The role of learners’ motivation in MOOC completion
Studies have shown that learners’ motivation is a significant predictor of the level of engagement in a MOOC. However, the role of motivation in a MOOC’s completion remains questionable. In our study, we estimated the role of motivation in a MOOC’s completion, controlling for the characteristics of participants and their level of engagement with the course materials. The research database includes the survey and trace data on participants of nine MOOCs related to the economic field, launched on Coursera in 2014–2015. Two research models were created: the first model for all MOOCs’ participants; the second model for university-affiliated participants. The results of the logistic regression showed that learners’ motivation has a significant relationship with a MOOC’s completion. However, not all motives for participation in MOOCs are significantly related to the chances of earning a certificate of completion. Intrinsic motivation, a motive for getting skills that could be useful for changing the workplace, and a motive for earning a certificate significantly increase the chances of a MOOC’s completion. In turn, amotivation has a negative relationship with a MOOC’s completion.
The present study aims to identify the relationship between intellectual abilities and the motives of occupational choice. Results of the study suggest what motives of occupational choice related to the level of certain intellectual abilities. So, for example, the negative connection between the level of mathematical abilities and the “career”, “confidence” and “authority” motives were found. The level of the “formallogic” ability is negatively related to the “joining”, “confidence” and “public benefit” motives. Most of the identified interrelations are negative. In particular, it was shown that respondents with the lower levels of intellectual abilities assessed the importance of majority motives much higher than respondents with the higher levels of various abilities in our sample. A new method intended to identify different motives of occupational choice was developed during this work. According to its results the factor structure of occupational choice motives has been obtained.
A global focusing on a sustainable economy requires redirection of corporate governance toward sustainability. One of the important ways for management is a quality management as it is focused on continuous improvement of all business processes and therefore – contribute to long-term performance. The basic problems in this case are the searching for the most effective organizational model of quality achievement and the reasons for firm to implement quality management system (QMS) which is relevant to its sustainable business perspective. Insufficiency of the problem development of companies’ stimulation to implement QMS ISO 9000, make the paper urgent. The purpose of the study is an examination of the motivation for QMS ISO 9000 implementation for the emerging economies firms. The informational base of empirical cross country analysis was 2002–2009 data of Business Environment and Enterprise Performance Survey (BEEPS) of WB and the European Bank for Reconstruction and Development (EBRD). Study targets are the firms, which have implemented QMS ISO 9000 and located in the three groups of countries: the Commonwealth of Independent States (CIS), new members of the EU countries and countries of the Southern Europe - not EU members. The main finding is the identification of similarities and differences in motivations of firms from the tree groups emerging economies, which has implemented QMS ISO 9000.
The present article contains an analysis of problems typical of scientific direction of Ph. D. studies. These problems include: financial and career motivation of scientific advisors (instead of scientific goals), insufficient understanding of functions that a scientific advisor must fulfill and lack of competence. Solutions of these problems are proposed.
The aim of the research was to find factors that allow students effectively use Internet. Study consisted of two parts. Questionnaires were filled by 159 1-3 year undergraduate students of NB SU-HSE. Interview was carried out with 7 undergraduate students of NB SU HSE and 7 IT specialists. Questionnaire had three parts: purpose of Internet use; motivation of Internet use (based on inventory by Arestova, Babanin and Voyskunsky); psychological states in the process of using Internet (based on the inventory FPS by Chirkov). Three hypotheses were tested in the study. Hypothesis 1 was confirmed: students' leading motive while using Internet is a cognitive motive and the main goal - search for information. Hypothesis 2 was confirmed by cluster analysis: students experience dysfunctional states while using Internet. Hypothesis 3 was not confirmed: there are no differences in students' and IT specialists' search strategies.
The first part of this book is devoted to the old problem of fundamental motivations that can hardly be approached in another way, other than theoretically. The second part of the book is devoted to new or rather marginal concepts that seem capable to enrich general models of motivational processes. Part three of the book deals with the issues of self-regulation and self-determination; in the last two decades the problems of motivation can be hardly dealt with without touching these issues. The focus of the last part of the book is cultural context and cultural mediation of motivation. This book was planned not as a collection of discoveries to be considered, but rather as a collection of nontrivial views that may turn helpful for making a better sense of the discoveries actually made. (Imprint: Nova)