Assumptions that kill morale

Sirota, David; Mischkind, Louis A.; Meltzer, Michael

doi:10.1002/ltl.149

Cited by 14 publications

(2 citation statements)

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“…Instead of asking how we can motivate students we could ask "how educators can be deterred from diminishing-even destroying-student motivation and morale through their policies and practices?" (Bowman, 2007;Sirota et al, 2005) The key question then is, "How can lecturers maintain student's initially high motivation? "…”

Section: Introductionmentioning

confidence: 99%

Influence on Student Academic Behaviour through Motivation, Self-Efficacy and Value-Expectation: An Action Research Project to Improve Learning

Nilsen¹

2009

IISIT

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Pedagogic research has found that motivation, self-efficacy and value-expectancy are the most influencing factors on student academic behaviour (Bandura, 1997;Linnenbrink & Pintrich, 2002), which again are heavily influenced by how students experience success, confidence and well-being, lecturers motivation and enthusiasm, and how theory and practice is tied together. Universities will increase, maintain, or decrease motivation, self-efficacy, and value-expectancy. The author believes that in order to increase student learning universities need more focus on and more use of pedagogical knowledge, to even more positively influence student academic behaviour. Through implemented actions and interviews of bachelor students in IT and information systems, valuable information is collected on what influences motivation, self-efficacy, and value-expectations. The good news is that by simple means we can more likely have students that experience success, are confident and well-being, and who see the value in what they work on, which in turn will influence academic behaviour and academic success.

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Section: Introductionmentioning

confidence: 99%

Influence on Student Academic Behaviour through Motivation, Self-Efficacy and Value-Expectation: An Action Research Project to Improve Learning

Nilsen¹

2009

IISIT

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“…Companies can provide sufficient support and resources to allow employees to advance in their field (Lent and Brown, 2006). For example, companies can sponsor training and promotion opportunities to support employee PD to help increase employee performance (Cheung et al, 2019;Schmid and Adams, 2008;Sirota et al, 2005). Although studies have highlighted employees' values and the company's role in fostering PD, only a few studies have investigated systemic ways of supporting professional values (Rubenstein et al, 2018).…”

Section: Literature Reviewmentioning

confidence: 99%

Building people as they build work: promoting the recruitment and retention of construction professionals by facilitating agency

Bae¹,

Simmons²,

McCall³

2022

EPOJ

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Turnover rates in construction are high and must be slowed to meet the needs of an expanding and evolving industry. Therefore, it is critical to understand what makes construction professionals continue their employment in a company and persist in the field. This exploratory study examined the work values that influenced construction professionals’ decisions to seek employment at a company (i.e., values influencing recruitment) with the work values they perceived as lacking within the company (i.e., values influencing retention). Qualitative analysis of open-ended survey responses from 314 construction professionals identified three salient work values for improving recruitment: (1) development, (2) autonomy, and (3) belonging; and three values for retention: (4) advancement, (5) inclusivity, and (6) flexibility. Two actions that companies can exercise to support these values were also identified: (1) communicating and demonstrating a commitment to building people as they build work such as promoting modus operandi, trust and practice, and personification, and (2) building an employee-centered structure for communication, empowerment, and acknowledgment that is not stifling to employees. These findings point to a larger implication for construction companies’ recruitment and retention efforts to build employees as active agents in navigating their career paths at a company.

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Corporate Family Responsibility as a Driver for Entrepreneurial Success

Tomaselli¹

2019

Palgrave Studies in Governance, Leadership and Responsibility

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Assumptions that kill morale

Cited by 14 publications

References 0 publications

Influence on Student Academic Behaviour through Motivation, Self-Efficacy and Value-Expectation: An Action Research Project to Improve Learning

Influence on Student Academic Behaviour through Motivation, Self-Efficacy and Value-Expectation: An Action Research Project to Improve Learning

Building people as they build work: promoting the recruitment and retention of construction professionals by facilitating agency

Corporate Family Responsibility as a Driver for Entrepreneurial Success

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