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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]

The primary purpose of this study is to investigate the significance of the combined influence of Technology-Based Instruction and Motivated Learning Strategies on student engagement in Araling Panlipunan. A survey was conducted to a sample of 124 Grade 6 students from selected elementary schools in the municipality of Mawab, Davao de Oro. A quantitative descriptive correlation method was used in the study. The results of the study indicated that integrating technology-based instruction with motivated learning strategies positively influenced student engagement by enhancing interactive learning experiences and fostering intrinsic motivation. From the results of the study, it was recommended that school should provide teachers the resources and training they need to use technology and motivate students successfully and teachers should embrace technology and student motivation as significant tools for teaching. Furthermore, continued integration of these approaches in Araling Panlipunan could sustain and enhance student engagement. [ABSTRACT FROM AUTHOR]

This study explored the impact of principals' administrative competence on teachers' motivation in public schools in Davao de Oro. Using a quantitative research design, the study collected data from a sample of public-school teachers to assess their perceptions of their principals' administrative competence and their own motivation levels. The findings revealed a significant positive correlation between principals' administrative competence and teachers' motivation, leading to the rejection of the null hypothesis. The results underscored the importance of effective administrative practices in enhancing teacher motivation, suggesting that principals who demonstrate strong administrative skills can significantly boost teacher morale and engagement. These findings are consistent with existing literature emphasizing the role of supportive and competent leadership in fostering a positive educational environment. The study recommends that educational institutions invest in professional development for school administrators to sustain and enhance teacher motivation and overall school performance. [ABSTRACT FROM AUTHOR]

Research in STEM education has focussed on integrated STEM projects that combine knowledge and skills across science, technology, engineering, and mathematics. These integrated STEM projects are typically designed by teachers or researchers addressing a limited range of topics that do not always cater well to the diversity of interest among children and adolescents. By contrast, self-selected projects where students have more choices and autonomy in selecting their own projects are relatively rare. Consequently, there is a gap in the literature on students' learning experiences when they choose and develop their own STEM projects. This study aims to examine the classroom experience and enactment of a high school STEM course designed for Grade 9 and 10 students (14 to 16 years old) to carry out a project of their choice aligned with the theme of sustainability. A case study methodology was used to investigate eight students' lived experiences in making connections to STEM. The study reveals the nature of students' self-directed learning experiences as they chose their own topics of exploration and subsequently developed their respective STEM-related projects. It also illuminates the alignments and tensions between STEM integration and various aspects of students' self-directed learning, including intrinsic motivation, open-ended tasks, goal setting, design thinking, collaboration with external partners, curriculum constraint, and time management. The implications of the study encompass student autonomy and agency, the significance of authentic problems and themes in STEM education, and the role of curriculum in facilitating self-selected projects. [ABSTRACT FROM AUTHOR]

Through the lens of social identity theory, this study aims to identify which motivations are pertinent for Christian conference attendance. It also aims to determine what constitutes religiosity for attendees and if Christian conference attendance is dependent on attendees' religiosity, demographics, and/or ministry role. Based on survey responses (N = 209) collected at four Australian Christian conferences that were analyzed using correlation analysis, it was concluded that although motivations are largely correlated, spiritual encouragement and congregating with like-minded people are the dominant motivations for attendance. Religiosity comprised beliefs, emotions, and behavior. Chisquare analysis determined that attendees are of different ages, education, and ministry roles, and analysis‐of‐variance identified respondents that exhibited high religiosity are differentiated on their demographics. Binary regression identified that Christian conference motivation was largely dependent on attendees??? religious behavior. To further satisfy attendees, it is recommended that Christian conference organizers promote the need for togetherness and spiritual encouragement. [ABSTRACT FROM AUTHOR]

Activity and physical effort positively affect a person's psychophysical state and emotional experience. Interest in the phenomenon of flow, the state of perceived arousal, stems from its relationship to an individual's intrinsic motivation. Flow is an area of research in many fields, including sports. Nowadays, solutions are being sought to support the traditional assessment of cognitive and affective states using analysis of physiological signals. Therefore, the present study analysed and estimated the physiological responses that may occur during the induction of a flow state between exercises stimulated by additional metrorhythmic stimuli. Thirty-six healthy subjects participated in the study. The effects of various metrorhythmic stimuli on the body's physiological response during the subjects' free gait were examined. The physiological response and flow intensity were evaluated when the rate of individual stimuli was changed, and the rate was enforced. Several statistically significant variables and correlations were determined for physiological indicators depending on the stage of the study conducted and the level of flow experienced. A positive, statistically significant correlation of flow and HRV frequency variables was obtained. The results also confirm previous literature reports on the relationship between flow response and frequency heart rate variability during physical activity. [ABSTRACT FROM AUTHOR]

Background: Head and neck cancer treatment often leads to trismus, a condition characterized by limited mouth opening. Exercise‐based therapy is the most common intervention but there are no clear guidelines as to the optimal exercise regimen. Restorabite™ is a portable and force‐regulated trismus device designed to enhance exercise adherence. This study explores the adherence to exercises using Restorabite™ in head and neck cancer patients with trismus and identifies facilitators and barriers to exercise therapy. Materials and methods: Mixed‐methods, prospective cohort study undertaken at a quaternary oncology hospital, in Sydney Australia involving participants diagnosed with head and neck cancer diagnosed with trismus (maximal incisal opening under 35 mm). Patients underwent a 10‐week individualized trismus program using Restorabite™ with weekly speech pathology reviews. Exercise adherence was tracked through categorized descriptors. Data were collected prospectively at baseline, during 10 weeks of therapy with Restorabite™, and at 6‐ and 12‐month post‐trismus exercise. Participants described facilitators of trismus therapy, and barriers to completing the prescribed exercises. Clinical documentation of these responses was then analyzed using content analysis. Results: One‐hundred and thirty‐five participants were recruited. During the intervention 69% (n = 93) exercised as recommended, 24% (n = 32) exercised less, and 7% (n = 10) exercised more than recommended. At 6 months post‐intervention, 55.5% (n = 75) exercised as recommended, 38.5% (n = 52) exercised less, and 4% (n = 6) exercised more. At 12 months, 36% (n = 49) exercised as recommended, 48% (n = 62) exercised less, and 11% (n = 15) exercised more. MIO increased from a mean of 18.6 mm at baseline, to 30.1 mm at the end of the 10‐week intervention. This was maintained at 6 and 12 months (31.7 and 32.1 mm, respectively). Adherence to the exercise program was associated with greater improvement in maximum interincisal opening (p < 0.001). Facilitators of adherence included intrinsic motivation, device portability, perceived functional change, and external support tools. Barriers included cancer treatment toxicities, competing priorities, and health challenges. Positive outcomes included functional improvements, while negative outcomes included increased pain. Conclusions: Seventy‐six percent of patients prescribed Restorabite™ performed trismus exercises at or more than the recommended frequency. Facilitators and barriers identified provide insights into factors influencing adherence. Future research should involve comparative studies that compare the adherence and effectiveness of different exercise programs. [ABSTRACT FROM AUTHOR]

Although several longitudinal studies have confirmed that need-supportive teacher behaviour shapes intrinsic motivation in school, longitudinal studies on its role for intrinsic reading motivation are lacking. To fill in this gap, this study investigated whether changes in selected aspects of student-perceived teacher need-supportive behaviour in German lessons predicted changes in intrinsic reading motivation. We also investigated how student intrinsic reading motivation and perceived teacher need-supportive behaviour changed over the course of lower secondary school. To this end, we used data of 7634 German students gathered between Grades 5 and 9 as part of the German National Educational Panel Study, five measurement occasions in total. The analyses, which involved univariate latent change score and change–change models, revealed decreases in perceived teacher need-supportive behaviour and intrinsic motivation between Grades 5 and 9. Moreover, the decreases in perceived teacher need-supportive behaviour in German lessons predicted decreases in intrinsic reading motivation. The study provides first evidence of longitudinal relationships between perceived teacher behaviour and intrinsic reading motivation. It also suggests that adjusting the classroom learning environment to student needs may contribute to alleviating the decrease in intrinsic reading motivation observed in multiple studies. [ABSTRACT FROM AUTHOR]

In the Philippines, improving pre-service math teachers' critical thinking is receiving increasing attention, emphasizing the importance of tailoring instructional methods to students' learning approaches for a more equitable environment and enhanced mathematics performance. Thus, this study aimed to determine if the critical thinking disposition (CTD) subscales (reflective, attentiveness, open-mindedness, organization, perseverance, and intrinsic motivation) and learning approach (deep approach and surface approach) predict the mathematics performance of pre-service math teachers. This study employed a descriptive-correlational research design to randomly selected 125 pre-service math teachers from Central Luzon, Philippines. The survey instruments are administered through the studenteducator negotiated CTDs scale, the revised two-factor study process questionnaire, and the 40-item validated test. Using descriptive analysis, findings revealed that pre-service mathematics teachers have moderate levels of CTD, most of which use a deep approach and have average mathematics performance. Regression analysis showed that CTD and the deep approach were predictors. Therefore, pre-service mathematics teachers with a higher CTD and a deep approach are likelier to perform better in mathematics. These findings provide valuable insights into enhancing mathematics teacher education. [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.)

People regularly encounter situations in which they have to engage in tasks they find boring or irrelevant, in which case their autonomy—the need to act in ways that are meaningful for oneself—is impeded. When there is no motivational support available, individuals need to find ways to overcome their motivational barriers by themselves. Applying autonomy-regulation strategies may be effective for increasing autonomy and particularly the more adaptive types of motivation (i.e., intrinsic and internalized). Testing this idea, we investigated whether individuals apply self-supportive strategies to boost their feelings of autonomy and motivation in two studies via cross-sectional survey samples (overall N = 2,344). We analyzed how autonomy regulation strategies were associated with theoretically related variables via Structural Equation Modeling (SEM). In Study 1, the self-reported use of autonomy regulation strategies was strongly positively associated with intrinsic and internalized types of motivation, weakly positively correlated with introjected avoidance motivation, and not associated with external motivation. In Study 2, we introduced two dilemmas concerning motivational problems individuals face when engaging in tasks and being assigned a task, respectively. Results indicate that individuals report using general strategies of autonomy regulation to achieve fulfillment of autonomy and intrinsic motivation, next to more specific autonomy regulation strategies regarding specific dilemmas. Our results show that it would be worthwhile to investigate if stimulating individuals to use autonomy regulation strategies would positively affect their motivation (e.g., in job or study contexts), and that in doing so, it is important to consider both specific context effects on autonomy regulation as well as individual preferences for general strategies used to regulate one's autonomy. [ABSTRACT FROM AUTHOR]

Academic institutions have implemented methods to enhance student engagement, increase satisfaction levels, and maximize the efficacy of the learning process. Gamification has been increasingly used in education to enhance the efficacy of student learning, in contrast to traditional teaching methods. This study quantitatively examines the impact of gamification on learning efficacy by assessing variables such as engagement, satisfaction, and intrinsic motivation based on data from 255 survey responses by undergraduate and graduate students enrolled in Vietnamese institutions. Participants had prior experience with gamified instructional methods. The findings indicate that individuals’ level of enjoyment and challenges impacted the effectiveness of their learning through the mediating processes of engagement, satisfaction, and intrinsic motivation. This study offers valuable insights for educational institutions, schools, teachers, and other scholars examining the impacts of intrinsic motivation, satisfaction, and engagement on learning effectiveness within the educational setting of gamification. [ABSTRACT FROM AUTHOR]

Charitable crowdfunding on digital platforms has become a viable way for NGOs to raise funds. This study aims to investigate determinants of charitable behavior (CB) on digital crowdfunding platforms (DCPs), including national culture dimensions, motivations, crowdfunding platform attitude, and donors’ personal characteristics. Data were collected through a CAWI survey of 680 Amazon MTurk users from Europe, the Americas, and Southern Asia. Findings indicate that of the three national culture dimensions considered, CB on DCPs is positively associated with collectivism and negatively with uncertainty avoidance. The link between power distance and CB could be either positive, neutral or negative, due to the interactions with motivations for charity, uncertainty avoidance, and age. Extrinsic and intrinsic motivations do not show significant direct effects on CB but appear to exert their influence through interactions with other motivations, national culture dimensions and respondents’ attributes. People with higher incomes tend to donate more the better is their attitude toward the DCP. CB is stronger among donors more involved in voluntary activities and those living in the Americas as compared to Europe and Asia. The study addresses the knowledge gap concerning the antecedents of CB on DCPs and suggests how NGOs could improve their fundraising effectiveness. [ABSTRACT FROM AUTHOR]

Recently, a new construct referred to as autonomous single language interest (ASLI) has been introduced in the educational psychology field. ASLI postulates that second language (L2) students who have one autonomously oriented goal for studying the L2 during their learning setting (e.g., during university study) are likely to make greater L2 achievements than those with low ASLI. However, it remains unclear how ASLI predicts later L2 vocabulary achievement and whether its stability or fluctuation that predicts the achievement. A total of 161 Saudi undergraduate students of English as an L2 enrolled in the Department of English were followed up three times over 17 weeks. We used the latent growth curve model (LGCM) to assess the stability and fluctuation of ASLI, and to see which one stability and fluctuation predicts later L2 vocabulary knowledge. The results of the LGCM suggest that initial high levels of the ASLI (i.e. its stability), but not its fluctuation, predicted a significant increase in L2 vocabulary achievement. In other words, students who started their L2 course with an autonomous single language interest and who maintained this sole interest/goal over time appeared to have higher L2 vocabulary achievement over time. Methodological and pedagogical implications are discussed. [ABSTRACT FROM AUTHOR]

AbstractPerfectionism is widely recognised as a key factor in students’ learning experiences, but such evidence is primarily derived from cross-sectional studies testing unidirectional links. To fill in the gap, our study used a longitudinal design and made the initial attempt to examine the bi-directional links between two types of perfectionism (personal standards and concerns over mistakes), two types of academic motivation (intrinsic and extrinsic motivation), and academic engagement. Results from the cross-lagged panel analysis among Chinese university students found that personal standards and intrinsic motivation were positively and reciprocally related. Another reciprocity was revealed: intrinsic motivation positively predicted later extrinsic motivation, while extrinsic motivation negatively predicted later intrinsic motivation. Besides, our study revealed several unidirectional links: intrinsic motivation positively predicted later academic engagement, extrinsic motivation positively predicted later concerns over mistakes, and academic engagement negatively predicted later concerns over mistakes. [ABSTRACT FROM AUTHOR]

This study explores the development process of psychological needs in online gamified learning (OGL) among university students and examines its impact on learning engagement. Grounded in Self-Determination Theory (SDT), the research conducted a purposive sampling survey involving 483 university students with diversified academic backgrounds. Results from Mplus-based analysis show: Perceived autonomy correlates positively with perceived relatedness and perceived competence; Autonomy-Supportive Motivation is positively linked to the three basic psychological needs; Perceived autonomy, perceived relatedness, and perceived competence are positively associated with intrinsic motivation; Intrinsic motivation further correlates positively with learning engagement; and intrinsic motivation, along with the basic psychological needs, mediates the relationship between autonomy-supportive motivation and learning engagement in college students within a OGL environment. Additionally, the study found that external orientation negatively moderated the link between autonomy-supportive motivation and perceived autonomy in college students. The main value of this study is that it reveals the logical relationships within students’ psychological needs in the context of OGL, validating the development process of students’ psychological needs and its impact on learning engagement, emphasizing the crucial two-way interaction between teachers and students, and creating an indirect impetus driven by external contexts, causal factors, and behavioral structures. [ABSTRACT FROM AUTHOR]

Background: While the benefits of physiotherapy for hospitalized older patients (HOPs) are well established, these patients are often considered demotivated by healthcare team members (HTMs), which is perceived as a hindrance to their rehabilitation. The quantitative data currently available on the lack of involvement of HOPs are mainly measures of mobility. Motivation as such has, to our knowledge, never been measured. Therefore, this study aims to quantify for the first time the motivation levels of HOPs in their participation in activities of daily living (ADLs) and physiotherapy, and to explore the motivating factors behind their participation in physiotherapy. Methods: The motivation of 60 older patients hospitalized in an acute geriatrics ward was quantified using the Scale of Demotivation Assessment (SDA). Out of these participants, 14 were interrogated through individual semi-structured face-to-face interviews. After transcription, data were analyzed according to Self-Determination Theory, which has been proven effective in the understanding of motivational mechanisms. Results: The prevalence of demotivation was 47% (95% CI: [0.34;0.6]) for ADLs and 35% (95% CI: [0.23;0.48]) for physiotherapy. The main demotivating factors were the feeling of external control (lack of autonomy) and dependance experienced by HOPs, as well as the limited availability of staff during hospitalization. Conversely, feelings of competence, security, respect for limits, and commitment from the HTMs were important motivating factors. Conclusion: A large number of relational factors have an impact on the motivation of HOPs regarding their participation in ADLs and in physiotherapy sessions. Appropriate time and space organizing and the provision of suitable equipment, combined with a genuine caring and respectful attitude from the HTMs, could considerably encourage the expression of intrinsic motivation and thus the involvement of HOPs in their own care program. [ABSTRACT FROM AUTHOR]

Background: Medical students experience high levels of stress and related mental health problems. Students' autonomous and controlled motivation and their mental well-being are interconnected. This study aimed to investigate whether an innovative teaching concept based on self-determination theory (SDT) could improve students' motivation and thereby reduce their stress levels, ultimately providing a healthier framework for learning. Methods: In a week-long practical psychiatry course for medical students, a new didactic concept was implemented in half the groups (n = 73) and compared with the preexisting concept (n = 75) as a randomized controlled trial (RCT). To promote the SDT-target factors of perceived autonomy, competence, and relatedness, the methods used included team building, exclusively positive feedback, group discussions, and choice in task distribution. Significant group differences in motivation, stress, performance, and their relationships were analyzed through t-tests, multiple linear regression analyses, mediation analyses, and hierarchical linear modeling (HLM) using questionnaires collected before (t0) and after (t1) the course, and students' exam results (t2). Results: In the innovation group (n = 53), intrinsic motivation/interest (d = 0.41; p =.019) and perceived choice/autonomy (d = 0.33; p =.048) were greater than in the control group (n = 52). While autonomous regulation remained stable, the innovation group showed reduced controlled regulation (d = -0.36; p =.033) and reported significantly lower stress (d = -0.55; p =.003). The observed changes in motivation collectively mediated the stress reduction. However, students in the innovation group achieved lower exam scores, which seemed to result from the absence of critical feedback, but not from the observed differences in motivation or stress. Conclusions: This study demonstrated that enhancing intrinsic motivation through SDT-based teaching can effectively reduce stress in medical students. Exclusively strengths-based positive feedback may have hindered exam performance, but optimizing educational concepts to promote motivation and reduce stress will be a valuable step toward improving medical students' mental well-being. [ABSTRACT FROM AUTHOR]

This article reports on an exploratory inquiry conducted with female Chinese novice researchers in the field of applied linguistics in relation to their experiences of serving as peer reviewers. Drawing on self‐determination theory, I analyzed and interpreted the accounts of reviewing that the participants shared through semi‐structured interviews. The analysis revealed that these female Chinese novice researchers were extrinsically motivated to review peers’ work for journals. They associated doing peer reviews with beneficial outcomes, such as career advancement, public recognition, and the approval of supervisors. Their accounts are also indicative of intrinsic motivation to review peers’ work, mediated by their interactions with colleagues and supervisors. In response to these findings, the study concludes that further research should be done to identify how novice researchers can be motivated to become more involved in the peer review process and knowledge construction. [ABSTRACT FROM AUTHOR]

Background Methods Results Conclusion One of the factors affecting mothers' breastfeeding success is the father's support and the other is the mother's breastfeeding motivation. This study was conducted to determine the effect of partner breastfeeding support perceived by mothers and reported by fathers on mothers' breastfeeding motivation.The research was conducted using the face‐to‐face interview method with couples presenting to Family Health Centers in a city in Türkiye. The sample consisted of 114 breastfeeding women in 6 weeks to 6 months postpartum and their partners. Data were collected with a ‘Personal Information Form’, the ‘Breastfeeding Support Scale (BSS)’, the ‘Breastfeeding Motivation Scale (BMS)’, and the ‘Partner Breastfeeding Influence Scale (PBIS)’.Participants' mean score was 119.19 ± 23.97 on the PBIS and 11.51 ± 2.94 on the BSS. A moderate‐level, significant positive relationship was found between the BSS and PBIS scores of primiparous and multiparous mothers (r = 0.647; r = 0.567). A one‐unit increase in fathers' breastfeeding support scores increased integrative regulation motivation scores by 0.548 units in primiparas and 0.458 units in multiparous mothers and by 0.309 units in intrinsic motivation scores and 0.351 units in external regulation‐baby health motivation scores in multiparous mothers.It was found that father support affected the autonomous motivation of both primiparous and multiparous mothers at a moderate level. Perceived partner breastfeeding support affected only the autonomous motivation of multiparous mothers at a moderate level, and the types of controlled motivation, namely infant health and social approval, at a weak level. [ABSTRACT FROM AUTHOR]

The five-factor model is one of the most researched theories of personality and is frequently evaluated through the Big Five Inventory (BFI). The present study aims to explore the reliability and factorial validity of the BFI in Cuba and to investigate the relationships between personality traits and motivations for teaching. A sample of 320 prospective teachers from two universities participated in the study. A total scale reliability score of α = .73 was obtained. Principal Component Analysis using varimax rotation validated a five-factor structure, however, poor loadings of some items of the agreeableness and neuroticism factors were found. Personality dimensions of the five-factor model provided a set of meaningful relations with motivational factors determining the choice of entering the teaching profession. The dimensions of conscientiousness and agreeableness were significant predictors of intrinsic motivation as well as satisfaction with career choice. In particular, conscientiousness emerged as an important personality trait of prospective teachers. The findings obtained are partly in line with previous studies and are significant for recruitment strategies that optimize teacher quality. [ABSTRACT FROM AUTHOR]

This study aimed to investigate the effectiveness of using AI-assisted game-based learning on science learning outcomes, intrinsic motivation, cognitive load, and learning behavior. A total of 202 seventh graders were recruited and randomly assigned to the following three groups: (1) Game only (N = 70), (2) GameGPT (N = 63), and (3) GameGPT_examples (N = 69). The experimental groups received game-based learning with the assistance of ChatGPT with or without examples, while the control group received only game-based learning. The results showed that students in the GameGPT_examples group significantly outperformed those in the Game only group. Students in the GameGPT and GameGPT_examples groups reported significantly higher perceived competence than those in the Game only group. Furthermore, students in the Game only group reported a greater mental burden than those in the GameGPT_examples and GameGPT groups. The findings from learning behavioral analytics and interviews suggest that AI-assisted game-based learning can enhance students' intrinsic motivation, reduce cognitive load, and promote effective learning behavior in science learning. This study has important implications for the design and implementation of AI in game-based learning environments that aim to improve students' learning outcomes and motivation. [ABSTRACT FROM AUTHOR]

Introduction: The gender gap in technology entrepreneurship represents a significant and persistent disparity, with women significantly underrepresented in creating and leading technology start-ups. To address this multifaceted problem, it is critical to research and implement educational models that can foster intrinsic motivation in aspiring female entrepreneurs. Self-Determination Theory (SDT) provides a valuable framework for such an educational approach, emphasizing the importance of satisfying essential psychological needs--autonomy, competence and relatedness--to enhance motivation and commitment. Integrating SDT principles into entrepreneurship education can create supportive environments that empower women, encourage diverse perspectives, and ultimately bridge the gender gap in tech entrepreneurship. Particularly in the case of female students, it is important to understand how to empower their behavior choices to make possible different professional paths, with tech entrepreneurship being one of them. This gender gap has not yet been addressed through an education model proposal. Much has been said to characterize and identify it, but there is no proposal to change the higher education system in the STEM area, which is the research goal achieved in this paper: we need to analyze the gender gap in HEI and its relation to becoming entrepreneurial and understand how HEI may support the tech entrepreneurial behavior. To answer these questions we are going, in pursuit of the intrinsic motivations to support more entrepreneurial behavior in STEM female students. Methods: A quantitative approach was designed to collect data to identify the gender gap in five European higher education institutions (HEI) in five different countries. In April, surveys were launched to female students, allowing a descriptive, exploratory factor analysis and structural equation modeling to test the SDT intrinsic motivation constructs. Results: The results confirmed that there is a gender gap to overcome and that the teaching-learning process may help to potentiate the female student's capacities of self-knowledge and self-value for female students. The autonomy need was identified as the most influential construct on students becoming entrepreneurs, not dishing the effect the competences and relatedness have. Understanding this reality allows for further development of the education model proposed and discussed. Conclusion: Higher education lectures, particularly in STEM programs, can improve their teaching processes to become more inclusive and promote an effective entrepreneurial mindset. Understanding what will change helps engage in a different paradigm of education in technology, demystifying the concepts of entrepreneurship and allowing inclusion and gender equality in the higher education system. [ABSTRACT FROM AUTHOR]

AbstractThe purpose of this study is to present the possibilities of implementing mobile virtual reality (VR) in school geography and to examine its benefits and risks. A total of 163 students from various elementary schools in Slovakia participated in this study. We used qualitative and quantitative data analysis from students’ feedback and observations of the VR activities. The Intrinsic Motivation Inventory questionnaire and researcher observation sheet were used as research tools. The study showed that the implementation of mobile VR is possible in the environment of Slovak schools and has positive effects on several areas of students’ internal motivation. The best results were achieved in the areas of interest/pleasure, understanding of the activity, and perception of the value and usefulness of the activity. We also found that the gender or age of the students in our research sample did not have a significant impact on students’ internal motivation when working with VR. Our work not only provides evidence to support the wider adoption of mobile VR in education but also clarifies several possibilities for its implementation in school geography. In conclusion, we identify the most significant benefits and risks of using mobile virtual reality in geography education. The results of testing mobile VR show the great usefulness of this technology, which serves as a motivational tool for 3D visualization of various locations and phenomena on Earth. [ABSTRACT FROM AUTHOR]

ABSTRACT This article examines how motivation affects peer review acceptance of journal manuscripts among German professors of biology, business administration, mechanical engineering, and sociology. Data collected via an online survey (March–May 2022) tested hypotheses based on self‐determination theory. The results show significant discipline‐specific differences. In the soft disciplines, intrinsic motivation, own manuscript submissions (reciprocity), and external motivation positively influenced peer review acceptance, while the motive to discover something new had a negative effect. In the hard disciplines, only sense of obligation to the scientific community was significant. Staff support positively influenced peer review acceptance in soft disciplines. The control variables revealed that the total number of peer review requests was positively related to acceptance. However, age, gender, departmental budget linked to publications, and academic discipline were not significant factors. These findings deepen our understanding of motivational factors in peer review and highlight important disciplinary differences. [ABSTRACT FROM AUTHOR]

This study aims to examine pre-service teachers’ academic success longitudinally. We studied in 537 pre-service students how three criteria of success (achievement, intention to persistent and actual retention) could be predicted by demographic, cognitive, personality, and motivational variables. Applying structural equation modelling, we found distinct patterns in the predictive power of the variables across the criteria. About one fourth of the variance in achievement could be explained by verbal ability and conscientiousness. Intention to persist was weakly intercorrelated with actual retention; the criteria also showed distinct prediction patterns. Intention to persist could be explained by only one predictor. Intrinsic motivation accounted for almost half of the variance in the criterion. The included predictors were less powerful in the prediction of actual retention: age, verbal ability and intrinsic motivation together accounted for about ten percent of the variance. The results underscore the complex and multifaceted nature of pre-service teachers’ academic success. [ABSTRACT FROM AUTHOR]

Introduction: Motivation is a driving force behind man's behavior which has led to many psychological studies throughout the world. Moreover, it is the fuel for successful learning. While intrinsic motives provide the internal rewards, extrinsic motivation supplies the required external rewards to keep the engine of learning running. Knowing the factors which impact intrinsic/extrinsic motivation helps educators target their efforts at a higher level and make more informed decisions. Method: This study intends to examine how intrinsic vs. extrinsic motivation may be influenced by demographics including learners' background factors of major, age, and occupation and to determine the relationships that may exist between intrinsic and extrinsic motivation. To this end, an explanatory sequential mixed-methods research was conducted at one of the public universities in Shiraz on the majors of Elementary Education, Educational Affairs, Social Studies and Theology, and the Arabic language which were selected through cluster sampling. These students were having their English courses at the university. Based on Krejcie and Morgan's formula for sample size, a questionnaire was administered to 100 participants to collect quantitative data. Moreover, semi-structured interview sessions were conducted with one fourth of the participants. Results: Using Multiple Analysis of Variance (MANOVA) and Pearson correlation, we found that learners' background factors of age, field of study and professional status did not affect intrinsic nor extrinsic motivation. However, significant and positive relationships were found between intrinsic motivation and total motivation index, and between extrinsic motivation and total motivation index. Qualitative data obtained from the interviews were analyzed using a thematic analysis. The results of the interviews showed some new illuminating trends as revealed from the participants' responses and it was found that most interviewees followed intrinsic motives and considered motivation as a factor of great significance. Conclusion: In the English as a Foreign Language (EFL) context in which our study was conducted, instructors can follow more similar classroom motivational techniques and strategies since neither type of motivation was influenced by the variables of different major, age and occupation. Though many studies have shown that EFL learners are more extrinsically motivated in comparison with ESL ones, our study revealed that participants were more intrinsically motivated. Thus, this study may be replicated in other educational contexts such as an ESL context. The study can also be repeated in some universities in which other educational systems such as coed education is used to see the possible similarities and differences. Motivation is the important stimulant to impel the learners to achieve their learning goals; thus, it should receive sufficient attention in various educational settings. [ABSTRACT FROM AUTHOR]

The aim of this study is to examine the mediating effect of intrinsic motivation on the relationship between psychological empowerment and employees' organizational cynicism in the insurance sector. In this context, a survey consisting of verified scales was administered to insurance employees operating in the Central Anatolia region. Out of the 412 valid surveys obtained, it was found that data from 2 surveys did not show normal distribution and were filled out in a manner that affected the other 410 surveys. Following the removal of these 2 unhealthy data points, 410 surveys were included in the analysis. Regression analysis, t-test, and ANOVA tests were utilized in the study. When examining the mediating effect, it was determined that intrinsic motivation did not mediate the effect of psychological empowerment on organizational cynicism (p=0.231). There was a statistically significant difference in intrinsic motivation based on gender (p=0.025). It was found that the average intrinsic motivation of males (Mean=4.04) was higher than that of females. According to the research findings, organizational cynicism also differed significantly by gender (p=0.038), with males having a higher average score compared to females (Mean=2.35). This indicates that males are more prone to organizational cynicism. The study found that intrinsic motivation did not significantly vary by marital status, whereas organizational cynicism varied significantly by marital status (p=0.037). It was observed that married individuals were more affected by organizational cynicism (Mean=2.36). Lastly, there were no statistically significant differences in intrinsic motivation or organizational cynicism based on educational level (p=0.102 & p=0.629). [ABSTRACT FROM AUTHOR]

Need for Cognition has been established as a key intellectual investment trait shaping students' academic development. However, little is yet known about its malleability, particularly in youth. This study investigated stability and change in Need for Cognition in a large longitudinal sample of 3409 adolescents from 166 classes in 27 schools in Flanders. Participants reported on their Need for Cognition in Grades 7, 8, 11 and 12. First, the latent rank-order stability of Need for Cognition between Grades 7 and 11 was found to be r = 0.50. This stability was of a similar magnitude to that of the Big Five personality traits observed in the same sample and larger than that of academic intrinsic motivation. Second, trajectories of Need for Cognition over time were found to vary between individuals. In particular, three trajectory classes could be identified, differentiated mainly by the initial level of Need for Cognition (i.e., a low, medium, and high trajectory). Finally, cognitive ability, cognitive stimulation at home, and parental autonomy support, but not parental educational level, were associated with higher odds of belonging to the high Need for Cognition trajectory and lower odds of belonging to the low Need for Cognition trajectory. [ABSTRACT FROM AUTHOR]

Career crafting offers a new approach for individuals to cope with changing career situations. However, few studies have focused on personality-related antecedents that stably predict career proactivity. Additionally, as individuals' careers are embedded in various social relationships, career crafting involves significant social interaction. Our study focuses on gratitude, which is related to social interaction, suggesting that gratitude fosters an appreciation for interpersonal relationships, providing a beneficial impetus for career crafting. A quantitative approach was adopted with a three-wave survey with 825 responses, and SPSS 26 and Mplus 8.3 were used as the analytical software for confirmatory factor analysis, hierarchical regression analysis, and path analysis. We conducted an empirical examination employing a moderated mediation model grounded in the framework of proactive motivation. The results revealed a positive correlation between gratitude and career crafting, with prosocial motivation mediating this relationship. Simultaneously, intrinsic motivation moderated the relationship between prosocial motivation and career crafting. Our study emphasizes gratitude's role in career crafting and explores how it, along with prosocial motivations, drives proactive behaviors, responding to calls for relational work redesign and examining interactions between intrinsic and prosocial motivations in careers. It has important practical implications for individuals, organizations, and career counselors. [ABSTRACT FROM AUTHOR]

Grades in introductory STEM courses can impact intrinsic motivation (IM) and self-efficacy (SE). We used an exploratory approach to examine trends in grades and how IM and SE impact students' grades. It is known that most first-generation (FG) college students are from underrepresented backgrounds (URM), and that these students are least likely to persist in STEM fields. Therefore, gaining a better understanding of motivation in our most underserved students could be critical to improving their success in introductory biology courses and ultimately future persistence in STEM. We found that, on average, URM FG students received the lowest final grades and experienced the greatest declines in IM and SE. This research informs the way we may think about changes in motivation and self-efficacy in our introductory biology courses as these lay the foundation for future learning and success. [ABSTRACT FROM AUTHOR]

Aim: Research has demonstrated that participation in aerobic exercise can have significant beneficial effects across both physical and mental health domains for individuals who are in the early phase of schizophrenia. Despite these notable benefits of exercise, deficits in motivation and a lack of methods to increase engagement are significant barriers for exercise participation, limiting these potentially positive effects. Fortunately, digital health tools have the potential to improve adherence to an exercise program. The present study examined the role of motivation for exercise and the effects of an automated digital text messaging program on participation in an aerobic exercise program. Methods: A total of 46 first‐episode psychosis participants from an ongoing 12‐month randomized clinical trial (Enhancing Cognitive Training through Exercise Following a First Schizophrenia Episode (CT&E‐RCT)) were included in an analysis to examine the efficacy of motivational text messaging. Personalized motivational text message reminders were sent to participants with the aim of increasing engagement in the exercise program. Results: We found that participants with higher levels of intrinsic motivation to participate in a text messaging program and in an exercise intervention completed a higher proportion of individual, at‐home exercise sessions. In a between groups analysis, participants who received motivational text messages, compared to those who did not, completed a higher proportion of at‐home exercise sessions. Conclusion: These results indicate the importance of considering a person's level of motivation for exercise and the potential utility of using individualized and interactive mobile text messaging reminders to increase engagement in aerobic exercise in the early phase of psychosis. We emphasize the need for understanding how individualized patient preferences and needs interplay between intrinsic motivation and digital health interventions for young adults. [ABSTRACT FROM AUTHOR]

Interventions often fail to achieve long‐term behavioral maintenance. Utilizing motivational and volitional strategies to promote behavioral maintenance factors may improve this. Using a full‐factorial experiment, we tested the effects of three intervention components (focused on intrinsic motivation and identity, exercise preparation habit, and exercise instigation habit) on exercise participation over a year, among new users (N = 751; 91% identifying as female, 54% identifying as White race) of a global, online exercise class platform, run by Les Mills International Ltd, called LM+. We also tested the intervention components' theoretical mechanisms of action—habit formation, intrinsic motivation, identity, and self‐efficacy. Multi‐level models found some support for a main effect of the exercise preparation habit intervention component in promoting self‐reported and objective exercise participation (behavioral outcomes measured via monthly surveys and the LM+ platform; mechanisms measured via monthly surveys)—in particular online exercise class frequency (fixed effect estimate = 0.84, p < 0.05, and = 0.12, p < 0.05, respectively). The preparation habit component also significantly increased preparation habit strength (0.30, p < 0.05) and instigation habit strength (0.33, p < 0.05). Other expected effects were nonsignificant. Helping individuals form an exercise preparation habit may facilitate initiating and maintaining exercise over time, in particular for attending online exercise classes, potentially through promoting greater preparation and exercise instigation habit strength. [ABSTRACT FROM AUTHOR]

The literature indicated that deceivers in face-to-face communication experience psychological strains derived from guilt or distress associated with violating conversational rules. We proposed that this also applies to telephone-mediated deception. Drawing insights from the theoretical and empirical literature, we surmised that strategic trickery utilized by outsourced call center agents would elicit adverse psychological reactions that have unfavorable impacts on their well-being, cognition, and work motivation. We used structural equation modeling to test our hypotheses using data from a sample of 554 outsourced Filipino call service agents who worked graveyard shifts to cater to mainly American customers. The results suggested that strategic deception increases the experience of cognitive dissonance while negatively impacting psychological well-being and intrinsic work motivation. The results also showed that dissonance negatively influences well-being and intrinsic motivation and partially mediates the deception-motivation relationship. Unlike previous findings, however, our multivariate analyses revealed that well-being and motivation were not correlated. Our original findings have theoretical and practical implications. [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]

As information and communication technologies and learner characteristics in higher education develop, so do distance education methods, which are implemented at various levels by higher education institutions. The involvement of students in the learning process is one of the most crucial factors to consider throughout the distance education application transformation, which might change depending on the conditions. At this point, it can be stated that the intrinsic motivation levels of learners involved in distance learning play a decisive role in participating in learning processes. Therefore, examining the intrinsic motivation levels of distance learners is seen as an element that needs to be emphasized. This justifies the study's goal, which is to analyze the intrinsic motivation levels of students who get distance education from higher education institutions concerning factors including age, gender, employment, and educational status. The relational survey model, one of the general survey models, was utilized in this study, which included 327 distance learners. In terms of distance education applications, the findings of the study have a guiding nature for the administrators working in higher education institutions. The analyses carried out revealed that there were no significant differences in the intrinsic motivation levels of distance learners according to their gender, employment situation, or level of education. Furthermore, it has been found that as people get older, their intrinsic incentive for learning grows. A list of recommendations based on the data gathered within this study is provided at the end. [ABSTRACT FROM AUTHOR]

The present study examined the relationships among perceived teacher's autonomy support, four motivational regulations (external, introjected, identified, intrinsic), and four social-emotional outcomes (self-efficacy, resilience, test anxiety, and perceived stress). A total of 130 primary students aged between 10 and 11 (M = 10.36; SD = 0.48) were recruited in Singapore. In particular, the mediating effects of four motivational regulations in the relationship between teacher's autonomy support and social-emotional outcomes were tested using bootstrapping method. Results of the study indicated that external regulation and intrinsic motivation were two mediators between teacher's autonomy support and test anxiety. Surprisingly, introjected regulation was positively associated with test anxiety and perceived stress and functioned as a significant mediator between teacher's autonomy support and test anxiety and perceived stress. Teacher's autonomy support may serve as a potential approach to develop students' positive social-emotional outcomes such as self-efficacy and resilience while reduce negative social-emotional influences such as test anxiety and stress through activating students' motivational resources. The present study provides novel insights into the relationships between SDT and four social-emotional outcomes by considering the four types of motivational regulation as mediators to investigate the effects of perceived teacher's autonomy support on students' SEL-related outcomes. [ABSTRACT FROM AUTHOR]

The quality of Physical education (PE) largely depends on the degree of students' motivation to participate in various kinesiological activities, whereby the level and structure of the motivational space are important. The aim of this research was to analyse the level and structure of student's motivation to perform tasks in PE classes, as well as gender differences. The research was conducted on 77 female and 61 male primary-school students from Split, Croatia, aged 12 to 15. Motivation assessment was carried out using the Motivation for PE questionnaire. Analysis confirmed that basic metric characteristics of all PE motivation measures are at a satisfactory level. In the total sample, measure of PE motivation is expressed as high, with intrinsic measures of motivation being significantly higher than extrinsic forms of student motivation. In general, no differences were found in measures of motivation according to the sex of the respondents. Differences in several measures of PE motivation were found between respondents of different grades, whereby students of 5th and 6th grades show higher results of PE motivation than students of 7th and 8th grades. Using cluster analysis, three different types of PE motivation were determined for both female and male students. For female student these clusters were defined as very low, high, and extremely high motivated types, while for male students clusters were defined as low, high, and extremely high motivated types. The structure and frequency of types of PE motivation is different for sub-samples of female and male students. Knowledge of the described structure will enable teachers to recognize and intervene in students' motivation, aiming to optimise work effects in kinesiological education. [ABSTRACT FROM AUTHOR]

While study-abroad students generally prefer destinations where the local language relates to their personal, academic, or professional pursuits, the Czech Republic ranks as the 25th most popular destination for U.S. study abroad, signalling an interest in exploring beyond traditional language choices. This study addresses the gap in the literature on learning a less commonly taught language in the study abroad setting, which is unrelated to the student's major fields of study (Czech). Over thirteen weeks, data were gathered through a qualitative methodology involving initial questionnaires, learner diaries, and semi-structured interviews with a sample of five students. Drawing on the L2 Motivational Self System (L2MSS), the research underscores the impact of the L2 learning experience and the construct of the ideal L2 self on motivation. Findings revealed a general increase in motivation for learning Czech throughout the semester, accompanied by a decline in the ideal Czech self by the end and an indicative enhancement in the ideal multilingual self-concept. This study additionally emphasizes the vital role of mandatory language courses in augmenting motivation, particularly when aligned with learners' objectives. These insights broaden the understanding of motivational dynamics in acquiring languages other than English (LOTEs), highlighting the necessity for continued exploration of the multilingual motivational self-system within study-abroad contexts. [ABSTRACT FROM AUTHOR]

This article explains how shared leadership can be recognised and established in project-based learning as a situated English practice. It specifically explores the task characteristics of Cox et al.'s (2003) leadership model, which illustrates the functional relations between the procedural features of project work and its outcomes. The result of the analysis is that project work underlies the collective and highly integrative potential of the group of students, transforming them into a community of practice. The findings indicate that factors contributing to facilitating shared leadership are the interdependence of tasks between individuals driven by intrinsic motivation to act and the low complexity of tasks. The analysis also suggests that, although low complexity tasks may weaken shared leadership, they maximise relevance, thereby minimising cognitive effort. Consequently, this response strategy can help boost collaboration. [ABSTRACT FROM AUTHOR]

Different approaches for measuring instructional quality have been debated. Previous studies based on student ratings have primarily used class-average ratings. Beyond this, the high within-classroom variability of students' ratings might indicate that instruction caters to some, but not all students. Therefore, we investigated student-reported instructional quality in mathematics classrooms by considering the average student ratings and rating heterogeneity within classrooms. Using a case-centered clustering approach, we aimed to detect meaningful configurations of the level and heterogeneity of student-reported instructional quality in terms of the Three Basic Dimensions (TBD): classroom management, cognitive activation, and student support. We analyzed data from N = 973 grade eight students across N = 106 classes. Using Latent Profile Analysis (LPA), we identified four classroom profiles comprising 20% to 28% of the sample. The results indicate that the profile with the lowest average ratings showed consistently high heterogeneity for all indicator variables. However, the profile with the highest average ratings exhibited consistently low heterogeneity. We gained interesting insights into between-class differences in instructional quality by considering rating heterogeneity. Furthermore, we explored how classrooms from the identified profiles differed regarding socio-economic status (SES) and mathematics-related characteristics (interest, intrinsic motivation, self-concept, and achievement). [ABSTRACT FROM AUTHOR]

This mixed-method study investigated how task-based language teaching (TBLT) implemented in English-for-nursing programmes impacted students’ learning motivation. Specifically, the study explored the motivational patterns that underlie the students’ participation in the learning process, the factors influencing their English-learning motivation, and the aspects of TBLT that positively affected their learning motivation. The data analysed were acquired through questionnaires and interviews. The questionnaire was designed according to the motivational attitude test battery (MATB) by Gardner (2014). The results of the research reveal that intrinsic motivation was the most favourable motivation, followed by instrumental, extrinsic, and integrative motivation. Several factors influenced the students’ English-learning motivation, such as positive teacher-student interpersonal relationships, teacher praise, teacher feedback or stroke⸻the written feedback from teacher⸻, learning tasks and class activities, student curiosity, teaching method, and relatedness. Three aspects of TBLT positively affected student motivation: task activities, autonomous learning and authentic learning motivation, and teachers’ positive facilitation. The findings can help design materials that motivate students, specifically in nursing programmes in which English is not used as a medium of instruction. [ABSTRACT FROM AUTHOR]