Multiple task motivation and performance: Task switching, effort, and polychronicity

2009 ◽  
Author(s):  
Eugene Trombini ◽  
Jessica M. Nicklin
Keyword(s):  
Task Switching ◽  
Performance Task ◽  
Task Motivation ◽  
And Performance ◽  
Multiple Task

Narcissism personality trait and performance: task-oriented leadership and authoritarian styles as mediators

2020 ◽  
Vol 41 (2) ◽  
pp. 280-293
Author(s):  
Kiran Sakkar Sudha ◽  
M. Ghazi Shahnawaz
Keyword(s):  
Leadership Styles ◽  
Task Performance ◽  
Leadership Style ◽  
Personality Trait ◽  
Performance Task ◽  
Content Type ◽  
Authoritarian Leadership ◽  
And Performance ◽  
Measure Of Performance ◽  
Task Oriented

PurposeThe present study explored the direct as well as indirect relationships between narcissism personality trait and performance. Two leadership styles (task oriented and authoritarian styles) were identified as possible mediators.Design/methodology/approachNarcissism was measured by using Narcissistic Personality Inventory (Ames et al., 2006), performance was measured by performance scale (Greene-Shortridge, 2008). Sinha's leadership scale (Sinha, 2008) was used to measure task-oriented and authoritarian leadership styles. 273 senior-level managers of a big public sector Indian organization participated in the study. SPSS 22 and SmartPLS 2.0 were used to analyze the data.FindingsCorrelation result shows that narcissism personality trait was positively related to authoritarian leadership style and negatively to task-oriented leadership style, task performance and teamwork dimensions of performance. Task-oriented leadership style mediated the relationship between narcissism and task performance and teamwork more than the authoritarian leadership style.Originality/valueThe study attempts to empirically test the behavioral manifestation of narcissism personality trait as positive or negative and has considered the whole measure of performance which has not been previously explored. Practical implications were also highlighted beside the theoretical concerns.

Effects of Timbre on College Woodwind Players' Intonational Performance and Perception

1992 ◽  
Vol 40 (2) ◽  
pp. 158-167 ◽  
Author(s):  
Mark C. Ely
Keyword(s):  
Ohio State University ◽  
Performance Data ◽  
State University ◽  
Performance Task ◽  
School Of Music ◽  
Low Correlation ◽  
Significant Difference ◽  
The Ohio State University ◽  
And Performance ◽  
The Relationship

The purpose of this study was to investigate the effects of timbre on musicians' intonational acuities during a listening and a performance task. Nine saxophonists, nine clarinetists, and nine flutists from The Ohio State University School of Music participated in the listening and performance segments of this experiment. The performance data consisted of subjects' intonational deviations from recorded examples, and the listening data consisted of subjects' correct and incorrect responses to in-tune or out-of-tune tone pairs. The relationship between subjects' abilities to perform in tune and detect intonation problems, and the effects of timbre on subjects' abilities to perform in tune and detect intonation problems were assessed. Results revealed a low correlation between subjects abilities to play in tune and their abilities to detect intonation problems. Results also indicated that timbre had a significant effect on subjects' abilities to detect intonation problems, but not on their abilities to play in tune. Although there was no significant difference between instrument groups' abilities to detect intonation problems, a significant difference was found between these groups' abilities to play in tune across all timbres. Subjects played significantly more flat than sharp when matching other instrument timbres.

scholarly journals Affective factors influencing fluent performance: French learners’ appraisals of second language speech tasks

2016 ◽  
Vol 21 (6) ◽  
pp. 699-716 ◽  
Author(s):  
Judit Kormos ◽  
Yvonne Préfontaine
Keyword(s):  
Second Language ◽  
Adult Learners ◽  
Native Speakers ◽  
Task Completion ◽  
Affective Factors ◽  
Task Motivation ◽  
Perceived Success ◽  
And Performance ◽  
Objectively Measured

The present mixed-methods study examined the role of learner appraisals of speech tasks in second language (L2) French fluency. Forty adult learners in a Canadian immersion program participated in the study that compared four sources of data: (1) objectively measured utterance fluency in participants’ performances of three narrative tasks differing in their conceptualization and formulation demands, (2) a questionnaire on their interest, task-related anxiety, task motivation, and perceived success in task-completion, (3) an interview in which they elaborated on their perceptions of the tasks, and (4) subjective ratings of their performances by three native speakers. Findings showed the cognitive demands of tasks were associated with learners’ affective responses to tasks as well as objective and subjective measures of fluency. Furthermore, task-related anxiety and perceived success in task completion were the most important affective factors associated with fluent task performance, whereas interest and task motivation were correlated with native speakers’ fluency ratings. These results are discussed in terms of how task design and implementation can contribute to enhanced task motivation and performance in the classroom.

Effects of Tone-Quality Conditions on Perception and Performance of Pitch among Selected Wind Instrumentalists

2000 ◽  
Vol 48 (3) ◽  
pp. 222-236 ◽  
Author(s):  
Michael D. Worthy
Keyword(s):  
High School ◽  
Paired Comparisons ◽  
Performance Task ◽  
Performance Tasks ◽  
Perception Task ◽  
Wind Instrumentalists ◽  
Tone Quality ◽  
Comparison Results ◽  
And Performance ◽  
A Performance

The purpose of this study was to assess the effects of changes in tone quality on the perception of pitch and to determine the extent to which the same tone-quality conditions would affect the performance of pitch. The experiment was conducted in two segments: a perception task that involved judgments of paired comparisons of tones, and a performance task that involved tone matching. High school and university wind instrumentalists participated in perception and performance tasks that were similar to provide a basis for comparison. Results indicated that tone-quality conditions had significant effects on the perception and performance of pitch. Subjects judged “bright” tones “brighter” in tone quality and sharper in pitch than reference tones and performed sharp when matching “bright” stimuli. Subjects judged “dark” tones “darker” in tone quality and flatter in pitch than reference tones and performed flat when matching “dark ” stimuli.

scholarly journals Effects of Pairing on the Relationships between Motivation and Task Performance in an Interactive Task

2019 ◽  
Vol 7 (4) ◽  
pp. p451
Author(s):  
Katsuyuki Konno ◽  
Tsutomu Koga ◽  
Atsumi Yamaguchi
Keyword(s):  
Task Performance ◽  
First Year ◽  
Positive Role ◽  
Task Motivation ◽  
Computer Mediated ◽  
Interactive Task ◽  
And Performance ◽  
First Year University ◽  
Pair Work

This study investigates how learners’ own motivational variables are related to task performance and how learners’ task performance is influenced by their partners’ motivational variables in an interactive task. A total of 28 Japanese first year university students engaged in a computer mediated, decision making task, and the number of words produced and turns taken during the task was counted as their task performance. Questionnaires were administered to measure eight motivational dispositions related to the task. Correlation analyses were used to examine the relationships between task motivation and performance. The results showed that (a) learners’ task motivation was positively correlated with task performance, suggesting a positive role of task motivation in performing a task and (b) learners’ task performance was negatively correlated with the interlocutors’ task motivation, except for the highly motivated pairs, which implied limited effects of pair work. This study finally provides some pedagogical and future implications.

scholarly journals Relationship between Student Achievement and Performance Task Scores in Math

2020 ◽  
Vol 8 (8) ◽  
pp. 3643-3647
Author(s):  
Jarrent R. Tayag ◽  
Marycris B. Lenon ◽  
Joseph R. Bacanay ◽  
Angelie M. Sotto
Keyword(s):  
Student Achievement ◽  
Performance Task ◽  
And Performance

Gender differences in multitasking experience and performance

2020 ◽  
pp. 174702182096070
Author(s):  
Kelvin FH Lui ◽  
Ken HM Yip ◽  
Alan C-N Wong
Keyword(s):  
Gender Differences ◽  
Gender Difference ◽  
Task Switching ◽  
Dual Task ◽  
Cognitive Abilities ◽  
Instant Messaging ◽  
And Performance ◽  
The Individual ◽  
Web Surfing ◽  
Monitoring Software

There is a widespread stereotype that women are better at multitasking. Previous studies examining gender difference in multitasking used either a concurrent or sequential multitasking paradigm and offered mixed results. This study examined a possibility that men were better at concurrent multitasking while women were better at task switching. In addition, men and women were also compared in terms of multitasking experience, measured by a computer monitoring software, a self-reported Media Use Questionnaire, a laboratory task-switching paradigm, and a self-reported Multitasking Prevalence Inventory. Results showed a smaller concurrent multitasking (dual-task) cost for men than women and no gender difference in sequential multitasking (task-switching) cost. Men had more experience in multitasking involving video games while women were more experienced in multitasking involving music, instant messaging, and web surfing. The gender difference in dual-task performance, however, was not mediated by the gender differences in multitasking experience but completely explained by difference in the processing speed. The findings suggest that men have an advantage in concurrent multitasking, which may be a result of the individual differences in cognitive abilities.

Preparing Preservice Teachers to Become Self-Reflective of Their Technology Integration Practices

TPACK ◽  
2019 ◽  
pp. 68-95
Author(s):  
Julie M. Amador ◽  
Royce Kimmons ◽  
Brant G. Miller ◽  
Christopher David Desjardins ◽  
Cassidy Hall
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Technology Integration ◽  
Mixed Methods Research ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Performance Task ◽  
Reflection Data ◽  
And Performance ◽  
Selection Of

The purpose of this chapter is to further understand how preservice teachers critically think about technology and their competence in technology integration. A mixed methods research design was employed to gather survey and performance task reflection data from preservice teachers. Data were analyzed using a categorization process based on preservice teachers' conceptualizations of technology as replacement, amplification, and transformation. Results revealed a significant overall effect of the selection of performance task upon whether it was applied in a transformative manner, but that no such overall effect existed for amplification and replacement. Descriptive analyses indicate preservice teachers were self-reflective about the extent to which technology influences students' learning. Conclusions indicate that teacher education programs should consider how they support preservice teachers to become self-reflective consumers of technology.

Child Abuse and Performance Task Assessments of Executive Functions in Boys

2001 ◽  
Vol 42 (8) ◽  
pp. 1041-1048 ◽  
Author(s):  
Enrico Mezzacappa ◽  
Dan Kindlon ◽  
Felton Earls
Keyword(s):  
Child Abuse ◽  
Executive Functions ◽  
Performance Task ◽  
And Performance
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