scholarly journals Effects of Visual Framing of a Donation Campaign Webpage on the Internal Motivation for Giving

2015 ◽  
Vol null (46) ◽  
pp. 185-194
Author(s):  
김은지 ◽  
HANYOUNGRYOO ◽  
박영일
Keyword(s):  
Internal Motivation ◽  
Visual Framing ◽  
Motivation For Giving

Smokers’ (Dis)satisfaction, Persuasive Constraint, and Influence of Expert and Non-Expert Sources

2006 ◽  
Vol 65 (1) ◽  
pp. 7-14 ◽  
Author(s):  
Juan M. Falomir-Pichastor ◽  
Gabriel Mugny ◽  
Federica Invernizzi
Keyword(s):  
Intention To Quit ◽  
Motivation To Change ◽  
Internal Motivation ◽  
Quit Smoking ◽  
External Constraint ◽  
Source Study ◽  
Expert Sources

The present research tested the hypothesis that an internal motivation to change is elaborated as an external constraint and is less predictive of change when the source is expert than when it is non-expert. In two studies, smokers were categorized as either dissatisfied or moderately satisfied according to their degree of dissatisfaction with their image as smokers (i.e., internal motivation to change). They were then exposed to an antismoking argument attributed either to an expert or to a non-expert source. Compared to moderately satisfied smokers, dissatisfied smokers perceived the source as making less effort to convince them (Study 1, N = 43), and as being less disrespectful (Study 2, N = 81), but this pattern was significant only for the non-expert source. Study 2 also showed that experts had more influence on intention to quit smoking among moderately satisfied smokers, whereas non-experts had more influence among dissatisfied smokers.

I Want to Be Like You

2012 ◽  
Vol 43 (3) ◽  
pp. 115-126 ◽  
Author(s):  
Christina Matschke ◽  
Kai Sassenberg
Keyword(s):  
Social Identity ◽  
Identity Development ◽  
Self Regulation ◽  
Active Role ◽  
Social Identification ◽  
Social Self ◽  
Approach And Avoidance ◽  
Internal Motivation ◽  
Avoidance Strategies ◽  
Social Identity Development

Entering a new group provides the potential of forming a new social identity. Starting from self-regulation models, we propose that goals (e.g., internal motivation to enter the group), strategies (e.g., approach and avoidance strategies), and events (e.g., the group’s response) affect the development of the social self. In two studies we manipulated the group’s response (acceptance vs. rejection) and assessed internal motivation as well as approach and avoidance strategies. It was expected, and we found, that when newcomers are accepted, their use of approach strategies (but not avoidance strategies) facilitates social identification. In line with self-completion theory, for highly internally motivated individuals approach strategies facilitated social identification even upon rejection. The results underline the active role of newcomers in their social identity development.

Determination of Spreading Motive Levels of Elite Hearing-impaired Sportsmen

2019 ◽  
pp. 39-55
Author(s):  
Osman Kusan ◽  
Hasan Erdem Mumcu ◽  
Abdulkerim Çeviker ◽  
Ömer Zambak ◽  
Onur Öztürk
Keyword(s):  
Educational Status ◽  
Hearing Impaired ◽  
Validity And Reliability ◽  
Male Athletes ◽  
Internal Motivation ◽  
National Team ◽  
Older Athletes ◽  
Significant Difference ◽  
Level Of Significance ◽  
Age Range

This study was conducted to investigate the sub-scales of sports instructions of elite athletes with hearing impairment or hearing loss due to different reasons. A total of 173 hearing-impaired athletes constituted of 54 female and 119 male athletes who are active national team athletes in the age range of 15-25 years. The study was conducted based on Self Determination Theory of Deci and Ryan [9] and on the developed Sports Motivation Scale, Pelletier et al. [24] Kazak [18] applied the validity and reliability of the scale for Turkish athletes. Accordingly, since the p_values calculated for the inner motivation sub-scale and its sub-scales are less than the value of α = .05 which is taken as the level of significance, there is a statistically significant difference in the average scores of the hearing-impaired athletes in their internal motivations and sub-scales. According to gender and educational status, there was no difference in the motivation of the hearing-impaired athletes. According to the age variable, it was seen that older athletes had more external connections. Considering the general motivation scores, the athletes in tennis and swimming were less motivated than others. Elite hearing-impaired athletes are affected by both internal and external impulses. However, internal motivation scores are higher than the external. Internal motivation scores are seen as the lowest in the branch swimming area.

FORMATION OF FOREIGN LANGUAGE COMMUNICATION OF AN ARMY OFFICER IN THE FRAMEWORK OF A PEDAGOGICAL EXPERIMENT: METHODOLOGY AND METHODOLOGY (THEORETICAL AND PRACTICAL ASPECTS)

2020 ◽  
Author(s):  
Вадим Манцурович Бикбаев
Keyword(s):  
Professional Development ◽  
Foreign Language ◽  
Psychological Factors ◽  
Military Service ◽  
Military Education ◽  
Internal Motivation ◽  
Professional Activities ◽  
Army Officer ◽  
Language Communication

В статье рассматриваются особенности, проблемы, противоречия и перспективные направления совершенствования иноязычной коммуникации в рамках профессионального становления офицера. Отмечается, что формирование иноязычной коммуникации офицера главным образом определяется внутренней мотивацией, связанной с осознанием необходимости изучения и применения иностранного языка в рамках профессиональной деятельности, а также с учетом взаимосвязанных между собой педагогических, личностных, профессионально-деятельностных и психологического факторов, характерных для военного образования и военной службы. The article discusses the features, problems, contradictions and perspective directions for improving foreign language communication in the professional development of an officer. It is noted that the formation of foreign language communication of an officer is mainly determined by internal motivation associated with the awareness of the need to learn and use a foreign language in the framework of professional activities, as well as taking into account the interrelated pedagogical, personal, professional and psychological factors specific to military education and military service.

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