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The study applied self-determination theory to examine detrimental effects of instructor misbehaviors in the college classroom. Participants were 223 undergraduate students who reported on their instructor’s antagonism and lecture misbehaviors in a course, along with their basic psychological need fulfillment (i.e., autonomy, competence, relatedness) and intrinsic motivation to learn. Results indicated that (a) lecture misbehaviors were more detrimental to students’ competence and relatedness than antagonism misbehaviors; and (b) students’ intrinsic motivation to learn was influenced by students’ basic psychological needs and instructor misbehaviors.  相似文献
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A content analysis of children’s television examined the frequency with which behaviors were (a) driven by altruistic versus egoistic motivations, (b) performed by affable/surly characters, (c) rewarded/punished, and (d) present in content popular among different age groups (2–5, 6–11, and 12–17 years old). We found that portrayal patterns stressed the importance of egoistic motivations (particularly competence, autonomy, and relatedness) for older children. The findings are interpreted in line with logic underlying the model of intuitive morality and exemplars (MIME; Tamborini, 2013), suggesting that media representations can influence the motivations of their viewers.  相似文献
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Physical activity is necessary for college students as only 20%–40% engage in the recommended amounts (Office of Disease Prevention and Health Promotion, 2010). This article qualitatively examines college-student motivators and hindrances for physical activity in order to develop effective interventions. Although a primary theory in psychology, Self-Determination Theory relies heavily upon social contexts as catalysts for motivation. Communication can cause both within- and between-person differences in motivation. Findings suggest that college-student motivation is greatly influenced by the communication between themselves, their important relationships (e.g., friends, family, and significant other), and societal pressures. Moreover, findings reveal that college students seem to be more motivated through extrinsic means rather than more autonomous forms of motivation.  相似文献
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The purpose of this study was to identify the various ways that instructors communicatively fulfill college students’ basic psychological needs (i.e. autonomy, competence, relatedness) in the classroom. Participants were 119 undergraduate students who completed open-ended, self-report questionnaires. Analyses of the coded data revealed that a variety of instructor communication behaviors and practices previously identified in the effective teaching literature fulfill students’ needs for autonomy, competence, and relatedness. According to Deci and Ryan’s (1985) self-determination theory, the fulfillment of these needs intrinsically motivates students to learn, develops their cognitive capacities, and equips them for short-term and long-term success.  相似文献
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Although increasing numbers of employees working in public organizations are using social media for work purposes and numerous studies exist on how social media affect organizational outcomes, we have very limited knowledge of how using social media for work purposes affects employees' work motivation. This paper fills this important gap by using self-determination theory (SDT) to analyze how the use of social media for work purposes is associated with government employees' need satisfaction and intrinsic work motivation. According to regression results, employees' use of social media is positively related to employees' need satisfaction (autonomy, relatedness, and competence) and, accordingly, intrinsic work motivation. However, further analysis shows that too much use of social media has an averse effect. Theoretically, this study is one of the pioneer attempts to integrate e-governance with SDT. Practically, we encourage managers to use caution in promoting the use of social media for work purposes. Using social media two to three days a week may be the ideal range.  相似文献
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