Results for 'motivation science'

970 found
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  1.  10
    Motivational Science: Social and Personality Perspectives: Key Readings.Edward Tory Higgins & Arie W. Kruglanski (eds.) - 2000 - Psychology Press.
    The reader begins with an original paper by the editors that introduces the social-personality perspective on motivational science and provides an integrated review of empirical and theoretical contributions. Major issues in motivational science are identified that form the basis for the organization of the book. Each section of the book also has a brief introduction, suggested additional readings, and questions for discussion.
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  2.  2
    Motivating Science: Science Communication from a Philosophical, Educational and Cultural Perspective.Nigel Sanitt (ed.) - 2005 - Pantaneto Press.
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  3.  32
    Theoretical integration in motivational science: System justification as one of many “autonomous motivational structures”.Aaron C. Kay & John T. Jost - 2014 - Behavioral and Brain Sciences 37 (2):146-147.
  4.  3
    Mental computational processes have always been an integral part of motivation science.Michael Richter & Guido H. E. Gendolla - 2025 - Behavioral and Brain Sciences 48:e41.
    Some constructs in motivation science are certainly underdeveloped and some motivation researchers may work with underspecified constructs, as suggested by Murayama and Jach (M&J). However, this is not indicative of a general problem in motivation science. Many motivation theories focus on specific mechanisms underlying motivated behavior and thus have already adopted the computational process perspective that M&J call for.
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  5.  4
    Motivation - the gender perspective of young people's images of science, engineering and technology (SET): proceedings of the final conference.Felizitas Sagebiel (ed.) - 2013 - Opladen: Budrich UniPress.
    This book looks at the individual and societal factors which influence the gender-biased image of science, engineering, and technology (S.E.T.) that is prevalent in young people. From different angles, the book's contributors investigate the consequences of this often unattractive (but also partly obsolete) image for gendered study and occupational choices of girls and boys. Besides peers, school, and the media as main socialization influences, the articles focus on young people's self-concepts regarding the development of gendered attitudes towards S.E.T. Further, (...)
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  6.  14
    The (absence of the) presence–absence distinction in motivation science.Andrew J. Elliot, E. Tory Higgins & Emily Nakkawita - 2025 - Psychological Review 132 (1):154-172.
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  7.  23
    Science and Society: To Indicate, to Motivate or to Persuade?Clélia Maria Nascimento-Schulze - 2008 - Diogenes 55 (1):133-142.
    This paper deals with the recent policies introduced in Brazil in order to foster a public interest towards science. Persuasive messages and strategies aiming at increasing a public awareness of the importance of scientific literacy for the development of the country are introduced at different levels and targeting different kinds of publics. These policies are analysed in view of classical models of social influence and persuasion.
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  8. Social-sciences-impressive ideal motive power of building up of developed socialist society.J. Netopilik - 1978 - Filosoficky Casopis 26 (2):193-215.
     
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  9. Different motivations, similar proposals: objectivity in scientific community and democratic science policy.Jaana Eigi - 2017 - Synthese 194 (12):4657-4669.
    The aim of the paper is to discuss some possible connections between philosophical proposals about the social organisation of science and developments towards a greater democratisation of science policy. I suggest that there are important similarities between one approach to objectivity in philosophy of science—Helen Longino’s account of objectivity as freedom from individual biases achieved through interaction of a variety of perspectives—and some ideas about the epistemic benefits of wider representation of various groups’ perspectives in science (...)
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  10.  15
    Motive as a concept in natural science.Floyd H. Allport - 1930 - Psychological Review 37 (2):169-173.
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  11.  90
    What motivates women to take part in clinical and basic science endometriosis research?Sanjay K. Agarwal, Sylvia Estrada, Warren G. Foster, L. Lewis Wall, Doug Brown, Elaine S. Revis & Suzanne Rodriguez - 2007 - Bioethics 21 (5):263–269.
    ABSTRACT BACKGROUND: The objective of this study was to identify factors motivating women to take part in endometriosis research and to determine if these factors differ for women participating in clinical versus basic science studies. METHODS: A consecutive series of 24 women volunteering for participation in endometriosis‐related research were asked to indicate, in their own words, why they chose to volunteer. In addition, the women were asked to rate, on a scale of 0 to 10, sixteen potentially motivating factors. (...)
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  12.  27
    Science et société : imposer, motiver ou persuader?Clélia Maria Nascimento-Schulze - 2007 - Diogène 217 (1):166-177.
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  13.  19
    Intrinsic Motivation and Sophisticated Epistemic Beliefs Are Promising Pathways to Science Achievement: Evidence From High Achieving Regions in the East and the West.Ching Sing Chai, Pei-Yi Lin, Ronnel B. King & Morris Siu-Yung Jong - 2021 - Frontiers in Psychology 12.
    Research on self-determination theory emphasizes the importance of the internalization of motivation as a crucial factor for determining the quality of motivation. Hence, intrinsic motivation is deemed as an important predictor of learning. Research on epistemic beliefs, on the other hand, focuses on the nature of knowledge, and learning with more sophisticated epistemic beliefs associated with more adaptive outcomes. While learning and achievement are multiply determined, a more comprehensive theoretical model that takes into account both motivational quality (...)
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  14.  13
    Motivation for the Family Visit and On-the-Spot Activities Shape Children’s Learning Experience in a Science Center.Pirko Tõugu - 2021 - Frontiers in Psychology 12.
    Children’s learning often happens in the interactions with more knowledgeable members of the society, frequently parents, as stated by the sociocultural theory. Parent-child conversations provide children with a new understanding and foster knowledge development, especially in informal learning contexts. However, the family conversations in museums and science centers can be contingent on the motivation for the family visit or the activities organized on the spot. In order to establish how family motivation and on-the-spot activities influence children’s informal (...)
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  15. Truth and beauty: aesthetics and motivations in science.S. Chandrasekhar - 1987 - Chicago: University of Chicago Press.
    "Sir Hermann Bondi, NatureThe late S. Chandrasekhar was best known for his discovery of the upper limit to the mass of a white dwarf star, for which he received ...
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  16.  18
    Motivation to participate in secondary science communication.Zhichen Hu, Baolong Ma & Rubing Bai - 2022 - Frontiers in Psychology 13.
    The rise of social media provides convenient mechanisms for audiences to participate in secondary science communication. The present study employs the theory of consumption values and theory of planned behavior to predict audiences’ SSC intentions. The results indicate that emotional value, social value, altruistic value, attitude, internal perceived behavioral control and subjective norm are significant predictors of audiences’ intentions to share or to repost science content on their social media. These results suggest that the theory of consumption values, (...)
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  17. High motivation and relevant scientific competencies through the introduction of citizen science at secondary schools : an assessment using a rubric model.Josep Perelló, Núria Ferran-Ferrer, Salvador Ferré, Toni Pou & Isabelle Bonhoure - 2018 - In Christothea Herodotou, Mike Sharples & Eileen Scanlon, Citizen inquiry: synthesising science and inquiry learning. New York: Routledge, Taylor & Francis Group.
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  18. Online citizen science : participation, motivation, and opportunities for informal learning.Vickie Curtis, Richard Holliman, Ann Jones & Eileen Scanlon - 2018 - In Christothea Herodotou, Mike Sharples & Eileen Scanlon, Citizen inquiry: synthesising science and inquiry learning. New York: Routledge, Taylor & Francis Group.
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  19.  20
    Beyond Cognition: Experts’ Views on Affective-Motivational Research Dispositions in the Social Sciences.Insa Wessels, Julia Rueß, Lars Jenßen, Christopher Gess & Wolfgang Deicke - 2018 - Frontiers in Psychology 9:295247.
    Research competence (RC) as a key ability of students in the social sciences has thus far been conceptualized as consisting primarily of cognitive dispositions. However, owing to its highly complex and demanding nature, competence in conducting research might require additional affective and motivational dispositions. To address this deficiency in the literature, first, we conducted a qualitative interview study with academic experts ( N = 16) in which we asked them to identify challenging research situations and the affective-motivational research dispositions needed (...)
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  20.  14
    When to Scaffold Motivational Self-Regulation Strategies for High School Students' Science Text Comprehension.Tova Michalsky - 2021 - Frontiers in Psychology 12.
    Noting the important role of motivation in science students' reading comprehension, this 14-weeks quasi-experiment investigated the optimal timing for implementation of metamotivational scaffolding for self-regulation of scientific text comprehension. The “IMPROVE” metamotivational self-regulatory model was embedded at three different phases of secondary students' engagement with scientific texts and exercises to examine effects of timing on groups' science literacy and motivational regulation. Israeli 10th graders in eight science classrooms received the same scientific texts and reading comprehension exercises (...)
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  21.  33
    Giving Science a Bad Name: Politically and Commercially Motivated Fallacies in BSE Inquiry.Louise Cummings - 2005 - Argumentation 19 (2):123-143.
    It is a feature of scientific inquiry that it proceeds alongside a multitude of non-scientific interests. This statement is as true of the scientific inquiries of previous centuries, many of which brought scientists into conflict with institutionalised religious thinking, as it is true of the scientific inquiries of today, which are conducted increasingly within commercial and political contexts. However, while the fact of the coexistence of scientific and non-scientific interests has changed little over time, what has changed with time is (...)
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  22.  17
    Worldview-motivated rejection of science and the norms of science.Stephan Lewandowsky & Klaus Oberauer - 2021 - Cognition 215 (C):104820.
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  23. Adolescents’ Motivational Profiles in Mathematics and Science: Associations With Achievement Striving, Career Aspirations and Psychological Wellbeing.Helen M. G. Watt, Micaela Bucich & Liam Dacosta - 2019 - Frontiers in Psychology 10.
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  24.  23
    Science, perception, and some dubious epistemological motives.Alan Pasch - 1957 - Philosophical Studies 8 (4):55 - 61.
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  25.  35
    Changes in United States Latino/a High School Students’ Science Motivational Beliefs: Within Group Differences Across Science Subjects, Gender, Immigrant Status, and Perceived Support.Ta-Yang Hsieh, Yangyang Liu & Sandra D. Simpkins - 2019 - Frontiers in Psychology 10.
    Science motivational beliefs are crucial for STEM (science, technology, engineering, and math) performance and persistence, but these beliefs typically decline during high school. We expanded the literature on adolescents’ science motivational beliefs by examining: 1) changes in motivational beliefs in three specific science subjects, 2) how gender, immigrant generation status, and perceived support from key social agents predicted differences in adolescents’ science motivational beliefs, and 3) these processes among Latino/as in the United States, whose underrepresentation (...)
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  26.  15
    (1 other version)Law and the Life Sciences: Prison Hunger Strikes: Why the Motive Matters.George J. Annas - 1982 - Hastings Center Report 12 (6):21.
  27.  27
    The Relationship between Academic Motivation and Perceived School Climate the Students of the Faculty of Islamic Sciences’ Students: The Case of Selçuk University Faculty of Islamic Sciences.Sümeyra Bi̇leci̇k Karacan - 2022 - Cumhuriyet İlahiyat Dergisi 26 (3):1143-1160.
    Academic motivation and school climate perception are two factors affecting the learning process and outcomes of individuals. Although the factors affecting the motivation of individuals are different from each other, it is already known that the motivation realized by internal or external factors increases the quality of learning. Similarly, although the school climate, which includes the values, norms, and communication of individuals in the institution, varies for each institution, the positive or negative effects of the perceived school (...)
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  28.  30
    Morality through inquiry, motive through rhetoric: The politics of science and religion in the epoch of the anthropocene.Nathan Crick - 2019 - Zygon 54 (3):648-664.
    In an epoch marked by the threat of global warming, the conflicts between science and religion are no longer simply matters that concern only intellectual elites and armchair philosophers; they are in many ways matters that will determine the degree to which we can meet the challenges of our times. John H. Evans's Morals Not Knowledge represents an important provocation for those committed not only to using scientific method as a resource for making moral judgments but also to creating (...)
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  29.  74
    A preference for selfish preferences: The problem of motivations in rational choice political science.Ignacio Sánchez-Cuenca - 2008 - Philosophy of the Social Sciences 38 (3):361-378.
    This article analyzes the problem of preference imputation in rational choice political science. I argue against the well-established practice in political science of assuming selfish preferences for purely methodological reasons, regardless of its empirical plausibility (this I call a preference for selfish preferences). Real motivations are overlooked due to difficulties of imputing preferences to agents in a non-arbitrary way in the political realm. I compare the problem of preference imputation in economic and political markets, and I show the (...)
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  30.  41
    Motives and merits of counterfactual histories of science.Joachim L. Dagg - 2019 - Studies in History and Philosophy of Science Part C: Studies in History and Philosophy of Biological and Biomedical Sciences 73:19-26.
  31.  89
    Pleasure in the Motivational System: Towards an Empirically Responsible Theory of Value.David Brax - 2008 - In Martin Jönsson, Proceedings of the Lund-Rutgers Conference. Lund University.
    Theories about value struggles with the problem how toaccount for the motivational force inherent to value judgments. Whereasthe exact role of motivation in evaluation is the subject of somecontroversy, it’s arguably a truism that value has something to do withmotivation. In this paper, I suggest that given that the role of motivationin ethical theory is left quite unspecific by the “truisms” or “platitudes”governing evaluative concepts, a scientific understanding of motivationcan provide a rich source of clues for how we might (...)
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  32.  16
    Motivating Men: Social Science and the Regulation of Men’s Reproduction in Postwar India.Savina Balasubramanian - 2018 - Gender and Society 32 (1):34-58.
    This article analyzes efforts to govern men’s reproduction in postwar India’s population control program from 1960 to 1977. It argues that the Indian state’s unconventional emphasis on men was linked to a gendered strand of social scientific research known as family planning communications and its investments in reframing reproductive control in behavioral terms. Communication scientists’ goal to understand the role of mass communications in shaping “reproductive decision-making” dovetailed with prevailing cultural ideologies of masculinity that readily associated men with economic rationality (...)
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  33.  18
    Motives, intentions, science, and sex.Irwin S. Bernstein - 1980 - Behavioral and Brain Sciences 3 (2):182-183.
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  34. Journey planning: a cartography of practical reasoning.Conicet Mariela Aguilera Institute Of Humanities, Argentinamariela Aguilera Is An AssociAte Researcher at Conicet Córdoba, Unc An AssociAte Professor at The Ffyh, Philosophy Of Mind ArgentIna)she Works in The Fields Of Philosophy Of Cognitive Science, Such as Inferences Focuses Specifically on the Non-Linguistic Forms of Thinking, Images Maps & Animals’ Reasoning - forthcoming - Philosophical Explorations:1-23.
    Different researchers from psychology and neuroscience state that navigation involves the manipulation of cognitive maps and graphs. In this paper, I will argue that navigating – specifically, journey planning – can be conceived as a process of practical reasoning. First, I will argue that journey planning constitutes a case of means-end reasoning involving inferences with cartographic representations. Then, I will argue that the output of journey planning functions as an instrumental belief in means-end reasoning. More specifically, journey planning can deliver (...)
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  35. The Fragmentation of Moral Psychology: Reason, Emotion, Motivation and Moral Judgment in Ethics and Science.Christopher Zarpentine - unknown
    Increasingly, psychologists and neuroscientists have become interested in moral psychology and moral judgment. Despite this, much of moral philosophy remains isolated from this empirical research. I seek to integrate these two literatures. Drawing on a wide range of research, I develop an empirically adequate account of moral judgment. I then turn to issues in philosophical moral psychology, arguing that empirical research sheds light on old debates and raises new questions for investigation. The neuropsychological mechanisms underlying moral judgment exhibit a large (...)
     
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  36.  58
    The role of motivation between perceived teacher support and student engagement in science class.Yasemin Tas, Münevver Subaşı & Sündüs Yerdelen - 2018 - Educational Studies 45 (5):582-592.
    ABSTRACTThis study aimed to investigate the relationships among the middle school students’ perceptions of science teacher support, students’ motivation and students’ engagement in learning science...
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  37.  60
    Two sides of wonder: Philosophical keys to the motivation of science learning.M. P. Silverman - 1989 - Synthese 80 (1):43-61.
    Science education is most efficacious and enduring when undertaken within a philosophical framework akin to that of science, itself. This entails recognition that, above all, science is a mode of rational inquiry pursued by those who are curious about the natural world and motivated to seek rational answers to personally meaningful questions. The key to successful science instruction lies in fostering a student' 's self-motivation and productively channeling his innate curiosity. To do this a (...) educator must convey to students an accurate and sympathetic impression of the importance of science to their cultural development; help students develop an ability to evaluate information critically and arrive at logical conclusions; provide students opportunities to engage in creative, personally meaningful scientific research. (shrink)
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  38.  44
    Economic Motives. A Study in the Psychological Foundations of Economic Theory, with Some Reference to Other Social Sciences. [REVIEW]William Fielding Ogburn - 1923 - Journal of Philosophy 20 (25):686-689.
  39.  4
    Human motivation is organized hierarchically, from proximal (means) to ultimate (ends).Edgar Dubourg, Valérian Chambon & Nicolas Baumard - 2025 - Behavioral and Brain Sciences 48:e31.
    Murayama and Jach raise a key problem in behavioral sciences, to which we suggest evolutionary science can provide a solution. We emphasize the role of adaptive mechanisms in shaping behavior and argue for the integration of hierarchical theories of goal-directed cognition and behavioral flexibility, in order to unravel the motivations behind actions that, in themselves, seem disconnected from adaptive goals.
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  40. What is a potential scientist? Motivation to learn science: a question of culture or of cognition?Albert Zeyer - 2012 - In Silvija Markic, Ingo Eilks, David Di Fuccia & Bernd Ralle, Issues of heterogeneity and cultural diversity in science education and science education research: a collection of invited papers inspired by the 21st Symposium on Chemical and Science Education held at the University of Dortmund, May 17-19, 2012. Aachen: Shaker Verlag.
     
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  41.  14
    Community College Challenges in Science, Technology and Society. Faculty Perspectives: Re-Education and Motivation.Corrinne Caldwell - 1987 - Bulletin of Science, Technology and Society 7 (1-2):88-92.
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  42.  32
    RETRACTED: Expression of Concern: The Turnaway Study: A Case of Self-Correction in Science Upended by Political Motivation and Unvetted Findings.Priscilla K. Coleman - 2022 - Frontiers in Psychology 13:905221.
    This review begins with a detailed focus on the Turnaway Study, which addresses associations among early abortion, later abortion, and denied abortion relative to various outcomes including mental health indicators. The Turnaway Study was comprised of 516 women; however, an exact percentage of the population is not discernable due to missing information. Extrapolating from what is known reveals a likely low of 0.32% to a maximum of 3.18% of participants sampled from the available the pool. Motivation for conducting the (...)
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  43.  18
    The Influence Mechanism of High School English Grammar Science, Technology, Engineering, Art, and Mathematics Teaching Model on High School Students’ Learning Psychological Motivation.Hong Lin - 2022 - Frontiers in Psychology 13:917167.
    This study aims to improve the effectiveness of English grammar teaching in high school. Firstly, the Science, Technology, Engineering, Art, and Mathematics (STEAM) educational model is comprehensively discussed. Then, the current situation and difficulties of English grammar teaching in high school are analyzed. Finally, based on the traditional and the STEAM teaching mode, a comprehensive study on the psychological motivation of students is carried out in high school English grammar teaching. The traditional teaching model had little effect on (...)
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  44.  22
    Through the Looking Glass: Photography, Science and Imperial Motivations in John Thomson's Photographic Expeditions.Geoffrey Belknap - 2014 - History of Science 52 (1):73-97.
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  45.  17
    Why Do We Do What We Do?: Motivation in History and the Social Sciences.Ramsay MacMullen - 2014 - De Gruyter Open.
    This book tries to explain how decisions to act develop in the mind. Emphasis is on group decisions not only of the present but also from the past, where laboratory techniques can t apply. What emerges is a description of a process rather than the definition of a word. The description points to kinds of data that need special consideration: data regarding ideas of right and wrong, cultural traditions, emotional packaging.".
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  46.  24
    Explanatory Diversity and Embodied Cognitive Science: Reflexivity Motivates Pluralism.Guilherme Sanches de Oliveira - 2023 - In Mark-Oliver Casper & Giuseppe Flavio Artese, Situated Cognition Research: Methodological Foundations. Springer Verlag. pp. 51-76.
    Explanatory diversity is a salient feature of the sciences of the mind, where different projects focus on neural, psychological, cognitive, social or other explanations. The same happens within embodied cognitive science, where ecological, enactive, dynamical, phenomenological and other approaches differ from each other in their explanations of the embodied mind. As traditionally conceived, explanatory diversity is philosophically problematic, fueling debates about whether the different explanations are competing, compatible, or tangential. In contrast, this paper takes the perspective of embodied cognitive (...)
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  47.  5
    Motivational constructs: Real, causally powerful, not psychologically constructed.Andrea Scarantino - 2025 - Behavioral and Brain Sciences 48:e42.
    Murayama and Jach criticize the use of high-level motivational constructs in psychology, urging psychologists to “unpack” the black box. These constructs are alleged to be “psychological constructions” with no causal powers of their own. I argue that this view is mistaken, and that high-level motivational constructs are causal even when unpacked in terms of underlying computational, algorithmic, and implementational processes.
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  48.  21
    The motivational self is more than the sum of its goals.Ayelet Fishbach - 2014 - Behavioral and Brain Sciences 37 (2):143-144.
    I present evidence in favor of an overarching motivational self: a mental function that regulates expression of multiple goals. Goals often conflict with each other, and the role of a motivational self is to consciously or unconsciously prioritize pursuit of these goals. When observing inconsistency in expression of goals, it is therefore useful to consider whether the motivational self is attempting to balance between conflicting goals or if such inconsistency results from temporary self-control weakness.
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  49.  23
    Motivational (con)fusion: Identity fusion does not quell personal self-interest.Lowell Gaertner, Amy Heger & Constantine Sedikides - 2018 - Behavioral and Brain Sciences 41:e202.
    We question whether altruistic motivation links identity fusion and extreme self-sacrifice. We review two lines of research suggesting that the underlying motivation is plausibly egoistic.
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  50. Understanding elementary teacher motivations for science fieldtrips.James Kisiel - 2005 - Science Education 89 (6):936-955.
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