Search

College student-athletes balance the demands of both sport and school in the context of higher education; high levels of motivation are necessary for success in both spaces. Studies have evaluated learning styles and academic motivational outcomes in college student athletes but there is a need to explore how motivation impacts both academic and athletic success. The present study examined the relationship academic, student athletic, and career athletic motivation had with learning styles and major (STEM vs. non-STEM) using Self-Determination Theory as the theoretical lens. College Division I, II, III, and Club college athletes took the Grasha-Reichmann Student Learning Style Scale and Student Athletes Motivation toward Sports and Academics Questionnaire. Learning styles were grouped into intrinsic (independent, participant, and collaborative) and extrinsic (dependent, avoidant, and competitive) styles. There were positive relationships between intrinsic learning style and both student athletic (r(147) = .19, p = .02) and academic (r(147) = .30, p < .001) motivation. Extrinsic learning style was positively correlated with career athletic (r(147) = .27, p = .001) and student athletic (r(147) = .16, p < .05) motivation but negatively corelated with academic motivation (r(147) = -.17, p = .03). Athletes in STEM majors (M = 3.88, SD = 0.36) had significantly higher academic motivation than non-STEM majors (M = 3.66, SD = 0.40), t(182) = 3.85, p < .001. Athletes in non-STEM majors (M = 4.00, SD = 0.88) had significantly higher career athletic motivation than STEM majors (M = 3.56, SD = 0.91), t(182) = -3.29, p = .001. Findings suggest being more independent, participant, and collaborative in class is related to motivation both in school and in student athletic endeavors. Athletes pursuing a STEM major may show higher academic motivation than athletes pursuing non-STEM majors. Encouraging student-athlete learning autonomy via education/intervention could improve intrinsic motivation in sport and classes, though further exploration of these factors is necessary to fully understand their relationship in college student-athletes. [ABSTRACT FROM AUTHOR]

Copyright of Academy of Management Learning & Education is the property of Academy of Management and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Intrinsic motivation has received widespread attention as a predictor of positive work outcomes, including employees' prosocial behavior. We offer a more nuanced view by proposing that intrinsic motivation does not uniformly increase prosocial behavior toward all others. Specifically, we argue that employees with higher intrinsic motivation are more likely to value intrinsic motivation and associate it with having higher morality (i.e., they moralize it). When employees moralize intrinsic motivation, they perceive others with higher intrinsic motivation as being more moral and thus engage in more prosocial behavior toward those others, and judge others who are less intrinsically motivated as less moral and thereby engage in less prosocial behaviors toward them. We provide empirical support for our theoretical model across a large-scale, team-level field study in a Latin American financial institution (n = 784, k = 185) and a set of three online studies, including a preregistered experiment (n = 245, 243, and 1,245), where we develop a measure of the moralization of intrinsic motivation and provide both causal and mediating evidence. This research complicates our understanding of intrinsic motivation by revealing how its moralization may at times dim the positive light of intrinsic motivation itself. [ABSTRACT FROM AUTHOR]

This paper presents a rigorous and in-depth systematic review of the literature on Basic Psychological Needs Theory (BPNT) and its applications in marketing research. Despite the widespread use of conventional models and theories in marketing research, motivational theories, such as BPNT, which have demonstrated significant effectiveness in driving motivation, have been relatively neglected. BPNT proposes that fulfilling basic psychological needs for autonomy, competence, and relatedness (ACR) leads to intrinsic motivation, emotional stability, and strong attachment. Our systematic review identifies how the constructs underpinned by BPNT have been utilized, as well as what research designs, contexts, and methodologies have been applied in marketing research. By integrating BPNT into marketing research, the authors aim to provide researchers with much-needed directions for future research and advocate for its continued growth. Specifically, the review notes tensions in terms of contradictory findings, identifies major gaps, and operationalizes BPNT in marketing research by establishing a set of marketing priorities (provided in the form of testable propositions) in seven major domains under the lens of BPNT. As the first systematic literature review of its kind, this theoretical study serves as an essential reference and valuable resource for scholars and practitioners aiming to explore and integrate BPNT into their research and practice. [ABSTRACT FROM AUTHOR]

Research indicates that relationship‐oriented HR practices can increase organizational knowledge, yet we know little about the effects of relationship‐oriented HR practices on employee knowledge management behaviors. Drawing from affective events theory, we examine the indirect effect of participation in one type of relationship‐oriented HR practice (i.e., organizational social activities) on three knowledge management behaviors (i.e., knowledge sharing, knowledge hiding, and knowledge manipulating) via positive affect, as well as the conditional indirect effect of intrinsic motivation for organizational social activities on these relationships. Utilizing a time‐separated field study (n = 163), our analysis reveals positive affect fully mediates the relationship between participation in organizational social activities and (a) knowledge sharing and (b) knowledge hiding, and partially mediates the relationship between participation in organizational social activities, and (c) knowledge manipulating. Most interestingly, we unexpectedly found a positive direct effect of participation in organizational social activities on knowledge manipulation, even though the indirect effect via positive affect was negative. The results also indicate that, for individuals with high intrinsic motivation for social activities, there is a significant indirect effect of participation in organizational social activities on all three knowledge management behaviors. [ABSTRACT FROM AUTHOR]

In times of declining response rates and over-surveying, improving our understanding of why people participate in surveys is more important than ever. Previous research showed that online panel participants have intrinsic (e.g., topic interest, altruism) and extrinsic (e.g., incentives) participation reasons. Our study expands this research by implementing an experiment using two common forms of survey measurement: ranking and rating. The experiment was fielded in a professional respondents' sample from a German online panel (n = 407) and in an address-based sample (mail and online) of German non-professional respondents (n = 1,137). Besides extrinsic and intrinsic motivations, the experiment included various study design features (i.e., mode, length, data security) and the mood during the time of contact as possible reasons for participation. The results confirm previous findings regarding the motivations of online panelists but also show important differences between professional and non-professional respondents. Specifically, the main participation reasons of professionals are topic interest (intrinsic) and incentives (extrinsic), while non-professionals are primarily motivated by intrinsic reasons (topic interest and purpose of study). This notion is also supported by the Latent Class Analyses, which showed that three of the four classes for professional respondents had a high probability of naming incentives as one of their main reasons for survey participation, whereas none of the four non-professional clusters rated incentives highly. The differences between the two samples highlight that professional panel members have different motivation structures than participants in general population surveys. This may undermine generalizability, but it also provides opportunities for targeted recruitment. [ABSTRACT FROM AUTHOR]

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]

The general purpose of this article is to examine incentives and their relations with institutions and with other motivations. The article proposes a concept of incentives in a narrow and in a broad sense. It discusses the provision of incentives by different types of institutions (formal and informal social norms; conventions). It briefly considers the relation between the incentivizing influence of institutions and their constraining influence. It distinguishes incentives from intrinsic motivations and profound motivations. It establishes links between the incentivizing and the profound motivational influence of institutions, especially the possible unfolding of the former into the latter. [ABSTRACT FROM AUTHOR]

Copyright of Retos: Nuevas Perspectivas de Educación Física, Deporte y Recreación is the property of Federacion Espanola de Asociaciones de Docentes de Educacion Fisica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Empirical findings concerning the effects of extrinsic rewards on employee creativity have been controversial and have focused mainly on the theoretical mechanism of intrinsic motivation. Although intrinsic motivation is a primary impetus for creativity, generating creative outputs is a process that requires a sequence of creative endeavors. Drawing from the componential theory of creativity, this study proposes a positive relationship between extrinsic rewards and creativity via creative process engagement. Additionally, two types of employee characteristics, i.e. person-job fit and cognitive flexibility, are important contingency factors affecting the reward–creativity relationship. Our empirical analyses of data collected from 228 supervisor-subordinate dyads demonstrate the mediating role of creative process engagement in the reward–creativity relationship. Moreover, employees with high levels of person-job fit and cognitive flexibility are found to have the highest levels of creative process engagement and, in turn, the greatest creativity when motivated by extrinsic rewards for creativity. These findings have several theoretical and managerial implications related to reward–creativity research and practice. [ABSTRACT FROM AUTHOR]

Purpose: For decades, consumer identification and motivation, either alone or jointly, have been essential constructs for behavioral researchers. The resultant output is significant in terms of both quality and quantity. However, at a deeper level, a lack of conceptual clarity in the relationship between these constructs has led to theoretical and practical irregularities, which this study aims to address. Design/methodology/approach: An online questionnaire was distributed to sport consumers aged over 18 participating in an online panel, prompted 293 completed responses. Structural equations modeling was used to examine the data. Findings: Findings show that identification mediates the effects of intrinsic and extrinsic motivation on sport supporters' loyalty and explain 90% of the variance in that construct. In addition, identification mediates the adverse effects of extrinsic motivation on loyalty and strengthens loyalty when levels of satisfaction decline. Originality/value: This study extends previous work by providing a theoretical perspective that clarifies the relationship between motivation and consumer identification; deepens theory by empirically observing the relationship at different levels of consumer satisfaction; and presents a parsimonious, valid and reliable method that managers can leverage to strengthen sport supporters' loyalty. [ABSTRACT FROM AUTHOR]

This study examined the within- and cross-language relationships between intrinsic language learning motivation, home literacy environment (shared book reading, parental literacy involvement, and parent perceived child literacy interest), and receptive vocabulary in 185 bilingual preschoolers and 233 primary school children in Singapore. Age differences were also examined. Unlike the motivation decline commonly observed in middle childhood, the primary school children demonstrated higher levels of intrinsic motivation than the preschoolers in both English and the second language (L2). Results showed a motivation gap between English and children's L2 in primary school children but not in preschoolers. The hierarchical regression results revealed that intrinsic motivation and the three facets of home literacy environment (HLE) were differentially involved in receptive vocabulary across languages and age groups. Within-language relations showed that intrinsic motivation only predicted receptive vocabulary in English among primary school children, but not among preschoolers. Among primary school children, parent perceived child literacy interest in L2 was the only significant predictor of L2 receptive vocabulary; among preschoolers, shared book reading was the only significant predictor. Cross-language relations revealed that parental literacy involvement in English negatively predicted L2 receptive vocabulary in primary school children, and there were no L2 effects on English receptive vocabulary. [ABSTRACT FROM AUTHOR]

Previous studies have demonstrated links between greater religiosity and lower COVID-19 vaccination rates. This article delves into an explanation for these relationships by investigating the role of belief in science and moral foundations that may elucidate why belief in God is associated with lower vaccination intention. Study 1 (n = 689), comparing Polish Catholics and atheists, revealed that Catholics exhibited a lower COVID-19 vaccination intention, and this relationship is mediated by a lower belief in science among Catholics. Furthermore, as identification with a denominational group increased, the negative correlation between being Catholic and belief in science intensified. Findings from Study 2, conducted among Catholics (n = 752), indicated that intrinsic religious orientation is negatively related to COVID-19 vaccination intention, and this relationship is fully mediated by belief in science. Conversely, extrinsic religious orientation was positively linked to COVID-19 vaccination intention. Study 3 (n = 469) found that the lower vaccination intention of Catholics, compared to atheists, may be attributed to higher levels of purity and loyalty moral foundations among Catholics, which, in turn, were associated with a weaker vaccination intention. These results underscore the complex religious mechanisms within Catholics that shape their motivation to vaccinate. [ABSTRACT FROM AUTHOR]

Instruction: In both subjects, music and sport, the engagement with the subject content - learning an instrument or training in a sports club - usually begins in early childhood. This makes these subjects special and similar. It is therefore of interest to examine the motivation for choosing music and sport as subjects for university study. Methods: In the present investigation, 151 students at the beginning of their university studies were examined. Among these were 110 music university students in the Bachelor of Music (B.Mus.) and music teacher education program, and 41 sport university students in the Bachelor of Science (B.Sc.) and sport teacher education program. The study contained a custom-made questionnaire on sociodemographic data, questions on study choice alternatives and biographical musical or sporting background, as well as two standardized questionnaires on motivation for enrollment (STUWA) and on aspects that are important for the profession. Results: Music and sport students were at a rather high and similar level of intrinsic motivation to study their subjects. However, materialistic goals motivated the teacher education students more than the bachelor's students with an artistic program. The difference between the study programs was also found in the context of extrinsic-social motivation, where the teacher training students answered with higher scores. With regard to socially-induced motivation, it was shown that music students and sport teacher education students were more socially induced to study the respective subject compared to the general student population. With regard to uncertainty when choosing a course, it was found that Bachelor of Music students were more certain that they wanted to study exactly their particular subject. The ages at which music and sport were started in childhood were similar, but the first-year music students were younger than the sport students were. Compared to sports students, music students decided their area of study earlier, and bachelor's students in music in particular had fewer alternative study options than sports students. Discussion: The results provide a differentiated picture of student motivation to study and thus allow a deeper insight into the subject cultures of music and sport. They also open up opportunities for follow-up studies in comparison with other study subjects and programs. [ABSTRACT FROM AUTHOR]

This research presents and confirms an intermediary model, deeply anchored in self-determination theory, to dissect the influence of Chinese high school students' core psychological needs and intrinsic drive on the nexus between educators' autonomous backing and students' proficiency in feedback literacy, highlighting the mediating roles of these elements. A survey of 704 Chinese senior high school students, including 319 males and 385 females, employed the Feedback Literacy Scale, Basic Psychological Needs Scale, Intrinsic Motivation Scale, and Perceived Teacher Autonomy Support Scale. The study's discoveries illuminate that educators' autonomous support not only directly amplifies students' feedback literacy but also has an indirect impact through the intermediation of basic psychological needs and intrinsic motivation, along with their interconnected dynamics. This inquiry not only deepens our grasp of the mechanisms interlinking teacher support with feedback literacy but also critically evaluates the findings to proffer targeted recommendations, thereby enhancing our comprehension of the underlying processes and guiding educational practices and student development. [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]

The growing adoption of online platforms for educational goals has raised concerns among learners regarding online learning contexts. These platforms have been identified as productive mediums for learning English as a second language. However, learners consistently strive for enhanced platforms, and their perspectives may change when confronted with concerns about the platform's overall quality, specifically in relation to its reliability and privacy. Therefore, this study aims to evaluate the impact of platform quality, including features such as reliability, design, and security, in combination with learners' familiarity with these platforms. A quantitative research approach was utilized to accomplish this goal, which entailed circulating an online survey by 410 Chinese North East public and private university graduate and postgraduate students, which were analyzed using SmartPLS 4 software. The study's findings indicate that certain elements of website quality, such as design and privacy, do not significantly impact platform satisfaction. Learners generally prefer criteria other than design and privacy considerations when assessing language learning applications. While platform design, familiarity and satisfaction significantly impact intrinsic motivation towards English learning. These characteristics contribute to the creation of a conducive learning environment for learners, which in turn promotes motivation, engagement, and, eventually, the development of language competency. By implementing these strategies, managers can cultivate a more immersive, gratifying, and stimulating English language acquisition encounter on online platforms, resulting in heightened satisfaction and competence. Based on the study's findings, the study suggested platform executives investigate these indicators using learner feedback and appropriately modify the platform's services. [ABSTRACT FROM AUTHOR]

This study explored the impact of students' academicmotivation on self-esteem at the graduate level. The respondents of this study were 375 university students enrolled in a Bachelor of Science (BS) program in nine disciplines from all four public sector universities in the southern districts of Khyber Pakhtunkhwa. Two standardized questionnaires, i.e., the Academic Motivation Scale, a tool consisting of 28 items for measuring academic motivation, and Rosenberg's Scale for measuring self-esteem, consisting of 10 items that measure self-respect by assessing both positive and negative emotional states about the self, were used. In light of the objectives and hypotheses, mean, and standard deviation (SD) were used to find out the level of academic motivation and self-esteem of the students. Linear regression was applied to find out the impact of students' academic motivation on their self-esteem. Moreover, an independent t-test was used to explore the difference in academic motivation and self-esteem between male and female students. There was no significant difference in the academic motivation and self-esteem of the students at the graduate level. The results showed that the university students at the graduate level had a high level of academic motivation and self-esteem. A unit change in overall academic motivation, knowledge, and stimulation parts of intrinsic motivation and identified and external regulation of extrinsic motivation bring 0.678, 0.218, 0.223, 0.122 and 0.172 change in self-esteem, respectively, while the constructs i.e., accomplishment (intrinsicmotivation), introjected (extrinsicmotivation), and amotivation are non-significant as p > 0.05. [ABSTRACT FROM AUTHOR]

Background: The disruption of health and medical education by the COVID-19 pandemic made educators question the effect of online setting on students' learning, motivation, self-efficacy and preference. In light of the health care staff shortage online scalable education seemed relevant. Reviews on the effect of online medical education called for high quality RCTs, which are increasingly relevant with rapid technological development and widespread adaption of online learning in universities. The objective of this trial is to compare standardized and feasible outcomes of an online and an onsite setting of a research course regarding the efficacy for PhD students within health and medical sciences: Primarily on learning of research methodology and secondly on preference, motivation, self-efficacy on short term and academic achievements on long term. Based on the authors experience with conducting courses during the pandemic, the hypothesis is that student preferred onsite setting is different to online setting. Methods: Cluster randomized trial with two parallel groups. Two PhD research training courses at the University of Copenhagen are randomized to online (Zoom) or onsite (The Parker Institute, Denmark) setting. Enrolled students are invited to participate in the study. Primary outcome is short term learning. Secondary outcomes are short term preference, motivation, self-efficacy, and long-term academic achievements. Standardized, reproducible and feasible outcomes will be measured by tailor made multiple choice questionnaires, evaluation survey, frequently used Intrinsic Motivation Inventory, Single Item Self-Efficacy Question, and Google Scholar publication data. Sample size is calculated to 20 clusters and courses are randomized by a computer random number generator. Statistical analyses will be performed blinded by an external statistical expert. Discussion: Primary outcome and secondary significant outcomes will be compared and contrasted with relevant literature. Limitations include geographical setting; bias include lack of blinding and strengths are robust assessment methods in a well-established conceptual framework. Generalizability to PhD education in other disciplines is high. Results of this study will both have implications for students and educators involved in research training courses in health and medical education and for the patients who ultimately benefits from this training. Trial registration: Retrospectively registered at ClinicalTrials.gov: NCT05736627. SPIRIT guidelines are followed. [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]

The existing literature on withdrawal from foreign markets leaves several questions unanswered. We propose alignment between cohesive learning from failure and the intrinsic motivation to reemerge after failure. The study contends that failure is not considered an ultimate demise but as a precursor to new birth. Interviews with eight firms that faced withdrawal from international markets demonstrate the importance of failure as rivaling that of success and as cultivating self-efficacy. We conclude that learning from failure enhances the perceived ability to reemerge in international markets, and entrepreneurs recommit themselves to businesses with new perspectives. [ABSTRACT FROM AUTHOR]

Purpose: The increasing emphasis on ecological responsibility within Chinese enterprises has underscored the critical role of employees' green innovation behavior in enhancing environmental performance and enhancing core competitiveness. Grounded in the Ability, Motivation, and Opportunity (AMO) theoretical framework, this study employs configuration analysis to investigate the driving mechanisms behind the multi-factorial interplay affecting employees' green innovation behaviors. Methodology: Data was collected through questionnaires distributed among a random sample of 219 Chinese corporate employees. fuzzy-set Qualitative Comparative Analysis (fs-QCA) was then applied to identify the specific configurations contributing to high levels of green innovation behavior. Findings: (1) There are three driving paths for employees' green innovation behaviors: a leadership-organization co-driving path composed of green self- efficacy, environmentally transformative leadership, and organizational support; a leadership-driving path composed of green self-efficacy, environmentally transformative leadership, internal motivation, and external motivation; and an organization-driving path composed of green self-efficacy, organizational support, internal motivation, and external motivation. (2) There are three non- green innovation behavior-driven paths: they are divided into organizational support lack type, leadership-organizational joint lack type, and capability lack type. (3) Under specific conditions, motivational factors and environmental change leadership, motivational factors and sense of organizational support can promote employees' green innovation through equivalent substitution. Originality: (1) Significant emphasis is placed on examining how Ability, Motivation, and Opportunity synergize to shape employees' green innovation behaviors, addressing a gap in the literature regarding their collective influence. (2) The study applies a configural approach to unravel the complex causal linkages influencing employees' green innovation behaviors, offering detailed insights into the dynamics between individual attributes and contextual factors. (3) This research elucidates the combined effects of factors such as organizational support, leadership styles, and employees' intrinsic and extrinsic motivations, and how they collaborate to foster an environment conducive to green innovation. Implications: The findings not only enrich the theoretical understanding of green innovation behavior but also provide strategic recommendations for Chinese enterprises to encourage such behavior. These insights are essential for guiding sustainable development and enhancing competitive advantage. [ABSTRACT FROM AUTHOR]

In this study, we analyzed the emotional and motivational aspects characterizing the profile of university students with Specific Learning Disorders (SLD). We assessed 61 university students, 32 with SLD (age = 23.6) and 29 in the control group (age = 23.00). The results highlighted that individuals with SLD exhibit higher levels of anxiety and depression and lower resilience compared to the control group. The Multidimensional Perfectionism Scale - Short Form, which explores perfectionism, did not reveal differences between the groups. Conversely, lower scores emerged in SLD students for the intrinsic motivation sub-scales of the Academic Motivation Scale. This indicates less engagement in studying out of personal cognitive curiosity. The Self-Regulated Knowledge Scale - University, which measures various cognitive strategies, showed significantly lower scores in the SLD group for knowledge linking, knowledge training, and knowledge critique. This suggests a lower frequency with which SLD students attempt to connect new knowledge with what they already possess, apply their knowledge, ask questions, and critically analyze what they have learned. Therefore, psychological and motivational consequences are evident in this population and can impact well-being and quality of life. [ABSTRACT FROM AUTHOR]

The commercialisation of virtual reality (VR) headsets has made them more affordable and popular in gaming and entertainment. The natural interaction between the VR environment and users can maximise immersion and is crucial to VR gaming. Despite their growing popularity, educational VR games prioritise learning over immersion and require users to learn to interact with and play games using tutorials. Herein, we developed a game named Numverse with an accompanying tutorial. After selecting the tutorial content, we programmed the user interface and proposed a delivery method for the tutorial. We evaluated the user experience based on the effects of the presence or absence of the tutorial and its mode of delivery. The tutorials were of three types: no tutorial, instruction-screen tutorial, and context-sensitive tutorial, with the latter being the most preferred. The evaluation results show that presence, ability to learn controls, intrinsic motivation, and learning effectiveness are higher for the instruction-screen and context-sensitive tutorials than for no tutorial. On average, users experienced more motion sickness in the no-tutorial case, with a significant difference in nausea items. This study asserts the importance of tutorials in VR games, and its findings could improve user experience in future VR games. [ABSTRACT FROM AUTHOR]

This study tests the relationship between transformational leadership and public service motivation (PSM), as well as the role that the basic needs of autonomy, competence and relatedness play in this relationship. Using a sample of 439 social workers in Barcelona and the Catalonia region, the results support a positive effect of transformational leadership on PSM. Of the three basic psychological needs, the satisfaction of the need of relatedness appears to be the primary driver in developing PSM, as relatedness has been recognized as a source of intrinsic motivation and is the only one of the three basic needs with a collective character. These results have clear practical implications. Transformational leaders designing their organizations to promote mutual support and encourage feelings of relatedness among their employees can contribute to increasing employees' PSM. [ABSTRACT FROM AUTHOR]

Online class-related boredom among college students is an academic emotion most often ignored by the academic community. Therefore, only a few empirical studies have been conducted by research scholars on this subject. From the viewpoint of self-determination theory and the control-value theory of achievement emotion, this research study attempts to investigate the association between online class-related boredom, school motivation, and academic achievement. Accordingly, a total of 1294 Chinese college students are taken on board. Noticeably, the study findings indicate that online class-related boredom among college students exerts a negative correlation with their academic achievement. Furthermore, intrinsic school motivation mediates the relationship between online class-related boredom and academic achievement, whereas extrinsic school motivation also exhibits a relevant effect. Lastly, gender moderates the mediating effect of school motivation between online class-related boredom and academic achievement. Specifically, in male students, increased online class-related boredom is associated with higher levels of extrinsic motivation. In contrast, in female students, increased online class-related boredom correlates with reduced levels of both extrinsic and intrinsic motivation. In the context of research significance, on the one hand, this paper suggests that college teachers should pay due attention to the negative emotions and school motivation of college students in online classrooms, in order to improve teaching practice; on the other hand, this research study further empirically ascertains the control-value theory of achievement emotions and self-determination theory. [ABSTRACT FROM AUTHOR]

Institutional integration and enjoyment in physical education (PE) represent catalysts for greater students' social cohesion and academic performance. This cross-sectional study addressed the lack of data and examined the mediating effect of basic psychological needs satisfaction (PNS) and motivation on the association between physical activity enjoyment (PAE) and institutional integration (SII) in Saudi female PE students. Participants (N = 507) were invited to complete the PE autonomy relatedness competence scale, the PE motivation scale, the students' institutional integration scale, and the enjoyment questionnaire. The direct and indirect effects were explored using the SPSS Hayes process macro (Model 4). The results indicate that autonomy, relatedness and extrinsic motivation partially mediate the relationship between the PAE and SII in female Saudi PE students. Therefore, the PAE had a direct effect on SII of 16.2% and an indirect effect of 25.3% through the mediation of autonomy, relatedness, and extrinsic motivation. The psychological processes that promote the development of SII are PAE, autonomy, relatedness, and extrinsic motivation but not intrinsic motivation nor competence. The results are discussed within the self-determination theory and can be used by benefic for students, teachers, administrators or program makers to support institutional integration and enjoyment perception in Saudi female PE students. [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]

This study investigates the relationship between students’ perceptions regarding faculty support and their overall level of academic motivation. Other aspects like types of academic motivation (intrinsic and extrinsic motivation or amotivation) grounded in self-determination theory are also addressed. The findings indicate that there is a significant positive correlation between faculty support and the overall level of student’s academic motivation. At the same time, the results show that both psychological and functional support, as indicators of faculty support, have influence on different types of academic motivation. In this sense, faculty support has a moderate positive influence on student’s intrinsic academic motivation, respectively a moderate negative influence on academic amotivation. These results can be of interest for faculty decision makers. In other words, any educational policy or strategy adopted by faculty-level decision makers designed to help students improving their academic performance must include elements and activities related to providing support (at social, psychological, and functional level). [ABSTRACT FROM AUTHOR]

Educational chatbots (EC) have shown their promise in providing instructional support. However, limited studies directly explored the impact of EC on learners' emotional responses. This study investigated the induced emotions from interacting with micro-learning EC and how they impact learning motivation. In this context, the EC interactions encompassed greetings, biology learning content delivery, self-evaluation, and feedback. This study employed a between-subject experimental design involving 62 college students. Participants were randomly assigned to either the Metacognitive EC group, receiving metacognitive feedback, or the Neutral EC group, receiving neutral feedback. The results of T-tests demonstrated significant differences in specific induced emotions between the two groups while some similarities exist. Importantly, it unveiled that both Metacognitive EC and Neutral EC interactions evoked a spectrum of positive, negative, and ambivalent emotions, in which positive emotions surpassed the induced negative emotions. In general, metacognitive feedback induced fewer negative emotions than neutral feedback. PLS analysis supported the relationships between induced emotions and intrinsic motivation, with positive emotion, ambivalent emotions, and negative emotions influencing interest motivation, which, in turn, shaped other motivational components, including perceived competence, perceived value, and perceived pressure. However, the influence of positive emotion on interest was weaker in the Metacognitive than in the Neutral EC. In conclusion, the study revealed how induced emotions impact motivations and showed that the presence of metacognitive feedback reduced negative emotions and promoted motivation. These findings highlight the need for positive emotion element design and appropriate feedback that will impact learning motivations during educational chatbot interactions. [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]