this study explored the relationship between efl (english as a foreign language) teachers’ emotional intelligence (ei) and their students’ motivational attributes. additionally, it investigated the contribution of efl teachers’ ei to students’ motivational factors. to these ends, 30 efl teachers were selected through convenience sampling from language institutes in najaf-abad, and were asked to...

This study explored the relationship between EFL (English as a foreign language) teachers’ emotional intelligence (EI) and their students’ motivational attributes. Additionally, it investigated the contribution of EFL teachers’ EI to students’ motivational factors. To these ends, 30 EFL teachers were selected through convenience sampling from language institutes in Najaf-Abad, and were asked to...

We seek to develop eight theoretical propositions relating use of a knowledge management system to improved performance in either the public or private sectors if employee perceptions of an organization’s (1) formal incentives, (2) normative values, (3) inter-employee trust, and (4) enabling knowledge technologies cumulatively motivate employees to believe the benefits to knowledge exchange beh...

Introduction. The study contributes to the conceptual investigation of the motivators for information seeking. The issue is examined by drawing on the ideas of the expectancy-value theory, which is a major psychological approach to motivation. Method. A conceptual analysis was made by focusing on how the cognitive and affective motivational attributes of the constructs of information need and u...

A major theme in the study of Pavlovian learning explores how attributes of a predicted event are represented and encoded. In Pavlovian conditioning, the conditioned stimulus (CS) is frequently assumed to associate with one or more of the various attributes of a motivationally significant unconditioned stimulus (US, e.g. it's hedonic, motivational, and/or sensory features). The present research...

Past research provides initial evidence that errors pertaining to undesired (vs. desired) self-standards are of greater motivational significance, but little is known about how quickly people recognize and respond to such errors. To examine immediate responses to errors pertaining to desired and undesired self-standards, we assessed event-related potentials (ERPs) while participants judged self...