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This study advances and tests a micro‐foundations model that reveals when and how corporate social responsibility (CSR) will enhance organizational innovation. Challenging the prevalent assumption that CSR uniformly leads to positive outcomes, we posit that the impact of CSR on innovation is contingent upon the interplay between employee‐level psychological processes and organizational‐level factors. Specifically, we argue that under conditions of good internal organizational communication, CSR facilitates employees' intrinsic motivation. Then, this motivation can increase organizational‐level innovation, but only if employees are also allowed to thrive, when they are psychologically empowered. We examine the multi‐level model by utilizing a 4‐wave, time‐lagged data from one of the largest Korean commercial banks, featuring 2545 employees across 379 branches. The data consist of both survey data and centrally audited CSR data. The results of the analyses bolster our hypotheses, but also highlight unexpected backlash effects where CSR negatively affects organizational innovation. Our findings contribute to the CSR literature by unveiling the complex micro‐level mechanisms and boundary conditions that shape the CSR‐innovation relationship, thereby addressing the inconsistencies in previous research. Practically, our study suggests that managers should carefully align their CSR initiatives with internal communication strategies and employee empowerment practices to foster innovation. Failing to do so may inadvertently undermine the very outcomes CSR is intended to promote. These insights also speak to the ongoing debate on the role of CSR in driving organizational competitiveness and social impact, underlining the need for a more nuanced and contextualized understanding of CSR's effects. In sum, our results facilitate the integration of previously disparate literatures, while simultaneously also underlining that CSR efforts need to be orchestrated with other improvements if any innovation benefits are to be reaped. [ABSTRACT FROM AUTHOR]

Minimalism is a philosophy based on reduction of consumption and holding fewer possessions that has gained great momentum and popularity worldwide. While prior literature suggests that not all minimalists engage in luxury consumption, a segment of minimalists labeled inconspicuous minimalists are theorized to not only focus on having fewer possessions, but also to have a preference for high product quality and subtlety in design that translates into a higher propensity to purchase "quiet luxury" products. This research empirically examines the relationship between inconspicuous minimalism and luxury consumption. In four experimental studies, we find that contrary to popular belief, certain minimalists are in fact likely to purchase luxury goods. Moreover, we find that inconspicuous minimalists prefer "quiet" versions of luxury brands that are more discreet (no logos), and that these luxury purchases are motivated by a desire for social connectedness to knowledgeable "elites" who share similar cultural capital and values. These findings suggest that inconspicuous minimalists are motivated by social factors, but not by traditional Veblen style conspicuous consumption motives in which the buyer has a desire to impress the masses. [ABSTRACT FROM AUTHOR]

The article explores the relationship between intrinsic and extrinsic reading motivation, reading amount and the comprehension of narrative and expository texts in lower secondary school students. In addition, we intended to verify the effect on these variables of an educational programme, the writing and reading workshop (WRW), aimed at promoting students' love of reading and useful reading strategies. The sample included 149 children attending the first year of lower secondary school. A longitudinal design with two steps of data collection was used. In five classes, teachers applied the WRW; the same number of classes were enrolled as a control group and the teachers applied the Italian traditional teaching programme. The experimental group achieved better results in narrative text comprehension and in reading amount after 1 year. Reading amount was found to mediate the relationship between the instructional method and reading comprehension. No effects of the teaching method were found on either intrinsic or extrinsic motivation. [ABSTRACT FROM AUTHOR]

Self‐determination theory (SDT) has been the subject of pioneering studies in recent years. SDT is centered on the basic psychological needs of autonomy, competence, and relatedness and their necessary role in self‐determined motivation, well‐being, and growth. The objective of the present research was to investigate the relationships between learning style preference, motivational regulation, and psychological well‐being of 417 EFL students at the intermediate level in private schools in three provinces in Iran. The researchers collected the data via electronic surveys using the Perceptual Learning Style Preference Questionnaire, Academic Motivation (AM) Scale, Basic Psychological Needs Satisfaction Measure, and Psychological Well‐Being (PWB) Scale. The quantitative analyses using structural equation modelling showed positive correlations between the learning style preferences and AM and the PWB. Moreover, the satisfaction level with needs was a significant factor in predicting AM and PWB scores. The study highlights the importance of recognizing and accommodating diverse learning styles in educational settings and the significance of needs satisfaction in fostering intrinsic motivation and overall well‐being among EFL learners. These findings emphasize the need for practitioners to target and tailor their pedagogical strategies to meet the needs of their learners and create a learning environment that fosters the three psychological needs as determined by SDT. [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]

Background: 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. Methods: We conducted semi‐structured individual or group interviews with 22 medical undergraduates and eight clinicians. Interviews were transcribed and thematically analysed. Results: 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. Conclusion: 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]

Teacher innovation is closely related to the improvement of basic education quality, and the cultivation of innovative talent for the nation. However, few studies have employed the causes of teacher innovation from the perspective of intrinsic motivation. To explore the factors and mechanisms affecting teacher innovation, we surveyed 421 middle school teachers to investigate the mediating roles of organizational identification and work engagement in the relationship between career calling and teacher innovation. The results indicate that career calling has a significantly positive impact on teacher innovation and that both organizational identification and work engagement mediate the effect of career calling on teacher innovation. Moreover, organizational identification and work engagement act as chain mediators in the relationship between career calling and teacher innovation. Therefore, to promote teacher innovation in middle school, it is important to emphasize the sense of calling, organizational identification, and work engagement. Practical implications for how to promote teacher innovation are also discussed. Practitioner points: Career calling is significantly positively correlated with teacher innovation.Organizational identification and work engagement play a chain mediating role in the relationship between career calling and teacher innovation.Understanding the relationship between career calling, organizational identification, work engagement and teacher innovation can provide effective measures to improve teacher innovation. [ABSTRACT FROM AUTHOR]

We know that solvers self‐selecting in social innovation challenges come from diverse backgrounds including, among others, scientists, engineers, entrepreneurs, researchers, and professionals from various industries. However, we are not aware of what motives actually bring such solvers to self‐select to address these challenges. This study aims at understanding how different kinds of motivations intervene and interact with the solvers' intention to participate considering the specific context of crowdsourcing for social innovation. Drawing on the self‐determination theory, we built a theoretical framework that hypothesizes how intrinsic, extrinsic, and prosocial motivations interact with one another and affect solvers' self‐selection process in social innovation initiatives. Empirically, to investigate the theoretical framework, a survey research design involving the use of questionnaires was adopted to obtain primary data from solvers engaged in crowdsourcing initiatives for social innovation to solve Covid‐19‐related problems in the HeroX platform. We found that prosocial motivations positively affect the solvers' self‐selection process. Moreover, our results highlight that intrinsic and extrinsic motivations differently moderate the relationship between prosocial motivations and intention to participate. The results of this study offer relevant contributions to previous crowdsourcing and organizational psychology literature and provide critical implications for managers designing and organizing crowdsourcing for social innovation challenges. [ABSTRACT FROM AUTHOR]

Self‐efficacy is theorized as a malleable construct that can be influenced by teachers' instructions; however, limited effort has been devoted to evaluating the effectiveness of self‐efficacy interventions. This study leverages a mixed methods design to evaluate the effectiveness of a self‐efficacy intervention over 16 weeks among Chinese English as a foreign language learners. Data were collected from 102 secondary school students (52 and 50 students in the intervention and comparison groups, respectively). We also interviewed nine students from the intervention class. Repeated measures mixed analyses of variance were employed to check the changes in self‐efficacy, intrinsic motivation, engagement, and academic achievement over time as well as to detect the differences in these aspects between the comparison and the intervention groups. Moreover, thematic analysis was adopted to handle the qualitative data. Results of the quantitative phase showed that the explicit self‐efficacy supports worked effectively in promoting self‐efficacy, intrinsic motivation, and language proficiency. Results of the qualitative phase triangulated the findings from the quantitative phase, illuminating the broad‐spectrum effect of self‐efficacy support. Implications and directions for future research are discussed. [ABSTRACT FROM AUTHOR]

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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]

Politicians' engagement with climate change is the focus of an emerging literature, but this research has not been subjected to systematic analysis. To address this important gap, we perform a systematic review of 141 articles on politicians and climate change published between 1985 and 2021. We find a growing research area; almost half of the articles were published after 2018. Existing research is fragmented and focused on a small number of democracies in the Global North, with the United States, United Kingdom, Germany, Norway and Australia being the most‐heavily studied. Substantively, we analyze politicians' motivations, the incentives and barriers they face, and the strategies they employ to block/enable climate action. We find evidence of politicians being both intrinsically and extrinsically motivated. Intrinsic motivations often derive from formative experiences occurring prior to entering politics. Extrinsic motivations most commonly include publics/voters and external events. Importantly, intrinsic and extrinsic motivations vary in different political contexts, and indeed these two motivations may pull politicians in different directions. Politicians may employ various strategies—such as reframing—to achieve their desired policy outcomes. Moreover, politicians' motivations and strategies in relation to climate change are not static, but often vary. We conclude that there is an urgent need for research on how politicians are enabled and/or constrained by political system characteristics. Research is especially called for in the Global South and/or less democratic systems, as well as on investigating how politicians are (not) decarbonizing difficult‐to‐abate sectors and how they reconcile the sometimes‐competing demands for climate change mitigation and adaptation. This article is categorized under:Policy and Governance > National Climate Change PolicyPolicy and Governance > Multilevel and Transnational Climate Change Governance [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]

Green, organic, ecological or sustainable are common adjectives used to characterise food that is produced and processed in harmony with natural systems and cycles. The research analysed the inherent drivers behind consumers' preference for organic food and investigated how these drivers influence the prominence of organic products within consumers' shopping baskets. The investigation also dealt with the difference between intended and effective purchase of organic products, as well as the moderating effect of intrinsic motivation on the weight of organic products in consumers' basket of goods. To achieve this, there was examined a sample of 627 respondents gathered through an online panel survey. Cross‐tabulation and one‐way analysis of variance for data analysis were used. The findings revealed that consumers are intrinsically motivated to opt for organic food, which leads to a substantial increase in the proportion of organic items within their shopping baskets and a heightened willingness to allocate more of their budget to such products. This study furnishes empirical evidence underscoring the inherent factors propelling organic food consumption and the significance of comprehending the driving forces that shape consumer behaviour. The outcomes of this study augment the existing body of knowledge pertaining to organic food consumption and provide implications for retailers, policymakers and marketing strategists vested in advancing the cause of organic food. [ABSTRACT FROM AUTHOR]

An important question in teamwork research is how to maximize performance and the aspects of the team's dynamics and collaboration process that underpin it. Prior research has shown that when team members who are collaborating towards a common purpose experience flow together (team flow; optimal experiences that occur simultaneously at the individual and team levels, entailing deep focus and intrinsic motivation to perform an activity), the team significantly improves its performance and team members experience many positive results at both the individual and team levels. Further advances have built a model of team flow and a means for measuring the construct, as well as qualitative results in business teams to confirm how the elements of team flow interact to generate the positive experiences and higher performance. This study adds practical value to the research by providing proof‐of‐concept for an intervention that promotes team flow in business teams. This cross‐case‐study of 15 teams across five different organizations uses the Team Flow Monitor as a barometer of team health and dynamics, which in turn serves as the centerpiece of an iterative intervention protocol for leading/guiding teams in targeted self‐reflection that can generate virtuous cycles of improving dynamics and performance. In addition to a significant amount of qualitative data confirming the efficacy of the intervention in enabling teams to overcome obstacles and experience more team flow, quantitative analysis of Team Flow Monitor scores showed an increase on average team flow scores across the teams over the course of the intervention (Cohen's d = 0.6). Implications for translating team flow research to field situations are discussed, along with further potential uses of the Team Flow Monitor. [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]

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]

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]

In the pursuit of high‐efficiency polythiophene (PT) organic solar cells (OSCs), a critical challenge is the reduction of nonradiative recombination. This study comprehensively explores polydithienylthiazolothiazole (PTTz)‐based PT terpolymers: PTTz‐Tz and PTTz‐TzT, in which it is demonstrate that molecular structure alterations greatly influence the aggregation kinetics and orientation of these polymers. Specifically, PTTz‐TzT achieves rapid ordering aggregation during spin coating, effectively suppressing excessive polymer aggregation and facilitating appropriate phase separation upon mixing with the acceptor. Meanwhile, PTTz‐TzT inherently adopts a face‐on orientation, resulting in more structured π–π stacking in the vertical direction after acceptor integration, compared to the intrinsic edge‐on orientation of PTTz‐Tz. These factors collectively contribute to lower Urbach energy and a substantial reduction of nonradiative recombination in PTTz‐TzT‐based OSCs, culminating in a high photovoltaic conversion efficiency (PCE) exceeding 16%. Furthermore, a prominent PCE of 19.11% is obtained by PTTz‐TzT via ternary blend strategy, which is among the highest values reported for the OSCs. This investigation underscores the significance of aggregation kinetics and orientation in PT‐based polymers, especially regarding Urbach energy and nonradiative recombination, and offers novel insights for designing high‐performance polythiophene donors. [ABSTRACT FROM AUTHOR]

Family‐supportive supervisor behaviours (FSSB) and their association with employees' work, family, and health outcomes have been widely investigated in workplace contexts. We aimed to acquire a comprehensive understanding of whether FSSB have valuable associations with work, family, and health outcomes and to investigate how FSSB are related to these outcomes using 126 independent samples retrieved from 122 articles (N = 59,068). Our findings revealed several outcomes. First, the bivariate results demonstrated that FSSB were significantly associated with essential work, family, and health outcomes. Second, FSSB exerted beneficial incremental effects on task performance, burnout, organizational commitment, and job satisfaction beyond coworker support, flexible work arrangements, and family‐supportive organizational perceptions, providing further support for its discriminant validity. Third, we built an integrative model that uses ability‐motivation‐opportunity as our organizational framework. Our findings demonstrate that FSSB are significantly associated with employees' work and health outcomes through self‐efficacy, intrinsic motivation, and autonomy. Intrinsic motivation exerts the largest mean indirect effect, followed by self‐efficacy and autonomy. Based on these findings, we discuss theoretical and practical implications as well as directions for future research. [ABSTRACT FROM AUTHOR]

By integrating theories of goal proximity and crowding‐out, this research investigates how and when employees' performance of in‐role pro‐environmental behaviors will spill over to future engagement in extra‐role pro‐environmental behaviors. Using two experiments with employees from the retail (N = 338) and education (N = 448) industries, we found a conditional positive spillover effect, mediated by pro‐environmental goal commitment. More specifically, when employees with low intrinsic pro‐environmental motivation received feedback that they had progressed in their in‐role pro‐environmental performance, their extra‐role pro‐environmental behavior intentions increased due to an increased commitment to the pro‐environmental goal. However, when employees had high intrinsic pro‐environmental motivation, this spillover effect was negative (Study 1) or non‐significant (Study 2). To summarize, the positive spillover effect only occurs when employees are not highly intrinsically motivated. Our findings uncover a missing piece in organizational environmental management literature and carry important implications for employee‐oriented initiatives. [ABSTRACT FROM AUTHOR]

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

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

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

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

Executive stock options are provided to risk‐averse CEOs to encourage risk‐taking. We show that the efficacy of such stock options is moderated by CEOs' regulatory focus—their intrinsic motivations to avoid losses or achieve gains. We show that stock options have a negligible impact on the risk‐taking behavior of CEOs who are intrinsically motivated to avoid losses or take on risks. The impact of stock options on firm risk is strongest among CEOs whose regulatory focus is moderate and whose behavior is thus more malleable. Our paper shows that CEO intrinsic risk‐taking motivations have important implications for the effectiveness of extrinsic risk‐taking incentives provided by stock options. [ABSTRACT FROM AUTHOR]

Small firms may go green because of intrinsic motivation (to realise their green values) or extrinsic pressure (to satisfy the requirements of stakeholders). While the impacts of these two motivations on firms' green behaviours have been discussed in the literature, their influences on economic behaviours such as innovation remain unclear. This paper aims to investigate the relationship between going green due to intrinsic versus extrinsic motivations and their impact on firms' innovation. We examine a dataset of almost 21,000 small businesses in 39 countries, primarily less developed, from 2018 to 2020. We find that firms going green tend to be more innovative than those that do not. Also, firms going green due to extrinsic pressure are equally innovative as those that do so for intrinsic motivation. In some cases, it is even found that extrinsic pressure exerts a stronger effect on innovation than intrinsic motivation. Moreover, we examine the moderating effects of market competition on the relationship between green motivation and innovation. We find that while competition exerts no effect on the relationship between intrinsic motivation to go green and firm innovation, it strengthens the relationship between extrinsic motivation to go green and firm innovation. Our findings are robust in different empirical settings that control for endogeneity, model specifications and estimators. [ABSTRACT FROM AUTHOR]

How do people identify new and better lifegoals for themselves? The goal breakthrough model (GBM) purports to answer this question. The GBM draws from creative process theories of preparation, incubation, illumination, and elaboration to explain how people "cross the Rubicon" to new purposes, in response to felt dissatisfaction. Neuroscience research supporting the GBM is reviewed, highlighting brain‐sequences linking Default Mode Network activity, Cognitive Control Network activity, and Salience Network activity. This understanding of the neural basis of creative goal‐functioning informs an elaborated version of the GBM, one that is less linear and more dynamic than its predecessor model. Overall, the GBM proposes a novel explanation for how people can actively prompt their nonconscious minds to provide new and better behavioral alternatives to consider. [ABSTRACT FROM AUTHOR]

Curiosity is a core driver for life‐long learning, problem‐solving and decision‐making. In a broad sense, curiosity is defined as the intrinsically motivated acquisition of novel information. Despite a decades‐long history of curiosity research and the earliest human theories arising from studies of laboratory rodents, curiosity has mainly been considered in two camps: 'linguistic human' and 'other'. This is despite psychology being heritable, and there are many continuities in cognitive capacities across the animal kingdom. Boundary‐pushing cross‐disciplinary debates on curiosity are lacking, and the relative exclusion of pre‐linguistic infants and non‐human animals has led to a scientific impasse which more broadly impedes the development of artificially intelligent systems modelled on curiosity in natural agents. In this review, we synthesize literature across multiple disciplines that have studied curiosity in non‐verbal systems. By highlighting how similar findings have been produced across the separate disciplines of animal behaviour, developmental psychology, neuroscience, and computational cognition, we discuss how this can be used to advance our understanding of curiosity. We propose, for the first time, how features of curiosity could be quantified and therefore studied more operationally across systems: across different species, developmental stages, and natural or artificial agents. [ABSTRACT FROM AUTHOR]

The rising phenomenon of obesity, a major risk factor for the development and progression of type 2 diabetes, is a complex and multifaceted issue that requires a comprehensive and coordinated approach to be prevented and managed. Although novel pharmacological measures to combat obesity have achieved unprecedented efficacy, a healthy lifestyle remains essential for the long‐term success of any therapeutic intervention. However, this requires a high level of intrinsic motivation and continued behavioural changes in the face of multiple metabolic, psychological and environmental factors promoting weight gain, particularly in the context of type 2 diabetes. This review is intended to provide practical recommendations in the context of a holistic, person‐centred approach to weight management, including evidence‐based and expert recommendations addressing supportive communication, shared decision‐making, as well as nutritional and pharmacological therapeutic approaches to achieve sustained weight loss. [ABSTRACT FROM AUTHOR]

Increasing evidence indicates contact with nature supports mental, physical and social health. However, beyond a widely reported number of barriers to nature contact, the constellation of motivations for human contact with nature is under‐theorised and under‐studied.We begin to develop indicators of autonomous and controlled motivations for nature contact informed by self‐determination theory. These include intrinsic motivation (i.e. enjoyment), integrated regulation (alignment with identify and life goals), identified regulation (a means to an end), introjected regulation (emotional reasons like guilt avoidance) and external regulation (such as peer pressure). We compare these motivation indices in a nationally representative sample of 5082 adults in Australia in 2022 with the Nature Relatedness Scale (NR6), and also test associations between them and five outcomes: time spent in nature, smartphone use in nature, interest in nature prescriptions, physical activity and self‐rated health. Statistical analyses were adjusted for potential confounding.Results demonstrate people have complex mixtures of motivations with varying potency for visiting natural settings and the extent to which those motives are autonomous or controlled matters for what they do, and the benefits accrued. For example, our analyses show that more direct considerations of intrinsic, integrated and identified forms of autonomous motivation have superior explanatory power than the NR6 for time spent in nature, interest in nature prescriptions, adherence to physical activity recommendations and self‐rated health.External regulations emphasising peer approval were associated not only with no additional time in nature but also with more distractive activities when in natural environments, as defined by more smartphone and social media use while there. While introjected regulations emphasising guilt avoidance were associated with increased nature contact, they were similarly associated with time spent on smartphones and social media when in natural environments, which has been shown to undermine restoration.Synthesis and applications: We need to formally measure autonomous and controlled motivations for nature contact to better understand both why some people visit natural environments, and whether they are mindfully maximising the health benefits of those experiences. This will help to inform robust nature‐based interventions that are acceptable, effective and sustainable for everyone. Read the free Plain Language Summary for this article on the Journal blog. Read the free Plain Language Summary for this article on the Journal blog. [ABSTRACT FROM AUTHOR]

This study examines the reasons why Generation Z chooses to engage in green travel behavior (GTB). It investigates the role of environmental consciousness, environmental attitude, and green self‐efficacy in influencing GTB, using self‐determination theory (SDT) as a framework. The study uses survey data from a diverse group of Generation Z individuals to reveal insights into the factors that influence sustainable travel decisions. The findings emphasize the importance of key factors in driving GTB among Generation Z. Environmental consciousness is a key predictor of GTB, and it influences GTB through its mediating effect on environmental attitude. Green self‐efficacy also plays a significant moderating role, strengthening the relationship between environmental consciousness and GTB. By shedding light on the interplay of these motivational factors, the study makes theoretical contributions to the literature on sustainable travel behavior and SDT. These insights can help policymakers develop interventions that promote intrinsic motivation; nurture environmental values and empower Generation Z to be leaders in sustainable travel, shaping a greener and more responsible future of travel. [ABSTRACT FROM AUTHOR]

The relationship between extrinsic rewards and creativity has been subject to ongoing debate within the human resource management and creativity literatures. More research on the mechanisms and boundary conditions has been called for. In this study, using 187 employee‐supervisor dyads in an electronics manufacturing company, we investigated how and when creativity‐contingent extrinsic rewards (CER) may foster creativity among manufacturing employees. Drawing on self‐determination theory, we hypothesized, and found that employee intrinsic motivation mediated the relationship between CER and employee creativity. This relationship was the strongest when employees rated their leader‐member exchange (LMX) as high. The findings reveal the important role of CER in guiding manufacturing employees' intrinsic motivation and stimulating creativity. The identification of LMX as a moderator uncovers crucial boundary conditions of this relationship. Theoretical and practical implications are discussed. [ABSTRACT FROM AUTHOR]

This article explores the association between motivation and functional capacity in older adults before surgery. The study found that older adults with poor functional capacity showed lower self-determined motivation, which may hinder their participation in physical activity programs before surgery and limit potential improvements in functional capacity. The authors suggest that clinicians should develop programs that offer different levels of support to reduce motivational barriers to physical activity. However, the study was conducted at an urban academic institution, so the generalizability of the results to other settings is unclear. [Extracted from the article]

This article presents a study on burnout and professional quality of life among dermatologists in Spain. The study found that while dermatology is generally considered to have good quality of life, a significant number of participants showed signs of burnout. The study also found that dermatologists in the private sector had better professional quality of life compared to those in the public healthcare system. The study highlights the importance of addressing mental health in the dermatology profession and improving work conditions to enhance well-being and patient care. [Extracted from the article]

Learning with digital games has gained considerable popularity. While digital game‐based learning has the potential to improve learners' language learning achievement, engagement and motivation, there still exists a gap when it comes to providing effective feedback to learners within these games. Conventional digital games generally provide learners with immediate error correction, which could be of less help to learners when learning complex language content, such as grammar. In this study, a metalinguistic corrective feedback‐based digital gaming approach is proposed. Moreover, an experiment was conducted to explore how digital games, combined with metalinguistic corrective feedback, affect novice English learners' grammar learning achievement, as well as their perceptions of learning motivation, self‐efficacy and flow experience during learning. Lag sequential analysis was also applied to identify differences in the behavioural patterns of the two groups. A total of 76 university students participated in this study. The experimental group learned the target grammar via digital games combined with metalinguistic corrective feedback, whereas the control group learned with digital games combined with regular feedback, which is immediate error correction. The results suggest that metalinguistic corrective feedback has a positive impact on students' grammar learning, and benefits students who have lower initial intrinsic motivation and self‐efficacy. Different feedback types also lead to diverse learning behaviours. Practitioner notesWhat is already known about this topic Feedback has substantial potential within the domain of digital game‐based learning.Proper instructional theories and strategies should be considered when designing digital games to guide language learners to engage in meaningful learning.What this paper adds Feedback that directs learners to rectify errors by emphasizing grammatical rules and language structures is referred to as metalinguistic corrective feedback. This study proposed a metalinguistic corrective feedback‐based digital gaming approach to explore the efficacy of such feedback in digital games.In addition to learning outcomes, learners' learning behaviour patterns were also recorded and analysed in this study.Implications for practice and/or policy It is potentially worth integrating metalinguistic corrective feedback into digital games to facilitate language learners' learning performances and perceptions.Metalinguistic corrective feedback has the potential to support learners with lower self‐efficacy and motivation to learn complicated language content.Future research can integrate different feedback models into digital games and investigate their effectiveness. [ABSTRACT FROM AUTHOR]

High‐immersion virtual reality (VR) is an increasingly valued environment for language learners. Although reading constitutes a core language skill, practicing reading in VR has received little attention. In this between‐subject, quantitative study, 79 intermediate learners of English at a German university were randomly assigned to view an interactive, multimedia‐rich story under two conditions. In the experimental condition, subjects (the VR group) experienced the story using a high‐immersion VR headset. In the comparison condition, subjects (the video group) watched a video recording (ie, screencast) of the same VR experience. In both conditions, the story was presented using identical captions in English, which served as the reading comprehension text. In addition to measuring the impact of VR on reading comprehension, validated questionnaires yielded data on the subjects' intrinsic motivation, sense of presence and cognitive load. The analysis produced several findings. First, t‐tests revealed the VR group was associated with statistically significantly higher reading comprehension scores compared with the video group (p = 0.03). Second, Wilcoxon signed‐rank tests showed that the VR treatment elicited statistically significantly higher levels of motivation (p ≤ 0.0001) and sense of presence (p ≤ 0.0001). Cognitive load was not significantly different between the groups (p = 0.22). Our main implication is that VR can be beneficial for reading practice. Practitioner notesWhat is already known about this topic High‐immersion virtual reality (VR) is engaging and motivational.Engaging students to practice reading is important.Research on practicing reading in VR has received little attention.What this paper adds It examines the effectiveness of using VR for practicing reading.It shows that VR enhances motivation and the sense of presence when reading.Students report equal levels of cognitive load while reading subtitles in VR and reading subtitles in videos.Implications for practice and/or policy Our main implication is that VR can be beneficial for reading practice.VR could be used as a motivational tool to engage students in reading activities. [ABSTRACT FROM AUTHOR]

While public service motivation theory suggests that public sector employees have higher levels of intrinsic motivation, average pay levels in the public sector are not lower, so public sector employees also value financial incentives. We investigate the relationship of financial incentives with effort (measured with unpaid overtime) for public versus private sector employees using a UK sample. Bonuses are used much less in the public sector, but their relationship with effort is not different between sectors. Public sector employees exert more effort when base pay is higher and do so to a somewhat higher extent than private sector employees. However, public sector employees increase effort more when effort is an important promotion criterion and when perceived job security is higher. Thus, implicit incentives resulting from being in a secure job and developing in that job are more effective for public sector employees than for private sector employees. [ABSTRACT FROM AUTHOR]

The extant literature has generated inconclusive findings concerning the effect of pay for individual performance (PFIP) on creativity. Supplementing self‐determination theory with compensation‐activation theory, we theorized and tested the moderating roles of individual cultural values of vertical and horizontal collectivist orientations on the relationship between PFIP and employee creativity as mediated by intrinsic motivation. The empirical results of two field studies provided convergent support for the intrinsic motivation mechanism underlying the positive relationship between PFIP and employee creativity among individuals with high vertical (but not horizontal) collectivist orientations. These findings highlight the importance of considering individual differences in cultural values in understanding how extrinsic rewards affect creativity. [ABSTRACT FROM AUTHOR]

Fifty years have passed since the Journal of Agricultural Economics published an article by Ruth Gasson on the goals and values of farmers in England. Gasson's research demonstrated the complexity of motives and, in particular, the importance farmers attached to the activities of farming (their intrinsic orientation), even among the operators of larger farms. Gasson's article has been widely cited as seminal by subsequent researchers on farmer behaviour. Governments have acknowledged the importance of understanding the motives of farm decision‐makers when explaining their responses to economic and policy signals and designing schemes to shape farmers' behaviour. Brexit and the creation of national agricultural policies for each constituent UK country have highlighted the need for this better understanding, though precisely how this information can be used remains difficult. The continued dominance of an intrinsic orientation is particularly important for policies encouraging retirement and for the agri‐environment. Gasson's legacy is also important in the quantification of goals and values to segment, and hence model, the heterogeneity of likely farmer responses to market and policy signals. [ABSTRACT FROM AUTHOR]

Gamification has often been used to stimulate learner engagement via intangible rewards, such as virtual points and virtual badges, rather than material goods or benefits. However, not all learners value such intangible rewards; some express their desire to redeem intangible rewards for utilitarian resources or benefits. Although tangible rewards have long been considered a key gamification mechanism in commercial loyalty programs, few studies have explicitly explored its effectiveness in the context of gamified education. To address this gap, the present study used a randomized controlled trial approach to examine the effects of tangible rewards that are redeemed through intangible rewards on students' intrinsic motivation, behavioural and cognitive engagement, and learning performance in a fully online gamified flipped class. Each student was randomly assigned either to the tangible rewards group (EG = 28) or the intangible rewards group (CG = 29). The students in EG significantly outperformed those in CG in terms of intrinsic motivation, behavioural engagement, cognitive engagement and learning performance in the final exam. The results provided practical implications for instructors who plan to use tangible rewards in their gamified classes. Practitioner notesWhat is already known about this topic Fully online learning often suffers from a lack of student engagement.Gamification is often used to stimulate learner engagement via intangible rewards (eg, virtual points and badges) that do not contain any utilitarian benefits outside the gamified system.Not all learners value intangible rewards over time—instead, they desire to convert the intangible badges or points into more utilitarian benefits/resources.What this paper adds This study conducted a randomized controlled experiment to compare the effects of redeemable tangible rewards and intangible rewards on student intrinsic motivation, behavioural engagement, cognitive engagement and learning performance.The tangible rewards group significantly outperformed the intangible rewards group in all aspects.Implications for practice Using tangible rewards is better than merely using intangible rewards in gamified learning.Practitioners should link tangible rewards to a standard of performance.Practitioners should also set a specific and moderately challenging redemption goal. [ABSTRACT FROM AUTHOR]

Consumers are often viewed unfavorably when using luxury products. They are seen as seeking status and managing impressions, and therefore judged as inauthentic. How can luxury consumers alleviate these negative social consequences? Our pilot studies suggest that although many consumers are passionate about luxury products and brands, they avoid sharing this passion with others because they fear being judged negatively. However, we propose that publicly expressing one's passion for luxury can mitigate the social costs of luxury consumption. Six experiments (including three supplemental experiments) show that expressing passion for luxury causes others to perceive luxury consumers as more authentic, consequently increasing perceptions of their warmth and trustworthiness, and leading others to demonstrate greater interest in knowing more about them. Expressing passion for luxury enhances perceived authenticity by prompting observers to attribute the luxury consumption more to intrinsic motivation (e.g., consuming luxury for inherent enjoyment and pleasure) rather than extrinsic motivation (e.g., status enhancement). The effects of passion expression are attenuated for non‐luxury consumption because non‐luxury consumption is generally unlikely to elicit inferences about extrinsic motives. [ABSTRACT FROM AUTHOR]

With unfolding advances in anti-discrimination policy, communication technology, and affordable transportation, society is gaining an historic opportunity to embrace differences in background and perspective as part of ordinary life. Unfortunately, we can be overly pessimistic about the prospect of attracting stakeholders to the work, because overwhelming societal barriers have long perpetuated narrow and inauspicious views of our paths forward. The result can be our unnecessary and ineffective reliance on top-down imperatives as necessary to compel engagement. Improvisation can help us do better. After describing how contextual conditions are shifting favorably, I illustrate the prospective benefits of an improvisational approach to EDI—particularly in fostering intrinsic motivation—and extend basic psychological needs theory to provide guidance for successful implementation. [ABSTRACT FROM AUTHOR]

Teachers' intrinsic motivation for teaching and students' intrinsic motivation for learning are important contributors to effective teaching and learning, and exploring their relationships and influencing mechanisms can clarify the path to promote teachers' professional development and students' overall growth. In our study, 44 secondary school teachers and 2461 secondary school students completed questionnaires, and a multilevel structural equation model was used to explore the influence of teachers' intrinsic motivation for teaching on students' intrinsic motivation for learning and the mediating role of teachers' motivating style and teacher‐student relationships. The results showed that (1) teachers' intrinsic motivation for teaching was significantly positively correlated with students' intrinsic motivation for learning, and the former had a significant direct effect on the latter; (2) teachers' autonomy‐supporting motivating style, positive teacher‐student relationships, and negative teacher‐student relationships played mediating roles between teachers' intrinsic motivation for teaching and students' intrinsic motivation for learning; and (3) teachers' motivating style and teacher‐student relationships played a chained mediating role between teachers' intrinsic motivation for teaching and students' intrinsic motivation for learning. Practitioner points: This research can clarify the path to promote teachers' professional development and students' overall growth.Teachers' intrinsic motivation for teaching had a significant direct effect on students' intrinsic motivation for learning.Teachers' motivating style and teacher‐student relationships played a chained mediating role between teachers' intrinsic motivation for teaching and students' intrinsic motivation for learning. [ABSTRACT FROM AUTHOR]

This study responds to calls to reexamine the L2 motivational self system framework in order to understand motivations to learn languages other than English. Specifically, we explore Indigenous Taiwanese students' heritage language learning motivation from a possible selves perspective. Following work on the rooted L2 self, the construct of the Indigenous heritage self is incorporated to capture the passion and conviction that motivates learners to maintain language use and revitalize cultural legacies. A nationwide questionnaire survey was administered to 293 indigenous Taiwanese high school students (aged 15–18). Exploratory factor analysis points to the need to include the Indigenous heritage self in an account of the motivation to learn endangered Indigenous languages. The composite elements of the Indigenous heritage self consist of goals focused on preserving the Indigenous language and cultures, as well as an emotional attachment to the heritage culture. Furthermore, multiple regression results show that learners' Indigenous heritage self and ideal future self are significant contributors to motivational intensity and classroom engagement. Findings indicate that community‐based motivation is equally important as individual learners' idealized future images in motivating Indigenous language learning. The article concludes by suggesting curriculum initiatives that incorporate motivational strategy instruction aimed at developing an ideal self for speaking the Indigenous language, bridging classroom content and the cultural immersive experiences that students have outside formal environments. [ABSTRACT FROM AUTHOR]

Novel combinations of global conditions, issues under investigation and research alliances require constant reassessment of how to conduct cross‐cultural research. Here we recount an exploratory investigation considering cross‐cultural research between Australian and Indonesian researchers. This paper sets out a range of considerations for practitioners of cross‐cultural research between our two countries. This investigation supports intentions to develop trans‐disciplinary climate change adaptation research but is applicable across multiple research topics and disciplines. We engaged a small multi‐disciplinary mix of researchers, from both countries, conducted two initial focus groups, and subsequently involved participants in drafting of this paper as an exploration of how being cross cultural could manifest. We highlight that cross‐cultural collaborations occur in environments of both cultural differences and power differences. Four main strategies emerged for dealing with the challenges (or opportunities): working respectfully, being reflective of cross‐cultural research practice, being flexible, and learning about culture. Overarching these strategies, we found cross‐cultural research requires considerable extra (long term) effort to tackle and that this is sustained by researchers' intrinsic motives to care for people and place, making this type of research a distinctive labour of love. Finally, we found similarities between cross‐cultural research and climate change adaptation research (even when conducted within one country) where both endeavours call for boundaries of places, cultures and disciplines to be crossed in order to effectively engage with complex topics and environments. Negotiating the liminalities here often defies set formulas and requires a willingness to engage with and 'muddle through' the messiness. Our findings will be of value to those undertaking cross‐cultural research across a wide range of issues. This paper addresses research collaboration between Australia and Indonesia and considers challenges and strategies for working at the intersection of cross cultural research collaboration and climate chance adaptation science. Analysis of focus group data from a multi‐disciplinary mix of researchers from these two countries highlighted four strategies for dealing with challenges: working respectfully, being reflective of cross‐cultural research practice, being flexible, and learning about culture. Overarching these strategies, we found cross‐cultural research requires extra effort and that this is sustained by a researcher's intrinsic motivations of care for people and place – a labour of love. [ABSTRACT FROM AUTHOR]

This study explores a game model that uses scaffolding to learn about cultural heritage based on adventure games. A case study using traditional Chinese murals tested the effectiveness of serious games in improving learning performance and knowledge acquisition. This study observed and evaluated the learning outcomes of 64 students by using serious game learning compared to traditional video learning in an experimental setting. Changes in knowledge acquisition, intrinsic motivation, cognitive load (extrinsic load vs. germane load), and engagement were collected through a series of tests and scales. Experimental results show that digital adventure games have better learning performance and knowledge retention effects, higher intrinsic motivation, germane load, and engagement than traditional video learning. The reasons affecting academic performance were analyzed from the data, and it was found that intrinsic motivation and germane cognitive load positively affected game performance, and external cognitive load hurt game performance. This study provides experience on the design of serious games in cultural heritage learning. [ABSTRACT FROM AUTHOR]

This document is a collection of abstracts from various presentations and studies related to motivation and learning. The presentations cover a range of topics, including academic competence, music instruction, dance, self-curiosity, parenthood, life projects, and children's motivational development. The abstracts provide an overview of the research questions, methodologies, and key findings of each study, offering insights into the complex nature of motivation and its impact on human life and learning. One study found that both intrinsic and extrinsic motivation predicted reading performance in primary school students, while another study explored how self-motives shape inter-group attribution among university students in Delhi. Additionally, a study on procrastination and self-imposed deadlines found that participants were more likely to engage in task completion as the deadline approached. Another study examined the relationship between motivation, risk-readiness, and rationality in medical workers and students, while a study on Chinese children highlighted the importance of considering both cognitive and affective factors in understanding their motivation to write. [Extracted from the article]