Four Classification Schemes of Adult Motivation: Current Views and Measures

Barbuto, Jr. John E.

doi:10.2466/pms.102.2.563-575

Cited by 11 publications

(10 citation statements)

References 39 publications

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“…This finding raises the questions of what is the source of motivation for these leaders. Barbuto (2006) classifies motivation into four broad categories including content theories that identify the root or source of human motivation and therefore appears to be the most applicable to this study. Specifically, within the content theories perspective, the motive labeled “goal internalization motivation” may help explain the source of motivation for servant leaders.…”

Section: Discussionmentioning

confidence: 99%

Antecedents of Servant Leadership

Beck

2014

Journal of Leadership & Organizational Studies

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This mixed methods study explored the antecedents of servant leadership. The sequential explanatory research design consisted of two distinct phases: quantitative followed by qualitative. The Phase 1 quantitative survey collected data from 499 leaders from community leadership programs and 630 raters using the Servant Leadership Questionnaire. During Phase 2, 12 selected leaders from Phase 1 were interviewed to explain the Phase 1 results in more depth. Four key findings emerged from the data: (a) the longer a leader is in a leadership role, the more frequent the servant leader behaviors; (b) leaders who volunteer at least 1 hour per week demonstrate higher servant leader behaviors; (c) servant leaders influence others through building trusting relationships; and (d) servant leaders demonstrate an altruistic mindset.

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Section: Discussionmentioning

confidence: 99%

Antecedents of Servant Leadership

Beck

2014

Journal of Leadership & Organizational Studies

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“…Physical education teachers for experimental (EG, n=124) and control (CG, n=124) groups were picked randomly from a pedagogical staff of Ukrainian universities. Khmelnytskyi National University, https://dx.doi.org/10.15405/epsbs.2019.02.16 Corresponding Author: Iuliia Pavlova Selection and peer-review under Barbuto and R. Scholl was used to define motivation to self-improvement of teachers of physical education (Barbuto, 2006;Barbuto & Scholl, 1998;Soltyk et al, 2017).…”

Section: Methodsmentioning

confidence: 99%

“…Study of motivation to self-improvement of teachers of physical education in the process of their professional activity was based on primary sources of motivation as fundamental personal formations mentioned by J. Barbuto and R. Scholl in their works (Barbuto, 2006;Barbuto & Scholl, 1998). Five sources of motivation are pointed out: inner processes; instrumental motivation; external self-concept, internal selfconcept; aim internalisation.…”

Section: Research Questionsmentioning

confidence: 99%

Motivation To Self-Improvement Among Physical Education Teachers

Pavlyuk¹,

Vynogradskyi²,

Pavlyuk³

et al. 2019

The European Proceedings of Social and Behavioural Sciences

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The formation of teacher's motivation to self-improvement during their professional activity is investigated. The aim of the research is to analyse motivation to self-improvement of physical education teachers in the process of professional activity. Physical education teachers for experimental (EG, n=124) and control (CG, n=124) groups were picked randomly from a pedagogical staff of Ukrainian universities. The Motivation Sources Inventory was used to define motivation to self-improvement. Teachers of CG participated in the traditional in-service training course, EG was trained according to the authorial program. We assume that motivation leads and organizes teachers' activity, provides personal essence and significance of self-improvement, promotes the transformation of externally-formulated aims into inner needs. Basic trends of an effective influence on the intensification of motivation to self-improvement of teachers were: formation of positive guideline for self-improvement in the process of professional activity with the help of specification of requirements to specialists; formation of solid knowledge and skills; actualisation of the need for improvement and professional growth. Intrinsic motivation is important for self-improvement of teachers of physical education in the process of their professional activity. The results of the research show that intrinsic motives dominate among the teachers of CG, which highlights positive attitude to pedagogical activity, and intensify motivation to self-improvement.

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“…www.efsupit.ro 2409 using graduates of higher educational establishments, bachelors in "Physical Culture and Sports" based on the results of acquired general and professional competences; imposing requirements to attestation of such specialists, responsibility for quality of education professional training (Backman & Larsson, 2016;Barbuto, 2006;Wuest & Bucher, 2003).…”

Section: Dicussionmentioning

confidence: 99%

Untitled

2018

JPES

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The article deals with issues of health-formation competence of future specialists in physical culture and sports in the process of various field trainings. The aim is to experimentally check the efficiency of development of health-formation competence of future specialists in physical culture and sports in the process of various field trainings. Experimental work was done in 7 universities of Ukraine that provide training for specialists in physical culture and sports; the experimental group consists of 197 students, in the control group was 197 students. The students of 1 st-4 th years of studies who studied on specialties "Physical Culture and Sports" and "Secondary Education: Physical culture". Field training was conducted in 2 areas ("active training"-a course of improving sports mastery; "practice of professional development"-introductory, on the 1 year of studies (for 2 weeks); pedagogical practice on the 3 year of studies (for 6 weeks); vocational practice on the 4 year of studies (for 4 weeks). Content basis of pedagogical system (special course called "Fundamentals of Coaching and Teaching Activity") of professional growth of specialists in physical culture and sports served as an independent experimental factor implemented in the process of professional training of the experimental group. The number of respondents from EG with low level was 12.19% before the experiment, while no such respondent was revealed after the experiment. Changes in health-formation competence were observed with students from EG. The number of students having medium level increased by 6.6%, with high level increased by 5.59%Effectiveness of knowledge formation increases due to experimental factor (р≤0,05). Based on the pedagogical experiment carried out, statistically-important changes (р≤0,05) proved positive dynamics of the development of health-formation competence of future specialists in physical culture and sports in the process of professional training within experimental group.

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Four Classification Schemes of Adult Motivation: Current Views and Measures

Cited by 11 publications

References 39 publications

Antecedents of Servant Leadership

Antecedents of Servant Leadership

Motivation To Self-Improvement Among Physical Education Teachers

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