scholarly journals Application ofZ-Number Based Modeling in Psychological Research

2015 ◽  
Vol 2015 ◽  
pp. 1-7 ◽  
Author(s):  
Rafik Aliev ◽  
Konul Memmedova
Keyword(s):  
Academic Motivation ◽  
Numerical Solutions ◽  
Educational Achievement ◽  
Psychological Research ◽  
Information Modeling ◽  
Human Beings ◽  
Academic Motivation Scale ◽  
Anxiety Test ◽  
Beneficial Impact ◽  
Mental Characteristics

Pilates exercises have been shown beneficial impact on physical, physiological, and mental characteristics of human beings. In this paper,Z-number based fuzzy approach is applied for modeling the effect of Pilates exercises on motivation, attention, anxiety, and educational achievement. The measuring of psychological parameters is performed using internationally recognized instruments: Academic Motivation Scale (AMS), Test of Attention (D2 Test), and Spielberger’s Anxiety Test completed by students. The GPA of students was used as the measure of educational achievement. Application ofZ-information modeling allows us to increase precision and reliability of data processing results in the presence of uncertainty of input data created from completed questionnaires. The basic steps ofZ-number based modeling with numerical solutions are presented.

Validation Study of the Academic Motivation Scale for Online University Learners

2019 ◽  
Vol 19 (7) ◽  
pp. 241-263
Author(s):  
Ji Hae Lee ◽  
Song Yi Beak ◽  
Dong-Jin Kim ◽  
Jinmi Kim ◽  
Eun Joo Lee
Keyword(s):  
Validation Study ◽  
Academic Motivation ◽  
Academic Motivation Scale ◽  
Motivation Scale

Dehumanization and Mentalizing Animals

2017 ◽  
Author(s):  
T.J. Kasperbauer
Keyword(s):  
Moral Psychology ◽  
Mental State ◽  
Moral Status ◽  
Mental States ◽  
Psychological Research ◽  
Human Beings ◽  
Mental State Attribution ◽  
The Relationship ◽  
Phenomenal States

This chapter applies the psychological account from chapter 3 on how we rank human beings above other animals, to the particular case of using mental states to assign animals moral status. Experiments on the psychology of mental state attribution are discussed, focusing on their implications for human moral psychology. The chapter argues that attributions of phenomenal states, like emotions, drive our assignments of moral status. It also describes how this is significantly impacted by the process of dehumanization. Psychological research on anthropocentrism and using animals as food and as companions is discussed in order to illuminate the relationship between dehumanization and mental state attribution.

scholarly journals Competencia socioemocional en el aula: Características del profesor que favorecen la motivación por el aprendizaje en alumnos de Enseñanza Secundaria Obligatoria

2014 ◽  
Vol 20 (3) ◽  
pp. 257
Author(s):  
Mª Cristina Núñez del Río ◽  
Mónica Fontana Abad
Keyword(s):  
Emotional Intelligence ◽  
Academic Performance ◽  
Academic Motivation ◽  
School Failure ◽  
Emotional Competencies ◽  
Dysfunctional Family ◽  
Social And Emotional ◽  
Academic Motivation Scale ◽  
Motivation Scale ◽  
Recommended Guidelines

RESUMENNo se puede negar el incremento en los diez últimos años de investigaciones y publicaciones centradas en la Competencia Socioemocional. En concreto, este estudio aborda uno de los procesos que, según Goleman (1996), forma parte del constructo Inteligencia Emocional: la motivación. Numerosos estudios tratan su relación con el rendimiento y el fracaso escolar (González, Mendiri y Arias, 2002; Brier, 2006). El aumento de los índices de desmotivación en las aulas, unido a un rendimiento académico cada vez menor en algunos grupos de alumnos —a los que se unen aspectos y situaciones familiares disfuncionales—, justifica este estudio acerca de uno de los factores que más incidencia puede tener en los alumnos y sobre el que se puede intervenir: se trata de las características de los profesores que son percibidas como motivadoras por sus alumnos. En concreto, el estudio aborda el análisis de las diferencias en función de los diferentes cursos, el sexo y los factores de motivación según la Escala de Motivación Académica (EMA, Manassero y Vázquez, 1997, 1998). Para ello, se presentan los primeros hallazgos de un estudio, con una muestra incidental de 350 alumnos de ESO, pertenecientes a dos colegios concertados de diferentes áreas de Madrid. El trabajo concluye con algunas pautas de intervención para los profesores, que se consideran recomendables en la actuación en las aulas.ABSTRACTIt can’t be denied that, in the last ten years, research and publications focusing on Social and Emotional Competencies is increasing. This study addresses one of the processes, which according to Goleman (1996), is part of the Emotional Intelligence construct: motivation. Numerous studies deal with its relationship with performance and school failure (Gonzalez, Mendiri and Arias, 2002; Brier, 2006). The increased rates of demotivation in the classroom, coupled with an increasingly lower academic performance in some groups of pupils, together with dysfunctional family situations, justify this study about one of the factors with more impact on students: the characteristics of teachers who are perceived as motivating by the students. Specifically, in this paper, the differences taking into account the courses, the sex and the motivational factors according to the Academic Motivation Scale (EMA, Manassero and Vazquez, 1997, 1998) will be analyze. For this propose, the first findings of a study, with an incidental sample of 350 students from two schools in different areas of Madrid, will be presented. The paper concludes with some recommended guidelines for intervention for teachers in the classroom. 

scholarly journals Motivation for Learning among Students Undertaking Basic Vocational Training and University Studies within the Context of COVID-19

2021 ◽  
Vol 13 (6) ◽  
pp. 3268
Author(s):  
Eva María Olmedo-Moreno ◽  
Jorge Expósito-López ◽  
José Javier Romero-Díaz de la Guardia ◽  
María Dolores Pistón-Rodríguez ◽  
Noelia Parejo-Jiménez
Keyword(s):  
University Students ◽  
Work Experience ◽  
Vocational Training ◽  
Extrinsic Motivation ◽  
Academic Motivation ◽  
Five Dimensions ◽  
Academic Motivation Scale ◽  
Training Stage ◽  
Motivation For Learning ◽  
Good Internal Consistency

The main aim of the present study is to adapt the academic motivation scale (AMS) for use within basic vocational training and university students. Another aim was to analyze the characteristics of the different dimensions of motivation, whilst also examining existing significant differences between the two studied educational stages. For this, we conducted exploratory and confirmatory factor analysis, alongside descriptive and inferential analysis of student responses. One of the main findings was that a reduced version of the AMS, made up of five dimensions and 21 items, demonstrated good internal consistency and fit. Further, we observed that intrinsic motivation is higher in university students, whilst extrinsic motivation is higher during the basic vocational training stage. In addition, we uncovered significant differences between both educational stages with regards to the pleasure felt by students when they better themselves, learn new things and attend the educational center. Differences also emerged in relation to the importance attributed by students to achieving a good and well-paid job. With regards to amotivation, significant differences only exist in relation to the motives students have for attending classes and decision making about whether to continue studying the course they are enrolled on. Finally, we have analyzed how the variables sex, age, prior work experience and volunteering experience, and average grade influence the motivation of students undertaking basic vocational training and university students.

Liberal Civic Education, Religious Commitment, and the Spillover Thesis: What Psychology Can Teach Us

2010 ◽  
Vol 4 (1) ◽  
pp. 27-48 ◽  
Author(s):  
John L. Phillips ◽  
Laura McMillian
Keyword(s):  
Civic Education ◽  
Religious Commitment ◽  
Moral Virtue ◽  
Spillover Effects ◽  
Psychological Research ◽  
The Good Life ◽  
Human Beings ◽  
Public Servants ◽  
Marcus Aurelius ◽  
Secular Society

AbstractThis article addresses an idea central to liberal debates on civic education: the spillover thesis. Both egalitarian liberals and their religious opponents in these debates claim that liberal civic education creates spillover effects into the way individuals assess the meaning of their own lives. Some religious citizens fear that their politically reasonable conceptions of the good life are being undermined by education that emphasizes the practice of autonomous reasoning. Egalitarian liberals usually acknowledge this risk or cost, but deny that religious citizens should be given special dispensation from the burdens of autonomous reasoning. Some may even hope that conservative religious beliefs will be eroded by the practice of liberal civic education. This article disputes the spillover thesis. Given the best evidence available from the field of cognitive psychology, we challenge the notion that critical personal reflection about public matters is bound to spillover into critical reflection about private moral matters. On the contrary, the evidence suggests that human beings are usually well equipped to compartmentalize and are capable of reasoning in different ways depending on the context. Thus, reasonable citizens of faith are not necessarily unduly burdened by programs of civic education; nor are liberal programs of civic education necessarily going to lead us to a more secular society of autonomous thinkers. The article also speaks to a broader civic humanist tradition in political philosophy that includes Plato, Tocqueville, Rousseau, and Marcus Aurelius. For these authors, the success of a political enterprise is seen to crucially depend on the inculcation of a robust and comprehensive system of private virtue. For without private virtue, there is no public virtue. If we are correctly interpreting the available psychological research, private virtue need not be as crucially relevant for the success of common political enterprises. The inculcation of private moral virtue does not so clearly translate into making good leaders, voters, and public servants.

scholarly journals The Relationship Between Awareness and Attitudes Towards Research and Developments and Academic Motivation Levels in Nursing Students

2021 ◽  
Vol 11 (2) ◽  
pp. 339-347
Author(s):  
Eylem PASLI GÜRDOĞAN
Keyword(s):  
Nursing Students ◽  
Research And Development ◽  
Extrinsic Motivation ◽  
Academic Motivation ◽  
Average Score ◽  
Scientific Publications ◽  
Academic Motivation Scale ◽  
Motivation Scale ◽  
Students Attitudes ◽  
The Relationship

This study was conducted to determine the relationship between nursing students’ awareness and attitudes towards research and developments and their academic motivation levels. This descriptive and cross-sectional study was carried out with students from nursing department of faculty of health sciences of a university in Turkey (n=460). Data were collected using the questionnaire form which included the socio-demographic characteristics of those students, “Nursing Students’ Attitudes to and Awareness of Research and Development within Nursing Scale” and “Academic Motivation Scale”. Data were analyzed using percentage, mean, Pearson’s correlation analysis, Student’s t, and One Way Anova tests. The mean age of the students was 20.56±1.52. 81.1% were female and 28.7% were in their first year. The average score of the Nursing Students’ Attitudes to and Awareness of Research and Development within Nursing Scale was 120.54±17.46. The students’ mean score on intrinsic motivation subscale was 57.20±13.45, on extrinsic motivation subscale was 61.96±11.50 and on amotivation subscale was 10.12±5.87 in Academic Motivation Scale. The level of the students’ awareness and attitudes towards research and developments has a positive correlation with the levels of their intrinsic and extrinsic motivation and a negative correlation with the level of their amotivation (p<0.05). The average score of the Nursing Students’ Attitudes to and Awareness of Research and Development within Nursing Scale were statistically significantly different in the gender, the status of their following scientific publications and the positions they wanted to work after graduation (p<0.05). It has been determined that the students have high level of awareness and attitudes towards research and development, and their academic motivation levels affect their awareness and attitudes towards research and development.

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