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Although the sense of belongingness plays a major influence in fostering intrinsic motivation and psychological well-being, scant research attention has been given to English as a foreign language (EFL) learners’ belongingness in relation to peers and teachers and its outcomes in L2 learning contexts. Additionally, despite the importance of emotion regulation in L2 education, little is known about its role in mediating the impact of L2 belongingness on self-assessment of L2 proficiency in online L2 learning environments. Therefore, the present study used survey data to examine the associations between learners’ sense of class belongingness, their preferred emotional regulation strategies (reappraisal vs. suppression) and self-perceived English proficiency, in a sample of 191 Turkish EFL university students. Path analysis results indicated significant direct paths between social belongingness with peers and academic belongingness with teachers, respectively, and the emotional regulation strategy of reappraisal. Further analysis indicated a significant indirect association between social belongingness with peers and perceived L2 proficiency through the measure of reappraisal emotional regulation. There was also a significant indirect relationship via reappraisal between academic belongingness with teachers and perceived L2 proficiency. The results are discussed in connection with self-determination theory and social identity theory, and implications are drawn for teaching. [ABSTRACT FROM AUTHOR]

This study offers interdisciplinary theoretical discussion connecting consumer behavior, values, self‐regulation, self‐determination, and religiosity concepts, and develops a conceptual model of the effects of consumer religiosity on compulsive buying. Complex sequential mediational mechanisms are investigated, involving the effects of unique religiosity facets on compulsive buying through materialistic values and hedonistic shopping values. Results show that intrinsic religiosity is negatively related with materialistic and hedonistic shopping values and compulsive buying, while the social extrinsic religiosity and personal extrinsic religiosity are positively related with these consumer values and the resulting compulsive buying. Compared with prior research, this study examines the three religiosity facets separately. This work also identifies the moderating role of gender, with all facets of religiosity exhibiting stronger relationships for women as compared with men. Theoretical and practical implications for consumers, policy makers, and marketers focus on the importance of maintenance of intrinsic religiosity orientation in personal life. [ABSTRACT FROM AUTHOR]

Humans are driven by an intrinsic motivation to learn, but the developmental origins of curiosity‐driven exploration remain unclear. We investigated the computational principles guiding 4‐year‐old children's exploration during a touchscreen game (N = 102, F = 49, M = 53, primarily white and middle‐class, data collected in the Netherlands from 2021–2023). Children guessed the location of characters that were hiding following predictable (yet noisy) patterns. Children could freely switch characters, which allowed us to quantify when they decided to explore something different and what they chose to explore. Bayesian modeling of their responses revealed that children selected activities that were more novel and offered greater learning progress (LP). Moreover, children's interest in making LP correlated with better learning performance. These findings highlight the importance of novelty and LP in guiding children's exploration. [ABSTRACT FROM AUTHOR]

Empirical studies on effects of formative assessment (FA) on motivational outcomes and underlying mechanisms are scarce. The core elements of FA, feedback and adaptive teaching behavior, might be helpful in promoting the experience of competence, which in turn is a prerequisite for promoting intrinsic motivation. However, instructional impact also depends on the students' perception of teacher behavior. Therefore, this study (N = 27 teachers and 613 students) aimed to test whether FA has a positive effect on intrinsic motivation mediated by students' perceived competence support (PCS). In a three-group design, two versions of FA were compared with a control group. In both versions of FA, teachers used a tool for learning progress assessment (LPA), while in one version, teachers received a combination of LPA and additional support consisting of materials for feedback and adaptive instruction (LPA+). A path model for half-longitudinal designs was estimated. Results support the motivational effect of FA. LPA and LPA+ both positively influence students' PCS which is in turn associated with higher intrinsic motivation. A small indirect effect on intrinsic motivation mediated by PCS was shown for both intervention groups, which was only significant for LPA. For LPA+, higher-performing students particularly benefitted from the intervention. Teachers' use of FA practices can foster students' PCS which seems to be a promising way in motivation-enhancing teaching. [ABSTRACT FROM AUTHOR]

For plant identification in school biology, many digital and analogue identification methods have been developed to make this demanding and little motivating process more student-orientated. In this experimental field study, we examine two empirically developed tools: the digital identification app "ID-Logics' and the paper-based key, generated by the online platform 'Eikes Baumschule'. In line with Self-Determination Theory (SDT), an evaluation study with 251 students was conducted to investigate the effect of both tools on students' intrinsic motivation. The results of the study were unexpected, as the different media regarding the SDT did not present themselves as projected: While both tools influence students' intrinsic motivation positively, each displays specific effects regarding enjoyment, perceived competence, and perceived autonomy. Taking these effects into account, each tool under investigation offers different advantages and disadvantages for plant identification in the field. The resulting opportunities and challenges, for plant identification, of both tools are discussed critically against the background of SDT, and future directions for research on intrinsic motivation in the context of species identification are mapped. Furthermore, this study shed light on the process of species identification and thus indicates recommendations for practical use in biology lessons. [ABSTRACT FROM AUTHOR]

A research team of five music librarians interviewed twenty-six postsecondary music faculty and instructors to uncover their perceptions of students' information literacy skills, including perceived skill gaps and opportunities for collaboration with librarians. This qualitative study was conducted to inform the creation of the Music Companion to the Framework for Information Literacy but also revealed a number of broader trends and patterns music librarians can use to communicate effectively with music instructors about the scope and value of Framework-based music information literacy instruction. Using a thematic analysis approach, the researchers discuss three major themes that emerged from the interviews: disciplinary value placed on the dispositions of curiosity and intrinsic motivation, understanding of information literacy definitions and associations, and paradigm shifts in the field, all of which suggest avenues for outreach and collaboration with instructors. This paper explains the thematic findings of the study, highlighting music-specific information literacy knowledge and skills as well as attitudes and understandings in the field. [ABSTRACT FROM AUTHOR]

Background Objectives Methods Results Implications The introduction of Small Private Online Courses (SPOCs) in English as a Foreign Language (EFL) instruction at Higher Vocational Colleges (HVCs) signifies a shift in education. Understanding the factors that affect deep learning in this SPOC context is crucial for improving educational outcomes.By employing grounded theory, we seek to explore the key factors that shape deep learning experiences for students in SPOC learning environments at HVCs and clarify the interrelationships among these influencing factors.Semi‐structured interviews were conducted with 18 EFL students and 4 teachers and NVivo 11 software was utilised to aid in the qualitative analysis of the collected data. Through a rigorous three‐tier coding analysis, an “environment‐person‐mediation ‐behaviour” (EPMB) model was constructed, aiming to clarify the mechanisms that influence deep learning among EFL students in HVCs.Our findings reveal that intrinsic motivation and cognitive abilities are crucial for deep learning among EFL students in HVCs. Blended learning settings, English curriculum satisfaction, and English teachers' teaching methods serve as situational influencing factors. These factors are interconnected, mediating positive or negative effects on deep learning through various intermediaries like continuity, attraction, guidance, motivation, and regulation.The findings offer pedagogical insights for HVC stakeholders, enabling them to enhance students' deep learning experiences. [ABSTRACT FROM AUTHOR]

Background Methods Results Conclusion Junior doctors often feel inadequately prepared for clinical practice. Current approaches to optimising the pre‐clinical to clinical transition generally overlook intrinsic factors, yet motivation and emotional engagement are likely to be important in building clinical competence. To address this gap, we explored the attitudes of medical undergraduates and clinicians towards learning and how these attitudes seemed to affect learning motivation.We conducted semi‐structured individual or group interviews with 22 medical undergraduates and eight clinicians. Interviews were transcribed and thematically analysed.Students and clinicians had differing perspectives on the content and context of learning, as well as divergent attitudes towards learning. Students focused on factual knowledge and examination performance, preferably with simple, clear‐cut answers, privileged book learning, and equated medical knowledge with clinical competence. Conversely, clinicians focused on soft skills and clinical reasoning, emphasised learning through observation and experience, assessments that acknowledged complexity and context, and saw knowledge as a foundation for practice. Further, clinicians mostly felt that the pre‐clinical curriculum over‐emphasised factual recall of knowledge that was neither useful nor relevant for clinical practice.We found that students tended to be extrinsically motivated by examination performance, which led to adopting surface learning approaches. This in turn led to a mismatch between the pre‐clinical emphasis on factual recall and the higher‐order skills necessary for clinical practice. We propose that a shift away from content overload and high‐stakes assessment towards patient‐centric teaching approaches may help re‐orientate students towards intrinsic motivation and more effective learning methods. [ABSTRACT FROM AUTHOR]

AbstractWhile the benefits of digital transformation are widely acknowledged, the uptake of Metaverse as a new digital workplace remains limited. This study focused on Self-Determination Theory to examine the factors influencing employees’ intention to use the Metaverse platform for their business within medium and large organisations in Malaysia. The analysis of 295 responses noted that competence and relatedness, and improvements in performance and well-being in the Metaverse platform can significantly enhance employees’ attitudes towards the platform while autonomy does not. The study further revealed that digital competence does not significantly moderate the relationship between employees’ attitudes and their behavioural intentions towards using the Metaverse. These results suggest that organisations should focus on fulfilling the psychological needs of their employees to encourage technology adoption. Thus, this study highlights the importance of addressing human factors when aiming to increase staff engagement and acceptance of the innovative digital workplace. By exploring the importance of employees’ intrinsic motivation factors on the adoption of a specific and current digital platform, the model was thus able to address a novel and practical aspect of technology [ABSTRACT FROM AUTHOR]

AbstractThis study investigates the relationship between intrinsic motivation, mathematics performance, and digital game-based learning (DGBL) in kindergarten students. The research sample comprised 292 children aged 5 to 6 years from diverse socioeconomic backgrounds. Instruments included an adapted Children’s Basic Psychological Need Satisfaction Scale for measuring motivation and the Woodcock-Muñoz IV battery for mathematical assessment. DGBL was implemented using software designed for training early numeracy skills. Descriptive and correlational analyses revealed significant positive correlations between intrinsic motivation and general mathematical knowledge. However, no significant correlations were found between motivation and early numeracy skills in the DGBL environment. The findings highlight the importance of intrinsic motivation in early mathematical learning and suggest the potential effectiveness of DGBL in promoting mathematical skills, contributing to reducing the gap of knowledge at this educational level. This study provides valuable insights for educators seeking to enhance mathematical learning through intrinsic motivation and DGBL strategies in kindergarten education [ABSTRACT FROM AUTHOR]

Student teachers with strong intrinsic career choice motivations show higher levels of satisfaction and academic achievement. Previous research on teaching profession-specific career choice fails to answer two questions that are relevant to recruiting future teacher candidates: First, without the use of a control group or a student sample, it is not clear whether the captured career choice motivations are relevant for students' teaching-specific career choices. Second, no instrument exists to determine students' career choice motivations towards the teaching profession. Therefore, the questionnaire for the assessment of motivation for the choice of teacher studies (FEMOLA; Pohlmann & Möller, 2010), an established instrument in German-speaking countries, was adapted and subjected to empirical testing in three samples of N = 215, N = 278, and N = 350 students. The structure of the newly developed FEMOLA-S maps components of intrinsic (pedagogical interest and interest in knowledge transfer) and extrinsic career choice motivations (social influences, utility, low difficulty of studying), which show a good fit to the collected data. Intrinsic career choice motivation, in contrast to extrinsic career choice motivation, allowed for the prediction of students' teaching-specific career choice intention, even beyond Holland's (1997) occupational interest types that are frequently used in career choice research. Possible fields of application of the developed questionnaire and the implications of the results for the effective recruitment of suitable student teachers are discussed. [ABSTRACT FROM AUTHOR]

This study investigated English first language (L1) speakers' motivation for learning Chinese as a second language (L2) in Australia and the links of underlying motivational components to learner sociobiographical (e.g. gender and reasons for learning) and language learning variables (i.e. experience abroad, hours of self-study, and speaking with Chinese L1 speakers). A total of 164 Australian university students participated in the study. The findings show that instrumentality (e.g. employment and travel) tops their orientations to learn L2 Chinese, followed by integrative orientations (e.g. interest in the Chinese language and culture and desire to communicate with the Chinese people), with mandatory requirements as the least agreed reason. Statistical analyses reveal that the underlying structure of their motivation consists of six components: intrinsic motivation, orientation, anxiety, integrativeness, instrumentality, and sociality. Some of them are linked to certain learner background variables. Females demonstrated stronger instrumental orientation than their male counterparts. Visiting China and self-study hours have positive connections with intrinsic motivation. The findings shed light on the complexities and multifaceted characteristics of motivation and their links with learner sociobiographical and learning variables by providing evidence for global language speakers' motivation to learn other languages. [ABSTRACT FROM AUTHOR]

Previous research on cross-linguistic transfer has provided evidence about the transfer of reading performance and strategies. However, little knowledge exists regarding how motivational factors (e.g. self-efficacy, intrinsic motivation [IM], extrinsic motivation [EM]) transfer and how they facilitate the transfer of reading from the first language (L1; i.e. Chinese in this study) to the second language (L2; i.e. English in this study). Furthermore, there is little agreement on the relationship between self-efficacy, IM, EM, and reading comprehension in L1 and L2 studies. This study aimed to (1) explore the relationship between self-efficacy, IM, EM, and reading comprehension in both L1 and L2; (2) identify whether self-efficacy, IM, EM, and reading performance can be directly transferred from L1 to L2; (3) and investigate how self-efficacy affects the cross-linguistic transfer of reading comprehension. 2,894 fourth-graders from 38 Hong Kong schools participated in this study. Results found that the relationship between self-efficacy, IM, EM, and reading comprehension was consistent in both L1 and L2. For cross-linguistic transfer, IM, EM, and reading performance can be transferred directly from L1 to L2, but reading self-efficacy cannot. Findings also indicated that self-efficacy indirectly affected L2 reading through several potential pathways. Implications for bilingual reading education are discussed. [ABSTRACT FROM AUTHOR]

This cross-sectional study aimed to analyse the factors contributing to state body appreciation (SBA) during exercise. After providing their informed consent, 200 study participants (mean age 30.0 ± 9.4 years, 72.0% were men) filled in an online questionnaire immediately after the completion of resistance training (n = 125), cardiovascular exercise (n = 55), or functional/interval group exercise (n = 20) sessions. The study measures included socio-demographic variables, body mass index (BMI), the duration of involvement in sports, SBA, state body surveillance (SBS), state mindfulness in physical activity, state intrinsic exercise regulation, and perceived pleasantness during exercise. The results showed that exercisers involved in sports for >2 years and those whose body weight was within a healthy range (<25.0 kg/m2) demonstrated higher SBA and mindfulness during exercise, lower SBS, more intrinsic exercise regulation, and higher satisfaction during physical activity compared to exercisers with less exercise experience (≤2 years) and a body weight higher than a healthy range (≥25.0 kg/m2). The negative effects of being overweight or obese were more pronounced in individuals with ≤2 years of sports participation, except regarding body surveillance and monitoring the mind. The factors significantly contributing to SBA during the exercise sessions were a longer duration of involvement in sports, a lower BMI and SBS, and greater mindful body acceptance and exercise pleasantness. Decreasing SBS and enhancing mindful body acceptance, pleasantness, and intrinsic motivation during exercise might significantly contribute to SBA in physical activity. These results can inform physical-activity-based programmes aiming to promote a positive body image. Also, these results show that it is important to increase education and develop competencies for fitness coaches to create inclusive and positive-body-image-promoting sports environments. [ABSTRACT FROM AUTHOR]

Tennis coaches display significant influence, catalyzing changes in athlete performance, motivation, and overall well-being. Research on coaches' motivations and their impact on coaching style, work, and well-being is limited, especially in individual sports like tennis. Based on self-determination (SDT) and achievement goal (AGT) theories, the aim of the present study was to examine the relationships of coaches' self-determined motivation (intrinsic, extrinsic, and amotivation), basic psychological needs satisfaction (autonomy, relatedness, and competence), and achievement goals (self-improvement—SI, self-enhancement—SE, self-transcendence—ST) with their coach-created empowering-disempowering motivational climate, work engagement, and well-being (subjective vitality). Participants were 106 tennis coaches from Greece (66 males and 40 females), with an average age of 41.30 ± 12.54 years and coaching experience ranging from six months to 40 years. Data was collected through online questionnaires. Correlation analysis revealed that intrinsic and extrinsic motivation, satisfaction of the three basic psychological needs, and achievement goals were found to be positively related to an empowering climate, work engagement, and subjective vitality. Coaches' amotivation was positively related to a disempowering climate. Multiple regression analyses showed that autonomy and ST achievement goals significantly predicted tennis coaches' empowering motivational climate, while none of the independent variables were significant predictors of the disempowering motivational climate. Additionally, intrinsic motivation and ST goal significantly predicted tennis coaches' work engagement, while autonomy and ST goal significantly predicted their subjective vitality. It is advisable for forthcoming coach education initiatives to consider these findings as an additional justification for tennis coaches to incorporate multiple perspectives into their coaching methodologies. [ABSTRACT FROM AUTHOR]

Two-dimensional (2D) materials are one of the research frontiers in material science due to their promising properties. Chemical Vapor Deposition (CVD) is the most widely used technique to grow large-scale high-quality 2D materials. The CVD-grown 2D materials can be efficiently characterized by an optical microscope. However, annotating microscopy images to distinguish the growth quality from good to bad is time-consuming. In this work, we explore Active Learning (AL), which iteratively acquires quality labels from a human and updates the classifier for microscopy images. As a result, AL only requires a limited amount of labels to achieve a good model performance. However, the existing handcrafted query strategies in AL are not good at dealing with the dynamics during the query process since the rigid handcrafted query strategies may not be able to choose the most informative instances (i.e., images) after each query. We propose a Reinforced Active Learning (RAL) framework that uses reinforcement learning to learn a query strategy for AL. Besides, by introducing the intrinsic motivation into the proposed framework, a unique intrinsic reward is designed to enhance the classification performance. The results show that RAL outperforms AL, and can significantly reduce the annotation efforts for the CVD-grown 2D materials characterization. [ABSTRACT FROM AUTHOR]

In recent years, many organizations have undertaken efforts to introduce gaming incentives in order to enhance employee effort and user engagement. However, these incentives are not well understood, and subsequently there is a dearth of systematically controlled empirical evidence on their effects, as well as their interaction with other forms of motivation. We present the first comprehensive test of gaming incentives using a real effort lab experiment with a standard lab task adapted to allow the inclusion of gaming incentives. We test the effect of these incentives under two types of extrinsic incentives, an unconditional wage, and a piece rate. In addition, we also measure subject task motivation and explore interaction with intrinsic (task based) incentives. We report three main findings: first, gaming incentives increase effort when extrinsic incentives to exert effort are weak. When extrinsic incentives are strong, gaming incentives have no additional impact on effort, showcasing diminishing returns to multiple forms of incentives. Finally, some forms of gaming incentives are successful in increasing effort among the least task motivated, a property that is similar to extrinsic incentives. Implications for organizations seeking to implement gaming incentives are discussed. [ABSTRACT FROM AUTHOR]

Background: Children with Down syndrome (DS) demonstrate poorer performance in locomotor and ball skills than children with typical development. During motor assessment, keeping children's attention and motivation is challenging, especially for children with DS, which may affect the test outcomes. This study aimed first to examine the impact of examiner and App‐animation demonstrations during the assessment on the performance of fundamental motor skills, focus of attention and intrinsic motivation for children with DS and neurotypical development (NTD). The secondary aim was to examine the differences in those outcomes between children with DS and neurotypical development. Methods: A sample of 24 children (10 with DS and 14 with NTD) aged between 3 and 10 years were subjected to two motor performance assessment protocols: a traditional protocol using the Gross Motor Development Test‐3 (TGMD‐3) and a protocol using animations from an application as support for TGMD‐3 (AppP). The focus of attention was obtained from video recordings during protocol instruction (number of eye shifts, eye shift time, instruction focus time, number of instructions required and total instruction time). Intrinsic motivation was assessed by the Intrinsic Motivation Inventory (IMI) at the end of each protocol. Results: The results showed no significant differences between the protocols for locomotor skills, ball skills and gross motor index. However, children with NTD outperformed those with DS in these skills. When analysing the focus of attention, children with DS showed greater ocular deviations and longer instruction time requested in the traditional protocol compared with AppP, even when compared with NDT children. When comparing protocols in both groups, AppP demonstrated fewer ocular deviations and shorter ocular deviation times. Regarding intrinsic motivation, children with DS in the traditional protocol had lower motivation scores than those with NTD. Regarding the purchase of protocols, in both groups, the AppP presented higher scores for interest/pleasure, perceived competence and general motivation, with lower pressure/tension. Conclusion: The animated application (AppP) proved effective as a visual support during the TGMD‐3 assessment, particularly benefiting children with DS by enhancing motivation and attention. [ABSTRACT FROM AUTHOR]

Motivation: The intrinsic characteristics of islands make them a unique study system for the investigation of ecological and evolutionary dynamics. The Mediterranean Basin, an island‐rich biodiversity hotspot, still lacks a comprehensive spatial database for these geographic features. This study presents the first comprehensive spatial database of all Mediterranean islands larger than 0.01 km2, aiding ecological investigations and interdisciplinary research. Main types of variable contained: The MEDIS spatial database offers detailed information on 39 geographic, climatic, ecological and land‐use variables, including island area, perimeter, isolation metrics, climatic space, terrain data, land cover, palaeogeography, road networks and geological information, providing a multifaceted view of each island's characteristics. Spatial location and grain: The study encompasses 2217 islands in the Mediterranean Basin larger than 0.01 km2. The spatial grain of the datasets on which the selected variables are based varies from 10 m (ESA WorldCover) to 1 km (CHELSA‐BIOCLIM+). Time period and grain: The spatial database incorporates data from various sources, each with its own timeframe, such as the Global Shoreline Vector from 2014 Landsat imagery and the WorldCover dataset from 2021. Historical data like the Paleocoastlines GIS dataset offer insights into island configurations during the Last Glacial Maximum. Major taxa and level of measurement: While not focusing on specific taxa, the study lays the foundation for comprehensive research on Mediterranean islands, facilitating comparisons and investigations into the distribution of native, endemic or alien species. The level of measurement is extensive, encompassing a wide range of variables and providing polygonal features rather than centroids' coordinates. [ABSTRACT FROM AUTHOR]

Strengthening online learning outcomes requires the establishment of strong student-teacher relationships to engage students actively in learning activities. Teacher-student relationships are also pivotal factors for enhancing academic motivation for online learning engagement. Generally, however, research on online teaching remains underdeveloped. We aimed, in this study, to investigate the complex interplay in higher education in Pakistan between teacher-student relationships, academic motivation, and online learning engagement. We used Self-Determination Theory to frame an exploration of the impact of positive teacher-student relationships as mediated by intrinsic or extrinsic academic motivation on students' engagement in online learning activities. We administered a student self-report questionnaire to 437 participants from diverse universities in Sindh province. Using Structural Equation Modeling, we confirmed a model fit in which there were positive correlations between teacher-student relationships and students' online learning engagement; and between students' intrinsic and extrinsic academic motivations and their on line learning engagement. Our findings emphasized the need for communication, personalized support, and a sense of belonging in virtual education. Moreover, our findings revealed the mediating role of students' intrinsic and extrinsic academic motivation in teacher-student relationships, highlighting the nuanced dynamics of academic motivation in the virtual learning environment, with intrinsic motivation having the greatest mediating impact in the relationship between teacher-student relationships and on line learning engagement. Our study's practical implications include a need for professional educators to foster positive teacher-student relationships and integrate student motivational elements into online course design. [ABSTRACT FROM AUTHOR]

Play is thought to serve different purposes at different times during ontogeny. The nature and frequency of play are expected to change accordingly over the developmental trajectory and with socio-ecological context. Orangutans offer the opportunity to disentangle the ontogenetic trajectories of solitary and social play with their extended immature phase, and socio-ecological variation among populations and species. We evaluated the frequency of play in 39 immature individuals across two populations (Pongo pygmaeus wurmbii, at Tuanan, Borneo, and P. abelii at Suaq, Sumatra), age (0–11 years), sex, and social context, using more than 11 500 h of full-day focal observation data. We found independent age trajectories of different play types, with solitary object and solitary locomotor peaking before social play. Social play partners changed during ontogeny, and male immatures were more likely to engage in non-mother social play than females. Overall, social play was more frequent at Suaq than Tuanan, linked to the more frequent availability of partners. Furthermore, per time in association with conspecifics, Tuanan immatures were as likely to engage in social play as their peers at Suaq, suggesting similar intrinsic motivation. Increasing fruit availability correlated with both longer associations and increased social play frequency in the less sociable population of Tuanan, but not at Suaq. Our findings on orangutans support evidence from other species that different play types follow different developmental trajectories, vary with sex, social opportunities, and ecological context. Although drawing functional inferences is challenging, the distinct developmental trajectories reflecting adult sociability and behavioral repertoires may indicate that play serves several, non-mutually exclusive functions during ontogeny. [ABSTRACT FROM AUTHOR]

Flow has been defined as a state of full immersion that may emerge when the skills of a person match the challenge of an activity. It is a special case of being on task, as during flow, keeping focused on the task feels effortless. Most experimental investigations of the neural or physiological correlates of flow contrast conditions with different levels of challenge. Yet comparing different levels of challenge that are too distant may trigger states where the participant is off task, such as boredom or frustration. Thus, it remains unclear whether previously observed differences ascribed to flow may rather reflect differences in how much participants were on task—trying their best—across the contrasted conditions. To remedy this, we introduce a method to manipulate flow by contrasting two video game play conditions at personalized levels of difficulty calibrated such that participants similarly tried their best in both conditions. Across three experiments (> 90 participants), higher flow was robustly reported in our high-flow than in our low-flow condition (mean effect size d = 1.31). Cardiac, respiratory, and skin conductance measures confirmed the known difference between a period of rest and the two on-task conditions of high and low flow, but failed to distinguish between these latter two. In light of the conflicting findings regarding the physiological correlates of flow, we discuss the importance of ensuring a low-flow baseline condition that maintains participants on task, and propose that the present method provides a methodological advance toward that goal. [ABSTRACT FROM AUTHOR]

Researches on L2 motivation have traditionally exhibited a monolingual bias. However, the concept of a multilingual motivational system has gradually gained attention in recent studies. This study examines the multilingual motivation types and components among 50 students majoring in dual foreign languages in China. To explore diverse motivation types and cross-linguistic differences in multilingual motivations, Q methodology, which shares features of both qualitative and quantitative research approaches, was employed. Retrospective interviews were also conducted after data analysis to gain a more profound understanding. The students’ shared viewpoints were identified through multiple inverted factor analysis, which were further verified by the interview results. Findings indicate that, within the framework of the L2 Motivation Self System, the multilingual self serves as the initial motivation for students choosing dual language majors. Notably, the ought-to language self is more significant than the ideal language self. Additionally, students majoring in different L3 exhibit distinct types of multilingual motivation. The study has some pedagogical importance of incorporating translanguaging backgrounds into teaching strategies and offers specific recommendations for language teachers working with students majoring in dual foreign languages in China. [ABSTRACT FROM AUTHOR]

Work motivation is important with regard to many organizational outcomes, including employee mental health and productivity. The Japanese workforce suffers from low levels of work motivation, associated with poor mental health and compromised productivity. One established measure of work motivation is the Work Extrinsic and Intrinsic Motivation Scale (WEIMS), based on the Self‐Determination Theory (SDT). However, the Japanese version of WEIMS (JWEIMS) has yet to be developed. Likewise, the Japanese version of the short form WEIMS (SWEIMS) does not exist, either (JSWEIMS). This study aimed to validate JWEIMS and JSWEIMS. Japanese employees (n = 165) responded to JWEIMS, and the data were analyzed through a minimum average partial, parallel analysis, and exploratory factor analysis with the internal consistencies identified. Both JWEIMS and JSWEIMS demonstrated a three‐factor structure. Internal consistencies were high. In both versions, more intrinsic types of motivation were categorized as one factor. JWEIMS and JSWEIMS are the only work motivation scales established on SDT in Japanese. The factor structure difference from the original scales highlights the collectivistic and success‐driven nature of Japanese culture, relative to Canadian and UK cultures. [ABSTRACT FROM AUTHOR]

Chirality, the lack of mirror symmetry, can be mimicked in nanophotonics and plasmonics by breaking the symmetry in light-nanostructure interaction. Here we report on versatile use of nanosphere lithography for the fabrication of low-cost metasurfaces, which exhibit broadband handedness- and angle-dependent extinction in the near-infrared range, thus offering extrinsic chiro-optical behavior. We measure wavelength and angle dependence of the extinction for four samples. Two samples are made of polystyrene nanospheres asymmetrically covered by silver and gold in one case and silver only in the other case, with a nanohole array at the bottom. The other two samples are nanohole arrays, obtained after the nanosphere removal from the first two samples. Rich extrinsic chiral features are governed by different chiro-optical mechanisms in the three-dimensional plasmonic semi-shells and planar nanohole arrays. We also measure Stokes parameters in the same wavelength and incidence angle range and show that the transmitted fields follow the extrinsic chirality features of the extinction dissymmetry. We further study the influences of the nanostructured shapes and in-plane orientations on the intrinsic vs extrinsic chirality. The nanoholes are modelled as oval shapes in metal, showing good agreement with the experiments. We thus confirm that nanosphere lithography can provide different geometries for chiral light manipulation at the nanoscale, with the possibility to extend functionalities with optimized oval shapes and combination of constituent metals. [ABSTRACT FROM AUTHOR]

This research discusses the significance of environmental transformational leadership (ENTL) in the creation of energy-saving sustainable behaviors (EESB) among employees in the tourism and hospitality sector of China. The method is consequently a quantitative analysis, where the mediating effect of green intrinsic motivation (GNIM) and green passion (GRP), and the moderating role of green altruism (GNA) are examined to understand their influence on the relationship between ENTL and EESB. The data were gathered from multiple hotels in major Chinese cities, with the use of a structured questionnaire. The study shows that ENTL has significant effect on EESB, with GNIM and GRP serving as mediating factors. In addition, GNA was shown to have been able to boost the effects that ENTL has on these mediators. The findings are indicative of the vital role of leadership in promoting responsible practices within the tourism and hospitality sector, and towards the attainment of the UN Sustainable Development Goals. This research not only fills the gaps in the existing literature that primarily focuses on developed economies but also provides policy makers and business leaders with practical solutions for enhancing the sustainability in emerging economies. [ABSTRACT FROM AUTHOR]

Background: Engaging researchers as research subjects is key to informing the development of effective and relevant research practices. It is important to understand how best to engage researchers as research subjects. Methods: A 24 factorial experiment, as part of a Multiphase Optimization Strategy, was performed to evaluate effects of four recruitment strategy components on participant opening of an emailed survey link and survey completion. Participants were members of three US-based national health research consortia. A stratified simple random sample was used to assign potential survey participants to one of 16 recruitment scenarios. Recruitment strategy components were intended to address both intrinsic and extrinsic sources of motivation, including: $50 gift, $1,000 raffle, altruistic messaging, and egoistic messaging. Multivariable generalized linear regression analyses adjusting for consortium estimated component effects on outcomes. Potential interactions among components were tested. Results are reported as adjusted odds ratios (aOR) with 95% confidence intervals (95% CI). Results: Surveys were collected from June to December 2023. A total of 418 participants were included from the consortia, with final analytical sample of 400 eligible participants. Out of the final sample, 82% (341) opened the survey link and 35% (147) completed the survey. Altruistic messaging increased the odds of opening the survey (aOR 2.02, 95% CI: 1.35–2.69, p = 0.033), while egoistic messaging significantly reduced the odds of opening the survey (aOR 0.56, 95%CI 0.38–0.75, p = 0.08). The receipt of egoistic messaging increased the odds of completing the survey once opened (aOR 1.81, 95%CI: 1.39–2.23, p < 0.05). There was a significant negative interaction effect between the altruistic appeal and egoistic messaging strategies for survey completion outcome. Monetary incentives did not a have a significant impact on survey completion. Conclusion: Intrinsic motivation is likely to be a greater driver of health researcher participation in survey research than extrinsic motivation. Altruistic and egoistic messaging may differentially impact initial interest and survey completion and when combined may lead to improved rates of recruitment, but not survey completion. Further research is needed to determine how to best optimize message content and whether the effects observed are modified by survey burden. [ABSTRACT FROM AUTHOR]

Using density functional theory combined with the first principles calculation method of non-equilibrium Green's function (NEGF-DFT), we studied the thermoelectric (TE) characteristics of one-dimensional γ-graphdiyne nanoribbons (γ-GDYNRs). The study found that the thermal conductivity of γ-GDYNRs has obvious anisotropy. At the same temperature and geometrical size, the lattice thermal conductivity of zigzag-edged γ-graphdiyne nanoribbons (γ-ZGDYNRs) is much lower than that of armchair-edged γ-graphdiyne nanoribbons (γ-AGDYNRs). We disclose the underlying mechanism for this intrinsic orientation. That is, γ-AGDYNRs have more phonon dispersion over the entire frequency range. Furthermore, the orientation dependence increases when the width of the γ-GDYNRs decreases. These excellent TE properties allow armchair-edged γ-graphdiyne nanoribbons with a planar width of 1.639 nm (γ-Z(2)GDYNRs) to have a higher power factor and lower thermal conductivity, ultimately resulting in a significantly higher TE conversion rate than other γ-GDYNR structures. [ABSTRACT FROM AUTHOR]

Immersive technologies are assumed to have many benefits for learning due to their potential positive impact on optimizing learners' cognitive load and fostering intrinsic motivation. However, despite promising results, the findings regarding the actual impact on learning remain inconclusive, raising questions about the determinants of efficacy. To address these gaps, we conducted a PRISMA systematic review to investigate the contributions and limitations of virtual reality (VR) and augmented reality (AR) in learning, specifically by examining their effects on cognitive load and intrinsic motivations. Through the application of an analytical grid, we systematically classified the impact of VR/AR on the causal relationship between learning performance (ie, objective learning improvement) and cognitive load or motivation, while respecting the fundamental assumptions of the main theories related to these factors. Analysing 36 studies, the findings reveal that VR, often causing extraneous load, hinders learning, particularly among novices. In contrast, AR optimizes cognitive load, proving beneficial for novice learners but demonstrating less effectiveness for intermediate learners. The effects on intrinsic motivation remain inconclusive, likely due to variations in measurement methods. The review underscores the need for detailed, sophisticated evaluations and comprehensive frameworks that consider both cognitive load and intrinsic motivation to improve understanding of the impact of immersive technologies on learning. Practitioner notes What is know Virtual and augmented reality show promise for education, but findings are inconsistent. Existing studies suggest that augmented reality optimizes learners' cognitive load. The literature often asserts that VR and AR are expected to enhance learning motivation. Adding VR introduces unnecessary cognitive load, while AR proves effective for learning performance and cognitive load, particularly for novice learners. The impact of AR and VR on motivation to learn is unclear. Our analytical grid offers a comprehensive framework for assessing the effects of AR and VR on learning outcomes. Implications AR is more suitable than VR for education concerning cognitive load. The cost/benefit balance of VR should be carefully considered before implementation, especially for novice learners. Rigorous studies on motivation to learn in AR and VR contexts are essential. What is know Virtual and augmented reality show promise for education, but findings are inconsistent. Existing studies suggest that augmented reality optimizes learners' cognitive load. The literature often asserts that VR and AR are expected to enhance learning motivation. Adding VR introduces unnecessary cognitive load, while AR proves effective for learning performance and cognitive load, particularly for novice learners. The impact of AR and VR on motivation to learn is unclear. Our analytical grid offers a comprehensive framework for assessing the effects of AR and VR on learning outcomes. Implications AR is more suitable than VR for education concerning cognitive load. The cost/benefit balance of VR should be carefully considered before implementation, especially for novice learners. Rigorous studies on motivation to learn in AR and VR contexts are essential. [ABSTRACT FROM AUTHOR]

Sustainable technologies are increasingly being introduced into consumers' life as a mitigation effort against environmental problems. However, the study of the main factors that influence its use and satisfaction, but especially their impact on well-being has not been yet fully explored. In fact, post-adoption stages are infrequently studied on this topic. To fill this gap, this study aims to explain the consumers' inner motivations for sustainable technology use and satisfaction and the impact of those technologies on consumers' perceived well-being. Moreover, the moderating impact of intrinsic motivations is explored. A contextualized model is created based on a mixed-methods approach. We tested our model using 400 observations from Greece. The work found the significance of all hypotheses, except the moderation between use and perceived well-being. The study provides valuable insights into the understanding of the consumers' motivations to use sustainable technologies, as well as the role of technologies in more humanistic outcomes. [ABSTRACT FROM AUTHOR]

AbstractArtificial intelligence-powered coding assistants (AI-CAs) have become essential tools in programming; however, there is limited understanding of the mechanisms driving programmers’ adoption of these tools in their daily coding tasks. This study aims to examine the role of utilitarian and hedonic values in the adoption of AI-CAs by extending the Technology Acceptance Model (TAM). The data gathered from an online survey of 283 Korean programmers is analyzed using structural equation modeling. The results showed that both perceived enjoyment and perceived usefulness positively influence the attitudes and usage intentions toward AI-CAs. Interestingly, perceived enjoyment has a stronger influence on the intention to use than perceived usefulness, suggesting that recognizing the intrinsic motivation for using AI-CAs is crucial for fully leveraging their benefits. The model also confirms that the compatibility and relative advantages of AI-CAs enhance their adoption. This research enriches the current knowledge base by incorporating hedonic values into the TAM, offering new insights on the design of AI-CAs aimed at enhancing their adoption among developers. [ABSTRACT FROM AUTHOR]

Motivation is repeatedly found to be a determining factor for achievement in language acquisition at school. Decades of Self‐determination theory (SDT) research has shown that students exhibit higher levels of engagement and positive learning behaviours when their basic psychological needs of competence, autonomy and relatedness are satisfied, resulting in intrinsic motivation. This paper explores and juxtaposes the motivational potential of the International Baccalaureate curriculum against the revised GCSE modern foreign language (MFL) curriculum through an SDT lens. A curriculum that is autonomy‐supportive rather than autonomy‐suppressive allows more opportunities for both students and teachers psychological needs for motivation to be met. [ABSTRACT FROM AUTHOR]

Background Methods Results Conclusions To better understand the intricate science of reading development, both cognitive and affective factors must be taken into consideration. This developmental study aims to enrich the literature by exploring how reading motivation – an affective factor – contributes to reading comprehension in Chinese elementary schoolers, beyond well‐accepted cognitive‐based reading skills, such as decoding and vocabulary.We used a cross‐sectional design with 420 native Mandarin‐Chinese‐speaking students (Grade 2: N = 95; Grade 3: N = 216; Grade 4: N = 109), with age‐appropriate materials to measure their decoding skills, vocabulary knowledge, reading motivation, and reading comprehension. Three sets of hierarchical regression analyses were run for the three grade samples to examine the unique contributions of reading motivation to reading comprehension while controlling children's demographic profiles, such as age and gender, and two cognitive‐based reading skills.We replicated previous findings: children's decoding and vocabulary are robust predictors of reading achievement across Grades 2 to 4. Importantly, reading motivation contributed uniquely to reading comprehension in all three grades and explained an increasing amount of the variances in reading comprehension from Grades 2 to 4. Intrinsic reading motivation was critical in Grade 3, while extrinsic reading motivation became important in Grade 4.Taken together, our findings reveal the complexity of reading development and advance the existing cognitive‐based reading theories by including affective dimensions. [ABSTRACT FROM AUTHOR]

The objective of this study was to empirically validate the causal relationship model of psychosocial factors on helping behavior. The sample consisted of 496 undergraduate students who studied in Thailand. Proportion stratified random sampling was used. Questionnaires were used to collect data, with Cronbach’s alpha coefficient between 0.76 - 0.90. Data were analyzed by structural equation modeling technique. The result showed that the proposed model fitted with the empirical data (𝜒2 = 121.37, df = 53, p = 0.00, 𝜒2/df = 2.29, SRMR = 0.03, RMSEA = 0.053, CFI = 0.99, GFI = 0.96, AGFI = 0.93). The results of path analysis showed that 1) Modeling had positive and direct effected on helping behavior (β = 0.48, p < 0.05). 2) intrinsic motivation had positive and direct effected on helping behavior (β = 0.40, p < 0.05) and self-regulation had positive and direct effected on helping behavior (β = 0.33, p < 0.05). Suggestions from the research which show that modeling, intrinsic motivation and self-regulation had positive and direct effected on helping behavior, such findings serve as guidelines for relevant agencies such as the Ministry of Higher Education, Science, Research and Innovation to set policies for the university to cultivate good role model, intrinsic motivation and self-regulation to serve as a guideline for promoting the development of helping behavior others further. [ABSTRACT FROM AUTHOR]

Many studies have reported poor school achievement in evening persons and general circadian fluctuations in cognition. The aim of this study was to analyze circadian fluctuations in a cross-sectional design and examine the effects of chronotype on situational emotions and intrinsic motivation. A cross-sectional survey study was conducted in three Turkish secondary schools with a total sample of 599 students (283 females and 316 males). Data were collected at the end of specific math lessons of the same grade level and content, using a form combining three scales. We found no gender-related differences in intrinsic motivation, while there were some differences in situational motivation. In math classes, female students exhibited higher level of interest, while boys scored higher on boredom. In addition, students who scored high on morning affect reported higher levels of interest, well-being, and less boredom. Students with higher stability (and lower fluctuations in mood and cognition during the day) reported a higher degree of enjoyment, perceived competence, perceived choice, and less pressure/tension in their math lessons. A positive association was observed between distinctness, interest, and well-being, while negative correlations existed between distinctness and boredom. This suggests that students with higher diurnal stability reported a higher level of interest, well-being, and a lower level of boredom. Additionally, the results of the analyses showed that morningness, distinctness, and eveningness were significant predictors of intrinsic motivation. Conversely, gender, time of application, morningness, and distinctness emerged as predictors for situational emotions in mathematics classes. [ABSTRACT FROM AUTHOR]

Clinical Psychology trainees undertaking the specialised Cognitive Behavioural Therapy (CBT) pathway develop robust CBT competencies and gain secondary accreditation with the British Association for Cognitive and Behavioural Psychotherapy upon qualification from doctoral training. This paper outlines final year trainees' reflections on their experience of undertaking the pathway. A COM-B model of behaviour change was adopted to consider the process of implementation and avenues for development. Overall, trainees reported being pleased to have left the doctorate with well-honed competencies in CBT. The trainees reported varied opportunities to develop skills, a significant increase in their capability, referred to multiple forms of intrinsic and extrinsic motivations and reported commitment to sustainable behaviour change. Issues relating to working with complexity and across the lifespan were highlighted as areas for further consideration. [ABSTRACT FROM AUTHOR]

Introduction: The beginning of drug use usually occurs during the youth of people, due to reasons such as curiosity and the desire to experiment. Objective: The goal of this work was to analyze a selection of recent studies that address and highlight the intrinsic motives of curiosity and expansion linked to drug use. Method: A bibliographic search was performed with the purpose of selecting articles based on a series of established criteria. A total of 32 articles were included in the review for further assessment. Results: The intrinsic motive most frequently reported in the studies was curiosity (62.5%), followed by expansion motives (56.25%), which involve experimentation, self-exploration and the search for deeper understanding. Conclusions: The fact that curiosity is one of the main reasons for the initiation of drug use among the population is crucially important information for the development of programs that promote knowledge and dispel the uncertainty of young people, especially of those who are adolescents, since it is the vital stage in which the first contact with drugs usually occurs. [ABSTRACT FROM AUTHOR]

The choice of optional physical education could be conditioned by personal elements, such as goals or motivation, or contextual, such as perceived teaching behaviour. The aims of this study were to analyse the differences between students who chose (or not) Physical Education and to determine to what extent goal orientations, motivational regulations, and perceived teaching behaviors predict that decision. A sample of 756 adolescents from 14 public centres in Valencian Region enrolled in second grade of high school (Mage 17.06, SD = 0.75), of which 422 were girls (55.8%) participated in the study. Students who voluntarily chose Physical Education presented a different motivational profile, scored higher in all approximation goals (and avoidance), intrinsic motivation, identified and introjected and lower in amotivation. They also showed a marked profile in the teaching styles perceived in the subject in the past (support for autonomy and structured). Finally, the factor that best predicted this choice was the participatory behavior perceived by the student (teaching style supporting autonomy), followed by the orientation of the goal of approximation-task, dominant behaviors (negative), and intrinsic regulation. [ABSTRACT FROM AUTHOR]

Cooperation is essential for the survival of human society. Understanding the nature of cooperation and its underlying mechanisms is crucial for studying human behavior. This paper investigates the impact of leadership on public cooperation by employing repeated sequential public goods games, as well as by examining whether leading by example (through rewards and punishments) can promote cooperation and organizational success. The leaders were assigned randomly and were given the authority to reward or punish. As a result, (1) the leaders showed a strong tendency toward reciprocity by punishing free riders and rewarding cooperators at their own expense, which enhanced the intrinsic motivation for others to follow their example; and (2) both rewards and punishments were effective in promoting cooperation, but punishment was more effective in sustaining a high level of collaboration. Additionally, leaders preferred using rewards and were more reluctant to use punishments. These findings are crucial for creating organizational structures that foster cooperation. [ABSTRACT FROM AUTHOR]

As the COVID-19 pandemic subsides, universities face challenges such as diminished student physical fitness and a decreased interest in physical education courses. The purpose of this study was to evaluate the effectiveness of the tactical games model (TGM) in enhancing university students' motivation in basketball courses, using a comparison control group taught using the direct instruction model (DIM). Additionally, this research delves into the motivational dynamics explained by self-determination theory, aiming to identify key factors influencing student engagement and participation. A total of 141 sophomore university students were analyzed and divided into an experimental group (68 students) and a control group (73 students). The participants engaged in an 8-week teaching intervention program. To assess motivation, the Sport Motivation Scale-II (SMS-II) was administered both before the start and one week after the conclusion of the intervention. Differences in motivation and subscale scores between the TGM and DIM groups were evaluated using analysis of variance (ANOVA) and analysis of covariance (ANCOVA). The results of the study demonstrated that the TGM significantly enhanced university students' motivation (SDI: F = 6.949; p = 0.009; η² = 0.049). Furthermore, TGM enhanced scores on intrinsic and extrinsic motivation sub-scales more effectively than the DIM. These findings advocate for the adoption of TGM by university instructors as a potent tool to elevate student motivation, emphasizing the importance of focusing on both intrinsic and extrinsic motivational elements within physical education programs. [ABSTRACT FROM AUTHOR]

The COVID-19 pandemic caused education systems to embrace remote schooling and online learning. In the context of this dramatic change, the principal's role has also changed. Instead of interacting face to face, school leaders had to become distant leaders operating digitally. The field has no knowledge of digital instructional leadership. The study used new and adapted measures to explore principals' digital instructional leadership, its mechanisms of operation, and its outcomes. In particular, the research examined how digital instructional leadership affects perceived student learning in online settings through teachers' intrinsic motivation for digital instruction (i.e. the mediator). The study used data from 380 teachers in Bahrain. Results indicated support for mediation. This is an empirical exploratory study, and therefore it is limited in scope. Nevertheless, its concepts, measures, and findings offer valuable contributions to research and practice. The limitations, findings, and implications of the study are discussed. The significance of the study derives from the growing incorporation of hybrid schooling in education and digital instructional leadership practices in mainstream principalship. [ABSTRACT FROM AUTHOR]

Through an innovative analysis of audio recordings of plenary speeches, Dietrich, Hayes, and O'Brien (2019) find that women in the U.S. House of Representatives speak with greater emotional intensity about women than other issues. With vocal pitch as a new measure of personal issue commitment, the finding suggests that women legislators' efforts to work on behalf of women result from intrinsic motivation. I ask whether the same is true in an alternative parliamentary setting, the German Bundestag, where personal preferences play a very different role due to strict party discipline. The answer is yes. Analyzing audio and text data from more than 30,000 speeches in the Bundestag between 2011 and 2020, I find that women in the Bundestag address women more frequently and with greater emotional intensity than men. The results suggest that women legislators are more emotionally invested in women-related issues than men. [ABSTRACT FROM AUTHOR]

The county-township cadres in China have a pivotal role as intermediaries between the strong state apparatus and the general population, directly overseeing public services. In contrast to the conventional paradigms that take external political pressure to be paramount in shaping bureaucratic receptiveness, this study uses a bureaucratic subjectivity approach that amalgamates intrinsic service motivation with structuralized external pressures in the context of Chinese local government to provide a more systemic and nuanced explanation of the sources of Chinese cadres' responsiveness. Data are from an original quota-sampling survey of local cadres in 10 cities in China. We find that service motivation, together with mass media and top-down political pressure, shapes county-township responsiveness at both individual and organizational levels, and that service motivation transfers top-down political pressure to organizations' responsive activities. [ABSTRACT FROM AUTHOR]

A growing body of research suggests that comprehension of expository texts presented digitally is a challenging endeavor, particularly for children. Many reading interventions, both from traditional classroom settings and computer-based contexts, have focused on much needed strategy instruction but have simultaneously neglected a focus on motivation. Alternatively, game-based learning environments (GBLEs) have the potential to simultaneously address both motivation and strategy use. Currently, there are few available GBLEs that target expository text comprehension. For this reason, this study employed a quasi-experimental between-subjects media comparison design to examine the effects of Missions with Monty, a GBLE supporting metacomprehension for expository science texts, on reading comprehension and motivation. Fifth-grade students (N = 234) engaged with either Missions with Monty or a comparison, computer-based version of the program lacking gamified elements for a period of 6 weeks and were assessed on reading comprehension skills and five dimensions of reading motivation. Results indicated that students in the GBLE condition showed significantly greater improvements in reading comprehension (g = 0.56), intrinsic motivation for reading (g = 0.52), and curiosity (g = 1.11) than their comparison-condition peers. Moreover, effects of the intervention on reading motivation were independent of prior reading comprehension for each of the reading motivation dimensions except reading efficacy. These findings support the notion that GBLEs can be an effective tool to foster digital expository text comprehension, particularly for struggling and uninterested readers. Educational Impact and Implications Statement: Digital expository texts are challenging to comprehend particularly for children. Thus far, interventions have focused mainly on cognitive aspects of text comprehension; engaging readers has not been a focus. The current study adopted a dual-pronged approach presenting an engaging learning environment combined with strategy instruction and showed that game-based learning environments can be suitable tools to foster reading comprehension and reading motivation. [ABSTRACT FROM AUTHOR]

This study uses the self-determination theory of motivation to examine the impact of tourists' motivations on their intention to attend mega sporting events held in a developing nation such as India. The present study utilized partial least square-based structural equation modeling to examine the proposed hypotheses. The data for this study were collected from a sample of 348 international visitors who visited India in January 2023 to attend the fifteenth edition of the Hockey World Cup. The results of this study have validated that the two elements of extrinsic motivation, specifically perceived benefit and perceived risk, exert a substantial influence on visitors' propensity to visit India. Similarly, the intrinsic travel motivation elements of cultural experience and self-accomplishment are found to positively influence the visit intention of international tourists seeking to partake in the Hockey World Cup in India. On the other hand, the cosmopolitanism dimension of intrinsic drive does not have a statistically significant impact on the intention of these tourists to visit India. This study additionally verified that the perception of a country strongly influences the relationship between extrinsic and intrinsic motivational factors and the tourist's intention to visit India. [ABSTRACT FROM AUTHOR]

The aim of this study was to verify whether emotional intelligence and intrinsic religious orientation have a positive influence on a balanced time perspective (BTP) in the lives of Italian consecrated women. A positive, balanced time perspective, together with the ability to recognize one's own emotions and those of others, is integral to people's experience of religiosity in their lives. In this way, a balanced time perspective can open the experience of religiosity, contributing to a better world, along with all those who are engaged in a religious sentiment that is no longer limited to single segments of self-interest. In this study, we provided evidence that religious beliefs (not just participation in corporate religious life) can provide an alternative source of understanding emotions and perceiving time, for the religious people who live their consecrated life together. We tested whether this phenomenon was specific to the potential associations between various aspects of religious belief, emotional intelligence, and time perspective. This research was conducted on a sample of 283 Italian nuns, and it was verified that both emotional intelligence and intrinsic religiosity contribute significantly to a BTP. Furthermore, the fact that emotional intelligence is mediated by intrinsic religious orientation increases the benefits of emotional intelligence on the BTP of Italian nuns. Altogether, our results suggest that religiosity is linked to a balanced temporal profile and to a positive way of understanding emotions. More specifically, the pattern of relationships between religion, emotions, and time can influence and deepen both the individual and collective understanding of humanity among these religious women and create space for mutual engagement despite obvious differences. These results are in line with the requisites of Public Theology, as they allow us to specify selectively the developments on a more secure and empirical basis of how religiosity can affect the life of people, by exposing the submerged theological assumptions that characterize the internal beliefs of religiosity. Moreover, the research data indicate that the deep aspects of religiosity influence greatly the day-to-day living of religious women. This practical influence of religiosity confirms the urgency of opening up theological reflection in the public sphere of life. In fact, as long as the religiosity of the nuns is not reduced to private practice, theological reflection will also be opened to its public significance in the different fields of their apostolic mission. [ABSTRACT FROM AUTHOR]

Previous research has shown that monetary compensation can crowd out intrinsic motivation for various activities. However, the existing evidence regarding voluntary work is limited and has produced inconclusive findings in the past. This study aims to address this research gap by investigating how monetary compensation affects the supply of voluntary work in the context of volunteer coaches in sports clubs in Germany. A propensity score matching approach is employed to consider a potential selection bias. The results show no evidence for a crowding-out phenomenon and instead indicate positive effects on the supplied hours and numerous items measuring the retention and recruitment of volunteers. The findings are robust when analyzing the sample based on whether the motivation leans more toward intrinsic or extrinsic. [ABSTRACT FROM AUTHOR]

Minimizing the temporal gap between behavior and reward enhances persistence, but the effect of other outcomes is unknown. Two concurrently run studies aimed to investigate whether persistence on a physical task would be influenced according to whether participants expected immediate versus delayed goal feedback. Furthermore, whether this effect occurs via intrinsic motivation (Studies 1 and 2) or delaying the desire–goal conflict (Study 2) was examined. Using a counterbalanced within-person design, 34 participants in each study (Study 1: 16 males, 18 females; Study 2: 15 males, 19 females) completed two wall-sit persistence tasks, one with immediate feedback expected (regarding the participant's position on a leader board) and the other with feedback expected to be provided 1 week later. A two-way mixed analysis of variance found no significant differences in persistence between conditions in either study. Furthermore, no indirect effects were found via intrinsic motivation or delayed desire–goal conflict. Study findings did not support the hypothesis that the timing of expected feedback enhances persistence. [ABSTRACT FROM AUTHOR]

Application essays are a commonly used admission instrument for students entering higher education. The quality of the essay is usually scored, but this score is often subjective and has poor interrater reliability due to the unstructured format of the essays. This results in mixed findings on the validity of application essays as an admission instrument. We propose a more objective method of using application essays, using Latent Dirichlet Allocation (LDA), a text mining method, to distinguish seven moves occurring in application essays written by students who apply to a master degree program. We use the probability that these moves occur in the essay to predict study success in the master. Thereby we answer the following research question: What is the effect of discussing different moves in students' application essays on the student grades in a master program? From the seven different moves (functional unit of text) we distinguished, five of which have a significant effect on student grades. The moves we labeled as 'master specific' and 'interest to learn' have a positive effect on student grades, and the moves we labeled as 'research skills', 'societal impact' and 'city and university' have a negative effect. Our interpretation of this finding is that topics related to intrinsic motivation and specific knowledge, as opposed to generic knowledge, are positively related with study success. We thereby demonstrate that application essays can be a valid predictor of study success. This contributes to justifying their use as admission instruments. [ABSTRACT FROM AUTHOR]

In the context of the United Nations Sustainable Development Goals (UN-SDGs), this study accentuates the role of the tourism and hospitality sector in promoting sustainability. The primary purpose is to unravel the relationship between corporate social responsibility (CSR) and energy-specific sustainable behavior of employees (ESBE), with particular emphasis on the mediating roles of green intrinsic motivation and personal environmental norms. Utilizing a three-wave data collection approach, we secured 325 valid responses from sector employees at various levels (manager-non managers) and applied Structural Equation Modeling through the SMART-PLS tool to assess the hypothesized relationships. The findings highlight a pronounced interconnection between CSR, ESBE, and the designated mediating variables. These results not only augment the academic literature by illustrating the psychological underpinnings bridging CSR to ESBE, but also equip the tourism and hospitality industry with actionable insights. Through informed CSR initiatives aligned with employee values, the sector can galvanize sustainable behaviors and create business models that resonate with the aspirations of the UN-SDGs, pointing the way to a more sustainable industry. [ABSTRACT FROM AUTHOR]