scholarly journals Coping and Sport-motivation of Adolescent Handballers in Debrecen

2016 ◽  
Vol 11 (3) ◽  
pp. 205-222
Author(s):  
Karolina-Eszter Kovács ◽  
Beáta-Erika Nagy
Keyword(s):  
Immune System ◽  
Intrinsic Motivation ◽  
Focus Groups ◽  
Coping Strategies ◽  
Self Efficacy ◽  
Extrinsic Motivation ◽  
Coping Skills ◽  
Sport Motivation ◽  
Significant Difference ◽  
The Difference

AbstractThe aim of study was to examine coping and motivation of adolescent handball players in Debrecen. Forty-six male and thirty-one female handball players completed the questionnaires, furthermore eighteen male and eighteen females were participated in focus groups. The purpose of this study was to measure gender differences in sport motivation, psychological immune system and athletic coping skills in a population of adolescent handball players. The applied psychological measure method was the Sport Motivation Scale (SMS-28), four subscales of Psychological Immune System Inventory, and the Athletic Coping Skills Inventory (ACSI-28). Results revealed that males have a better self-efficacy and athletic coping skills and have a higher level of intrinsic motivation too. The outcome of the survey confirm that adolescence boys have a better self-efficacy and coping which can be seen on the sport ground as well. Other way focus groups were indicated the measure anxiety on sport ground, the applied coping strategies, and the motivation viewpoints of playing handball at the beginning of the activity and currently. at the Results has showed that at the beginning of playing handball participant have extrinsic motivation (e. g. the stimulation of their parents) but currently the reason of the activity is intrinsic motivation (e. g. health, future). Additionally, during the match there is a significant difference between the perceived anxiety against hard and weak teams at the beginning, in the middle and in the end of the match; furthermore, females have a higher level of anxiety during the match, against hard and weak teams too, but the difference is not significant. Finally, there is no significant difference between males and females in the applied coping strategies and it doesn’t have any effects on anxiety.

scholarly journals L’efficacite D’un Programme Therapeutique Cognitivo-Comportemental Dans La Diminution Du Burn-Out Chez Les Infirmiers De L’hopital De Sfax (Etude Descriptive-Experimentale)

2018 ◽  
Vol 14 (15) ◽  
pp. 139
Author(s):  
Galaa Telelaz
Keyword(s):  
Experimental Study ◽  
Coping Strategies ◽  
Sense Of Coherence ◽  
Self Efficacy ◽  
Extrinsic Motivation ◽  
Sense Of Self ◽  
Self Esteem ◽  
Significant Difference ◽  
Burn Out ◽  
Post Test

Burn-out result from exposure to chronic work stress, of which the caregivers and nurses are most exposed to this risk. That is why we conducted a descriptive-experimental study which is based on the quantitative approach which aims to describe the prevalence of burnout among our target population (the nurses of both public health institutions of the hospital of Sfax) and the indicators (self-esteem, coping strategy, locus of control, motivation, satisfaction, sense of self-efficacy, life orientation by a sense of coherence) that influence this syndrome and also to evaluate the effectiveness of a therapeutic program proposed and applied in this research on the reduction of the frequency of burnout. The hypotheses stipulate that there is a significant difference between the pre-test data and data collected at post-test among nurses in the experimental group. The results of our descriptive study show that 37.4% of participants suffer from high emotional exhaustion, 59.4% suffer from high depersonalization and 48.5% suffers from a sense of lack of fulfillment in their work. 31% have a degree from low to very low self-esteem, (72.5%) of participants with low levels of self-efficacy feeling an average motivation (being 50.3%) to low (being 44.8%) with 68.1% of a low amotivation, (44.8%) with a low extrinsic motivation, (47.3%) have low intrinsic motivation, (70%) are neither satisfied / nor dissatisfied, 32% have a low sense of coherence, 52.9% use coping strategies focused on emotion and (56.4%) seeking social support while (75.3%) use weakly coping strategies focused on problem solving, a majority of them uses an external attribution (44%) due to colleagues (42%) due to the superior, and also (42%) due to chance. The results of the experimental study responded generally to the research hypotheses given that they have shown significant differences between the two groups of nurses (experimental -control) post-test pre-test, which affirms the effectiveness of treatment program in reducing burnout and improving indicators.

scholarly journals Efektivitas PBL setting TTW dan TPS ditinjau dari prestasi belajar, berpikir kritis dan self-efficacy siswa

2018 ◽  
Vol 5 (1) ◽  
pp. 116 ◽  
Author(s):  
Wahyu Hardiyanto ◽  
Rusgianto Heri Santoso
Keyword(s):  
Critical Thinking ◽  
Self Efficacy ◽  
Problem Based Learning ◽  
T Test ◽  
Learning Achievement ◽  
Critical Thinking Ability ◽  
Significant Difference ◽  
Thinking Ability ◽  
Quasi Experimental ◽  
The Difference

Penelitian ini bertujuan untuk mendeskripsikan keefektifan pendekatan problem-based learning (PBL) setting think talk write (TTW) dan problem-based learning (PBL) setting think pair share (TPS) serta mendeskripsikan perbedaan keefektifan antara PBL setting TTW dan PBL setting TPS ditinjau dari prestasi belajar, kemampuan berpikir kritis dan self-efficacy siswa. Penelitian ini merupakan penelitian eksperimen semu. Instrumen yang digunakan untuk mengumpulkan data adalah tes prestasi belajar, tes kemampuan berpikir kritis dan angket self-efficacy siswa. Data yang dikumpulkan dianalisis dengan menggunakan one sample t-test, dan analisis multivariat (MANOVA). One sample t-test dilakukan untuk menguji keefektifan pendekatan PBL setting TTW dan keefektifan pendekatan PBL setting TPS, sedangkan analisis multivariat (MANOVA) dilakukan untuk menguji perbedaan keefektifan antara kedua treatment tersebut ditinjau dari prestasi belajar, kemampuan berpikir kritis dan self-efficacy siswa. Hasil analisis menunjukkan bahwa pendekatan PBL setting TTW dan pendekatan PBL setting TPS efektif ditinjau dari prestasi belajar, kemampuan berpikir kritis dan self-efficacy siswa. Selain itu hasil analisis multivariat menunjukkan bahwa tidak terdapat perbedaan keefektifan yang signifikan antara pendekatan PBL setting TTW dengan pendekatan PBL setting TPS ditinjau dari prestasi belajar, kemampuan berpikir kritis dan self-efficacy siswa. The Effectiveness of PBL Setting TTW and TPS Seen from Students Learning Achievement, Critical Thinking and Self-Efficacy  AbstractThis study aims to describe the effectiveness of problem-based learning (PBL) setting think talk write (TTW) and PBL setting think pair share (TPS) and describe the difference of the effectiveness between PBL setting TTW and PBL setting TPS in terms of learning achievements, critical thinking ability and self-efficacy of grade students. This research is quasi-experimental research. The research instruments to collect the data are a learning achievement test, a test to examine the ability to think critically and a self-efficacy questionnaire. One sample t-test was conducted to examine the effectiveness PBL setting TTW and PBL setting TPS. Meanwhile, multivariate test (MANOVA) was carried out to determine the difference between PBL setting TTW and PBL setting TPS. The results show that both PBL setting TTW and PBL setting TPS are effective in terms of students learning achievements, critical thinking ability, and self-efficacy and there is no significant difference between the effectiveness of PBL setting TTW and the effectiveness of PBL setting TPS in terms of learning achievements, critical thinking ability and student self-efficacy.

scholarly journals Motivational Effects of the Case Method on Chinese ESP Learners

2020 ◽  
Vol 11 (3) ◽  
pp. 399
Author(s):  
Zhiqiang Yu
Keyword(s):  
Factor Analysis ◽  
Intrinsic Motivation ◽  
Self Efficacy ◽  
Extrinsic Motivation ◽  
English For Specific Purposes ◽  
Case Method ◽  
Substantial Impact

The purpose of the present research is to investigate the motivational effects of the case method on Chinese ESP (English for Specific Purposes) learners. A questionnaire consisting of 23 items was designed and a factor analysis was conducted. Results show that the case method involves four motivational dimensions: extrinsic motivation, intrinsic motivation, competition, and self-efficacy. Our findings include: 1) The case method motivates the Chinese ESP learners both intrinsically and extrinsically; 2) The competition factor was found to have a substantial impact on Chinese ESP learners’ motivation; and 3) The case method is likely to maximize the Chinese ESP learners’ self-efficacy.

scholarly journals Hubungan Motivasi dan Hasil Belajar Mahasiswa Kedokteran

2015 ◽  
Vol 4 (1) ◽  
pp. 1
Author(s):  
Rika Lisiswanti ◽  
Rossi Sanusi ◽  
Titi Savitri Prihatiningsih
Keyword(s):  
Intrinsic Motivation ◽  
Student Learning ◽  
Self Efficacy ◽  
Extrinsic Motivation ◽  
Task Value ◽  
Learning Beliefs ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
Learning Achievement ◽  
Study Population

Background: Motivation is the force that drives a person to do something. Motivation can affect student learning achievement. The purpose of this study was to examine the relationship between motivation and student learning achievement. Method: This research method was a cross sectional survey. The study was conducted at the Medical Faculty of Lampung University. The study population was students that taking Medical Basic Science (MBS) blocks 3. Samples were from all population. The instrument used to assess motivation was Motivated Strategies of Learning Questionnaire (MSLQ). The questionnaire comprises 6 dimensions divided into 31 questions that intrinsic, extrinsic, task value, control of learning beliefs, self-efficacy and anxiety. Learning achievement were measured by the MCQ which. Questionnaire data were taken at the end of the block MBS3, which analyzed using Pearson Product Moment correlation. Results: The correlation between intrinsic motivation and student’s achievement obtained -0.020 with 0.805 significance (p> 0.05). Relationships intrinsic motivation and student’s achievement showed an inverse relationship. Extrinsic motivation and student’s achievement obtained 0.670 with 0.397 significance (P> 0.05). The correlation task value and student’s achievement  0.066 with 0.403 significance (p> 0.05). The correlation control of learning beliefs and student’s achievement of 0.054 with 0.339 significance (p> 0.05). The correlation of self-efficacy and student’s achievement of 0.054 with 0.496 significance (p> 0.05). The correlation test anxiety and student’s achievement -0.060 with 0.447 significance (p> 0.05). The correlation of total score of motivation and student’s achievement  0.034 with 0.670 significance (p> 0.05). All correlation dimension obtained motivation was weak and not significance.Conclusion: The results showed very weak positive correlation between the total score of motivation to learning achievement.

scholarly journals The Effect of Hyperbaric Oxygen Therapy to the Amount of Lymphocytes in Oral Candidiasis Immunosuppressed Model

DENTA ◽  
2019 ◽  
Vol 12 (2) ◽  
pp. 36
Author(s):  
Agni Febrina Pargaputri ◽  
Dwi Andriani
Keyword(s):  
Immune System ◽  
Hyperbaric Oxygen ◽  
Hyperbaric Oxygen Therapy ◽  
Wistar Rats ◽  
Oxygen Therapy ◽  
Oral Candidiasis ◽  
Control Group ◽  
Control Group Design ◽  
Significant Difference ◽  
The Difference

<p><strong><em> </em></strong></p><p><strong><em>Background: </em></strong><em>Oral candidiasis generally caused by Candida albicans with prevalence of 30-50%. C. Albicans proliferation in the oral cavity was canducted by decreasing immune system of the host. Lymphocytes activation in immune system happened when there is a contact between host cell with cell wall of C. albicans as a result of C. albicans antigen. One of therapy to suppress the Candida infection sistemically is by giving hyperbaric oxygen therapy. <strong>Purpose: </strong>To determine the effects of giving hyperbaric oxygen therapy to the amount of lymphocytes in oral candidiasis immunosuppressed models. <strong>Methods:</strong> This research was post test only control group design. We used 12 wistar rats which were divided into 3 groups(n=4/3): K-(normal/ healthy wistar rats), K+(oral candidiasis immunosuppressed wistar rats), P1(oral candidiasis immunosuppressed wistar rats which were given hyperbaric oxygen therapy 5 days). K+ and P1 groups were immunosuppressed by giving dexamethasone 0,5mg/day/rat orally for 14 days, added with tetrasiklin 1 mg/day/rat. On the 3rd day immunosuppression, the rats were inducted with C.albicans smeared in the dorsum linguae once every two days for 12 days. <strong>Results:</strong> The data were analyzed with one way Anova test and showed significant difference among groups (p&lt;0,05). To show the difference between each groups we used LSD test and showed significant difference (p&lt;0,05) between K+ compared with P1, and K+ compared with K-. <strong>Conclusion:</strong> Hyperbaric oxygen therapy gives effect to the amount of lymphocytes in oral candidiasis immunosuppressed models.</em></p><p><em> </em><strong><em>Keywords:</em></strong><em> Oral candidiasis, immunosuppressed, hyperbaric oxygen therapy, lymphocytes</em></p><p> <strong><em>Correspondence</em></strong><strong><em>: </em></strong><em>Agni Febrina Pargaputri</em><em>, Departmen</em><em>t of</em><em> Oral </em><em>Biology </em><em>F</em><em>aculty of</em><em> </em><em>Dentistry</em><em>, Jl. Arif Rahman Hakim 150, Surabaya, Indonesia. </em><em>Phone:</em><em> 031-5945864, fax: 031-5912191, Email: </em><em><span style="text-decoration: underline;">agni.febrina</span></em><em><span style="text-decoration: underline;">@hangtuah.ac.id</span></em></p><p> </p>

Toward a New Measure of Intrinsic Motivation, Extrinsic Motivation, and Amotivation in Sports: The Sport Motivation Scale (SMS)

1995 ◽  
Vol 17 (1) ◽  
pp. 35-53 ◽  
Author(s):  
Luc G. Pelletier ◽  
Kim M. Tuson ◽  
Michelle S. Fortier ◽  
Robert J. Vallerand ◽  
Nathalie M. Briére ◽  
...  
Keyword(s):  
Intrinsic Motivation ◽  
Extrinsic Motivation ◽  
The Self ◽  
Self Determination ◽  
French Canadian ◽  
Sport Motivation ◽  
Adequate Test ◽  
Motivation Scale ◽  
Test Retest Reliability ◽  
Sport Motivation Scale

A new measure of motivation toward sport has been developed in French, namely the Echelle de Motivation vis-à-vis les Sports. Two studies were conducted to translate and validate this new measure in English. The Sport Motivation Scale (SMS) consists of seven subscales that measure three types of Intrinsic Motivation (IM; IM to Know, IM to Accomplish Things, and IM to Experience Stimulation), three forms of regulation for Extrinsic Motivation (Identified, Introjected, and External), and Amotivation. The first study confirmed the factor structure of the scale and revealed a satisfactory level of internal consistency. Correlations among the subscales revealed a simplex pattern confirming the self-determination continuum and the construct validity of the scale. Gender differences were similar to those obtained with the French-Canadian version. The more self-determined forms of motivation were associated with more positive responses on related consequences. In a second study, the SMS was administered on two occasions and revealed adequate test-retest reliability.

Exploring Learners' Self-Efficacy, Autonomy, and Motivation toward E-Learning

2007 ◽  
Vol 105 (2) ◽  
pp. 581-586 ◽  
Author(s):  
Hsiu-Mei Huang ◽  
Shu-Sheng Liaw
Keyword(s):  
College Students ◽  
Intrinsic Motivation ◽  
Questionnaire Survey ◽  
Self Efficacy ◽  
Extrinsic Motivation ◽  
E Learning ◽  
Predictive Relationships ◽  
Central Taiwan ◽  
Learning Analysis ◽  
Variance Explained

A questionnaire survey was conducted with 116 college students (47 men, 69 women) in Central Taiwan to investigate predictive relationships among four attitudinal variables, perceived self-efficacy, learners' autonomy, intrinsic motivation, and extrinsic motivation toward e-learning. Analysis showed learners' autonomy was predictive of both intrinsic (57% independent variance explained) and extrinsic motivation (61% independent variance explained). Although perceived self-efficacy was not a predictor of intrinsic motivation and extrinsic motivation, it correlated significantly with extrinsic motivation.

scholarly journals Twitch as a Techno-Pedagogical Resource to Complement the Flipped Learning Methodology in a Time of Academic Uncertainty

2021 ◽  
Vol 13 (9) ◽  
pp. 4901
Author(s):  
Santiago Pozo-Sánchez ◽  
Jesús López-Belmonte ◽  
Arturo Fuentes-Cabrera ◽  
Juan-Antonio López-Núñez
Keyword(s):  
Intrinsic Motivation ◽  
Video Transmission ◽  
Extrinsic Motivation ◽  
Interactive Video ◽  
Flipped Learning ◽  
Fourth Level ◽  
Quasi Experimental ◽  
Methodological Approaches ◽  
The Difference ◽  
And Training

Flipped learning methodology has the potential to be combined with a multitude of didactic actions and techno-pedagogical resources that are adapted to the needs of the student. Access to resources and training outside the classroom can be carried out from various platforms. Following this line, Twitch is an interactive video transmission platform that is presented as an interesting digital resource to enhance the motivation of students in turning over learning moments. The objective of the study is to analyze the motivation of students in two different methodological approaches, one traditional and the other innovative through the Twitch application. A quasi-experimental pre-post design was carried out. A total of 52 Spanish students from the fourth level of secondary education participated in the research. Data collection was carried out by adapting the Motivated Strategies for Learning Questionnaire (MSLQ) instrument to the Spanish context. The results reflect higher levels of motivation in the implementation of Twitch with respect to its materialization without using said techno-pedagogical complement. This difference is especially significant in intrinsic motivation, since in the case of extrinsic motivation, the difference between both pedagogical proposals is smaller. In short, the implementation of Twitch in the flipped learning supposes an optimization of this pedagogical methodology, increasing the extrinsic and intrinsic motivation of the students and modifying the centers of interest of students from quantitative aspects to other, qualitative ones.

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