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Writer #279288625, May I please have this writer lease submit 5 good essay questions on terrorism and this course.

Writer #279288625,

May I please have this writer

lease submit 5 good essay questions on terrorism and this course. Please include at least 2 questions from the ISIS Apocaplyse!
The 5 questions must be graduate-level essay questions. Compare and contrast question are ok. Be sure they are clear and “answerable”. Just the questions, you do not have to provide answers

Please apply credit of my balance? Thanks

ANNOTATED BIBLIOGRAPHY 1 3 Annotated Bibliography Author name School of Education, Liberty

ANNOTATED BIBLIOGRAPHY

1

3

Annotated Bibliography

Author name

School of Education, Liberty University

Author Note

I have no known conflict of interest to disclose. Author Name

Correspondence concerning this article should be addressed to Author name

Email: [email protected]

Annotated Bibliography

 

Murayama, K. (2018). The science of motivation. Retrieved 30 August 2022, from 

https://www.apa.org/science/about/psa/2018/06/motivation

In his article, Murayama used a scientific lens to deconstruct motivation, exploring numerous connected basic and applied research questions on the study, to develop a cohesive perspective on human motivation. The relationship between motivation and learning was explored, with the results of related research showing that setting performance objectives helped in the short-term while mastery aims facilitate long-term learning. The study analyzed how rewards affect motivation, with studies on the subject showing that extrinsic factors sometimes undermine intrinsic motivation. It concluded that while rewards are an incentive for performance, in certain conditions as extrinsic rewards have a limit on how beneficial they can be, they may undermine motivation and might be detrimental. The author delved into the connections between motivation and competition, posing that a competitive situation triggers performance approach and performance avoidance goals. In the final section, he highlighted the concepts of curiosity, metamotivation and motivation contagion and how this research seeks to unravel the nature and function of human intrinsic rewards. This article is relevant to the research as it lays a foundation for how motivation affects performance through analyzing its link to other related concepts. 

Qureshi, M., Khaskheli, A., Qureshi, J., Raza, S., & Yousufi, S. (2021). Factors affecting 

students’ learning performance through collaborative learning and engagement. 

Interactive Learning Environments, 1-21. doi: 10.1080/10494820.2021.188488

Qureshi et al., explored the factors that affect students’ learning performance through collaborative learning and engagement, driven by the developments implemented by higher learning institutions about integrating active learning into classrooms. The study provided a comprehensive review of related literature, delving into topics like constructivism theory of learning. The section also explored student-instructor interaction, social presence, usage of social media, student engagement and their association with active collaborative learning. The theoretical framework also delved into student engagement and learning performance, active collaboration learning as a mediator, and student engagement as a mediator. The study used a quantitative design to collect information using a survey questionnaire and statistical methods to analyze the data taken from 394 participants. It found a positive relationship between peer interaction and collaborative learning, interaction with instructors and active collaborative learning and social presence and active collaborative learning. This was also found between collaborative learning and student engagement and student engagement and learning performance. This study is a suitable addition as its main arguments and conclusion are in alignment with the research. 

Adamma, O., Ekwutosim, O., & Unamba, E. (2018). Influence of Extrinsic and 

Intrinsic Motivation on Pupils Academic Performance in Mathematics. SJME 

(Supremum Journal Of Mathematics Education), 2(2), 52-59. Doi: 

10.35706/sjme.v2i2.1322

Some studies in the field limit their focus on a particular area to show the effects that motivation has on results, such as Adamma, Ekwutoism & Unamba who focused on academic performance in mathematics. The authors based their decision to investigate the relationship between intrinsic and extrinsic motivation and performance in mathematics on the need for stimulating students to want to learn. They also developed questions regarding the effects of intrinsic motivation in isolation and whether gender played a role in influencing motivation in different students. The authors used a descriptive study design to analyze the information collected, with a sample size of 200 primary six pupils who were selected using purposive sampling technique. Primary data was collected using a questionnaire which was analyzed through statistical means and confirmed the first hypothesis by finding a significant correlation between motivation and academic performance. It also found a difference between intrinsic and extrinsic motivation levels between the genders with female students showing higher academic ethics. The article aligns with the underlying notions of this research regarding the effects that motivation could have on academic performance. 

Lo, K., Ngai, G., Chan, S., & Kwan, K. (2022). How Students’ Motivation and Learning 

Experience Affects Their Service-Learning Outcomes: A Structural Equation Modeling Analysis. Frontiers In Psychology, 13. doi: 10.3389/fpsyg.2022.825902

Lo et al. explored application of the expectancy-value theory of motivation in their research which investigated the causal relationship between students’ motivation and learning and the effect on service-learning outcomes. They provided a comprehensive explanation of expectancy-value theory with detailed life definition, application and results, and an exploration of academic service learning. The study hypothesized that student motivation could be impacted by learning experience, student motivation could predict learning outcomes and that these factors affected cognitive learning outcomes. The researchers based their study in a university, using a quantitative design to develop a model using three main measures; student learning experiences, student motivation and cognitive learning outcomes. Primary data was collected using a survey with statistical techniques being used to analyze it and findings indicating that students with positive cognitive learning experiences were more motivated to learn. The findings highlighted that student motivation and learning experience are key determinants in outcomes, with the former showing particular dependence on the latter. This study is a relevant and unique addition to the theoretical framework with application of the expectancy-value theory providing a different perspective. 

Howard, J., Bureau, J., Guay, F., Chong, J., & Ryan, R. (2021). Student Motivation and 

Associated Outcomes: A Meta-Analysis From Self-Determination Theory. 

Perspectives On Psychological Science, 16(6), 1300-1323. doi: 

10.1177/1745691620966789

Howard et al. built on the premise of other researchers by focusing their study on student motivation and associated outcomes, applying the self-determination theory to perform a meta-analysis. They provided insight into the Self Determination Theory and how it could be used to deconstruct different types of motivation, specifically contrasting intrinsic and extrinsic motivation. The study outlined the five types of motivation and introduced integrated regulation, a type of extrinsic motivation before providing a detailed evaluation of self-determination and the specificity of motives. The study provided an assessment of different outcomes associated with academic motives, with five categories of results, academic achievement, persistence, well-being, goal orientation and self-evaluation. The study used a case study research design, selecting previous studies on the subject guided by three inclusion metrics, with the data being coded using a spreadsheet for analysis. The research found a significantly high volume of correlation between intrinsic motivation, integrated regulation and identified regulation with a demonstration of the importance of self-determination in educational contexts. This study provides alternative perspectives on not only the importance and effect of motivation but also the sources. 

Steinmayr, R., Weidinger, A., Schwinger, M., & Spinath, B. (2019). The Importance of

Students’ Motivation for Their Academic Achievement – Replicating and Extending 

Previous Findings. Frontiers In Psychology, 10. doi: 10.3389/fpsyg.2019.01730

The article set to replicate and expand on previous findings regarding the importance of student motivation for their academic performance, based on the need to analyze the diverse nature of motivational constructs to make a lasting effect. It aimed to investigate whether existing findings could be repeated when self-ability concepts, task values, goals and achievements were assessed at similar levels of specificity with the achievement criteria. The authors provided a comprehensive discussion on theoretical relations between academic motivation and academic achievements. It also provided empirical evidence on the relative importance of achievement motivation constructs for academic achievement. The researchers recruited 345 subjects from two German schools, with a mixed methods design being used to collect both data using questionnaires and intelligence tests. It was analyzed using statistical methods, specifically relative weight analysis, to predict academic performance. The study found that domain-specific ability concepts, motives and learning goals, not performance goals explained a significant amount of variance in grades relative to other predictors. 

Bureau, J., Howard, J., Chong, J., & Guay, F. (2021). Pathways to Student Motivation: A 

Meta-Analysis of Antecedents of Autonomous and Controlled Motivations. Review 

Of Educational Research, 92(1), 46-72. doi: 10.3102/00346543211042426

Bureau et al., provided a meta-analysis of antecedents of autonomous and controlled motivations regarding pathways to student motivation in their study with notions that self-determination plays a role in outcomes. They sought to establish which psychological need is the strongest predictor of self-determined motivation and the psychological support provider that is most important for psychological need satisfaction and self-determined motivation. The study explored student motivation and psychological needs according to self-determination theory and prediction of student motivation by psychological needs and autonomy support. It used a case study research design, with articles being included based on three attributes and a coding spreadsheet to deconstruct the data before analysis through statistical means using the R package. The results showed that autonomy supportive behaviors from teachers and parents and individual needs have similar relationships with motivational types yet pointing out their unique predictive abilities and their implications. The meta-analysis was limited significantly because it was based on correlations which challenges developing conclusions based on causality. However, it contains elements which align with the underlying arguments of this research. 

Zhang, J., Kuusisto, E., Nokelainen, P., & Tirri, K. (2020). Peer Feedback Reflects the 

Mindset and Academic Motivation of Learners. Frontiers In Psychology, 11. doi: 

10.3389/fpsyg.2020.01701

Despite the importance of factors like peer feedback in education, there is limited information on the subject which inspired Zhang et al, to explore the relationship between peer feedback and academic motivation. Their main objective was to investigate the culture-invariant and culture-dependent nature of student feedback, mindset and academic motivation. The study introduced related concepts such as the reception and effects of peer feedback relative to that of teachers and how different feedback styles influenced outcomes. It based its arguments on how the students perceived the nature of feedback, mindset and academic motivation and how this reflected in their desire to learn and perception. The researchers used a quantitative study design and enrolled 1852 participants from Finnish and Chinese schools, with data being collected using a survey and analyzed using statistical computational packages. The findings indicated that the manner of dispersing feedback had an effect on their mindset and academic motivation. The Finnish students preferred a neutral paused approach while the Chinese a person and process focused one. This research provides a unique perspective on the role played by social factors in impacting motivation and outcomes. 

Kong, Y. (2021). The Role of Experiential Learning on Students’ Motivation and 

Classroom Engagement. Frontiers In Psychology, 12. doi:10.3389/fpsyg.2021.771272

Classroom environment plays a fundamental role in collective performance, Kong explores these notions in his study by analyzing the role that experiential learning plays on students’ motivation and classroom engagement. To reach its objectives, he explored the background and values, introducing the concept of retaining student engagement as a key factor in positively skewing their results. The author highlighted that while motivational factors are psychological and difficult to observe, engagement consists of behavior that is observable and how this informs continuous efforts to alter the traditional teacher-centric approaches. The study provided information on classroom engagement and motivation, highlighting that the elements are influenced by five factors. It provided an overview of experiential learning, highlighting that it gives learners more autonomy, involves them directly and encourages them to be flexible learners. It provided potential implications that teachers who were interested in implementing the approaches in their classrooms would face and how learners could use it to model appropriate behavior. This article was comprehensive and provided a detailed theoretical review of a niche focus in concepts related to motivational learning which could be used to build on this research. 

Yustina. (2020). The Effectiveness of Constructivism-based STEM Learning on Student 

Motivation and Learning Activity. Journal Of Physics: Conference Series, 1655(1), 

012050. doi: 10.1088/1742-6596/1655/1/012050

Targeted application of motivational theories is receiving more interest such as Yustina’s research on the effectiveness of constructivism-based STEM learning on student motivation and learning activities. The author introduced Integrated Thematic Instruction as an alternative means of improving the quality of education, as it is a STEM based solution and was the main focus of the research. The research also delved into how the technology could be used to improve biotechnology learning in recycling waste into fish pellets. The researcher used a quasi-experimental study design, with 25b respondents being chosen from SMP Purnama Pekanbaru. The data was collected using a questionnaire and analyzed using statistical means, the results indicated that STEM-based learning approaches were effective in increasing motivation and learning activities in the specific context. It also found a lack of teacher activity in the suitability of instructions in methods applied to engineering activities such as designing flowcharts and displaying data. The research is relevant as it provides insight into how teachers could use tools easily available to them to increase motivation. 

 

References

Adamma, O., Ekwutosim, O., & Unamba, E. (2018). Influence of Extrinsic and Intrinsic

Motivation on Pupils Academic Performance in Mathematics. SJME (Supremum Journal Of Mathematics Education), 2(2), 52-59. doi: 10.35706/sjme.v2i2.1322

Bureau, J., Howard, J., Chong, J., & Guay, F. (2021). Pathways to Student Motivation: A

Meta-Analysis of Antecedents of Autonomous and Controlled Motivations. Review Of Educational Research, 92(1), 46-72. doi: 10.3102/00346543211042426

Howard, J., Bureau, J., Guay, F., Chong, J., & Ryan, R. (2021). Student Motivation and

Associated Outcomes: A Meta-Analysis From Self-Determination Theory. Perspectives On Psychological Science, 16(6), 1300-1323. doi: 10.1177/1745691620966789

Kong, Y. (2021). The Role of Experiential Learning on Students’ Motivation and Classroom

Lo, K., Ngai, G., Chan, S., & Kwan, K. (2022). How Students’ Motivation and Learning Experience Affect Their Service-Learning Outcomes: A Structural Equation Modeling Analysis. Frontiers In Psychology, 13. doi: 10.3389/fpsyg.2022.825902

Murayama, K. (2018). The science of motivation. Retrieved 30 August 2022, from

https://www.apa.org/science/about/psa/2018/06/motivation

Qureshi, M., Khaskheli, A., Qureshi, J., Raza, S., & Yousufi, S. (2021). Factors affecting

students’ learning performance through collaborative learning and engagement. Interactive Learning Environments, 1-21. doi: 10.1080/10494820.2021.1884886

Steinmayr, R., Weidinger, A., Schwinger, M., & Spinath, B. (2019). The Importance of

Students’ Motivation for Their Academic Achievement – Replicating and Extending Previous Findings. Frontiers In Psychology, 10. doi: 10.3389/fpsyg.2019.01730

Yustina. (2020). The Effectiveness of Constructivism-based STEM Learning on Student

Motivation and Learning Activity. Journal Of Physics: Conference Series, 1655(1), 012050. doi: 10.1088/1742-6596/1655/1/012050

Zhang, J., Kuusisto, E., Nokelainen, P., & Tirri, K. (2020). Peer Feedback Reflects the

Mindset and Academic Motivation of Learners. Frontiers In Psychology, 11. doi: 10.3389/fpsyg.2020.01701

Annotated Bibliography Worksheet Example Reference Citation in APA format Goings, T. C.,

Writer #279288625, May I please have this writer lease submit 5 good essay questions on terrorism and this course. Religion and Theology Assignment Help Annotated Bibliography Worksheet

Example Reference

Citation in APA format

Goings, T. C., Salas-Wright, C. P., Howard, M. O., & Vaughn, M. G. (2017). Substance use among Bi/multiracial youth in the United States: Profiles of psychosocial risk and protection. The American Journal of Drug and Alcohol Abuse, 44(2), 206-214. https://doi.org/10.1080/00952990.2017.1359617

(this is a proper source citation in APA formatting)

Key findings (200 words)

This article presents findings from a study that examined the issue of substance use in bi/multiracial youth. The authors suggest that bi/multiracial youth participate in substance use more frequently than monoracial youth. The study had several significant findings. Bi/multiracial youth engaged in higher use of tobacco, alcohol, marijuana, and other illicit drugs more so than other youth of color. They also engage in higher levels of marijuana use than white youth. However, findings also revealed that bi/multiracial youth were involved with more psychosocial protectors – such as being raised with a stronger anti-drug message and having parents more involved in their lives. Many also experienced lower levels of psychosocial risk than monoracial youth, such as peer pressure.

The authors suggest several important implications from these findings, especially in terms of designing prevention and intervention efforts aimed at bi/multiracial youth to address substance abuse. These implications take on increased importance as the population of bi/multiracial youth has been increasing significantly over time. They also suggest that these programs focus on enhancing psychosocial protections for these youth, rather than only focusing on protective factors. The authors conclude by mentioning two model programs as being exemplary with this approach – The Strong African American Families Program, and Communities That Care.

(This example of key findings gives a detailed description of the major findings and implications from the study. It clearly represents one of the social sciences. It also meets the 200-word length)

How do you know that this is a credible/scholarly source?

This article was found in a peer-reviewed academic journal from the UMGC library.

(This article was from a peer-reviewed scholarly journal from the UMGC library – using peer reviewed sources helps to verify credibility)

Assess the usefulness of this resources to your project. How will you use the findings for your final project? If you found that this resource was not useful, please discuss why. (100 words)

My topic is on substance use among adolescents. This article addresses several issues that are relevant to my topic from a psychological viewpoint, including psychosocial protections and risks in the context of substance use. It also discusses a population that has been less focused on in many of the articles I have read. Since the population of bi/multiracial youth is increasing in society, this article will help to ensure that I look at this issue from the perspective of different demographics of youth.

(This description reiterates the topic and fully describes how the article will be relevant from the viewpoint of one of the social sciences. It gives a valid reason of how the article will be useful for the final project. It also meets the required word count).

Reference 1

Citation in APA format

Key findings (200 words)

How do you know that this is a credible/scholarly source?

Assess the usefulness of this resources to your project. How will you use the findings for your final project? If you found that this resource was not useful, please discuss why. (100 words)

Reference 2

Citation in APA format

Key findings (200 words)

How do you know that this is a credible/scholarly source?

Assess the usefulness of this resources to your project. How will you use the findings for your final project? If you found that this resource was not useful, please discuss why. (100 words)

Reference 3

Citation in APA format

Key findings (200 words)

How do you know that this is a credible/scholarly source?

Assess the usefulness of this resources to your project. How will you use the findings for your final project? If you found that this resource was not useful, please discuss why.(100 words)

1 The Main Title of Your Essay: The Subtitle of Your Essay

1

The Main Title of Your Essay: The Subtitle of Your Essay (Subtitle is optional)

First Name Last Name

Department Name, Post University

Course Number: Course Name

Instructor’s Name

Due Date for Assignment

The Main Title of Your Essay: The Subtitle of Your Essay

The introduction of the essay should begin here.

References

Author Last Name, First Initial. (year of publication). Title of the article. Name of the

periodical, volume (issue), page range start-page range end. DOI web address

2 Army Design Methodology Army Design Methodology Introduction Here is where you

2

Army Design Methodology

Army Design Methodology

Introduction

Here is where you are required to introduce ADM and its purpose

Make sure you include a purpose statement.

Army Design Methodology (level I header)

Background information on what it is.

Framing Operational Environments (level I header)

Answer the question: Describe the process and concept of framing the operational environment and how you envision facilitating this process as a leader. Provide at least one relevant example to support your response.

Operational Environment (level II header)

Framing Activities (level II header)

Tools and Techniques (level II header)

Framing Problems (level I header)

Answer the Question: Describe the process and concept of framing a problem and how you envision facilitating this process a leader. Provide at least one relevant example to support your response.

Nature of Problems (level II header)

Framing Activities (level II header)

Tools and Techniques (level II header)

Conclusion

Start conclusion by restating your purpose statement. Then provide a summary of the main discussion points.

References

Department of the Army. (2019). Mission command: Command and control of army forces

(ADP 6-0).

https://armypubs.army.mil/epubs/DR_pubs/DR_a/ARN34403-ADP_6-0-000-WEB-3.pdf.

Imperial War Museums. (2022). Operation barbarossa and germany’s failure in the soviet

union.

https://armypubs.army.mil/epubs/DR_pubs/DR_a/pdf/web/ARN3758_AR_600-

100_FINAL_WEB_.pdf.