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Dhruvita Patel,1 Abdullah Alismail1,2 1Department of Cardiopulmonary Sciences, School of Allied Health Professions, Loma Linda University Health, Loma Linda, CA, USA; 2Department of Medicine, School of Medicine, Loma Linda University Health, Loma Linda, CA, USACorrespondence: Abdullah Alismail, Cardiopulmonary Sciences and Medicine, Loma Linda University, Email aalismail@llu.eduAbstract: Cognitive Load Theory (CLT) is one of the key cognitive theories that have been used to assess learners’ information and working memory load. CLT has been applied to Simulation Based Education (SBE) and optimizing instructional design. However, a challenge that occurs is that these high-fidelity simulations and mannequins of critically ill patients can elicit negative emotions in learners which can unfavorably impact the learning process. There is also a potential for cognitive overload if the simulation is more authentic and requires more dynamic interactions and lead to high levels of anxiety due to a novel learning environment, which can also have detrimental effects on learning process. Hence, it is critical for health professional educators (HPE) to know how to minimize cognitive load to improve learning as a professional in a workplace setting. The literature on the role of emotions, intrinsic motivation, cognitive load is scarce in HPE literature. Specifically when not being studied together at once since they move dynamically together and affect the learning for the learner. Therefore, the purpose of this perspective paper is to cover the gap in the literature and propose a framework and recommendation for future HPE research.Keywords: motivation, simulation-based education, cognitive load, emotions, situational motivation

IntroductionSubstantial research on job motivation over the years has identified motivation to be essential to work outcomes such as wellbeing, attitudes, and performance. Yet, research on job motivation addressing temporal influences has been sparse. Existing research has addressed job motivation as an aggregation of the motivation for tasks, ignoring the possibility of temporal effects where the motivation for one task affects motivation in a subsequent task. The current meta-narrative review analyzes existing research on task motivation and synthesizes findings into a model of cross-task motivation.MethodsUsing a predetermined search strategy, a systematic search yielded 1,635 documents of which 17 were selected. Papers were analyzed using a meta-narrative approach according to RAMSES publication standards.ResultsFour key meta-narratives were identified, contributing information from different research traditions; (1) restoration effects after need frustration, (2) intrinsic and extrinsic motivation, (3) cognitive carryover effects, and (4) meaning of work. Synthesizing findings from these meta-narratives, a meta-theoretical model for understanding cross-task motivation was proposed.DiscussionThis model provides an extension of existing motivational theories elucidating temporal motivational processes. Implications for practitioners include the possibility of arranging jobs to maximize positive motivational outcomes.

Abstract Background Online grocery stores offer opportunities to encourage healthier food choices at the moment that consumers place a product of their choice in their basket. This study assessed the effect of a swap offer, Nutri-Score labeling, and a descriptive norm message on the nutrient profiling (NP) score of food choices in an online food basket. Additionally explored was whether these interventions made it more motivating and easier for consumers to select healthier foods and whether potential effects were moderated by consumer health interest. Methods Hypotheses were tested with a randomized controlled trial (RCT) in a simulated online supermarket. Dutch participants (n = 550) chose their preferred product out of six product options for four different categories (breakfast cereals, crackers, pizza, and muesli bars). Participants were randomly allocated to one of eight groups based on the interventions in a 2 (Nutri-Score: present, not present) X 2 (swap offer: present, not present) X 2 (norm message: present, not present) between subject design. The primary outcome was the difference in combined NP score of product choices, for which a lower score represented a healthier product. Results Swap offer (B = − 9.58, 95% CI: [− 12.026; − 7.132], Ƞ2 = 0.098) and Nutri-Score labeling (B = − 3.28, 95% CI: [− 5.724; −.829], Ƞ2 = 0.013) significantly improved the combined NP score compared to the control condition (NP score M = 18.03, SD = 14.02), whereas a norm message did not have a significant effect (B = − 1.378, 95% CI [− 3.825; 1.070], Ƞ2 = 0.002). No evidence was found that interventions made it more motivating or easier for consumers to select healthier food, but situational motivation significantly influenced the healthiness score of food choices for both swap offer (b = − 3.40, p

Dynamic structural equation modeling was applied to examine feelings of competence and in the moment motivation among pre-service science teachers (N = 101) enrolled in a course on practical biology during their second semester. The student teachers completed a short questionnaire 18 times, and the interaction between their feelings of competence and momentary motivation over time was examined in relation to control-value theory. The autoregressive values of both variables were significant, and a pattern was observed of low competence at the beginning of the course session, combined with low motivation in the moment. Feelings of competence increased by the end of each course session but returned to a low level at the beginning of the next session. Momentary motivation followed this back-and-forth shifting somewhat but showed more carryover effects. The student teachers’ motivation depended on their feelings of competence from the previous moment in the biology course session, but feelings of competence did not depend on their motivation.

This study focuses on the situational heterogeneity of motivation by investigating in-the-moment profiles of expectancies, task values, and costs within learning situations during a university lecture. In a sample of 155 undergraduate students followed across one semester we examined the occurrence of six hypothesized profiles, situational profile change, and the associations of situational motivation profiles with students’ dispositional motivation. Results of multilevel latent profile analysis revealed three profiles with symmetric levels of expectancies, values, and costs (reflecting high, medium, and low motivation situations), and one profile reflecting motivating but costly situations. Furthermore, situational profiles were associated with students’ motivational dispositions at beginning and end of the semester, and partly related to changes in these dispositions during the semester.

One of the most important variables to consider in physical education (PE) is motivation. The self-determination theory (SDT) represents an essential theoretical perspective to examine and understand adolescents’ learning and motivation in PE. Based on this theory, the Situational Motivational Scale (SIMS) measures students’ situational motivation related to a subject like PE. The aim of the present study is to examine the dimensionality, reliability, and construct validity of the Norwegian version of the SIMS among adolescents in PE. In total, 318 students from six schools completed the SIMS in their PE classes during the spring of 2016. Explorative and confirmatory factor analyses were conducted, suggesting the fourteen-item version of the SIMS to be superior to the sixteen-item version. The SIMS measurement model of adolescents’ situational motivation in PE showed satisfactory reliability and construct validity.