- Jul 2024
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docdrop.org docdrop.org
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i think partly i write about these grim things in order to make people imagine them 00:38:35 because only by imagining how bad it can get are we likely to take the very difficult action that we need to take to avoid ending up in that situation
for - writer's motivation - Ronald Wright
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- Jun 2024
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Local file Local file
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connect, contrast, and evaluate the predominant theories of motivation.<br /> explain methodologies<br /> Synthesize a variety of theories and empirical studies.
Discussion, research presentation, empirical research presentation, contemporary trends, research project paper, research project presentation - Post to substack, marguerite, and a few other people.
Make a 10 minute summary presentation about a research article.
Contemporary Trends - search and summarize five or more journal articles published in Journal of Educational Psychology. Educational psychologist, Contemporary educational psychology, british journal of educational psychology, and learning and individual differences. Ask Rachel Anth for this.
Research project paper and presentation - write a scholarly paper with approximately 10 pages to explore an aspect of the course in greater detail.
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www.letudiant.fr www.letudiant.fr
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"Le chef d'établissement a l'obligation de transmettre à la commission d'appel les décisions motivées ainsi que tous les éléments susceptibles de l'éclairer (Article D.331-35 - Code de l'éducation)." Cela signifie qu'une décision insuffisamment motivée du chef d'établissement peut être annulée.
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Toute décision d'orientation post-3e non conforme à la demande de la famille doit obligatoirement être motivée. Le chef d'établissement est tenu de mettre en avant des éléments objectifs sur lesquels repose sa décision. "Les motivations comportent des éléments objectifs ayant fondé les décisions, en termes de connaissances, de capacités et d'intérêts (Article D331-34 - Code de l'éducation)."
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docdrop.org docdrop.org
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Résumé de la vidéo [00:00:03][^1^][1] - [00:23:01][^2^][2]:
Cette vidéo présente un webinaire animé par Valérie Debeaux Ferrandez, psychologue et chercheuse, sur la motivation et l'estime de soi. Elle explore différentes théories sur la motivation, l'importance du sentiment d'efficacité personnelle et le concept d'autodétermination. Valérie souligne l'importance de l'innéité de la motivation à découvrir chez les humains et comment l'éducation peut influencer cette motivation naturelle. Elle discute également du circuit de la récompense dans le cerveau et de son impact sur la motivation.
Points forts: + [00:00:03][^3^][3] Introduction au webinaire * Présentation de Valérie Debeaux Ferrandez * Objectifs du webinaire sur la motivation et l'estime de soi + [00:03:24][^4^][4] Théories de la motivation * Théorie de Vroom sur l'expectative et la valeur * Sentiment d'efficacité personnelle selon Bandura * Autodétermination de Deci et Ryan + [00:07:46][^5^][5] Motivation intrinsèque et extrinsèque * La motivation à découvrir est innée et essentielle pour l'apprentissage * Influence de l'éducation sur la motivation naturelle + [00:11:30][^6^][6] Circuit de la récompense et apprentissage * Le rôle du circuit de la récompense dans la motivation * Comparaison avec d'autres activités qui activent ce circuit + [00:17:20][^7^][7] Synthèse des théories et application pédagogique * Synthèse par Roland Viau des différentes théories * Importance de l'engagement cognitif pour l'apprentissage + [00:20:24][^8^][8] Éviter la démotivation des élèves * Propositions pour ne pas démotiver les élèves * L'importance de la zone proximale de développement de Vygotsky
Résumé de la vidéo [00:23:03][^1^][1] - [00:43:40][^2^][2]:
Cette vidéo présente un webinaire de Valérie Debeaux Ferrandez sur la motivation et l'estime de soi. Elle explore les effets de l'impuissance apprise sur les élèves et l'importance de comprendre le fonctionnement cognitif pour renforcer la motivation et l'estime de soi. Elle souligne également l'impact des croyances sur les capacités d'apprentissage et propose des stratégies pour remobiliser les élèves.
Points forts: + [00:23:03][^3^][3] Effets de l'impuissance apprise * Influence de l'échec sur la capacité à résoudre des problèmes * Impact négatif sur l'estime de soi et la mobilisation des capacités cognitives * Importance de la réaction des enseignants face aux difficultés des élèves + [00:24:55][^4^][4] Influence des croyances sur l'apprentissage * Vision statique du cerveau et croyances limitantes * Effet des préjugés sociaux et familiaux sur la motivation * Nécessité d'enseigner la plasticité cérébrale et le potentiel d'apprentissage + [00:27:13][^5^][5] Stratégies pour remobiliser les élèves * Formation sur le fonctionnement cognitif et la métacognition * Utilisation de stratégies d'apprentissage efficaces et adaptées * Valorisation des efforts et des progrès pour renforcer l'estime de soi + [00:35:28][^6^][6] Engagement des élèves dans des défis * Activation du système de récompense par des défis en équipe * Utilisation d'outils interactifs pour stimuler la motivation * Importance du travail en groupe et du tutorat pour l'apprentissage collaboratif
Résumé de la vidéo [00:43:41][^1^][1] - [01:08:41][^2^][2]:
Cette partie de la vidéo aborde diverses stratégies pour maintenir la motivation et l'estime de soi chez les élèves dans un contexte éducatif. Elle propose des activités pratiques et des approches pédagogiques pour encourager l'apprentissage et le bien-être des élèves, en particulier dans des situations d'enseignement mixte ou à distance.
Points forts: + [00:43:41][^3^][3] Activités éducatives * Proposer des activités de bricolage, de cuisine et scientifiques * Utiliser la messagerie et les blogs pour maintenir le lien entre élèves * Organiser des activités collaboratives et des jeux éducatifs + [00:44:42][^4^][4] Focus sur les élèves du lycée professionnel * Demander aux élèves leurs besoins pour renforcer leur sentiment d'autodétermination * Les aider à se préparer pour le milieu professionnel + [00:45:10][^5^][5] Répondre aux questions des participants * Discuter des ressources et des stratégies pour passer de la motivation extrinsèque à intrinsèque * Aborder les défis liés à la valorisation des élèves en groupe + [00:50:03][^6^][6] Systèmes de motivation et renforcement positif * Expliquer le concept de motivation parasitaire et comment y remédier * Discuter des avantages et des pièges des systèmes de renforcement positif en classe + [00:57:00][^7^][7] Gestion de l'autonomie et de la participation des élèves * Accompagner les élèves vers l'autonomie et gérer leur participation * Utiliser des techniques d'explicitation pour clarifier les incompréhensions + [01:01:54][^8^][8] Conseils pour les élèves décrocheurs * Proposer des outils cognitifs simples pour réconcilier les élèves avec l'apprentissage * Structurer les apprentissages pour faciliter le rattrapage des élèves absents
Résumé de la vidéo [01:08:43][^1^][1] - [01:30:01][^2^][2]:
Cette vidéo présente un webinaire animé par Valérie Debeaux Ferrandez, qui aborde les thèmes de la motivation et de l'estime de soi dans le contexte éducatif. Elle discute des stratégies d'évaluation, de l'importance de l'autonomie des élèves, et de la manière de gérer les différences individuelles pour favoriser la réussite et le bien-être des élèves.
Points forts: + [01:08:43][^3^][3] Évaluations indépendantes * Importance de structurer les évaluations avec des questions autonomes * Éviter de pénaliser les élèves sur plusieurs questions en cas d'échec sur une seule + [01:09:31][^4^][4] Réponse des élèves à l'autonomie * Réussite et autonomie sont positives * En cas de non-réussite, discuter des prérequis manquants et envisager une remédiation + [01:11:08][^5^][5] Influence des parents et figures parentales * L'influence parentale est importante dans les premières années * D'autres figures peuvent devenir des mentors et influencer positivement l'estime de soi + [01:12:43][^6^][6] Adolescence et motivation * Les changements hormonaux chez les adolescents peuvent affecter leur motivation et leur énergie * Comprendre leur biorythme et leurs besoins peut aider à adapter l'enseignement + [01:19:35][^7^][7] Différenciation des évaluations * Proposer des évaluations adaptées aux besoins individuels sans stigmatiser * Utiliser des indices et des questions optionnelles pour soutenir tous les élèves + [01:24:05][^8^][8] Motivation intrinsèque et extrinsèque * La motivation intrinsèque a plus de qualité, mais la motivation extrinsèque reste nécessaire * Renforcer positivement les réussites et encourager la réflexion sur les émotions ressenties
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Résumé de la vidéo [00:00:01][^1^][1] - [00:24:34][^2^][2] : Cette vidéo présente une discussion sur l'évaluation dans l'éducation, animée par Céline Alvarez, une enseignante et formatrice Montessori. Sylvain Connac, enseignant-chercheur à l'Université Paul Valéry à Montpellier, est l'invité qui partage ses idées sur l'évaluation coopérative et comment elle peut être utilisée pour améliorer l'apprentissage des élèves tout en préservant leur estime de soi.
Points saillants : + [00:00:01][^3^][3] Introduction au podcast * Présentation du podcast dédié à l'épanouissement affectif et cognitif * Propositions pour les parents et les enseignants intéressés par la pédagogie Montessori et les neurosciences * Invitation à télécharger des ressources gratuites sur le blog de Céline Alvarez + [00:01:22][^4^][4] Discussion sur l'évaluation avec Sylvain Connac * Sylvain Connac partage son expertise sur l'évaluation dans l'éducation * Exploration des moyens d'évaluer tout en conservant l'estime de soi des enfants * Utilisation de l'évaluation comme outil au service des apprentissages + [00:05:00][^5^][5] Impact des récompenses extrinsèques sur la motivation * Analyse de la motivation extrinsèque et intrinsèque chez les élèves * Effets potentiels des récompenses sur la motivation et l'apprentissage * Discussion sur l'importance de la motivation intrinsèque pour un apprentissage durable + [00:13:00][^6^][6] Le stress dans l'évaluation et son influence sur les élèves * Distinction entre le stress positif et négatif dans le contexte éducatif * Rôle du stress positif dans le défi intellectuel et le dépassement de soi * Conséquences du stress négatif sur la perception de soi et la capacité d'apprendre + [00:18:01][^7^][7] Conception de l'évaluation comme outil pédagogique * Clarification de la différence entre évaluation et jugement * Importance de l'évaluation formative pour accompagner les apprentissages * Discussion sur les défis liés à l'évaluation sommative et son impact sur les élèves
Résumé de la vidéo [00:24:37][^1^][1] - [00:48:04][^2^][2]:
Cette partie de la vidéo aborde l'évaluation dans l'éducation, en mettant l'accent sur l'importance de ne pas limiter les élèves à une seule chance de réussite. Sylvain Connac discute des approches alternatives à l'évaluation sommative, telles que l'assessment, qui permettent aux élèves de ne pas être condamnés à l'échec après un seul essai. Il souligne l'importance de l'évaluation pour l'apprentissage, où les résultats servent d'informations formatives pour les enseignants et les élèves, transformant les erreurs en opportunités d'apprentissage.
Points forts: + [00:24:37][^3^][3] L'approche traditionnelle de l'évaluation * Critique de l'évaluation sommative unique * Problèmes pour les élèves qui échouent malgré leurs efforts * Importance d'offrir des opportunités de repasser les évaluations + [00:27:02][^4^][4] L'assessment comme alternative * Utilisation de l'évaluation comme outil d'apprentissage * Comparaison avec l'évaluation dans le domaine de la santé * Métaphore du diagnostic médical pour illustrer l'approche + [00:32:18][^5^][5] La distinction entre l'entraînement et l'évaluation * Importance de séparer clairement les moments d'entraînement et d'évaluation * L'erreur comme partie intégrante de l'apprentissage pendant l'entraînement * Gestion du stress positif et négatif lié à l'évaluation + [00:39:01][^6^][6] La rétroaction immédiate et l'aco-évaluation * L'importance de la rétroaction pour l'apprentissage * Discussion sur l'auto-évaluation et l'autocorrection * L'aco-évaluation comme moyen d'obtenir des retours constructifs entre pairs
Résumé de la vidéo [00:48:07][^1^][1] - [00:55:27][^2^][2]:
Cette partie de la vidéo aborde l'évaluation dans l'enseignement, en mettant l'accent sur l'importance de la rétroaction immédiate et de l'adaptation des méthodes pédagogiques aux besoins des élèves. Sylvain Connac discute des stratégies pour améliorer l'interaction entre enseignants et élèves et souligne l'efficacité de la coopération et de l'évaluation formative.
Points forts: + [00:48:07][^3^][3] L'importance de l'écoute et de la répétition des consignes * Les enseignants doivent être clairs et concis * Les élèves sont encouragés à collaborer entre eux * La rétroaction immédiate est cruciale pour l'apprentissage + [00:49:07][^4^][4] La table d'appui comme outil pédagogique * Inspirée par les principes de Maria Montessori * Permet une observation active des élèves * Facilite la correction immédiate et l'interaction + [00:51:34][^5^][5] La coopération pour un apprentissage efficace * Remet en question les adages traditionnels sur la coopération * Propose une nouvelle perspective sur l'apprentissage en groupe * Souligne l'importance de coopérer pour apprendre de manière autonome + [00:53:08][^6^][6] Recommandations de lecture et de recherche * Mention d'une recherche sur l'évaluation éducative * Présentation d'un ouvrage sur la coopération et l'évaluation * Discussion sur l'évolution future des pratiques d'évaluation
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- May 2024
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scholarworks.boisestate.edu scholarworks.boisestate.edu
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esearch has also shown that social presence can influ-ence students’ learning experiences, including students’ participation and motivationto participate
student motivation
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- Apr 2024
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here are badges for progress, statistics that keep users motivated, and also a clear menu that helps to navigate the application easily.
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datatracker.ietf.org datatracker.ietf.org
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But when the unsubscribe action is combined with a user junk report, there is no direct user interaction with the mailer's website.
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Local file Local file
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A murder, which I thought a sacrifice
Sacrifice of what? Does he truly believe what he is doing is right so that Desdemona does not cheat on other men? Is this really his righteousness at play?
Or is he sacrificing a part of him, his heart?
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- Mar 2024
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docdrop.org docdrop.org
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l'idée du redoublement c'est que euh on va son efficacité permet de réactiver le contrat d'effort et c'est là que intervient évidemment la la un 00:18:08 des problèmes les plus lourds c'est est-ce que le redoublement va démotiver ou remotiver voilà et évidemment les les les les observations qu'on fait peuvent donner des résultats qui divergent 00:18:20 beaucoup mais ensuite les imputer strictement à au mécanisme et pas à des conditions qui permettraient au mécanisme d'être efficace ou au contraire qui vont contrearre son efficacité ça c'est un point c'est un 00:18:31 point clé et très très fortement controversé euh euh et donc au bout du compte on comprend que une forme d'incitation à l'effort qui est à la fois demandé au 00:18:44 aux élèves mais aussi à aux parents et vous allez comprendre à quel point les parents s'investissent
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docdrop.org docdrop.org
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https://cardie.ac-creteil.fr/spip.php?article533
Résumé de la vidéo [00:00:00][^1^][1] - [00:02:45][^2^][2]:
Cette vidéo présente une nouvelle approche des conseils de classe, visant à rendre le processus plus bénéfique pour les élèves. Elle souligne l'importance de permettre aux élèves de comprendre et de décrypter les conseils donnés, plutôt que de simplement les écouter passivement.
Points forts: + [00:00:04][^3^][3] Observation initiale * La forme traditionnelle des conseils de classe est inefficace * Les élèves ne comprennent pas toujours les conseils * Nécessité d'une méthode permettant une meilleure compréhension + [00:00:31][^4^][4] Nouvelle méthode proposée * Les élèves expriment leur avis personnel * Ils analysent leur bulletin par matière * Identification des points positifs et négatifs + [00:01:17][^5^][5] Analyse de bulletin * Présentation d'un bulletin du premier trimestre * Comparaison des attentes et des résultats réels * Discussion sur les résultats et le projet d'orientation + [00:02:19][^6^][6] Réflexion personnelle * Importance de prioriser les progrès * Discussion sur l'importance de l'anglais * Approche expérimentale pour améliorer l'apprentissage
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cardie.ac-creteil.fr cardie.ac-creteil.fr
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Résultats : 95% des enseignants sont convaincus de l’intérêt de ce dispositif 97% des parents trouvent cette formule intéressante voire très intéressante. Pour les 3/4 d’entre eux, la formule permet à leur enfant de mieux comprendre le bulletin, de lui apprendre à s’exprimer à l’oral et de favoriser le dialogue parents-enfant-professeurs 91% des élèves ont apprécié la formule, 89% affirment avoir mieux compris leur bulletin, 90% pensent que ce dispositif peut les aider Le dispositif est suivi par la CARDIE de Créteil. – Taux présence parents/élèves remise des bulletins : en 2016 : 80% ; en 2019 : 95% – Temps moyen de parole élèves lors remise bulletin : en 2016 : 5% ; en 2019 : 30%
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www.cahiers-pedagogiques.com www.cahiers-pedagogiques.com
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le conseil doit proposer des pistes à l’élève pour progresser
Le "manque de travail" sans que l'élève ne comprenne comment faire c'est un vrai problème de culture scolaire
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Résumé de la vidéo [00:00:00][^1^][1] - [00:10:42][^2^][2]:
Cette vidéo présente une conférence de Nalini Anantharaman, qui aborde les défis de l'éducation en mathématiques à l'université. Elle souligne la différence entre l'enseignement des mathématiques au lycée et la réalité des mathématiques au niveau universitaire et professionnel. Anantharaman discute de la nécessité de réformer l'enseignement des mathématiques pour encourager la créativité, la persévérance et l'appréciation de l'abstraction, tout en remettant en question les stéréotypes et en valorisant divers talents et approches.
Points forts: + [00:00:22][^3^][3] Profil des étudiants en mathématiques * Majorité de garçons issus de milieux à l'aise avec l'institution scolaire * Aiment les devoirs répétitifs mais manquent de vision claire des mathématiques * Désemparés par la construction de démonstrations et le raisonnement + [00:02:17][^4^][4] Diversité dans les mathématiques professionnelles * Les professionnels des maths ont des talents et personnalités variés * Certains aiment l'aspect ludique, d'autres ont une vision sérieuse et philosophique * Collaboration avec d'autres disciplines pour résoudre des problèmes concrets + [00:03:19][^5^][5] Qualités valorisées chez les mathématiciens * La virtuosité n'est pas essentielle; d'autres qualités comme l'originalité et la persévérance sont importantes * Savoir poser les bonnes questions et écouter des problématiques d'autres domaines + [00:06:44][^6^][6] Encourager l'effort en mathématiques * Varier les types d'efforts pour répondre à des aspirations diverses * Alterner entre travail solitaire et en équipe, et entre travail abstrait et appliqué * Expliquer l'intérêt d'un travail régulier et la possibilité de progression
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ce 00:25:24 sentiment d'efficacité personnelle il a quatre sources ça veut dire qu'on peut travailler de quatre manières pour l'augmenter la première manière c'est de mettre un individu en réussite quand je suis en réussite sur une activité quand je suis 00:25:36 à nouveau confronté à cette activité je me sens en confiance et donc je m'engage et je la réussite deuxième source c'est ce que bondura appelle les apprentissages vicariants mais c'est ce qu'on pourrait appeler l'émulation je vois mon voisin se lancer 00:25:50 dans son truc j'ai l'impression qu'il réussit ben moi je vais faire pareil d'accord troisième source les encouragements ouais ça marche ils encouragements encourageons encourageons encourageons 00:26:02 on a souvent tendance à l'oublier à l'école que ça fonctionne on a moins tendance à l'oublier quand on est au stade ou quand on est sur le bord de la route autour de France où on va encourager tout le monde les bons comme les moins bons les premiers comme les derniers 00:26:15 quand on est en conseil de classe en collège en fin de trimestre et qu'on fait des tours de table des tours de table pour savoir si on l'encourage ou si on l'encourage pas parce que tu comprends il a perdu un point en EPS oui mais moi en maths 00:26:27 si on faisait tout ce bazar pour savoir si on encourageait notre équipe de foot au moins ils ont pas mis de buts franchement mais en dessous de but j'encourage pas vous voyez enfin ça aurait pas de sens quoi et je dis ça en tant que stéphanois donc 00:26:40 voyez que on encouragerait pas souvent notre notre équipe et donc et donc bien-être dernière source elles sont pas classées forcément par d'importance mais je l'ai mis en dernier le bien-être le bien-être est un 00:26:56 pourvoyeur de sentiment d'efficacité personnelle donc un pourvoyant de motivation ayant le pressant instinctivement on sait bien que plus on est stressé plus on a peur et moins on est motivé plus je suis apaisé plus je 00:27:09 ressens du bien-être plus je me sens sécurisé plus j'ai tendance à m'engager plus j'ai tendance à faire les choses à me lancer dans les activités et encore une fois plus mon SEP élev 00:27:20 plus je vais réussir donc voilà encore un levier qui va nous permettre de faire réussir nos élèves
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docdrop.org docdrop.org
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rôle du conseil scientifique pour terminer nous avons été amenés à introduire des principes au début de ce document de la mission qui 00:30:45 me paraissent important qui nous ont paru importants et j'attire l'attention sur deux d'entre eux en particulier le premier c'est de ne pas oublier la motivation et le bien-être des élèves parce que l'école française a une difficulté dans ce domaine et le 00:30:58 renforcement de l'exigence ne doit pas se faire au détriment de l'importance essentielle de la motivation d'apprendre pour les élèves et la deuxième
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theinformed.life theinformed.life
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persuasive technology, BJ Fog's contribution to the problem that we're all faced with today, which is that were addicted to our devices. So how does that work? Well, basically his theory has three parts where you have motivation, you have ability, and there's a trigger. And if you're above a certain threshold, you have the right motivation and the right ability, that trigger will trigger a behavior. If you don't have enough motivation, or if you don't have enough skill set, then that trigger won't work. Or if you have the motivation in the skill set, and the trigger doesn't happen, then you'll never trip into the behavior.
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- Feb 2024
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le devoir faire du devoir fait pour moi je suis pas trop ce genre de 00:12:05 ça m'intéresse pas parce qu'en fait pour moi ça me rabaisse parce que dans le sens je suis pas un rapport aux autres je suis moins on savait pour moi ça fait moins bon par rapport aux autres
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sans rentrer dans le détail des corrélations on va pas faire un cours de stats mais on s'aperçoit que toutes les 00:20:05 corrélations hormis celles-ci sont positives et toutes les corrélations avec les émotions négatives sont négatives qu'est-ce que ça veut dire ça veut dire que plus je vais ressentir des émotions positives de la joie de 00:20:18 l'espoir de la fierté du soulagement plus ma motivation va être élevée plus mon intérêt va être élevé plus je vais faire des efforts plus je vais élaborer mes réponses plus je vais être autonome et plus mes résultats scolaires seront élevés 00:20:30 et quand on est enseignant d'avoir des élèves motivés des élèves intéressés des élèves qui font des efforts c'est quand même pas mal pour discuter souvent avec eux c'est souvent qu'ils disent ouais mais non ils sont pas motivés ils baissent les bras 00:20:43 ils font pas d'efforts
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Résumé de la vidéo [00:00:00][^1^][1] - [01:57:04][^2^][2] :
Cette vidéo est un atelier sur la gestion des bénévoles animé par Marilyn Fournier, directrice du Réseau de l'action bénévole du Québec. Elle aborde les sujets suivants :
Points saillants : + [00:00:36][^3^][3] La perception du bénévolat par les Québécois * Les mythes et les réalités sur le bénévolat * Les motivations et les attentes des bénévoles selon leur âge * Les tendances et les défis du bénévolat au Québec + [00:28:35][^4^][4] Le cycle de gestion des ressources bénévoles * Les étapes du cycle : planification, recrutement, accueil et intégration, formation, supervision, reconnaissance, évaluation et rétroaction * Les outils et les bonnes pratiques pour chaque étape * Les compétences clés à développer en tant que gestionnaire de bénévoles + [01:39:33][^5^][5] Les ressources disponibles pour la gestion des bénévoles * Le programme de formation en ligne J'agis comme bénévole * Le coffre à outils en action bénévole * Les publications et les études du Réseau de l'action bénévole du Québec * Les partenaires et les organismes de soutien au bénévolat
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Résumé de la vidéo [00:00:00][^1^][1] - [00:09:00][^2^][2] :
Cette vidéo présente 10 astuces pour manager efficacement les bénévoles de son association. L'objectif est de les intégrer, de les motiver, de les former et de les fidéliser. L'animateur explique l'importance de chaque astuce et donne des exemples concrets.
Points clés : + [00:00:00][^3^][3] Accueillir le bénévole * Le faire participer à une réunion * Le former à sa mission * Lui présenter le projet associatif et les valeurs + [00:02:51][^4^][4] Fixer des objectifs * Les rendre ambitieux mais réalistes * Les définir avec le bénévole * Les aligner avec le but de l'association + [00:04:06][^5^][5] Accompagner le bénévole * L'aider dans ses tâches * Lui faciliter le travail * Lui proposer des formations internes ou externes + [00:05:53][^6^][6] Valoriser le travail du bénévole * Le remercier pour sa contribution * Le mettre en avant sur les réseaux sociaux ou les médias * Le reconnaître comme un acteur clé de l'association + [00:06:50][^7^][7] Fidéliser le bénévole * Anticiper les cycles du bénévolat * Gérer la charge mentale et le stress * Renouveler les postes et les tâches + [00:08:26][^8^][8] Conclusion * Résumer les 10 astuces * Souligner les bénéfices pour l'association * Inviter à regarder d'autres vidéos
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docdrop.org docdrop.org
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Résumé de la vidéo [00:00:00][^1^][1] - [00:13:00][^2^][2]:
Cette vidéo donne 10 astuces pour manager efficacement une équipe de bénévoles dans une association. Le formateur explique comment être un leader, un coach, un communicant, un décideur, un facilitateur, un innovateur et un fédérateur. Il donne des exemples concrets et des conseils pratiques pour motiver, impliquer et fidéliser les bénévoles.
Points clés: + [00:01:01][^3^][3] Être un leader * Avoir une vision et la partager * Fédérer les bénévoles autour du projet associatif + [00:01:56][^4^][4] Être un coach * Accompagner le bénévole dans son épanouissement * L'aider à passer d'un point A à un point B + [00:02:48][^5^][5] Être un communicant * Adapter son discours en fonction du public * Être transparent et honnête + [00:03:51][^6^][6] Être un décideur * Trancher rapidement en cas de crise * Assumer ses erreurs et les corriger + [00:04:42][^7^][7] Être un facilitateur * Montrer l'exemple et tenir ses promesses * Reconnaître ses faiblesses et demander de l'aide + [00:06:03][^8^][8] Être un innovateur * Anticiper les évolutions du monde associatif * Maîtriser les nouvelles technologies + [00:08:18][^9^][9] Être un fédérateur * Gérer la diversité des profils et des compétences * Mettre en avant l'intelligence collective
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docdrop.org docdrop.org
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Résumé de la vidéo [00:00:00][^1^][1] - [00:10:00][^2^][2]:
Cette vidéo explique comment motiver les bénévoles d'une association en évitant trois erreurs courantes. Elle présente aussi les raisons pour lesquelles les gens deviennent bénévoles et les statistiques sur le bénévolat en France.
Points clés: + [00:00:00][^3^][3] La proportion de bénévoles dans une association * Environ 1 français sur 4 est bénévole * Les moins de 35 ans s'impliquent de plus en plus * Les plus de 35 ans s'impliquent de moins en moins + [00:01:36][^4^][4] Les raisons de devenir bénévole * L'épanouissement personnel * L'acquisition de compétences * L'exercice d'une responsabilité * La reconnaissance sociale + [00:03:50][^5^][5] Les trois erreurs qui démotivent les bénévoles * L'attribution de tâches non valorisantes * Le manque de considération de leur avis * L'absence d'impact de leurs actions
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docdrop.org docdrop.org
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Retrouvez la conférence de Philippe Meirieu (Professeur des Universités émérite en Sciences de l’Education) et Yves Lecocq (Professeur d’Histoire et de géographie et Président de l’Institut international de Gestion mentale), organisée par l'association Initiative & Formation Pays Basque le 04/02/2022 à Hasparren, autour du thème "Motiver les élèves oui... mais comment ?" Cette conférence aborde le sujet de la motivation, sous le regard de la gestion mentale.
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docdrop.org docdrop.org
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Webinaires "Comprendre ses élèves" Pour échanger avec Jean-François Métral le mardi 16 mai 2023 à 12h30, inscriptions ici : https://comprendreleseleves.ensfea.fr...
Intervenante : Jean-François Métral, ingénieur des Ponts des Eaux et Forêt, docteur en Sciences de l’Éducation et de la formation, chargé de recherche et de formation, unité de recherche Formation et Apprentissages Professionnels, Institut Agro Dijon.
La question de la motivation des élèves constitue l’une des préoccupations principales des acteurs de l’enseignement. La motivation serait le déterminant de ce qu’ils apprennent à l’école et de leur réussite scolaire. Elle est souvent associée à l’élève (il est ou n’est pas motivé) et mise en lien avec son origine sociale et familiale. Elle serait favorisée par des pédagogies plus ludiques, concrètes ou encore par l’usage d’outils numériques. En formation professionnelle, elle serait liée à la finalisation professionnelle des enseignements et des situations proposées (comme les stages ou les séances utilisant l’exploitation du lycée), en particulier lorsque l’élève a un projet professionnel. Jean-François Métral explique comment ces allants de soi s’avèrent peu opérationnels pour comprendre ce qui (dé)motive nos élèves. Pour cela, il s’appuie sur plusieurs projets de recherche qu’il a conduits auprès d’élèves de l’enseignement agricole.
00:00 Présentation et introduction 00:28 Exposé 21:04 Conclusion et références
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- Dec 2023
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docdrop.org docdrop.org
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à dire aussi au aux parents pour pour leurs enfants c'est que ce qui compte dans les choix d'enseignement de spécialité c'est que les élèves s'y plaisent c'est de faire des choix qui les intéressent parce que le meilleur moteur de leur réussite 00:29:22 future dans les dans dans le supérieur c'est leur intérêt leur motivation leur curiosité leur gourmandise à travailler sur un enseignement typiquement pour vous dire prendre l'enseignement de 00:29:34 spécialité mathématique parce qu'on pense que c'est indispensable pour aller là où on veut aller alors que on n'aime pas les mathématiques je pense pas que c'est un bon choix je l'assume
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i realized that that the the thing that giving me the most anguish in the world most uh a sense of crisis was the 00:16:18 possibility that my children would grow up merge into the world as adults and lose their sense of hope into a world of turbulent violence and would lose sense of hope 00:16:31 so that that's when things really started to crystalliz
- for: for my children, self-centered motivation
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new trailmark: reflections
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reflections: I was inspired by my children
- How often we hear academic researchers share how a lot of their work is inspired by their care for their children.
- This is an interesting social phenomena in its own right.
- It seems natural and yet, it begs the question, with so many existential threats to our entire species, is it only when we think of our own children that we can find motivation to act? Why can we not act without the dread our children might face?
- Naturally, the answer is because we are selfish. We think, worry and are concerned more for our direct kin than for any other.
- Perhaps, as a culture, had we had more concern for the others, we might not find ourselves in our current quagmire?
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- Nov 2023
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www.semanticscholar.org www.semanticscholar.org
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Motivation and Contribution:
Motivation: * 什么样的visual Instruction是一个好的Instruction。基于这个问题,复杂的指令推理任务,对于提升MLLM的性能更加有效。
Contribution: * 基于这些发现,作者设计了一个系统的方法,来自动的创作高质量的复杂的推理指令集。作者采用了一种生成,复杂化,重构的范式,充分利用多个阶段来猪骨增加指令的复杂度,同时保持质量。 * 基于这些方法,作者创建了一个生成的视觉推理指令数据集,包含32k的示例,命名为ComVint。然后在四个MLLMs模型上微调。实验结果显示,可以明显的提升现有模型的性能。
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- Oct 2023
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nap.nationalacademies.org nap.nationalacademies.org
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CONFIRM Try it again or see if others can
I feel like confirming is the most important because when you confirm something, it is officially known and true. Also, you know that you did or did not do it well and you know how you should improve.
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www.youtube.com www.youtube.com
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24:30 autotelic motivation as the motivation for the experience itself (flow state)
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02:05 intrinsic motivation as fusion energy, made out of things like passion, purpose, curiosity, etc.
- see zk on flow triggers that are intrinsic (as contributing to intrinsic motivation)
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docdrop.org docdrop.org
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when one's reason has learned completely to understand its own power in respect of objects which can be 00:19:40 presented to it in experience it should easily be able to determine with completeness and certainty the extent and the limits of its attempted employment beyond the bounds of experience
- for: Critique of Pure Reason - motivation
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- Sep 2023
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www.urmc.rochester.edu www.urmc.rochester.edu
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www.youtube.com www.youtube.com
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54:00 motivation isn’t permanent, training the mind beyond motivation
I kind of agree, but for a lot of things, if we find the interest, motivation and enthusiasm, things do come more natural. Goggins does go on to say that motivation is good, could be used to “burn a whole village”.
- see zk on using enthusiasm, for gateway to productive work, not the work itself
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github.com github.com
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NOTE: this repository is mostly unmaintained; I will review and merge PRs, but I(@zenhack) am no longer using this tool myself and am thus not motivated to otherwise actively develop it.
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56:00 inspiration and motivation in hard environment is different
- see zk on using inspiration as getaway to flow
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- Aug 2023
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so here we go to number six why transform
- for: doughnut economics, climate change - societal impacts, whole system change - motivation
- question: why transform?
- answer
- The word transformation is carefully chosen by John and here he explains why.
- We face an extreme and growing polycrisis that threatens to overpower our capacity to cope with it unless we act now for whole system transformation.
- Voices across all of society are becoming more vocal of the need to transform the existing system.
- This transformation program does not need everyone to participate, just a sufficient but small percentage of the population who are aligned to these ideas.
- Not everyone believes such transformation is necessary but the R+D project only needs to onboard a small percentage of the population who does believe to change the entire system for the benefit of even the non-believers.
- answer
- comment
- John is implying social tipping points as well as social engineering
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www.reddit.com www.reddit.com
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Does anyone has it’s Zettelkasten in Google Docs, Microsoft Word or Plain Tex (without a hood app like obsidian or The Archive)? .t3_15fjb97._2FCtq-QzlfuN-SwVMUZMM3 { --postTitle-VisitedLinkColor: #9b9b9b; --postTitleLink-VisitedLinkColor: #9b9b9b; --postBodyLink-VisitedLinkColor: #989898; }
reply to u/Efficient_Earth_8773 at https://www.reddit.com/r/Zettelkasten/comments/15fjb97/does_anyone_has_its_zettelkasten_in_google_docs/
Experimenting can be interesting. I've tried using spreadsheet software like Google Sheets or Excel which can be simple and useful methods that don't lose significant functionality. I did separate sheets for zettels, sources, and the index. Each zettel had it's own row with with a number, title, contents, and a link to a source as well as the index.
Google Docs might be reasonably doable, but the linking portion may be one of the more difficult affordances to accomplish easily or in a very user-centric fashion. It is doable though: https://support.google.com/docs/answer/45893?hl=en&co=GENIE.Platform%3DDesktop, and one might even mix Google Docs with Google Sheets? I could see Sheets being useful for creating an index and or sources while Docs could be used for individual notes as well. It's all about affordances and ease of use. Text is a major portion of having and maintaining a zettelkasten, so by this logic anything that will allow that could potentially be used as a zettelkasten. However, it helps to think about how one will use it in practice on a day-to-day basis. How hard will it be to create links? Search it? How hard will it be when you've got thousands of "slips"? How much time will these things take as it scales up in size?
A paper-based example: One of the reasons that many pen and paper users only write on one side of their index cards is that it saves the time of needing to take cards out and check if they do or don't have writing on the back or remembering where something is when it was written on the back of a card. It's a lot easier to tip through your collection if they're written only on the front. If you use an alternate application/software what will all these daily functions look like compounded over time? Does the software make things simpler and easier or will it make them be more difficult or take more time? And is that difficulty and time useful or not to your particular practice? Historian and author David McCullough prefers a manual typewriter over computers with keyboards specifically because it forces him to slow down and take his time. Another affordance to consider is how much or little work one may need to put into using it from a linking (or not) perspective. Using paper forces one to create a minimum of at least one link (made by the simple fact of filing it next to another) while other methods like Obsidian allow you to too easily take notes and place them into an infinitely growing pile of orphaned notes. Is it then more work to create discrete links later when you've lost the context and threads of potential arguments you might make? Will your specific method help you to regularly review through old notes? How hard will it be to mix things up for creativity's sake? How easy/difficult will it be to use your notes for writing/creating new material, if you intend to use it for that?
Think about how and why you'd want to use it and which affordances you really want/need. Then the only way to tell is to try it out for a bit and see how one likes/doesn't like a particular method and whether or not it helps to motivate you in your work. If you don't like the look of an application and it makes you not want to use it regularly, that obviously is a deal breaker. One might also think about how difficult/easy import/export might be if they intend to hop from one application to another. Finally, switching applications every few months can be self-defeating, so beware of this potential downfall as you make what will eventually need to be your ultimate choice. Beware of shiny object syndrome or software that ceases updating in just a few years without easy export.
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- Jul 2023
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www.notion.so www.notion.so
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They said they had this sort of hyper focus that, you know, for shorter runs, that they just focused on the finish line as if there was, you know, a spotlight shining just on that finish line and that they weren't paying any attention at all to their peripheral vision. When it was longer runs that they would choose a target up ahead and focus on that till they hit it and then they would choose another target
(23:20) Accomplished Marathon Runners & Athletes use what Dr. Sung would call "performance goals" to motivate themselves to continue and build momentum.
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Those distances literally look farther to people that for whom it might be harder to make it to that finish line, to navigate that space. We also found that that's the case with motivation, that when people are more motivated to exercise or to make it to that finish line, that motivation can in a sense compensate for that effect of their body on their perception of distance. So that even highly motivated people, people who are highly motivated, even if they have a higher waist to hip ratio might see the distance in a way that suggests it's just as short as people who have a lower waist to hip ratio. So motivation can change our visual experience and align people to experience a world that looks more like a person who'd have an easier time navigating it. So those were two initial findings, sets of findings, that suggested our visual experiences are not just reflective of the world that's out there. But instead it has to do with what is our body capable of doing and what is our brain capable of supplementing, our own motivational states and physical states of our body are working together to shift what it is that we're seeing in the world out there.
(21:47) There is a clear relation between the body and the brain and they influence each other, at least in terms of perception with regards to motivation.
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www.youtube.com www.youtube.com
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The power of a 10-year vision is that you can go 100x. A bigger goal (vision) motivates way better than a small vision. Even if you fail, which you will, it's better to fail at a big goal than at a small goal... In addition, such a ginormous goal will act as a massive filter for action. It literally FORCES you to do only that which is ESSENTIAL.
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Power of purpose: When the why is big enough, you can handle almost any how.
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- Jun 2023
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www.youtube.com www.youtube.com
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The progressives say that the only kind ofmeaningful motivation comes through interest and absorption in the task orsubject itself: it’s called ‘intrinsic motivation’ in the jargon.
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- May 2023
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www.ncbi.nlm.nih.gov www.ncbi.nlm.nih.gov
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Power allows people to act freely, power leading to approach motivation
"Most contemporary psychological scientists define approach motivation as the impulse to go toward positive stimuli, where stimuli are external goal objects (Lang & Bradley, 2008)."
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- Apr 2023
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archive.vcu.edu archive.vcu.edu
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A man should learn to detect and watch that gleam of light which flashes across his mind from within, more than the lustre of the firmament of bards and sages.
He is saying to follow your inner voice, your inner star, and to speak as a soul inhabiting an individual body - that should be one's focus rather than seeking truth from the sphere of truth-speakers (ie. sages and bards)
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- Mar 2023
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www.wisdomination.com www.wisdomination.com
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In summary, motivation is trying to feel like doing stuff. Discipline is doing it even if you don’t feel like it.
Motivation vs Discipline
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- Jan 2023
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www.jstor.org www.jstor.org
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ults suggest that with regard to academic motivation withinschool contexts, students' sense of belonging and support in school can in someways override the influence of a student's personal friendship group. Schools thatcan function either as a whole or as a set of smaller teams to create a sense ofcommunity where adolescent students feel personally known, important, and encouraged to be active participa
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www.youtube.com www.youtube.com
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Face To Face with MIKE SHINODA
(16:14)
Mike Shinoda discussing the idea from Stephen King's book "On Writing":
"You should write every day, even if it's torturous, even if you hate it, you sit down and say: "this is not what I wanna be doing, I'm not in the mood, I've got too many things going on". But you should do it anyway, cause it keeps your creative muscles strong, and eventually, even on the bad day, you can come up with something that's remarkable and surprising that you can use later."
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fortelabs.com fortelabs.com
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Knowledge work requires not only our time and effort, but also our engagement and creativity. For that reason, personal motivation is the prime problem that supersedes all other problems.
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- Dec 2022
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www.youtube.com www.youtube.com
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Good teachers need to have the context of the student to know what level of explanation they need to give to satisfy the curiosity of the learner. (Also a potential reason that online programmatic learning is difficult as having the appropriate context to skip portions is incredibly hard to do with computers.)
General rule of thumb: The levels of the depth of explanations provided are generally proportional to the levels of understanding achieved.
Further understanding requires additional questions, research, and work.
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jamesclear.com jamesclear.com
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“It only takes five minutes to break the cycle. Five minutes of exercise and you are back on the path. Five minutes of writing and the manuscript is moving forward again. Five minutes of conversation and the relationship is restored. It doesn't take much to feel good again.”
Progress is anything that moves you closer to your goal, it doesn't have to be a huge breakthrough, it doesn't take heroic effort, even a small step can go a long way.
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www.rfc-editor.org www.rfc-editor.org
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This document describes a method for signaling a one-click function for the List-Unsubscribe email header field. The need for this arises out of the actuality that mail software sometimes fetches URLs in mail header fields, and thereby accidentally triggers unsubscriptions in the case of the List-Unsubscribe header field.
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- Nov 2022
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webmonetization.org webmonetization.org
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Web Monetization
Web Monetization official site with motivation, wallets, providers, browsers, search engines, tools, documentation link, explainer link, specifications link, awesome list link, github link
Tags
- specification
- ngx
- explainer
- github
- mozilla
- puma
- chrome
- plugin
- infinity search
- documentation
- svelte
- ledger
- monetization
- pipe web
- protocol
- jekyll
- tessy
- edge
- gatsby
- micro-payment
- javasript
- standard
- 11ty
- ilp
- motivation
- list
- gatehub
- w3c
- wallet
- uphold
- interledger
- web monetization
- coil
- donations
- money
- gridsome
- awesome
- revenue
- moodle
- currency
- mojeek
- hugo
- vuepress
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$10,000/hour work is the exact opposite of its $10/hour brethren. There’s no swoosh sound when you complete it. Zero dopamine. The results aren’t seen for years, if not decades.
Delaying instant gratification is a superpower.
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Good question! This is going to be a bit long, so bear with me
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- Oct 2022
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www.reddit.com www.reddit.com
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Much like the way the Obsidian journal plugin counts words within one's daily journal page, this app counts zettels within a folder to help encourage one to maintain some level of output.
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eduq.info eduq.info
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si l’onsuppose qu’une part importante de nos étudiants ont une motivation intrinsèque pour jouer aux jeux vidéopendant leur temps libre, il vaut la peine d’étudier si cette même motivation et ce même engagement peuventêtre transférés dans le contexte d’un cours, et si ce type d’expérience peut aboutir à des apprentissagessignificatifs
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si l’onsuppose qu’une part importante de nos étudiants ont une motivation intrinsèque pour jouer aux jeux vidéopendant leur temps libre, il vaut la peine d’étudier si cette même motivation et ce même engagement peuventêtre transférés dans le contexte d’un cours, et si ce type d’expérience peut aboutir à des apprentissagessignificatifs
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stackoverflow.com stackoverflow.com
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that's right, we don't want to do params = { ... } because then we're hardcoding the implementation and it becomes very coupled. The benefit of doing it like in my examples is that you can change the method signature and still automatically capture all keyword parameters.
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www.palomamedina.com www.palomamedina.com
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Pragmatic model of individual motivation, derived from multiple research sources, and aimed at team managers.
B - Belonging I - Improvement C - Choice E - Equality / Fairness P - Predictability S - Significance
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BICEPS acronym is licensed under a Creative Commons Attribution 4.0 International License: Paloma Medina 2015
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- Sep 2022
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bakadesuyo.com bakadesuyo.com
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Hundreds of years ago, famed mathematician Blaise Pascal said, “People are generally better persuaded by the reasons which they have themselves discovered than by those which have come into the mind of others.” And the latest science is showing he was pretty much on the money. Change happens when people talk themselves into change. You trying to do it is often counterproductive.
How does this relate to mindset?
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docdrop.org docdrop.org
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Hypothes.is “Are Your Students Doing the Reading? Seven Strategies for Motivating Students to Complete the Course Reading.” Hypothes.is, August 22, 2022. https://docdrop.org/pdf/Are-Your-Students-Doing-the-Rea---Hypothes.is-gaulj.pdf/
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- Aug 2022
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docs.gitlab.com docs.gitlab.com
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Here are some problems with current issues usage and why we are looking into work items:
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royalsocietypublishing.org royalsocietypublishing.org
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Results indicate that participants were more likely to interact with their smartphone the more fatigued or bored they were, but that they did not use it for longer when more fatigued or bored. Surprisingly, participants reported increased fatigue and boredom after having used the smartphone (more). While future research is necessary, our results (i) provide real-life evidence for the notion that fatigue and boredom are temporally associated with task disengagement, and (ii) suggest that taking a short break with the smartphone may have phenomenological costs.
We grab our phones when tired or bored at work. But it seems to make us more tired and more bored. Does the same apply for internetbrowsing before mobile?
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github.com github.com
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Why another tool?: At the moment of writting there exists no proper platform-independent GUI dialog tool which is bomb-proof in it's output and exit code behavior
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- Jul 2022
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bafybeibbaxootewsjtggkv7vpuu5yluatzsk6l7x5yzmko6rivxzh6qna4.ipfs.dweb.link bafybeibbaxootewsjtggkv7vpuu5yluatzsk6l7x5yzmko6rivxzh6qna4.ipfs.dweb.link
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competitions or leaderboards, where players can compare their achievements with those ofother players, so that they are incited to do better than they did up to now• narratives, in which the challenges are situated within a concrete context or storyline, so thatindividual actions become part of an extended course of action within a meaningfulenvironment (Dickey, 2006; Heylighen, 2012a)• epic meaning, in which the impression is created that the player is working to achieve a goalthat is particularly important or awe-inspiring (McGonigal, 2011)• trophies or virtual goods, in which players receive virtual presents as a reward for theirachievement• gifting, in which players get the opportunity to give virtual presents to other players, thustightening links of friendship
Ask @Gyuri what he thinks about this list of ideas for game motivation and how Indyweb might integrate them or add new ones.
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What these communities have in common is that they collectively produce very useful—and typically high-quality—applications and information, but this without any financialcompensation or legal organization. In other words, these communities consist purely of volunteerscontributing on an informal basis to a common project. From the perspective of traditionaleconomics and organizational theory, this is paradoxical (Heylighen, 2007): why would anyoneprovide such valuable services to others without being either paid or ordered to do so? Severalauthors have investigated the motives that incite people to contribute to such communities (Ghosh,2005; Lerner & Tirole, 2002; Weber, 2004). These include curiosity, altruism, free expression, needfor belonging, desire for status and recognition, and the hope for future financial rewards for privateconsultancy after being publicly recognized for one’s expertise. More interesting for our purposethan these individual motivations, though, are the structures and processes that encourageindividuals to take part in such a collective enterprise, i.e. the underlying mobilization system.A first analysis (Heylighen, 2007) points at two fundamental mechanisms: feedback andstigmergy. By contributing a question, comment, answer, program, photo or any other input,participants hope to get a reaction from the other community members, because that would givethem an indication of whether they are on the right path, or need to make some correction. Suchfeedback provides valuable information that allows participants to get better in whatever they areinterested in. For example, a programmer who contributed a piece of code will benefit if a userpoints out a bug in that code, suggests a way to extend it, or simply confirms that the job was welldone.Stigmergy is a mechanism of spontaneous coordination between actions, where the result ofan individual’s work stimulates a next individual to continue that work (Parunak, 2006; Bolici,Howison, & Crowston, 2009; Heylighen, 2011a). For example, a paragraph contributed to aWikipedia article may incite a later reader of that paragraph to add a reference or further detail,which in turn may elicit further contributions from others.
Feedback and stigmergy are two key motivations for contributing to online communities.
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- May 2022
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Local file Local file
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Informationbecomes knowledge—personal, embodied, verified—only when weput it to use. You gain confidence in what you know only when youknow that it works. Until you do, it’s just a theory.
motivational...
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- Mar 2022
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github.com github.com
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There are a couple of reasons why you may want to do this.
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Why does this even exist ? So you can seperate the data and structure migrations in different folders
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rom-rb.org rom-rb.org
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Ruby Object Mapper (rom-rb) is a fast ruby persistence library with the goal of providing powerful object mapping capabilities without limiting the full power of the underlying datastore.
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github.com github.com
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If the gem purpose is still not clear please check out this blog post.
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- Feb 2022
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www.sciencedirect.com www.sciencedirect.com
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Smith, L. E., Potts, H. W. W., Amlȏt, R., Fear, N. T., Michie, S., & Rubin, G. J. (2022). Tiered restrictions for COVID-19 in England: Knowledge, motivation and self-reported behaviour. Public Health, 204, 33–39. https://doi.org/10.1016/j.puhe.2021.12.016
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every.to every.to
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I've observed for myself that not all weeks of writing are made equal. When I do try to impose a schedule on myself – like resolving that ‘I'll write for three hours every day and hit 1200 words’ – it can work out OK, but it’s usually not that great.But I have learned that when I’m really on a roll – when I’ve found a voice that’s really working and that I’m excited about – I need to just clear the decks and go with it. I will empty my schedule, dive in, and stay up late in order to be as productive as I can. I would say this is how I got both of my novels written.
Robin Sloan's writing process sounds similar to that of Niklas Luhmann where he chose to work on things that seemed exciting and fun. This is, in part, helped by having a large quantity of interesting notes to work off of. They both used them as stores to fire their internal motivation to get work done.
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psyarxiv.com psyarxiv.com
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Bjørkheim, Sebastian, and Bjørn Sætrevik. ‘Risk of Infection and Appeal to Public Benefit Increase Compliance with Infection Control Measures’. PsyArXiv, 12 January 2022. https://doi.org/10.31234/osf.io/myv4t.
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- Jan 2022
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www.theguardian.com www.theguardian.com
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Devlin, H., & correspondent, H. D. S. (2022, January 21). Mixed messages? How end of Covid plan B could change behaviour in England. The Guardian. https://www.theguardian.com/world/2022/jan/21/mixed-messages-how-end-of-covid-plan-b-rules-could-change-behaviour
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academic.oup.com academic.oup.com
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Zhao, S., Shibata, K., Hellyer, P. J., Trender, W., Manohar, S., Hampshire, A., & Husain, M. (2022). Rapid vigilance and episodic memory decrements in COVID-19 survivors. Brain Communications, 4(1), fcab295. https://doi.org/10.1093/braincomms/fcab295
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www.teachersgoinggradeless.com www.teachersgoinggradeless.com
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These used to be part of a reward system
"Rewards" are extrinsic motivators - like the carrot and the stick. Make every session an Awesome Gym Day and let Ss reward themselves by achieving goals they set for themselves. Give them some autonomy and be patient with those who just want to play. They need time.
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psyarxiv.com psyarxiv.com
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Benson-Greenwald, T., Trujillo, A., White, A., & Diekman, A. (2021). Science for Others or the Self? Presumed Motives for Science Shape Public Trust in Science. PsyArXiv. https://doi.org/10.31234/osf.io/yjvbw
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- Dec 2021
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Thus it's not easy to refactor existing tests which use let/let! instead.
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- Nov 2021
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drive.google.com drive.google.com
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inductive codes were identified: loneliness, boredom and not enjoying being at home.
inductive codes were identified: loneliness, boredom and not enjoying being at home.
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student’s motivation
student’s motivation
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drive.google.com drive.google.com
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motivationpersonalization
motivation personalization
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assignments like in Finlandteachers not showing for online meetings, differently from Finland
assignments like in Finland teachers not showing for online meetings, differently from Finland
too much assignments lack of communication teacher student lack of motivation
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- Oct 2021
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www.sciencedirect.com www.sciencedirect.com
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Ling, M., Kothe, E. J., & Mullan, B. A. (2019). Predicting intention to receive a seasonal influenza vaccination using Protection Motivation Theory. Social Science & Medicine, 233, 87–92. https://doi.org/10.1016/j.socscimed.2019.06.002
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- Sep 2021
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writingcooperative.com writingcooperative.com
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If the words of legendary samurai Miyamoto Musashi:“If you know the way broadly you will see it in everything.”
This is analogous to how I see systems everywhere, having studied them for a couple of decades.
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psychclassics.yorku.ca psychclassics.yorku.ca
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What I propose, therefore, is to look at motivation as it relates to the c.n.s. -- or conceptual nervous system -- of three different periods: as it was before l930, as it was say 10 years ago, and as it is today. I hope to persuade you that some of our current troubles with motivation are due to the c.n.s. of an earlier day, and ask that you look with an open mind at the implications of the current one. Today's physiology suggests new psychological ideas, and I would like to persuade you that they make psychological sense, no matter how they originated. They might even provide common ground -- not necessarily agreement, but communication, something nearer to agreement -- for people whose views at present may seem completely opposed. While writing this paper I found myself having to make a change in my own theoretical position, as you will see, and though you may not adopt the same position you may be willing to take another look at the evidence, and consider its theoretical import anew. Before going on it is just as well to be explicit about the use of the terms motivation and drive. "Motivation" refers here in a rather general sense to the energizing of behavior, and especially to the sources of energy in a particular set of responses that keep them temporarily dominant over others and account for continuity and direction in behavior. "Drive" is regarded as a more specific conception about the way in which this occurs: a hypothesis of motivation, which makes the energy a function of a special process distinct from those S-R or cognitive functions that are energized. In some contexts, therefore, "motivation" and "drive" are interchangeable.
Looking at past views, the 1930s, a time as the article says that is 10 years in the past and the present. It is important to look at this throughout the years to know where it started, how its evolved and where it could possibly evolve.
We also need to be able to keep an open mind and be able to communicate with those who either totally disagree or are not quite on board with our own views.
The author is breaking down motivation as it relates to the c.n.s during these time periods.
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nesslabs.com nesslabs.com
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Future-focused. Instead of dwelling too much on stuff that didn’t work, Plus Minus Next journaling is about acknowledging the negative in a productive way. Didn’t finish that project you were planning on shipping last week? Don’t beat yourself up, just make it a priority next week.
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- Aug 2021
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psyarxiv.com psyarxiv.com
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Craig, S., Ames, M. E., Feldman, S., & Pepler, D. J. (2021). Adherance to Public Health Measures in Adolescents versus Adults duing the COVID-19 Pandemic in Canada. PsyArXiv. https://doi.org/10.31234/osf.io/mxfz7
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jamanetwork.com jamanetwork.com
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Galea, S. (2021). Elevating Dignity as a Goal for Health System Achievement in the COVID-19 Era and in the Future. JAMA Health Forum, 2(8), e212803–e212803. https://doi.org/10.1001/jamahealthforum.2021.2803
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- Jul 2021
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https://ideas.ted.com/how-you-can-use-the-power-of-celebration-to-make-new-habits-stick/
B=MAT
behavior = motivation + ability + trigger
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Psychologist BJ Fogg is the founder and director of the Behavior Design Lab at Stanford University — he’s coached over 40,000 people in his behavior change methods and influenced countless more. His Tiny Habits method states that a new behavior happens when three elements come together: motivation, ability and a prompt.
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github.com github.com
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There is currently no standard for transporting instances of JSON text within a stream protocol
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datatracker.ietf.org datatracker.ietf.orgrfc64551
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The goal of this technology is to provide a mechanism for browser-based applications that need two-way communication with servers that does not rely on opening multiple HTTP connections (e.g., using XMLHttpRequest or <iframe>s and long polling).
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twitter.com twitter.com
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Dr. Tara C. Smith. (2021, March 26). ‘What motivation could anti-vaxxers possibly have to spread misinformation?’ Story: ‘Organizers of the course attended by CBC journalists said that 400 people had signed up, which at $623 per student, adds up to almost $250,000 in course fees’ + tests & supplements she plugged. [Tweet]. @aetiology. https://twitter.com/aetiology/status/1375468823508348928
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- Jun 2021
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psyarxiv.com psyarxiv.com
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Rosenfeld, D. L., & Tomiyama, A. J. (2021). Jab My Arm, Not My Morality: Perceived Moral Reproach as a Barrier to COVID-19 Vaccine Uptake. PsyArXiv. https://doi.org/10.31234/osf.io/ycbrd
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connect.chronicle.com connect.chronicle.com
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enefits over the in-person classroom. “Online, we’re all face-to-face. There’s no sitting back in the fourth row like in a lecture hall,”
Which is true if students are turning on their cameras. However, what about when students refuse to turn on their cameras or are not in a feasible position to participate (e.g. driving down the interstate or skiing down Brian Head?
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pushpullfork.com pushpullfork.com
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Unless their self-assessments have power—either to shape future learning activities, or to change the gradebook—they will not be true self-assessments.
I want to disagree with this and argue that we should be crafting lessons which allow students to understand the different forms of power which are in play in self-assessment and assessment by others. I appreciate, though, that grades may have too many advantages for that lesson to really take within the context of a course.
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binnyva.com binnyva.com
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The introduction could use a referrent to prior examples across history from commonplace books, florilegium, waste books, etc. This general idea has been used for centuries (and is even seen in oral societies before literacy).
Including a few examples of people who've used the method/ideas before and how it was successful for them could be both useful as well as highly motivating.
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www.migrationencounters.org www.migrationencounters.org
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At that time, I just wanted to do good for my family and try and grow up, because I always took everything as a joke. I feel like I'm still 18 and I'm 26 already. I feel like I didn't have a chance to live my childhood.
Time in US - falling in love - having children
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When you have kids young, you think you want something, but you don't know. It's just like you think you like the person but you don't like them.
Time in US - having children - hoping for a better life for them
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I had barely started working for the Solar Spot and she kind of gave me motivation to do better. When you have somebody, you want to take them out and do extra stuff. So you're like, "Yeah man, I got to get this money."
Time in US - Falling in love - finding motivation to do better
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I passed all of them except for my math. My senior year I actually passed it, but I didn't graduate. I just would go to school, literally eat lunch, just get out. It got boring for me and I was really good. I should have never started.
Time in US - education - dropping out - not graduating
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And then when I had my first kid, I was like, "Nope, I'm not going to give him the life that I have." And he was a big motivation. My first kid was a really big motivation to just get on it.
Time in US - having children
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And it sucked because other people looked at my potential and I put myself so low that I didn't even look at that. Every time they're like, "Dude, you've got so much potential." And I'm like, "Yeah, right dude, what are you talking about? You just trying to butter me up man."
Time in US - immigration status - lost opportunities
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They gave me a work permit. They gave me everything that I needed. I even got my taxes one year [Emotional]. I got $3,000 back, put my taxes on my wall, like I'm really doing it.
Time in US - fitting in
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No, they haven't reached an agreement, but it's this new dream. If you had known that all you had to do was keep going to school and you could get a social security card and you could have a path to citizenship, would that have made a difference, do you think?
DACA - Eligibility
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I wanted to do better for myself and for my family, and I felt like that was like a big motivation right there. That push you just need, because you see stuff and you're like, "Dude, I hope that when I have kids, they don't have to go through that." And yeah, that was the push that kind of—
Time in US - family - having children
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So I would always try to focus every little bit of energy on my schoolwork, trying to be the best at it, because I wanted to show everybody even if you don't got nothing, there's still something. There's still something to fight for.
Time in US - employment - job
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It kind of messed me up, got me depressed a little bit. I started hanging out with bad people, doing the wrong things, and I dropped out my senior year.
Time in the US - Immigration status - being secretive - lost opportunities - sadness, disillusionment
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Mike: I was almost there, and my AIMS... Everything I passed it except for the math. I passed all my AIMS exams. You know the test that you take at the end of the year, Stanford or AIMS or whatever they are?Anne: Yeah.Mike: I passed all of them except for my math. My senior year I actually passed it, but I didn't graduate. I just would go to school, literally eat lunch, just get out. It got boring for me and I was really good. I should have never started.Mike: I remember I was taking Japanese, I was taking English, social studies, a bunch of extra stuff just to try to advance my knowledge and stuff, but I don't know. Once you don't get that motivation and wants to stop, it sucks.
Time in the US, School, High School, Struggling/ Suspension/ Dropping out
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Mike: That was going on high school. I think it was my freshman year, because like I said man, it's just all these things that happen to you, there's just only so much you could take to where you're like, "You know what? Eff it." You're just done with everybody and you're just like, "You know what? If life paid me back like this, then why should I care?" You know what I mean? And it makes me feel like inferior at times.Mike: So yeah, I feel like it was around my freshman year, everything started going downhill, because I used to be in events, classes, and all my teachers loved me. I would have conversations like this with my teachers and they'd be amazed sometimes like, "Wow, this kid has so much insight. So much to talk about." And they would always encourage me, but the thing about it is I wouldn't feel like that.
Time in the US, School, High School, Struggling/ Suspension/ Dropping Out
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- sadness
- excitement
- Disillusionment
- frustration
- education
- life
- loss
- documentation
- children
- love
- Boredom
- relationships
- insecurity
- affiliation
- Imposter Syndrome
- disappointment
- disillusionment
- responsibility
- school
- dropping out
- potential
- employment
- Exams
- Motivation
- family
- residency
- happiness
- motivation
Annotators
URL
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msudenver.instructure.com msudenver.instructure.com
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But, supposing all these conjectures to be false, you cannot contest the inestimable benefit which I shall confer on all mankind to the last generation, by discovering a passage near the pole to those countries, to reach which at present so many months are requisite; or by ascertaining the secret of the magnet, which, if at all possible, can only be effected by an undertaking such as mine.
Finally (in this second paragraph), we again have insight into the political and scientific issues of the day: the search for the famed "Northwest Passage" (big, big deal) and the awareness of a major source of danger for polar navigation: the distortion produced in magnetic equipment as one came nearer to the source, at the pole.
It is obvious, is it not?, that most people are motivated by social goods: fame, power, money, and prestige. Because that is the world we live in.
It's all about the Benjamins! Then and now!
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psyarxiv.com psyarxiv.com
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PsyArXiv Preprints | A Global Experiment on Motivating Social Distancing during the COVID-19 Pandemic. (n.d.). Retrieved 2 June 2021, from https://psyarxiv.com/n3dyf/
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- May 2021
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github.com github.com
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None of the existing repository filtering tools did what I wanted; they all came up short for my needs. No tool provided any of the first eight traits below I wanted, and all failed to provide at least one of the last four traits as well:
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journals.sagepub.com journals.sagepub.com
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Pfattheicher, S., Nockur, L., Böhm, R., Sassenrath, C., & Petersen, M. B. (2020). The Emotional Path to Action: Empathy Promotes Physical Distancing and Wearing of Face Masks During the COVID-19 Pandemic. Psychological Science, 31(11), 1363–1373. https://doi.org/10.1177/0956797620964422
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www.frontiersin.org www.frontiersin.org
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Tonković, M., Dumančić, F., Jelić, M., & Čorkalo Biruški, D. (2021). Who believes in COVID-19 conspiracy theories in Croatia? Prevalence and predictors of conspiracy beliefs. Frontiers in Psychology, 12. https://doi.org/10.3389/fpsyg.2021.643568
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www.nature.com www.nature.com
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Burton-Chellew, M. N., & West, S. A. (2021). Payoff-based learning best explains the rate of decline in cooperation across 237 public-goods games. Nature Human Behaviour, 1–9. https://doi.org/10.1038/s41562-021-01107-7
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psyarxiv.com psyarxiv.com
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Beltran, D. G., Isch, C., Ayers, J., Alcock, J., Brinkworth, J. F., Cronk, L., Hurmuz-Sklias, H., Tidball, K. G., Horn, A. V., Todd, P. M., & Aktipis, A. (2020). Mask wearing is associated with COVID-19 Prevalence, Risk, Stress, and Future Orientation. PsyArXiv. https://doi.org/10.31234/osf.io/dpa2j
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- Apr 2021
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psyarxiv.com psyarxiv.com
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Brown, Chris R. H. ‘The Influence of COVID-19-Specific Health Risk Beliefs on the Motivation to Quit Smoking’. PsyArXiv, 16 April 2021. https://doi.org/10.31234/osf.io/3csuh.
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www.kickstarter.com www.kickstarter.com
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John Company offers players a new understanding of British history in the eighteenth and nineteenth century that reflects contemporary scholarship on the subject and extensive research into primary documents. John Company attempts to put the critical events of that time in their proper context and show how the imperial experience transformed the domestic culture of Britain. The East India Company lurked behind every building of a textile mill and every bit of wealth in a Jane Austen novel. John Company is an uncompromising portrait of the people who made the Company and the British Empire what it was. It is as frank as it is cutting in its satire. Accordingly, the game wrestles with many of the key themes of imperialism and globalization in the eighteenth and nineteenth centuries and how those developments were felt domestically. As such, this game might not be suitable for all players. Please make sure everyone in your group consents to this exploration before playing.
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If you'd like to read more about the game's arguments, click here.
I'm not familiar with this term "arguments" used like this. Isn't this more referring to the motivation for this game?
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github.com github.com
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Machinist was written because I loved the idea behind Factory Girl, but I thought the philosophy wasn't quite right, and I hated the syntax.
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- Mar 2021
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psyarxiv.com psyarxiv.com
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Hein, G., Gamer, M., Gall, D., Gründahl, M., Domschke, K., Andreatta, M., Wieser, M. J., & Pauli, P. (2021). Social cognitive factors outweigh negative emotionality in predicting COVID-19 related safety behaviors. PsyArXiv. https://doi.org/10.31234/osf.io/5sbzy
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link.springer.com link.springer.com
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Giubilini, A., Caviola, L., Maslen, H., Douglas, T., Nussberger, A.-M., Faber, N., Vanderslott, S., Loving, S., Harrison, M., & Savulescu, J. (2019). Nudging Immunity: The Case for Vaccinating Children in School and Day Care by Default. HEC Forum, 31(4), 325–344. https://doi.org/10.1007/s10730-019-09383-7
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www.thelancet.com www.thelancet.com
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Dodd, R. H., Pickles, K., Nickel, B., Cvejic, E., Ayre, J., Batcup, C., Bonner, C., Copp, T., Cornell, S., Dakin, T., Isautier, J., & McCaffery, K. J. (2020). Concerns and motivations about COVID-19 vaccination. The Lancet Infectious Diseases, 0(0). https://doi.org/10.1016/S1473-3099(20)30926-9
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www.sciencedirect.com www.sciencedirect.com
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Bish, A., Yardley, L., Nicoll, A., & Michie, S. (2011). Factors associated with uptake of vaccination against pandemic influenza: A systematic review. Vaccine, 29(38), 6472–6484. https://doi.org/10.1016/j.vaccine.2011.06.107
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Pick, C. M., Ko, A., Wormley, A., Kenrick, D., & Varnum, M. E. W., PhD. (2021, March 9). Family Still Matters: Human Social Motivation during a Global Pandemic. https://doi.org/10.31234/osf.io/z7mjc
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psyarxiv.com psyarxiv.com
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Scheffer, J. A., Cameron, D., & Inzlicht, M. (2021). Caring is Costly: People Avoid the Cognitive Work of Compassion. PsyArXiv. https://doi.org/10.31234/osf.io/jyx6q
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- Feb 2021
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web.hypothes.is web.hypothes.is
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Learn more about how we made the decision to put our guidance in the public domain
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github.com github.com
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ActiveModel::Form happened because the "tableless model" presented in RailsCast 219 wasn't as powerful as the "real deal" from RailsCast 193.
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github.com github.com
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Read about the motivation to understand why this separation of concerns is important.
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I apologize for the slow development of Reform after the "explosion" when I released it initially. The reason for this is I changed jobs and didn't use Reform (yet).
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Tepper, S., & Neil Lewis, J. (2021). When the Going Gets Tough, How Do We Perceive the Future? PsyArXiv. https://doi.org/10.31234/osf.io/pkaxn
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academic.oup.com academic.oup.com
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Explanatory domains of the Theoretical Domains Framework, categorised by COM-B dimensions
TABLO
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www.metacritic.com www.metacritic.com
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Yes, you do face difficult choices (moral) but you don't care about it. All you care are the reputation bars. So... Let's kill this guy, who cares if he is innocent, but this faction needs it or I'm dead. Sounds great on paper but to be honest... you just sit there and do whatever for these reputation bars. If you won't, then you lose
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www.reddit.com www.reddit.com
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Not to mention 80% of our sales are laptops and desktops running, you guessed it, a Linux desktop. So, unlike Red Hat and Canonical, we live or die based on how good that experience is.
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opensource.stackexchange.com opensource.stackexchange.com
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Part of me thinks that open source can be more rewarding to the creators/contributors. But maybe the real contribution is the permanent addition to the tools available to humanity, and if you have the wits, you can make a decent business out of it without tainting open source.
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hbr.org hbr.org
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To prompt this kind of revolution in your own life, Rose and Ogas suggest creating a micromotive, or a goal tailored to an extremely specific activity that truly inspires you. For example, when Korinne Belock left her job as a political aide to form Urban Simplicity, a firm that declutters and redesigns homes and offices, her micromotive was “organizing physical space.” Note that she didn’t say “doing something creative” or “starting my own business.” Those declarations are too general and fuzzy to be acted on. Instead, she identified a task that sparked within her an outsized amount of curiosity and pleasure and used it as her guide.
To escape a boring and unfulfilled life, create a micromotive, where we tailor an extremely specific activity that burns the spirit inside you.
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- Jan 2021
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www.nature.com www.nature.com
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As humans we have the capacity to think about what we do and make conscious decisions—what may be termed ‘reflective motivation’. So, apart from wants and needs, there are thought processes that create and compare evaluations: beliefs about what is beneficial or harmful and right or wrong. These processes underlie our conscious decision-making, when we weigh up the costs and benefits of courses of action or work out solutions to problems. We also have the capacity to plan ahead, and these plans form much of the structure of our behaviour over the course of minutes, hours, days, weeks and years.
İnsanlar olarak ne yaptığımız hakkında düşünme ve bilinçli kararlar verme kapasitesine sahibiz— buna 'yansıtıcı motivasyon' denebilir. Yani, istek ve ihtiyaçların dışında, değerlendirmeleri yaratan ve karşılaştıran düşünce süreçleri vardır: neyin faydalı, zararlı, neyin doğru ya da yanlış olduğuna dair inançlar. Bu süreçler, eylem kurslarının maliyetlerini ve faydalarını tartdığımız veya sorunlara çözüm çalıştığımızda bilinçli karar verme sürecimizin temelini oluşturur. Biz de önceden planlamak için kapasiteye sahip, ve bu planlar dakika, saat, gün, hafta ve yıl boyunca davranış yapısının çok oluşturur.
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Potentially competing impulses and inhibitions are controlled by instinct and habit processes, plus any motives (wants or needs) that are present at the time. Wants and needs are generated by feelings of anticipated pleasure or satisfaction and of anticipated relief from discomfort or drive states. All of this makes up our ‘automatic’ motivation.
Potansiyel olarak rekabet eden dürtüler ve engellemeler, içgüdü ve alışkanlık süreçlerinin yanı sıra o sırada mevcut olan her türlü dürtü (istek veya ihtiyaç) tarafından kontrol edilir. İstekler ve ihtiyaçlar, beklenen zevk veya tatmin duyguları ve rahatsızlık veya dürtü durumlarından beklenen rahatlama duyguları tarafından üretilir. Tüm bunlar "otomatik" motivasyonumuzu oluşturuyor
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library.oapen.org library.oapen.org
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Motivation refers to all those processes, conscious and unconscious, that energiseand direct behaviour. The model distinguishes between reflective and automaticprocesses. Reflective motivation refers to the conscious plans, beliefs, desires andintentions that influence behaviour, such as the specific intentions to behave in waysthat are consistent with an individual’s beliefs about their identity. Automaticmotivation refers to the largely unconscious influences that shape behaviour, suchas emotional reactions (e.g. the experience of guilt or shame if found to be doing anunsafe behaviour), impulses, inhibitions and drive states such as hunger and thirst,and habits (e.g. reaching for a lever that is typically on a certain side)
Motivasyon tüm bu süreçleri ifade eder, bilinçli ve bilinçsiz, bu enerji ve doğrudan davranış. Model yansıtıcı ve otomatik süreçleri ayırt eder. Yansıtıcı motivasyon, davranışları etkileyen bilinçli planlar, inançlar, arzular ve niyetleri ifade eder, örneğin bireyin kimliği hakkındaki inançlarına uygun şekilde davranma niyetleri gibi. Otomatik motivasyon, duygusal tepkiler (örneğin, güvensiz bir davranışta bulunduğunda suçluluk veya utanç deneyimi), dürtüler, çekinmeler ve açlık ve susuzluk gibi dürtüler ve dürtüdurumları ve alışkanlıklar (örn. genellikle belirli bir tarafta olan bir kola ulaşmak) gibi davranışları şekillendiren büyük ölçüde bilinçsiz etkileranlamına gelir.
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bmcpublichealth.biomedcentral.com bmcpublichealth.biomedcentral.com
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reflective and automatic motivation (i.e. all the brain processes that energize and direct behaviour, including goals, emotional responses, analytical decision-making, and habitual processes).
yansıtıcı ve otomatik motivasyon (yani hedefler, duygusal tepkiler, analitik karar verme ve alışılmış süreçler dahil olmak üzere davranışları harekete geçiren ve yönlendiren tüm beyin süreçleri).
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link.springer.com link.springer.com
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Automatic Motivation is less conscious and more reflexive, driven by emotional states, impulses and context triggers.
Otomatik Motivasyon, duygusal durumlar, dürtüler ve bağlam tetikleyicileri tarafından yönlendirilen daha az bilinçli ve daha refleksiftir.
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journals.sagepub.com journals.sagepub.com
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Brewer, N. T., Chapman, G. B., Rothman, A. J., Leask, J., & Kempe, A. (2017). Increasing Vaccination: Putting Psychological Science Into Action. Psychological Science in the Public Interest, 18(3), 149–207. https://doi.org/10.1177/1529100618760521
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journals.sagepub.com journals.sagepub.com
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Brewer, N. T., Chapman, G. B., Rothman, A. J., Leask, J., & Kempe, A. (2017). Increasing Vaccination: Putting Psychological Science Into Action. Psychological Science in the Public Interest, 18(3), 149–207. https://doi.org/10.1177/1529100618760521
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www.reddit.com www.reddit.com
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u/nick_chater (2020) Behavioural Policy challenge: when does compulsion help? Reddit. Retrieved from: https://www.reddit.com/r/BehSciAsk/comments/hzci8g/behavioural_policy_challenge_when_does_compulsion/
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magpierss.sourceforge.net magpierss.sourceforge.net
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Why? I wrote MagpieRSS out of a frustration with the limitations of existing solutions. In particular many of the existing PHP solutions seemed to: use a parser based on regular expressions, making for an inherently fragile solution only support early versions of RSS discard all the interesting information besides item title, description, and link. not build proper separation between parsing the RSS and displaying it.
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- Dec 2020
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Dr. Chu explains that self-determination theory states that three basic psychological needs — autonomy, competence, and relatedness — need to be satisfied for people to be intrinsically motivated.
Self-Determination Theory says we have 3 psychological needs
1.Autonomy- Having the ability to make your own choices
2.Competence- The feeling that you have the skills needed to succeed
3.Relatedness- Sense of feeling connected with others
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Eyal describes the theory called The Fogg Behavior Model which states that for a behavior (B) to occur, three things must be present at the same time: motivation (M), ability (A), and a trigger (T). More succinctly, B = MAT.
Fogg Behavior Model says that for a Behavior (B) to occur 3 things have to be present at the same time:
- Motivation (M)
- Ability (A)
- Trigger (T)
B = MAT
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“Self-determination theory proposes that the quality, rather than solely the quantity, of motivation influences how people act,” says Dr. Tsz Lun (Alan) Chu, sports psychologist
The Self-determination theory says that the quality and not the quantity of motivation determines how we action
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Motivation guides your behaviors and is “the energy for action,” according to Dr.Edward Deci, professor of psychology at the University of Rochester.
Motivation is the energy for action
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- Nov 2020
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www.thoughtco.com www.thoughtco.com
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Self-Actualization Self-actualization refers to feeling fulfilled, or feeling that we are living up to our potential. One unique feature of self-actualization is that it looks different for everyone. For one person, self-actualization might involve helping others; for another person, it might involve achievements in an artistic or creative field. Essentially, self-actualization means feeling that we are doing what we believe we are meant to do. According to Maslow, achieving self-actualization is relatively rare, and his examples of famous self-actualized individuals include Abraham Lincoln, Albert Einstein, and Mother Teresa.
[[self-actualization]] - this can fit in with [[[Intrinsic Motivation]] - the feeling of "living up-to your potential" can also align with [[motivation]] and [[Perceived abilities]]
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www.healthline.com www.healthline.com
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Examples of external extrinsic rewards include:competing in sports for trophiescompleting work for moneycustomer loyalty discountsbuy one, get one free salesfrequent flyer rewardsExamples of psychological extrinsic rewards include: helping people for praise from friends or family doing work for attention, either positive or negative doing tasks for public acclaim or fame doing tasks to avoid judgment completing coursework for grades Is it effective?Extrinsic motivation may be more effective for some people than it is for others. Certain situations may also be better suited for this form of motivation. For some people, the benefits of external rewards are enough to motivate high-quality continuous work. For others, value-based benefits are more motivating. Extrinsic motivation is best used in circumstances when the reward is used sparingly enough so it doesn’t lose its impact. The value of the reward can decrease if the reward is given too much. This is sometimes referred to as the overjustification effect.The overjustification effect happens when an activity you already enjoy is rewarded so often that you lose interest. In one study, researchers looked at the way 20-month-olds responded to material rewards compared to their response to social praise or no reward. Researchers found that the group that received material rewards was less likely to engage in the same helpful behaviors in the future. This suggests that the overjustification effect can start at an early age. There’s some evidence that an excessive amount of extrinsic rewards can lead to a decrease in intrinsic motivation. Not all researchers agree, however. The idea was first explored in a study published in 1973. During the study, some children were rewarded for playing with felt-tip pens. This was an activity they already enjoyed. Other children weren’t rewarded for this activity. After continued reward, the reward group no longer wanted to play with the pens. The study participants who weren’t rewarded continued to enjoy playing with the pens.A meta-analysis from 1994 found little evidence to support the conclusions from the 1973 study. Instead, they determined that extrinsic motivation didn’t affect long-term enjoyment of activities. However, a follow-up meta-analysis published in 2001 found evidence to support the original theory from 1973. Finally, a more recent meta-analysis from 2014 determined that extrinsic motivation only has negative outcomes in very specific situations. But for the most part, it can be an effective form of motivation. Depending on how it’s used, it’s possible that extrinsic motivation could have negative long-term effects. It’s likely an effective method when used in addition to other forms of motivation. ADVERTISEMENTTry a top-rated app for meditation and sleepExperience 100+ guided meditations with Calm’s award-winning meditation app. Designed for all experience levels, and available when you need it most in your day. Start your free trial today.START FREE TRIAL What are some of the cons to using extrinsic motivation?A major drawback to using extrinsic motivation is knowing what to do when the reward is gone or its value is exhausted. There’s also the possibility of dependency on the reward. The usefulness of extrinsic motivators should be evaluated on a case-by-case and person-by-person basis. Extrinsic motivation and parentingVery few studies have explored the long-term effects of continuous extrinsic motivation use with children. Extrinsic motivation can be a useful tool for parents to teach children tasks and responsibilities. Certain extrinsic motivators, like support and encouragement, may be healthy additions to parenting practices. Some rewards are often discouraged because it may lead to unhealthy associations with the rewards later in life. For example, using food as a reward may lead to unhealthy eating habits. For small developmental tasks, extrinsic motivators like praise can be very helpful. For instance, using praise can help with toilet training. If you use external rewards, try phasing them out over time so that your child doesn’t become dependent on the reward. TakeawayExtrinsic motivation can be useful for persuading someone to complete a task. Before assigning a reward-based task, it’s important to know if the person doing the task is motivated by the reward being offered. Extrinsic motivators may be a useful tool to help children learn new skills when used in moderation. For some people, psychological extrinsic motivators are more appealing. For others, external rewards are more attractive. It’s important to remember, however, that extrinsic motivation isn’t always effective.ADVERTISEMENTTalking will helpLife can be more manageable. Use Babylon by TELUS Health to see a mental health counsellor on your phone. A receipt will be provided for claim reimbursement, if applicable.GET THE APP Last medically reviewed on September 25, 2017 7 sourcescollapsedHealthline has strict sourcing guidelines and relies on peer-reviewed studies, academic research institutions, and medical associations. We avoid using tertiary references. You can learn more about how we ensure our content is accurate and current by reading our editorial policy.Cameron J, et al. (1994). Reinforcement, reward, and intrinsic motivation: A meta-analysis. DOI:10.3102/00346543064003363Jovanovic D, et al. (2014). Relationship between rewards and intrinsic motivation for learning – researches review. DOI:10.1016/j.sbspro.2014.08.287Lepper MR, et al. (1973). Undermining children’s intrinsic interest with extrinsic reward: A test of the “overjustification” hypothesis. DOI:10.1037/h0035519Sheppard DP, et al. (2015). The role of extrinsic rewards and cue-intention association in prospective memory in young children.doi.org/10.1371/journal.pone.0140987Theodotou E. (2014). Early year education: Are young students intrinsically or extrinsically motivated towards school activities? A discussion about the effects of rewards on young children learning.roar.uel.ac.uk/3632/Warneken F, et al. (2008). Extrinsic rewards undermine altruistic tendencies in 20-month-olds. DOI:10.1037/a0013860Why parents shouldn’t use food as reward or punishment. (n.d.)urmc.rochester.edu/encyclopedia/content.aspx?ContentTypeID=160&ContentID=32FEEDBACK:Medically reviewed by Timothy J. Legg, Ph.D., CRNP — Written by A. Rochaun Meadows-Fernandez — Updated on September 18, 2018related storiesUnderstanding Negative ReinforcementAuthoritarian Parenting: The Right Way To Raise My Kids?Should You Practice Permissive Parenting?Is Twirling Your Hair as a Habit a Symptom of an Underlying Condition?9 Deceptively Simple Things I Can’t Do Because Anxiety
[[Examples of [[extrinsic motivation]]]]
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Examples of extrinsic motivation
[[Examples of [[extrinsic motivation]]]]
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DefinitionExtrinsic motivation is reward-driven behavior. It’s a type of operant conditioning. Operant conditioning is a form of behavior modification that uses rewards or punishments to increase or decrease the likelihood that specific behaviors will recur. In extrinsic motivation, rewards or other incentives — like praise, fame, or money — are used as motivation for specific activities. Unlike intrinsic motivation, external factors drive this form of motivation.
[[extrinsic motivation]] is [[reward-driven behaviour]].
expandOn [[operant conditioning]] - unlike [[intrinsic motivation]] - external factors drive [[extrinsic motivation]]
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What Is Extrinsic Motivation and Is It Effective?
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www.healthline.com www.healthline.com
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Understanding the factors that promote intrinsic motivation can help you see how it works and why it can be beneficial. These factors include:Curiosity. Curiosity pushes us to explore and learn for the sole pleasure of learning and mastering.Challenge. Being challenged helps us work at a continuously optimal level work toward meaningful goals.Control. This comes from our basic desire to control what happens and make decisions that affect the outcome.Recognition. We have an innate need to be appreciated and satisfaction when our efforts are recognized and appreciated by others.Cooperation. Cooperating with others satisfies our need for belonging. We also feel personal satisfaction when we help others and work together to achieve a shared goal.Competition. Competition poses a challenge and increases the importance we place on doing well.Fantasy. Fantasy involves using mental or virtual images to stimulate your behavior. An example is a virtual game that requires you to answer a question or solve a problem to move to the next level. Some motivation apps use a similar approach
factors that [[promote [[intrinsic motivation]]]]
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Researchers examined how reward timing influenced intrinsic motivation. They found that giving an immediate bonus for working on a task, rather than waiting until the task was completed, increased interest and enjoyment in it. Getting an earlier bonus increased motivation and persistence in the activity that continued even after the award was removed.
by having a reward/bonus earlier on when working on a task can improve the enjoyment of working on it, and the enjoyment of 'working on the task for the enjoyment of it' is an element of [[intrinsic motivation]]
When working on software and building teams - the rewards that can help motivate people, could be positive feedback, even critical feedback if there is trust there -
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Both can be effective, but research suggests that extrinsic rewards should be used sparingly because of the overjustification effect. Extrinsic rewards can undermine intrinsic motivation when used in certain situations or used too often
while both [[intrinsic motivation]] and [[extrinsic motivation]] ca be useful, [[extrinsic motivation]] tends to rely on [[extrinsic rewards]]
[[extrinsic rewards]] should be used sparingly - they can undermine the effectiveness off [[intrinsic motivation]], they can also lose value over time if used too often - and at times, relying too heavily on [[extrinsic rewards]] can be seen as coercion or bribery
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participating in a sport because it’s fun and you enjoy it rather than doing it to win an awardlearning a new language because you like experiencing new things, not because your job requires itspending time with someone because you enjoy their company and not because they can further your social standingcleaning because you enjoy a tidy space rather than doing it to avoid making your spouse angryplaying cards because you enjoy the challenge instead of playing to win moneyexercising because you enjoy physically challenging your body instead of doing it to lose weight or fit into an outfitvolunteering because you feel content and fulfilled rather than needing it to meet a school or work requirementgoing for a run because you find it relaxing or are trying to beat a personal record, not to win a competitiontaking on more responsibility at work because you enjoy being challenged and feeling accomplished, rather than to get a raise or promotionpainting a picture because you feel calm and happy when you paint rather than selling your art to make money
[[Intrinsic motivation examples]]
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ExtrinsicYou do the activity in order to get an external reward in return.Goals are focused on an outcome and don’t satisfy your basic psychological needs. Goals involve external gains, such as money, fame, power, or avoiding consequences
[[extrinsic motivation]]
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Intrinsic motivation vs. extrinsic motivation
[[[[Intrinsic motivation]] vs. [[extrinsic motivation]]]]
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Along with satisfying these underlying psychological needs, intrinsic motivation also involves seeking out and engaging in activities that we find challenging, interesting, and internally rewarding without the prospect of any external reward.
moving up [[Maslow's Hierarchy of Needs]] - [[Self Actualization]], [[Esteem]], [[Love and Belonging]] - and these are also factors that can influence [[Intrinsic Motivation]]
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Intrinsic motivation is the act of doing something without any obvious external rewards. You do it because it’s enjoyable and interesting, rather than because of an outside incentive or pressure to do it, such as a reward or deadline. An example of intrinsic motivation would be reading a book because you enjoy reading and have an interest in the story or subject, rather than reading because you have to write a report on it to pass a class.
In my prompt for What are the [[components of motivation]] - which is a prompt that came from [[The 3 Components of Motivation (highlights)]] I had initially put down
- [[Intrinsic Motivation]]
- [[Extrinsic Motives]]
- Abilities, or [[Perceived abilities]]
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forge.medium.com forge.medium.com
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Psychologists have only seriously begun analyzing self-talk in the last couple of decades, and here’s what we know:1) Positive self-talk improves performance in most sports.2) Questions like “Will I do this?” produce better results than statements like “I will do this.”3) Using “we” in self-talk is better than using “I.”4) Talking about yourself in third person is more effective than talking in first person.5) Both motivational (“I will do this!“) and instructional (“See the target…straighten elbows…lock onto target…“) self-talk seems to be effective in enhancing performance.
How to talk to yourself! Positive Self - talk and motivation are best executed when done this:
1) Positive self-talk improves performance in most sports.
2) Questions like “Will I do this?” produce better results than statements like “I will do this.”
3) Using “we” in self-talk is better than using “I.”
4) Talking about yourself in third person is more effective than talking in first person.
5) Both motivational (“I will do this!“) and instructional (“See the target…straighten elbows…lock onto target…“) self-talk seems to be effective in enhancing performance.
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- Oct 2020
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www.shiftelearning.com www.shiftelearning.com
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The Golden Question: What Motivates Adult Learners? You have to persuade adult learners to rearrange their busy schedule and make time to take your eLearning courses. But it is easier said than done. Motivating adult learners can be quite a challenge unless you know what makes them tick and what compels them to prioritize and take action. Below are some clues.
Engaging adult learners requires an understanding of their motives. Tapping the motivation of the individual learner is the key to fostering high engagement levels. This article offers four key areas to consider and take action on. Rating 8/10
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www.gettingsmart.com www.gettingsmart.com
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While our program still faces some challenges around engaging our students and keeping them enrolled in programs long enough to complete their goals, technology has allowed us to make some remarkable strides.
A school system that extends to adult education utilizes online apps as an option (but doesn't require internet access, as many people lack it at home). They have found them to be helpful, especially because people who work odd shift jobs and have burst of time at odd hours can get some practice in. This is most helpful for ESL learners. 6/10
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www.erudit.org www.erudit.org
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Therefore, practitioners need to be cognisant of the important role they play in influenc-ing learner motivation when designing learning activities. Most importantly, the relevance and value of the task (e.g., online discussions) need to be clearly identified and linked to learning objectives to help learners understand how the activity can aid in the realisation of personal goals, aspirations, and interests, both in the short and longer term.
Based on research and two small scale case studies, some students in online learning are intrinsically motivated, but others need to be motivated by the teacher and material. External influences such as deadlines and grades also influenced student motivation. Identified regulation, that is, knowing why the activity is valuable and important, make a very big difference in student motivation. This brings us back to the andragogical idea that the assignments should involve real-world situations and be applicable to students' lives. 9/10
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Wiki Use that Increases Communication and Collaboration Motivation
(Click on download full text to read.) Through a cooperative learning assignment, University students responded to a case study that implemented use of a Wiki. Results demonstrate that Wiki is an effective communication and collaboration tool (access, structure, versioning) for all individuals (introvert, extrovert). Recommendations and considerations for use in the learning environment were provided. 6/10
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elearningindustry.com elearningindustry.com
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How To Make Online Corporate Learning Fun During Lockdown
(Available in text or audio.) This article provides basic principles (agenda, duration) and technologies (gamification, discussion boards) and activities to keep employees engaged in online learning. While this provides strategy, it does not provide implementation guidance within the corporate environment. (2/10)
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psyarxiv.com psyarxiv.com
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Meeter, M., Bele, T., Hartogh, C. d., Bakker, T., de Vries, R. E., & Plak, S. (2020, October 11). College students’ motivation and study results after COVID-19 stay-at-home orders. https://doi.org/10.31234/osf.io/kn6v9
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github.com github.com
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The primary motivation behind virtual-dom is to allow us to write code independent of previous state. So when our application state changes we will generate a new VTree. The diff function creates a set of DOM patches that, based on the difference between the previous VTree and the current VTree, will update the previous DOM tree to match the new VTree.
annotation meta: may need new tag: for: "code independent of previous state."
annotation meta: may need new tag: for: diffs other than source/text code diffs (in this case diffs between virtual DOM trees)
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www.thelancet.com www.thelancet.com
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Horton, R. (2020). Offline:Reasons for hope. Lancet, 396
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- Sep 2020
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kidspiritonline.com kidspiritonline.com
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Poems are the perfect way to tell someone you love them.
Poems can also be used to express yourself or to motivate others into a great path not only just to express love.
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github.com github.com
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Please focus on explaining the motivation so that if this RFC is not accepted, the motivation could be used to develop alternative solutions. In other words, enumerate the constraints you are trying to solve without coupling them too closely to the solution you have in mind.
Tags
- defining the problem clearly is as valuable coming up with specific implementation/solution
- answer the "why?"
- iterative process
- okay for proposal to not be accepted
- contribution guidelines: should explain motivation for change
- iterative process: building on previous attempts/work
Annotators
URL
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Giles, J. R., Erbach-Schoenberg, E. zu, Tatem, A. J., Gardner, L., Bjørnstad, O. N., Metcalf, C. J. E., & Wesolowski, A. (2020). The duration of travel impacts the spatial dynamics of infectious diseases. Proceedings of the National Academy of Sciences, 117(36), 22572–22579. https://doi.org/10.1073/pnas.1922663117
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github.com github.com
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FreeOurKnowledge/discussion. (n.d.). GitHub. Retrieved September 10, 2020, from https://github.com/FreeOurKnowledge/discussion
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au.rollingstone.com au.rollingstone.com
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It turns out that during a meeting, he asked them how long it would take to remove staff cars from the lot and start digging the first hole for the Boring Company tunnel. The answer: two weeks. Musk asked why, and when he gathered the necessary information, he concluded, “Let’s get started today and see what’s the biggest hole we can dig between now and Sunday afternoon, running 24 hours a day.” Within three hours, the cars were gone and there was a hole in the ground.
The way Elon Musks motivates his employees
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journals.sagepub.com journals.sagepub.com
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Ludwig, V. U., Brown, K. W., & Brewer, J. A. (2020). Self-Regulation Without Force: Can Awareness Leverage Reward to Drive Behavior Change? Perspectives on Psychological Science, 1745691620931460. https://doi.org/10.1177/1745691620931460
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Raab, Marius Hans, Claus Christian Carbon, and Niklas Döbler. ‘A Game of COVID. Ludification as a Way to Make Sense of a Pandemic’. Preprint. PsyArXiv, 5 September 2020. https://doi.org/10.31234/osf.io/cwktm.
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- Aug 2020
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Zhou, T., Nguyen, T. T., Zhong, J., & Liu, J. (2020). A COVID-19 descriptive study of life after lockdown in Wuhan, China [Preprint]. PsyArXiv. https://doi.org/10.31234/osf.io/ygae5
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psyarxiv.com psyarxiv.com
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Tybur, J. M., Lieberman, D., Fan, L., Kupfer, T., & de Vries, R. E. (2020). Behavioral immune tradeoffs: Interpersonal value relaxes social pathogen avoidance [Preprint]. PsyArXiv. https://doi.org/10.31234/osf.io/ec8uw
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psyarxiv.com psyarxiv.com
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Usher, E., Golding, J. M., Han, J., Griffiths, C. S., McGavran, M. B., Brown, C. S., Sheehan, E. A. (2020). Psychology Students’ Motivation and Learning in Response to the Shift to Remote Instruction During COVID-19. [Preprint]. PsyArXiv. 10.31234/osf.io/xwhpm
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psyarxiv.com psyarxiv.com
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Jackson, Joshua Conrad, Katarzyna Jasko, Samantha Abrams, Tyler Atkinson, Evan Balkcom, Arie Kruglanski, Kurt Gray, and Jamin Halberstadt. ‘Believers Use Science and Religion, Non-Believers Use Science Religiously’. Preprint. PsyArXiv, 19 August 2020. https://doi.org/10.31234/osf.io/536w7.
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www.deprocrastination.co www.deprocrastination.co
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Instead of avoiding anything hard, let's turn down the difficulty dial by focusing on small steps.
If you lack the ability to do something hard, break it into smaller steps
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The important part is not only to know the reason, but to feel it, to get excited about it. How to do that? Link the task to a personal goal that you want to achieve. Attach exciting reasons to the task.
Bad example: Write a thesis
Good examples:
- Write a thesis to successfully complete a degree and do cutting-edge research.
- Write a thesis to deepen your understanding of a subject and get recognized by others in your field.
- Write a thesis to help others see things more clearly and make progress.
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We feel motivated when we viscerally feel how an action is meaningful, or valuable to us and when we believe we can take it
Where motivation comes from.
If you don't feel motivated, remind yourself why you planned to do this task
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According to FBM, there are three things we need to do something
Fogg Behavior Model says that we need 3 things at the same time to do something
- motivation
- ability
- trigger
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pdf.sciencedirectassets.com pdf.sciencedirectassets.com
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The results suggest that at best, our combination of leaderboards, badges, and competition mechanics do not improve educationaloutcomes and at worst can harm motivation, satisfaction, and empowerment. Further, in decreasing intrinsic motivation, it can affectstudents'final exam scores.
lowering intrinsic motivation can be harmful to course outcomes.
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The results show that course type directly affects intrinsic motivation (apath), where those in the gamified group have lower intrinsic motivation scores,a¼.30, 95% CI [.60,.01], and that higher intrinsicmotivation leads to higher scores on thefinal exam regardless of condition,b¼4.59; 95% CI [.41, 8.77]. However, there is no direct effect forcondition onfinal exam score when holding intrinsic motivation constant,c¼2.15; 95% CI [3.20, 7.50]. Despite a lack of evidence for adirect effect, it is still possible that course type affectsfinal exam scores indirectly via intrinsic motivation.
intrinsic motivation is tied to course performance. But course type is not significant when intrinsic motivation is held constant.
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Although participants did not differ at Time 1, at Time 2 motivation for the control group escalated significantly and wasmaintained at Time 3. For the leaderboard group, motivation dropped significantly at Time 2. At Time 3, it remained unchanged and was stillsignificantly lower than the control condition.H2was supported.
those participating in the gamified course decreased in intrinsic motivation and maintained this decrease over time
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Participants completed the intrinsic motivation inventory (Ryan, Koestner,&Deci,1991), which contains 22 items such as“I felt like I wasdoing what I wanted to do while I was working on the task”and“I felt that it was my choice to do the task.”Items were measured on a 7-point Likert scale from 1 (strongly disagree)to7(strongly agree; Cronbacha¼.86).
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Individuals using a badge system are often initially interested in the task (e.g.,reading), receive something tangible in the form of a badge they can view and show others, and are able to see the requirements forreceiving a badge and thus are not surprised when they earn one.
don't give rewards for things people are already interested in doing
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offering tangible, expected rewards to individuals whoare already interested in a topic may cause them to shift motivations from intrinsic (i.e., because they wanted to) to extrinsic (i.e., becausethey want to earn a reward;Lepper et al., 1973). When the reward is present, one may be interested in completing the task, but once thereward is removed one will no longer have a reason to perform a behavior (Lepper et al., 1973).
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Cognitive evaluation theory (Deci&Ryan, 1985)predicts that external events can shape one's intrinsic motivation (i.e., doing it because one wants to, and not due to outside pressures) basedon whether individuals process those events as informational or controlling. If a reward provided for a task is seen as an informational, thenit will make one feel competent and in control, leading to higher intrinsic motivation. If a reward is seen as controlling, it makes one feelpowerless and incompetent, decreasing intrinsic motivation. Studies have shown that giving rewards for a task one alreadyfinds interestingends up harming motivation to do that task (Deci et al.,1999, 2001; Lepper, Greene,&Nisbett,1973). Thus, although there may be benefits togamification, it is also important to examine potential drawbacks as it may hamper the motivation educators are trying to cultivate.
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