型人才的特点出发,运用经济学和心理学的有关理论分析高校薪酬激励机制建构的理论基础,对目前高校薪酬激励制度改革有重要启示。 相似文献
10.
周承彬 《山东商业职业技术学院学报》2010,10(5):43-45
高校教师是高校开拓进取的主力军,如何激励教师的进取心和创新意识,有效地提高高校教师的工作积极性,形成教师的自我激励,自我约束,自我完善,自我发展的人力资源管理与开发的机制,是当今高校教师管理中不能忽视的问题.文章运用赫茨伯格的双因素理论,分析高等院校教师工作满意度中的保健因素与激励因素,并在此基础上制定出有效提高教师工作满意度、完善高校师资队伍建设的一般途径。 相似文献
11.
基于自我决定理论的远程教师指导行为 总被引：1，自引：0，他引：1
根据自我决定理论,当自主需要、关系需要和胜任需要得到满足时,可有效激发其内在动机。本研究结果表明远程教师的指导行为与学习者的内在动机有密切关系。研究从激发学习者内在动机入手,探讨了远程教师指导行为对于学习者内在动机的影响。 相似文献
12.
Motivation theory suggests that autonomy supportiveness in instruction often leads to many positive outcomes in the classroom, such as higher levels of intrinsic motivation and engagement. The purpose of this study was to determine whether perceived autonomy support and course-related intrinsic motivation in college classrooms positively predict student ratings of instruction. Data were collected from 47 undergraduate education courses and 914 students. Consistent with expectations, the results indicated that both intrinsic motivation and autonomy support were positively associated with multiple dimensions of student ratings of instruction. Results also showed that intrinsic motivation moderated the association between autonomy support and instructional ratings—the higher intrinsic motivation, the less predictive autonomy support, and the lower intrinsic motivation, the more predictive autonomy support. These results suggest that incorporating classroom activities that engender autonomy support may lead to improved student perceptions of classroom instruction and may also enhance both student motivation and learning. 相似文献
13.
大学生英语学习动机与课堂相关因素的研究 总被引：2，自引：0，他引：2
大学生英语学习动机与课堂表现之间的关系,是混合型动机的学生比单纯外在型动机的学生具有更强烈的兴趣,更积极的表现;焦虑感较小,受教师个人因素的影响较少;同时课堂交流对混合动机的学生有更明显的促进作用。不断改进教师的教学方法是提高内在动机、增加混合性动机学生数量的主要对策。 相似文献
14.
Tomas Jungert Shelby Levine Richard Koestner 《The Journal of educational research》2020,113(4):275-282
Abstract Parents and teachers play an important role in stimulating student motivation. The aim of this study was to examine if both parent and teacher enthusiasm could predict intrinsic motivation toward STEM activities, and if motivation would be associated with improved STEM achievement over one year in a one-year prospective examination of 288 Swedish students in their final year of a Science High School program (143 females and 145 males). Surveys of parent and teacher enthusiasm were collected at baseline, and student intrinsic motivation and GPA in STEM were assessed at baseline and at the end of the year. Baseline GPA and intrinsic motivation as well as follow-up intrinsic motivation were significantly associated with later GPA. Finally, intrinsic motivation mediated the relation between teacher and parent enthusiasm and change in GPA. Findings show the importance of parent and teacher enthusiasm for adolescent’s intrinsic motivation and achievement in STEM. 相似文献
15.
The goal of the present study is to extend previous research on the developmental trajectory of intrinsic reading motivation during early adolescence. Using large-scale panel data on secondary school students in Germany, we examined: (1) the longitudinal measurement invariance of intrinsic reading motivation, (2) the generalizability of the developmental trajectory of intrinsic reading motivation across students’ gender, parental socioeconomic status (SES), and school tracks (academic vs. vocational), and (3) the associations between the developmental trajectory of intrinsic reading motivation and the developmental trajectory of reading proficiency. The scale we used to measure intrinsic reading motivation showed the (strict) measurement invariance across six occasions of measurement from Grades 5 to 10, indicating the high structural similarity (e.g., factor loadings, intercepts) of intrinsic reading motivation during early adolescence. Our analyses of latent growth curve models also confirm previous findings that students tend to experience a steady and significant linear decline in intrinsic reading motivation from Grades 5 to 10. This developmental decline also seems to be more pronounced in size (Δ = − 0.772, p < .001) than previously reported. The developmental decline in intrinsic reading motivation was observed irrespective of students’ gender, parental SES, and school tracks. Male students expressed lower mean-levels of intrinsic reading motivation across the waves and exhibited a steeper motivational decline compared to female students. Despite mean-level differences across the waves, students showed similar degrees of a motivational decline across parental SES and school tracks. Finally, the larger decline in students’ intrinsic reading motivation was associated with the smaller growth of their reading proficiency from Grades 5 to 10. Our study provides further support for the high prevalence of the developmental decline in intrinsic reading motivation during early adolescence, its generalizability across students’ demographic characteristics, and its implications for the development of reading proficiency. 相似文献
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17.
Abstract National surveys indicate that student motivation is a principal concern of teachers, yet few publications within the teacher education literature directly address how teachers can best apply established motivational principles. Pivotal to mobilizing student motivation is understanding the role of rewards in sustaining productive task engagement. This article examines the difference between intrinsic and extrinsic motivation for academic learning, the relative value of intrinsic and extrinsic motivation, the effects of extrinsic rewards on intrinsic motivation, the potential compatibility of cognitive and behavioral perspectives of student motivation, and research‐based recommendations for promoting classroom motivation. 相似文献
18.
Stephanie V. Wormington Jennifer Henderlong Corpus Kristen G. Anderson 《Learning and individual differences》2012,22(4):429-438
This study used a person-centered approach to identify naturally occurring combinations of intrinsic motivation and controlled forms of extrinsic motivation (i.e., introjected and external regulation) and their correlates in an academic context. 1061 high school students completed measures of academic motivation, performance, and school-related correlates. Cluster analysis revealed four motivational profiles characterized by comparably high levels of all types of motivation (high quantity), high intrinsic motivation relative to introjected and external regulation (good quality), low intrinsic motivation and introjected regulation relative to external regulation (poor quality), and very low intrinsic motivation and introjected regulation relative to external regulation (low quantity with poor quality). Students in the high quantity and good quality profiles reported the strongest academic performance and greatest overall extracurricular participation, with students in different motivational profiles likely to participate in different types of activities. Students in the high quantity profile, moreover, perceived the most teacher support and school relatedness. These findings suggest that controlled forms of extrinsic motivation may not be associated with maladaptive outcomes at the high school level when coupled with high levels of intrinsic motivation. 相似文献
19.
Samuel Rabanaque J. Reinaldo Martínez-Fernández 《European Journal of Psychology of Education - EJPE》2009,24(4):513-528
Three conceptions of learning (rote, interpretative and constructive), and two aspects of motivation (level and value of motivation)
were identified in 258 Spanish psychology undergraduates classified in three different academic levels (initial, intermediate
and final course). Results about conceptions of learning showed final-course students are the most constructive and interpretative
whereas students in the initial level have higher scores in rote conception. With respect to motivation, level and value are
significantly related to one another, with a specific correlation between a high level of motivation and an intrinsic value
whereas a low level was related to an extrinsic value. Additionally, intrinsic value in final-course students is significantly
higher than in initial and intermediate-course students. Besides, we observed that students with both higher motivation and
intrinsic value have a significantly higher score in interpretative and constructive conceptions. With respect to the academic
level in psychology, initial-course students with intrinsic value or high motivation have a higher score in the constructive
conception of learning. Intermediate students obtain a high score in the constructive conception if they are highly motivated.
Final-course students did not show significant differences as regards the conception of learning dependent on motivation. 相似文献
20.
ABSTRACTResearch on reading achievement and reading motivation has rarely addressed the question if and how they affect each other over time. In our study, we investigate the reciprocal effects between reading achievement and both intrinsic and extrinsic reading motivation during elementary school. We measured reading achievement and intrinsic and extrinsic reading motivation in 966 students at 3 points of measurement during 3rd and 4th grade. Consistent with previous research, cross-lagged panel analyses revealed positive reciprocal effects between reading achievement and intrinsic reading motivation. Effects of reading achievement on intrinsic reading motivation were found during Grades 3 and 4, whereas effects of intrinsic motivation were limited to Grade 3. No reciprocal effects between reading achievement and extrinsic reading motivation were found. We discuss the implications of our results for daily teaching practices and effective reading instruction. 相似文献